TY - JOUR
T1 - Evaluating the Keystones of Development - An Online Curriculum for Residents to Promote Positive Parenting in Primary Care
AU - Hammond, Blair
AU - Pressman, Aliza W.
AU - Quinn, Carrie
AU - Benjamin, Mariel
AU - Luesse, Hiershenee B.
AU - Mogilner, Leora
N1 - Funding Information:
Funding source: This work was funded in part by the Einhorn Family Charitable Trust, the Bezos Family Foundation, the Aronson Family Foundation, and the Board of the Mount Sinai Parenting Center. The views expressed are those of the authors and not necessarily those of our funders. Funders were not involved in the design of the study, analysis, interpretation, writing the manuscript, or in the decision to submit this article for publication.
Funding Information:
We appreciate the notable contributions of Layla Fattah, MEd; Ellen Galinsky, MS; Robert Fallar, PhD; Anne Martin, DrPH; Joel Forman, MD; and Lianna Lipton, MD for their research and editorial assistance. The authors gratefully acknowledge the contributions of site champions and participating residents from each study site. Pilot site and site champions are as follows: Children's Hospital of Los Angeles - Jeffrey Yang, MD; Elmhurst Hospital - Gwen Raphan, MD; Massachusetts General Hospital - Daniel Hall, MD; Tulane Medical Center - Mary Margaret Gleason, MD & Myo Thwin T Myint, MD; University of Mississippi Medical Center - Susan Buttross, MD & Lauren Elliott, PNP; University of Utah School of Medicine ? Quang-Tuyen Nguyen, MD; UT Southwestern Medical School - Sari Bar, DO. Funding source: This work was funded in part by the Einhorn Family Charitable Trust, the Bezos Family Foundation, the Aronson Family Foundation, and the Board of the Mount Sinai Parenting Center. The views expressed are those of the authors and not necessarily those of our funders. Funders were not involved in the design of the study, analysis, interpretation, writing the manuscript, or in the decision to submit this article for publication. Financial disclosure: Dr. Hiershenee B. Luesse at 8RES, LLC was hired as the external evaluation consultant to support this evaluation. All other authors have indicated they have no financial relationships relevant to this article to disclose.
Publisher Copyright:
© 2021 Academic Pediatric Association
PY - 2022/1/1
Y1 - 2022/1/1
N2 - Objective: This pilot outcome evaluation assesses the effectiveness of an online curriculum, the Keystones of Development, aimed at improving residents’ knowledge, attitudes, and reported behaviors around promoting positive parenting and childhood development in well-child visits. Methods: We used an explanatory mixed-methods approach, including a single-arm pre-posttest of intervention effects on self-reported behavioral outcomes (discussing, modeling, and praising) and secondary outcomes (knowledge, perceived barriers, attitudes, and self-efficacy). Following this, a subset of residents participated in in-depth interviews to describe participant responses to the intervention. Results: The study was conducted at 8 pediatric residency programs across the United States with 67 pediatric residents (mean age = 29; 79% female; 57% PGY1). Within one month postintervention, there was a statistically significant increase in the behaviors that promote positive parenting: discussing (P < .01;d = 0.73) and modeling (P < .01;d = 0.61) but not praising (P = .05; d = 0.3). Significant changes in the secondary outcomes: knowledge (P < .01), perceived barriers, (P < .01), and retrospective self-efficacy (P < .01) were seen. Interviews revealed that integration of curriculum content into clinical practice was due to the relevance of the material to primary care and the modeling of how to apply in the clinical setting. Curriculum format, content, and clinical application helped participants weave recommendations into the well-child visit. Conclusions: In this study, we demonstrated that the online curriculum, Keystones of Development, increased resident behaviors, knowledge, and self-efficacy, and decreased perceived barriers to promote parenting behaviors associated with improved child development outcomes in well-child visits. These findings were observed across participants demonstrating equal success regardless of demographic characteristics or study site.
AB - Objective: This pilot outcome evaluation assesses the effectiveness of an online curriculum, the Keystones of Development, aimed at improving residents’ knowledge, attitudes, and reported behaviors around promoting positive parenting and childhood development in well-child visits. Methods: We used an explanatory mixed-methods approach, including a single-arm pre-posttest of intervention effects on self-reported behavioral outcomes (discussing, modeling, and praising) and secondary outcomes (knowledge, perceived barriers, attitudes, and self-efficacy). Following this, a subset of residents participated in in-depth interviews to describe participant responses to the intervention. Results: The study was conducted at 8 pediatric residency programs across the United States with 67 pediatric residents (mean age = 29; 79% female; 57% PGY1). Within one month postintervention, there was a statistically significant increase in the behaviors that promote positive parenting: discussing (P < .01;d = 0.73) and modeling (P < .01;d = 0.61) but not praising (P = .05; d = 0.3). Significant changes in the secondary outcomes: knowledge (P < .01), perceived barriers, (P < .01), and retrospective self-efficacy (P < .01) were seen. Interviews revealed that integration of curriculum content into clinical practice was due to the relevance of the material to primary care and the modeling of how to apply in the clinical setting. Curriculum format, content, and clinical application helped participants weave recommendations into the well-child visit. Conclusions: In this study, we demonstrated that the online curriculum, Keystones of Development, increased resident behaviors, knowledge, and self-efficacy, and decreased perceived barriers to promote parenting behaviors associated with improved child development outcomes in well-child visits. These findings were observed across participants demonstrating equal success regardless of demographic characteristics or study site.
KW - early child development
KW - keystones of development
KW - online curriculum
KW - pediatric resident education
KW - positive parenting
UR - http://www.scopus.com/inward/record.url?scp=85111059259&partnerID=8YFLogxK
U2 - 10.1016/j.acap.2021.06.005
DO - 10.1016/j.acap.2021.06.005
M3 - Article
C2 - 34129925
AN - SCOPUS:85111059259
VL - 22
SP - 151
EP - 159
JO - Academic Pediatrics
JF - Academic Pediatrics
SN - 1876-2859
IS - 1
ER -