JAOA/AACOM Medical Education  |   November 2019
Structured Curriculum to Improve Pediatric Resident Confidence and Skills in Providing Parenting Advice
Author Notes
  • From the Section of General and Community Pediatrics (Drs Caldwell, Qasimyar, Shumate, Cherry, and Bryant) and the Section of Developmental and Behavioral Pediatrics (Dr Bax) in the Department of Pediatrics and from the Department of Biostatistics and Epidemiology (Dr Anderson) at the University of Oklahoma Health Sciences Center in Oklahoma City. Drs Caldwell, Qasimyar, and Shumate were pediatric residents at the time of the study. Dr Caldwell is now an academic generalist fellow. 
  • Financial Disclosures: None reported. 
  • Support: None reported. 
  •  *Address correspondence to Alexandria Caldwell, DO, 1200 Children's Ave, Ste 12400, Oklahoma City, OK 73104-4637. Email: alexandria-caldwell@ouhsc.edu
     
Article Information
Medical Education / Pediatrics / Graduate Medical Education / Curriculum
JAOA/AACOM Medical Education   |   November 2019
Structured Curriculum to Improve Pediatric Resident Confidence and Skills in Providing Parenting Advice
The Journal of the American Osteopathic Association, November 2019, Vol. 119, 748-755. doi:https://doi.org/10.7556/jaoa.2019.124
The Journal of the American Osteopathic Association, November 2019, Vol. 119, 748-755. doi:https://doi.org/10.7556/jaoa.2019.124
Abstract

Context: Residents receive little parenting education despite its potential to improve parenting behavior and decrease child maltreatment despite the inclusion of parenting content on board certification examinations. Teaching residents how to discuss parenting and foster positive parent-child relationships is essential to treating the whole person in osteopathic pediatric medicine.

Objective: To improve pediatric and internal medicine–pediatric residents’ knowledge, confidence, and skills in providing parenting advice.

Methods: Four toddler parenting and discipline modules were developed. During continuity clinic, residents viewed and discussed modules with faculty. Residents completed a confidence and knowledge questionnaire before and after the curriculum, provided a self-report of use of skills learned, and completed a feasibility survey. Faculty also completed a feasibility survey.

Results: Forty-one of 61 residents (67%) participated in the study. Before participation, the median (interquartile range [IQR]) resident score for confidence in giving advice was 6.0 (4.0-7.0) (on a 10-point scale), increasing to 7.0 (6.0-8.0) for those completing 1 to 3 modules and 8.0 (8.0-9.0) for those completing 4 modules. Median (IQR) score on board-style questions was 8.0 (7.0-9.0) (on a 12-point scale) before participating in the modules and 8.5 (7.5-9.5) for those completing 1 to 3 modules and 9.0 (7.0-9.0) for those completing 4 modules after participation; the increase was not statistically significant. Nine faculty and 29 residents completed the modules and responded to the exit survey regarding feasibility and acceptability of the curriculum. On a 4-point scale (4 being excellent), sessions had an overall mean (SD) rating of 3.7 (0.5) by faculty and 3.5 (0.5) by residents. Most residents (27 [93.1%]) reported interest in more modules, and 28 residents (96.6%) reported using information learned from the modules during clinic visits.

Conclusion: Confidence delivering parenting advice increased among residents who completed the curriculum modules. Faculty and residents reported high feasibility ratings, and residents endorsed application of skills during clinic visits and interest in more modules.

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