Table 1
Demographics, knowledgea, attitudesa, and satisfaction of medical learners
|
Demographics ( n = 94) |
N (%) | ||
|
Gender | |||
|
Female |
65 (69.1) | ||
|
Male |
29 (30.9) | ||
|
Race/Ethnicity | |||
|
White/Caucasian |
30 (31.9) | ||
|
Black/African American |
3 (3.2) | ||
|
Hispanic |
11 (11.7) | ||
|
Asian American |
25 (26.6) | ||
|
Other/not reported |
25 (26.6) | ||
|
Medical learner group | |||
|
Physician assistant students |
36 (38.3) | ||
|
Medical students |
28 (29.8) | ||
|
Family medicine residents |
30 (31.9) | ||
|
Pre- and Post-Test comparisons |
Pre-test correct |
Post-test correct | |
|
(n = 53) |
n (%) |
n (%) |
P |
|
Knowledge b | |||
|
1. Reach Out and Read serves over 5 million children annually in the US |
50 (94.3) |
46 (95.8) |
0.0833 |
|
2. Watching Sesame Street is least likely to foster reading and writing |
30 (56.6) |
39 (81.3) |
0.0075 |
|
3. Most children turn pages in board books by 18 months |
48 (90.6) |
45 (93.8) |
0.4142 |
|
4. It is important to read a book word for word, even if very young |
36 (67.9) |
43 (89.6) |
0.0075 |
|
5. Reach Out and Read books should be given to all children aged 12 and under (answer: false—under 5 years) |
6 (11.3) |
14 (29.2) |
0.1655 |
|
Mean (SD) |
Mean (SD) | ||
|
Total knowledge |
3.21 (0.93) |
3.90 (0.69) |
0.0002 |
|
Attitudes c | |||
|
6. I feel comfortable assessing literacy during paediatric clinic visits |
2.83 (0.81) |
3.89 (0.52) |
<0.0001 |
|
7. Parents are (not) offended by questions about literacy |
3.15 (0.96) |
3.74 (0.90) |
0.0054 |
|
8. The clinic is an appropriate place to encourage literacy |
4.12 (0.81) |
4.57 (0.54) |
0.0034 |
|
9. Literacy assessments and related anticipatory guidance tips are (not) only necessary when children are close to school age |
2.90 (1.35) |
4.38 (1.01) |
<0.0001 |
|
Post-curriculum satisfaction |
– |
Mean (SD) |
– |
|
10. Clear objectives were provided |
– |
3.89 (0.73) |
– |
|
11. Information was provided that met my training needs |
– |
3.98 (0.68) |
– |
|
12. I can use this information to improve patient care |
– |
4.30 (0.63) |
– |
|
13. Overall, the training was very good |
– |
4.16 (0.67) |
– |
aScale switched for questions 7 and 9 for analysis
bMcNemar tests used for comparisons, significance level p < 0.05
cWilcoxon signed-rank tests used for comparisons, significance level p < 0.05
Table 2
Frequency and percentages of medical learners who demonstrated the expected behaviour during the OSCE stationsa
|
Station 1 |
Station 2 |
Station 3 |
Station 4 |
Station 5 | |||||
|---|---|---|---|---|---|---|---|---|---|
|
6–12 months (n = 11) |
12–24 months (n = 27) |
2–3 years (n = 11) |
3–4 years (n = 14) |
4–5 years (n = 13) | |||||
|
n (%) |
n (%) |
n (%) |
n (%) |
n (%) | |||||
|
Anticipatory guidance | |||||||||
|
Talk back and forth with baby |
11 (100) |
Smile, answer when child speaks |
27 (100) |
Ask questions ‘what is that?’ |
9 (81.8) |
Ask questions: ‘what’s next?’ |
13 (92.9) |
Relate story to your child’s experiences |
13 (100) |
|
Make eye contact with baby |
11 (100) |
Let your child help turn the pages |
21 (77.8) |
Read same book multiple times |
7 (63.6) |
Point out letters, numbers |
12 (85.7) |
Let your child see you read |
12 (92.3) |
|
Cuddle, talk, sing, read, play |
4 (36.4) |
Use books in family routines |
25 (92.6) |
As you read, talk about the pictures |
11 (100) |
Point out pictures with same sounds |
11 (78.6) |
Ask your child to tell the story |
12 (92.3) |
|
Point at and name things |
3 (27.3) |
Use books to distract child waiting |
19 (70.4) |
Keep using books in daily routines |
10 (90.9) |
Make up stories about pictures |
12 (85.7) |
Encourage writing, drawing |
13 (100) |
|
Follow baby’s cues for ‘more’ or ‘stop’ |
2 (18.2) |
Continue naming things |
26 (96.3) |
Let child choose book |
7 (63.6) |
Let child choose book |
12 (85.7) |
Point out letters in child’s name |
4 (30.8) |
|
Play games like ‘peek-a-boo’ |
2 (18.2) |
– |
– |
– |
– |
– |
– |
Let child choose book |
13 (100) |
|
Types of books | |||||||||
|
Board/cloth books |
10 (90.9) |
Board books |
26 (96.3) |
Rhyming books |
7 (63.6) |
Counting books |
4 (28.6) |
Fairy tales, legends |
13 (100) |
|
Books with baby Faces |
11 (100) |
Picture books that name things |
27 (100) |
Picture books that tell stories |
10 (90.9) |
Picture books that tell longer stories |
10 (71.4) |
Longer stories, fewer pictures |
13 (100) |
|
Nursery rhymes |
1 (9.1) |
Rhyming books |
6 (22.2) |
Search/find books |
2 (18.2) |
Alphabet books |
4 (28.6) |
– |
– |
|
Parent-provider communication skills | |||||||||
|
Introduced him/herself |
11 (100) |
Introduced him/herself |
26 (96.3) |
Introduced him/herself |
11 (100) |
Introduced him/herself |
14 (100) |
Introduced him/herself |
13 (100) |
|
Sat while speaking |
11 (100) |
Sat while speaking |
26 (96.3) |
Sat while speaking |
10 (90.9) |
Sat while speaking |
12 (85.7) |
Sat while speaking |
11 (84.6) |
|
Spoke slowly |
11 (100) |
Spoke slowly |
27 (100) |
Spoke slowly |
11 (100) |
Spoke slowly |
14 (100) |
Spoke slowly |
13 (100) |
|
Used words caregiver knows |
11 (100) |
Used words caregiver knows |
27 (100) |
Used words caregiver knows |
11 (100) |
Used words caregiver knows |
14 (100) |
Used words caregiver knows |
13 (100) |
|
Treated caregiver/ patient with respect |
11 (100) |
Treated caregiver/ patient with respect |
27 (100) |
Treated caregiver/ patient with respect |
11 (100) |
Treated caregiver/ patient with respect |
14 (100) |
Treated caregiver/ patient with respect |
13 (100) |
|
Gave right amount of information for time allowed |
11 (100) |
Gave right amount of information for time allowed |
26 (96.3) |
Gave right amount of information for time allowed |
11 (100) |
Gave right amount of information for time allowed |
12 (85.7) |
Gave right amount of information for time allowed |
13 (100) |
aDue to complexities of medical school and residency scheduling, 42 physician assistant students, 2 residents (PGY2 on community medicine rotation) and no medical students participated in the OSCE stations
Residents completed stations for ages 12–24 months and 3–4 years