HPE Poster. Final
Needs Assessment of Pediatric Resident Knowledge, Attitudes and Behaviors on Early Literacy Promotion in Primary Care Setting HEALTH PROFESSIONS Yelena Fenik1, Elizabeth Black1, Kevin Connolly1, Michael Smith2,
John Scholefield1, and Serena Yang1
EDUCATION
Results
Discussion
1Department
Background Early literacy is a key contributor to child development and later success in many areas of adult life A 2014 American Academy of Pediatrics (AAP) policy statement encourages all pediatric providers to promote early literacy during well child visits by using the Reach out and Read (ROR) model Education related to language and literacy development is an important part of pediatric residency training Dialogic reading, which encourages the reader to prompt children with questions and engage them in discussion while reading to them, is a key component of ROR We designed a service-learning curriculum, which introduces a reading activity based on the ROR model into the existing longitudinal community pediatrics program at UCSF Fresno This curriculum will teach residents age-appropriate early literacy promotion, allow the child and their family to interact with a physician in a non-threatening setting, and teach the parents how to effectively read with their child
Methods
of Pediatrics, UCSF Fresno Medical Education Program
2
Fresno Pacific University
The results of this targeted needs assessment was consistent with our assumption that residents have a generally positive attitude regarding the importance of literacy promotion and their effectiveness in influencing childhood literacy.
We identified a
knowledge gap regarding dialogic reading and individual components of the ROR program. We also identified a discrepancy in residents’ perceived knowledge of individual components of ROR such as dialogic reading and their actual knowledge. Identifying gaps in residents’ ROR practices in the exam room was more difficult, as not all residents answered the questions. Next steps to rectify the knowledge gap within the current curriculum will include a reading exercise in the waiting room and a new format of teaching the theory behind ROR.
A targeted needs assessment was conducted through anonymous voluntary surveys Survey design: - Background information - future career plans (multiple choice) - prior involvement with reading in the waiting room (yes/no) - Attitudes toward early literacy (Likert Scale) - Knowledge - self-assessment of personal knowledge about ROR and its goals (Likert Scale) - describing dialogic reading (short answer) - Behavior - Current practices in the exam room (Likert Scale) All 35 pediatric residents (excluding the author of this study) at UCSF Fresno were asked to participate. 29 completed the surveys.
ACKNOWLEDGEMENTS Thank you UCSF Fresno Pediatric Faculty for continuing support during this project
EDUCATION
Results
Discussion
1Department
Background Early literacy is a key contributor to child development and later success in many areas of adult life A 2014 American Academy of Pediatrics (AAP) policy statement encourages all pediatric providers to promote early literacy during well child visits by using the Reach out and Read (ROR) model Education related to language and literacy development is an important part of pediatric residency training Dialogic reading, which encourages the reader to prompt children with questions and engage them in discussion while reading to them, is a key component of ROR We designed a service-learning curriculum, which introduces a reading activity based on the ROR model into the existing longitudinal community pediatrics program at UCSF Fresno This curriculum will teach residents age-appropriate early literacy promotion, allow the child and their family to interact with a physician in a non-threatening setting, and teach the parents how to effectively read with their child
Methods
of Pediatrics, UCSF Fresno Medical Education Program
2
Fresno Pacific University
The results of this targeted needs assessment was consistent with our assumption that residents have a generally positive attitude regarding the importance of literacy promotion and their effectiveness in influencing childhood literacy.
We identified a
knowledge gap regarding dialogic reading and individual components of the ROR program. We also identified a discrepancy in residents’ perceived knowledge of individual components of ROR such as dialogic reading and their actual knowledge. Identifying gaps in residents’ ROR practices in the exam room was more difficult, as not all residents answered the questions. Next steps to rectify the knowledge gap within the current curriculum will include a reading exercise in the waiting room and a new format of teaching the theory behind ROR.
A targeted needs assessment was conducted through anonymous voluntary surveys Survey design: - Background information - future career plans (multiple choice) - prior involvement with reading in the waiting room (yes/no) - Attitudes toward early literacy (Likert Scale) - Knowledge - self-assessment of personal knowledge about ROR and its goals (Likert Scale) - describing dialogic reading (short answer) - Behavior - Current practices in the exam room (Likert Scale) All 35 pediatric residents (excluding the author of this study) at UCSF Fresno were asked to participate. 29 completed the surveys.
ACKNOWLEDGEMENTS Thank you UCSF Fresno Pediatric Faculty for continuing support during this project
