- Email: [email protected]
70. Use of an Online Pediatric Curriculum
S48
Poster Abstracts / 50 (2012) S16 –S95
explaining confidentiality and less confident counseling STI. Postexam students were confident asking personal questions, pregnancy counseling, and confidentiality with low confidence on STI therapy. No students were not confident post-lecture/exam. Self-efficacy significantly increased from each time point: Pre-rotation⬍postlecture⬍post-exam (p⬍.001). SPs rated students ‘excellent’ ⬎50% for no items. For pre-rotation self-efficacy and communication, students very confident/confident asking personal questions were ‘very good’ with showing respect and warmth. Students somewhat confident on STI counseling/prevention, pregnancy risk were ‘excellent’ in eye contact. Post-lecture students confident assessing risk were ‘very good’ in eye contact. No items were significant post-clinical exam. Students fully addressed knowledge items physical symptoms, STI prevention, and contraception ⬎80%. They addressed sexual activity, STI risk, dating and confidentiality ⬍25%; ⬎20% students did not address pregnancy, vaginal symptoms, and STI risk. Pre-rotation students very confident discussing STI testing and confident in STI prevention fully addressed the two issues. Post-lecture students very confident on STI counseling fully addressed STI prevention; students confident in pregnancy counseling fully addressed dating. Post-exam students were very confident assessing risk and contraception but did not fully address confidentiality. Students very confident asking personal questions, pregnancy counseling and confidentiality fully addressed STI therapy. Students confident on STI risk and confidentiality fully addressed pregnancy and dating; students confident assessing risk and contraception fully addressed menstrual history. Conclusions: Medical student self-efficacy is affected by experiences, especially with increased adolescent medicine exposure. Examining capabilities over time allows for analysis of knowledge and knowledge utilization in real physician-patient situations. Continued emphasis on education in adolescent health is essential as learners progress in medical training. Sources of Support: N/A. 70. USE OF AN ONLINE PEDIATRIC CURRICULUM Areej Hassan, MD, MPH, Sion K. Harris, PhD, Lon Sherritt, MPH, Shari Van Hook, MPH, Carolyn Bridgemohan, MD, John Knight, MD, Jean Emans, MD, FSAHM.
Results: Between March 2000 and November 2010, 6,078 unique users downloaded Pedicases materials. 30% of the users identified themselves as staff physicians and 28% as medical trainees. The remainder reflected multiple disciplines including nurses, nurse practitioners, mental health professionals, and other health educators. Most users had completed professional training recently (45% within five years). Although three quarters of users hailed from the US with the largest numbers from the Mid-West and Mid-Atlantic regions, over 130 countries were represented across users. A total of 28,075 cases were downloaded with a mean of 4.6 (SD 8.2) per user. Among the adolescent-specific cases, the mental health module (anorexia nervosa, substance use, and depression) was the most frequently accessed, comprising 10.3% of the total downloads. Cases involving routine screening and health promotion during adolescence were also frequently accessed (8.8%). Users who had been out of training longer (p⬍.001) and international users (p⫽.019) tended to download more cases. 269 users completed the survey. Overall, most users had a positive experience with 86% responding that they would “probably” or “definitely” recommend the website to other colleagues involved in medical education, and just under 90% planned continued use of materials. Although the materials were originally targeted for teaching residents, more than half of users (54%) have used materials for self-education purposes with 71% interested in having associated CME credit. Constructive feedback indicated that cases should be further revised to accommodate limited trainee teaching time, and tools such as standardized video clips, Powerpoint presentations, and self-assessment questions and answers should be added. Conclusions: The Pedicases online pediatric curriculum was well received by users from a wide variety of backgrounds. Data suggest that adolescent mental health is a particular area of interest. Providing a web-based accessible, comprehensive, and well-structured learning experience has the potential to enhance pediatric education worldwide. Future revisions should focus on updated content to meet current health guidelines and incorporate new technology. Sources of Support: Maternal and Child Health Bureau - Interdisciplinarry Adolescent Health Training.
