207 - Reach out and Read​, Beyond Giving the Book​ (An Interactive Resident Workshop)

Publication Number: 207.6083

Cady Rodney, Johns Hopkins All Children's Hospital, Tampa, FL, United States; Jamee Walters, Johns Hopkins All Children's Hospital, 34695, FL, United States; John Morrison, Johns Hopkins All Children's Hospital, Saint Petersburg, FL, United States; Jane P. Sando, Johns Hopkins All Children's Hospital, Tampa, FL, United States

Background: Parents and children are receptive to literacy promotion by pediatricians. Reach Out and Read (ROR) is an evidence-based program for primary care settings to promote early childhood literacy. Little is known about resident training regarding literacy and a notable number of pediatrics patients read below grade level.  A targeted needs assessment of pediatrics residents showed varying comfort levels executing some goals of ROR: choosing age-appropriate books, assessing milestones, modeling reading behavior and discussing barriers to reading. A workshop to improve pediatric residents’ comfort with ROR skills could improve literacy promotion.

Objective: To determine if a novel curriculum about incorporating ROR into practice can improve pediatric residents comfort levels in promoting literacy.

Design/Methods: We created a workshop-based curriculum and used pre/post-surveys assessing resident self-reported comfort with ROR skills. Before the workshop, pediatrics residents (post-graduate year (PGY) 1-3) reviewed select ROR materials (Youtube videos and flyers) and completed a pre-survey. The workshop included 4 stations focused on different age groups (6-12 months, 12-24 months , 2-3 years , and 3-5 years) and had 2 faculty members present (acting as either a facilitator or standardized parent). Residents demonstrated the following skills at each station with debriefing after:
-Choose an age-appropriate book (from an array provided)   
-Assess early literacy developmental milestones (a video of a child from each age group was played)
-Model reading behavior (role play and demonstration required)
-Discuss solutions to literacy barriers (various scenarios presented)    
Residents then completed a post survey. Data were analyzed in aggregate and comparisons between pre/post responses were made using a Fisher's exact test/Wilcoxon rank sum test and content analysis conducted.

Results: 20 residents participated in the workshop. While 90% reported prior ROR training, only 20% were more than somewhat comfortable choosing an age appropriate book. Comfort levels greatly increased after the workshop in all targeted skills, most significantly for seeking solutions to reading barriers with families. The PGY-1 class had the most improvement overall. Modeling reading behavior was a common takeaway theme in post survey responses.

Conclusion(s): An interactive workshop resulted in improved resident comfort with ROR core concepts and may be a useful complement to current training in residency programs. Future research will focus on if improved comfort increased literacy promotion in the residency continuity clinic.

Table 1
Table showing JHACH pediatrics residents prior ROR training and comfort levels pre and post interactive workshop

Figure
Stacked bar graph illustrating difference in comfort levels of JHACH pediatrics resident levels pre and post workshop

Table 2
Table showing key takeaway themes from the interactive resident ROR workshop and representative quotes​ from JHACH pediatrics residents

Table 1
Table showing JHACH pediatrics residents prior ROR training and comfort levels pre and post interactive workshop

Figure
Stacked bar graph illustrating difference in comfort levels of JHACH pediatrics resident levels pre and post workshop

Table 2
Table showing key takeaway themes from the interactive resident ROR workshop and representative quotes​ from JHACH pediatrics residents