Alexandria Caldwell1, Elizabeth Erickson2, Nikki Shearman3, Iman Sharif4, M Connor Garbe5, Hollyce Tyrrell6, Robert Needlman7, Marny Dunlap5. 1. University of Oklahoma Health Sciences Center, Department of Pediatrics, Section of General and Community Pediatrics (A Caldwell, MC Garbe, and M Dunlap), Oklahoma City, Okla. Electronic address: Alexandria-caldwell@ouhsc.edu. 2. Duke University, Department of Pediatrics (E Erickson), Durham, NC. 3. Reach Out and Read, Inc (N Shearman), Boston, Mass. 4. NYU Langone (I Sharif), Brooklyn, NY. 5. University of Oklahoma Health Sciences Center, Department of Pediatrics, Section of General and Community Pediatrics (A Caldwell, MC Garbe, and M Dunlap), Oklahoma City, Okla. 6. Academic Pediatric Association (H Tyrrell), McLean, Va. 7. Case Western Reserve University School of Medicine, Division of Developmental and Behavioral Pediatrics, Metro Health Medical Center (R Needlman), Cleveland, Ohio.
Abstract
BACKGROUND: Despite endorsement by the American Academy of Pediatrics, there are no national data on literacy promotion (LP) training and behaviors. OBJECTIVE: To describe LP training experiences and behaviors of pediatric and internal medicine/pediatrics residents and faculty nationally, and the association between LP training and behaviors. METHODS: The Academic Pediatric Association's Continuity Research Network and Reach Out and Read National Center sent an online survey to faculty and residents at participating Continuity Research Network clinics. Respondents were asked about LP training experiences and behaviors. Data were analyzed using descriptive statistics, chi-square tests, and logistic regression modeling. RESULTS: 473 faculty and 1216 residents at 42 institutions participated. More faculty than residents reported completing online Reach Out and Read training (63% vs 45%, P < .0001). More residents reported learning in clinic from others (92% vs 89%, P = .04). Training experiences did not differ otherwise. More faculty reported providing anticipatory guidance (87% vs 77%, P < .0001); modeling shared reading (69% vs 45%, P < .0001); and using books for developmental assessment (80% vs 62%, P < .0001). Both groups (97%) reported distributing books. The training modality most often endorsed as "very/extremely influential" was learning in clinic from others. Some LP behaviors were associated more strongly with online training while others were associated more strongly with in-person training. CONCLUSIONS: Online training and in-person training are both associated with high quality delivery of LP. Faculty members are more likely to have completed online training and to report engaging in the full range of recommended LP behaviors. These data have implications for LP training.
BACKGROUND: Despite endorsement by the American Academy of Pediatrics, there are no national data on literacy promotion (LP) training and behaviors. OBJECTIVE: To describe LP training experiences and behaviors of pediatric and internal medicine/pediatrics residents and faculty nationally, and the association between LP training and behaviors. METHODS: The Academic Pediatric Association's Continuity Research Network and Reach Out and Read National Center sent an online survey to faculty and residents at participating Continuity Research Network clinics. Respondents were asked about LP training experiences and behaviors. Data were analyzed using descriptive statistics, chi-square tests, and logistic regression modeling. RESULTS: 473 faculty and 1216 residents at 42 institutions participated. More faculty than residents reported completing online Reach Out and Read training (63% vs 45%, P < .0001). More residents reported learning in clinic from others (92% vs 89%, P = .04). Training experiences did not differ otherwise. More faculty reported providing anticipatory guidance (87% vs 77%, P < .0001); modeling shared reading (69% vs 45%, P < .0001); and using books for developmental assessment (80% vs 62%, P < .0001). Both groups (97%) reported distributing books. The training modality most often endorsed as "very/extremely influential" was learning in clinic from others. Some LP behaviors were associated more strongly with online training while others were associated more strongly with in-person training. CONCLUSIONS: Online training and in-person training are both associated with high quality delivery of LP. Faculty members are more likely to have completed online training and to report engaging in the full range of recommended LP behaviors. These data have implications for LP training.
Authors: Andrew S Garner; Amy Storfer-Isser; Moira Szilagyi; Ruth E K Stein; Cori M Green; Bonnie D Kerker; Karen G O'Connor; Kimberly E Hoagwood; Sarah McCue Horwitz Journal: Acad Pediatr Date: 2016-11-24 Impact factor: 3.107
Authors: Janet R Serwint; Kathleen A Thoma; Sharon M Dabrow; Lynn E Hunt; Michelle S Barratt; Timothy R Shope; Paul M Darden Journal: Pediatrics Date: 2006-08-21 Impact factor: 7.124