211 - Preparing Pediatric Residents to Discuss an Autism Diagnosis: Development and Evaluation of Simulation and Online Modules

Publication Number: 211.6496

Laleh Bahrami, Monroe Carell Jr. Children's Hospital at Vanderbilt, Nashville, TN, United States; Tori E. Foster, Vanderbilt University Medical Center / Vanderbilt Kennedy Center TRIAD, Nashville, TN, United States; Cara Miller, Vanderbilt University School of Medicine, Nashville, TN, United States; Gabija Zilinskaite, Vanderbilt TRIAD, Nashville, TN, United States; Tara Minor, Vanderbilt University Medical Center/Vanderbilt Children's Hospital, Nashville, TN, United States; Jeffrey F. Hine, Vanderbilt University Medical Center, Nashville, TN, United States

Background: Although the prevalence of autism is increasing nationally, pediatric residents feel unprepared to discuss the diagnosis and facilitate follow-up care. Given the shortage of developmental-behavioral subspecialists, general pediatricians will be leading discussions around the autism diagnosis and next steps and need improved training to be better prepared. Additionally, the American Academy of Pediatrics (AAP) has identified diagnosis of autism by pediatricians as a top three priority in its 2023 resolutions.

Objective: To develop and evaluate a novel curriculum, designed to support pediatric residents in navigating autism discussions, diagnosis, and treatment.

Design/Methods: We developed an interactive online training module that pediatric residents completed during their developmental-behavioral rotation. This module reviews steps in discussing an autism diagnosis while navigating cultural contexts, promoting hope, addressing common questions/concerns, and providing recommendations and support for families’ next steps. We evaluated the curriculum’s acceptability, utility, and impact on resident confidence in key areas of practice such as providing a diagnosis, answering common questions from families, and reviewing next steps in the child’s care. Pediatric residents completed embedded electronic pre- and post-surveys assessing demographics, past training/experience, resident confidence in key areas of practice, and general feedback. After completing the module, residents practiced delivering the diagnosis in a simulated encounter and received individualized feedback by an attending pediatrician or psychologist.

Results: Module survey data indicate statistically significant increases in participants’ (N = 25) confidence in 4 of 6 practice areas (Figure 1), including three primary focus areas targeted by our curriculum. Preliminary resident feedback has indicated a high level of acceptability and satisfaction. All residents who participated in the simulation responded that they “agree” or “strongly agree” with feeling comfortable answering questions regarding autism diagnosis after having completed the simulation. In addition, residents described the simulation as “immersible and realistic” and a “great way to practice common questions”.

Conclusion(s): Preliminary analysis indicates satisfaction with the curriculum and utility in future clinical practice. This novel curriculum and experiential learning opportunity may help to equip future general pediatricians with needed autism-focused training.

Participant Average Confidence Levels Before and After Completion of the Training Module
PAS abstract 2025 chart.pdf