Children’s Hospital Boston Purpose: In response to new training requirements and curricular needs of pediatric residency programs, the Pedicases website (www. pedicases.org) was launched in 2000 to provide free educational materials. Over 30 case-based modules incorporating Bright Futures health supervision guidelines were published covering child growth, development, behavior, and adolescent medicine. As part of a larger QI study to inform the revision of this tool, we assessed Pedicases usage patterns and evaluated the experience of previous users. Methods: Two data sources were utilized: the website data registry which recorded utilization and descriptive data as users accessed and downloaded cases, and an emailed survey sent to a selection of previous users in March 2011. We characterized users by discipline, years of training, and geographic location, and Pedicases utilization by numbers and types of topics downloaded. The survey asked users about their website experience and suggestions for improvement, including their thoughts regarding overall efficacy of the tool, website interface, and the quality, accessibility, and relevance of the materials. We compared usage patterns across types of users using Chi square and Kruskal-Wallis tests.
SESSION I: MENTAL HEALTH 71. SOCIAL MARKETING INTERVENTION AND DEPRESSION TREATMENT IN ADOLESCENT MOTHERS M. Cynthia Logsdon, PhD1, Michael Barone, PhD2, Jennifer Gregg, PhD2, Sara York, BA3, David Morrison, MS1, Tania Lynch, BA2, Ashley Robertson, BA2, John Myers, PhD2 1 University of Louisville Hospital 2University of Louisville 3Teenage Parent Program, JCPS
Purpose: More than than 400,000 live births occur to adolescents in the United States annually, and 50% of adolescent mothers experience symptoms of depression. Unfortunately, few adolescent mothers receive depression evaluation and treatment, which is a significant public health issue. Untreated depression impacts the adolescent’s relationships, functioning at work and school, health care seeking behaviors, parenting abilities, and her development as well as the development of her child. Barriers to depression treatment in adolescent mothers include lack of knowledge of depression symptoms (literacy), negative attitude towards mental
Poster Abstracts / 50 (2012) S16 –S95
explaining confidentiality and less confident counseling STI. Postexam students were confident asking personal questions, pregnancy counseling, and confidentiality with low confidence on STI therapy. No students were not confident post-lecture/exam. Self-efficacy significantly increased from each time point: Pre-rotation⬍postlecture⬍post-exam (p⬍.001). SPs rated students ‘excellent’ ⬎50% for no items. For pre-rotation self-efficacy and communication, students very confident/confident asking personal questions were ‘very good’ with showing respect and warmth. Students somewhat confident on STI counseling/prevention, pregnancy risk were ‘excellent’ in eye contact. Post-lecture students confident assessing risk were ‘very good’ in eye contact. No items were significant post-clinical exam. Students fully addressed knowledge items physical symptoms, STI prevention, and contraception ⬎80%. They addressed sexual activity, STI risk, dating and confidentiality ⬍25%; ⬎20% students did not address pregnancy, vaginal symptoms, and STI risk. Pre-rotation students very confident discussing STI testing and confident in STI prevention fully addressed the two issues. Post-lecture students very confident on STI counseling fully addressed STI prevention; students confident in pregnancy counseling fully addressed dating. Post-exam students were very confident assessing risk and contraception but did not fully address confidentiality. Students very confident asking personal questions, pregnancy counseling and confidentiality fully addressed STI therapy. Students confident on STI risk and confidentiality fully addressed pregnancy and dating; students confident assessing risk and contraception fully addressed menstrual history. Conclusions: Medical student self-efficacy is affected by experiences, especially with increased adolescent medicine exposure. Examining capabilities over time allows for analysis of knowledge and knowledge utilization in real physician-patient situations. Continued emphasis on education in adolescent health is essential as learners progress in medical training. Sources of Support: N/A. 70. USE OF AN ONLINE PEDIATRIC CURRICULUM Areej Hassan, MD, MPH, Sion K. Harris, PhD, Lon Sherritt, MPH, Shari Van Hook, MPH, Carolyn Bridgemohan, MD, John Knight, MD, Jean Emans, MD, FSAHM.
Results: Between March 2000 and November 2010, 6,078 unique users downloaded Pedicases materials. 30% of the users identified themselves as staff physicians and 28% as medical trainees. The remainder reflected multiple disciplines including nurses, nurse practitioners, mental health professionals, and other health educators. Most users had completed professional training recently (45% within five years). Although three quarters of users hailed from the US with the largest numbers from the Mid-West and Mid-Atlantic regions, over 130 countries were represented across users. A total of 28,075 cases were downloaded with a mean of 4.6 (SD 8.2) per user. Among the adolescent-specific cases, the mental health module (anorexia nervosa, substance use, and depression) was the most frequently accessed, comprising 10.3% of the total downloads. Cases involving routine screening and health promotion during adolescence were also frequently accessed (8.8%). Users who had been out of training longer (p⬍.001) and international users (p⫽.019) tended to download more cases. 269 users completed the survey. Overall, most users had a positive experience with 86% responding that they would “probably” or “definitely” recommend the website to other colleagues involved in medical education, and just under 90% planned continued use of materials. Although the materials were originally targeted for teaching residents, more than half of users (54%) have used materials for self-education purposes with 71% interested in having associated CME credit. Constructive feedback indicated that cases should be further revised to accommodate limited trainee teaching time, and tools such as standardized video clips, Powerpoint presentations, and self-assessment questions and answers should be added. Conclusions: The Pedicases online pediatric curriculum was well received by users from a wide variety of backgrounds. Data suggest that adolescent mental health is a particular area of interest. Providing a web-based accessible, comprehensive, and well-structured learning experience has the potential to enhance pediatric education worldwide. Future revisions should focus on updated content to meet current health guidelines and incorporate new technology. Sources of Support: Maternal and Child Health Bureau - Interdisciplinarry Adolescent Health Training.
Children’s Hospital Boston Purpose: In response to new training requirements and curricular needs of pediatric residency programs, the Pedicases website (www. pedicases.org) was launched in 2000 to provide free educational materials. Over 30 case-based modules incorporating Bright Futures health supervision guidelines were published covering child growth, development, behavior, and adolescent medicine. As part of a larger QI study to inform the revision of this tool, we assessed Pedicases usage patterns and evaluated the experience of previous users. Methods: Two data sources were utilized: the website data registry which recorded utilization and descriptive data as users accessed and downloaded cases, and an emailed survey sent to a selection of previous users in March 2011. We characterized users by discipline, years of training, and geographic location, and Pedicases utilization by numbers and types of topics downloaded. The survey asked users about their website experience and suggestions for improvement, including their thoughts regarding overall efficacy of the tool, website interface, and the quality, accessibility, and relevance of the materials. We compared usage patterns across types of users using Chi square and Kruskal-Wallis tests.
SESSION I: MENTAL HEALTH 71. SOCIAL MARKETING INTERVENTION AND DEPRESSION TREATMENT IN ADOLESCENT MOTHERS M. Cynthia Logsdon, PhD1, Michael Barone, PhD2, Jennifer Gregg, PhD2, Sara York, BA3, David Morrison, MS1, Tania Lynch, BA2, Ashley Robertson, BA2, John Myers, PhD2 1 University of Louisville Hospital 2University of Louisville 3Teenage Parent Program, JCPS
Purpose: More than than 400,000 live births occur to adolescents in the United States annually, and 50% of adolescent mothers experience symptoms of depression. Unfortunately, few adolescent mothers receive depression evaluation and treatment, which is a significant public health issue. Untreated depression impacts the adolescent’s relationships, functioning at work and school, health care seeking behaviors, parenting abilities, and her development as well as the development of her child. Barriers to depression treatment in adolescent mothers include lack of knowledge of depression symptoms (literacy), negative attitude towards mental