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Teaching with Style: Utilizing Active Learning Strategies in Asthma and Allergy Education
Increasing Long-Term Control Medication Usage Among Children with Asthma V. K. Owen1, L. M. Morris2, A. D. Robinson1; 1Anthem BCBS, Mason, OH, 2Anthem RX Service, Mason, OH. RATIONALE: Long-term control medications should be taken daily on a long-term basis to achieve and maintain control of persistent asthma, however, often those with asthma especially children rely primarily on short-term relief medications to alleviate their symptoms. METHODS: The asthma disease management team from the Anthem Central Region sent information on the importance of taking long-term control medications, namely “Rules of Two™” educational materials to all pediatric members, ages 5-17 (n=27,523) and their physicians (n=5,943).The asthma disease management staff collaborated with our pharmacy benefit manager (PBM) to then identify non-compliant members via pharmacy claims. The members who were not currently on a longterm control medication (n=991), and their physicians were also sent an educational packet and personalized medication profile. Six months postintervention, data was reexamined utilizing the chi-square methodology. RESULTS: There was a statistically significant increase (p < .001) in the number of members who had a prescription for a long-term control medication post-intervention. 140 members who had 2 or more bronchodilator inhalers and no long-term control medication pre intervention, had one post intervention. This equated to a 14% improvement rate for this intervention. Members had to be continuously enrolled 6 months prior and 6 months after intervention and had to utilize Anthem Rx service (PBM). CONCLUSIONS: Based on the results, it may be concluded that direct member and physician interventions such as member profiling, may be a successful way to improve the overall treatment of asthma. Funding: Anthem BCBS
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Impact of an Asthma Educational Program on Children at an Asthma Camp A. T. Vu1, M. C. Glaum1, E. G. Naik1, M. Grandstaff2, M. N. Shah1, P. Panagos1, R. Franck1, J. T. Ramey1, R. F. Lockey1; 1University of South Florida - College of Medicine and James A. Haley Veterans’ Hospital, Tampa, FL, 2University of South Florida - Clinical Research Unit, Tampa, FL. RATIONALE: Asthma education is an important aspect of asthma management. This study determines the effectiveness of an asthma educational program on children at an asthma camp. METHODS: A comparison study was designed to assess asthmatic children’s (age 8-12) knowledge of asthma after a week in camp. Four interactive educational sessions about asthma were presented by an Asthma and Allergy Foundation of America, Florida Chapter, Inc. certified nurse educator. Pre- and post-test assessments created for this study were: asthma test (AT), peak flow usage score (PFS), and inhaler usage score (IS). RESULTS: Of 43, 20 (47%) were male and 23 (57%) female of which 21 (49%) were first time campers. Two withdrew due to non-asthma related medical problems. The mean difference between the pre- and post-test assessment scores was: AT 1.59 [0.84 - 2.34 (95% confidence limit, p = 0.0001)], PFS 3.15 [0.84 - 2.34 (95% confidence limit, p<0.0001)], and IS 1.59 [0.88 - 2.29 (95% confidence limit, p<0.0001)]. Both gender as well as first time and returning campers displayed equal improvement in the three assessments. Greatest increase was in the PFS. CONCLUSIONS: Participants attending a one week asthma camp increased their asthma knowledge and inhaler and peak flow meter skills. Increased knowledge should lead to improved control and management of asthma. Long term follow-up of these camp participants is planned.
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Primary Care Provider (PCP) Asthma Communication and Quality of Asthma Care K. A. Riekert1, B. Kalesan1, A. M. Butz2, M. E. Bollinger3, K. Walton1, K. Mudd3, C. S. Rand1; 1Medicine, Johns Hopkins University, Baltimore, MD, 2Pediatrics, Johns Hopkins University, Baltimore, MD, 3Pediatrics, University of Maryland, Baltimore, MD. RATIONALE: Minority, pre-school children are a particularly high-risk group for poor asthma health outcomes. Most children living in poverty have access to a source of asthma care, yet they are less likely to receive high quality care essential for asthma control. We hypothesized that the quality of asthma communication between the child’s family and the PCP is associated with the quality of asthma care provided to children. METHODS: Participants were 62 children age 2-6 years with asthma enrolled in Baltimore City Head Start programs. Caregivers indicated whether or not the PCP had discussed 11 asthma topics at the previous asthma appointment. Items were summed to make an overall communication scale (Cronbach alpha = .82). The caregiver also answered questions about indicators of quality care. RESULTS: Better PCP communication (score above the median) was associated with the child being prescribed an inhaled corticosteroid (44% vs 19%, p<.05) and having a course of oral steroids in the previous 6 months (50% vs 23%, p<.05) compared with poor communication even though the groups did not differ on current asthma symptoms frequency, or urgent healthcare utilization. Although not statistically significant, those reporting better communication were referred to an asthma specialist (17% vs 4%, ns) and skin tested (26% vs 15%, ns) more often. CONCLUSIONS: These preliminary results suggest that asthma communication with the PCP is associated with several indicators of quality of medical care for inner-city pre-school children. Efforts to improve asthma communication may result in better asthma care. Funding: NIH-NHLBI
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Teaching with Style: Utilizing Active Learning Strategies in Asthma and Allergy Education D. S. Clark; Stafford County Schools, Stafford, VA. RATIONALE: The use of Active Learning Strategies are unique, fun and creative methods to strengthen and reinforce asthma and allergy education thereby increasing disease knowledge,management and control. METHODS: Developed interactive games and activities for children and adults that reinforce concepts and skills for asthma and allergy management. Puzzles,trivia, game show formats,Bingo, role playing and problem based scenarios are the types of activities created to enhance the traditional education lesson plan. RESULTS: Evaluating the participant’s knowledge of material presented with written and skill testing procedures proved the use of active learning strategies effective in improving knowledge and skills. Improvement noted in management of participant’s health care issues as evidenced by decrease of emergency care needs and control of allergy and asthma symptoms.Written participant evalutations reflected the activities were “fun,exciting,awesome, fast moving and better than only watching a video or lecture.” CONCLUSIONS: Active Learning Strategies allow the educator to present information in innovative, dynamic formats that engages the learners and actively involves them in the learning processs. Active Learning allows flexibility and creativity that provides a relaxed, fun and stimulating environment that reinforces and strengthens the education process. Improvement in the management of allergy and asthma symptoms can be achieved with the use of creative teaching methods.
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Abstracts S55
J ALLERGY CLIN IMMUNOL VOLUME 117, NUMBER 2
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Impact of an Asthma Educational Program on Children at an Asthma Camp A. T. Vu1, M. C. Glaum1, E. G. Naik1, M. Grandstaff2, M. N. Shah1, P. Panagos1, R. Franck1, J. T. Ramey1, R. F. Lockey1; 1University of South Florida - College of Medicine and James A. Haley Veterans’ Hospital, Tampa, FL, 2University of South Florida - Clinical Research Unit, Tampa, FL. RATIONALE: Asthma education is an important aspect of asthma management. This study determines the effectiveness of an asthma educational program on children at an asthma camp. METHODS: A comparison study was designed to assess asthmatic children’s (age 8-12) knowledge of asthma after a week in camp. Four interactive educational sessions about asthma were presented by an Asthma and Allergy Foundation of America, Florida Chapter, Inc. certified nurse educator. Pre- and post-test assessments created for this study were: asthma test (AT), peak flow usage score (PFS), and inhaler usage score (IS). RESULTS: Of 43, 20 (47%) were male and 23 (57%) female of which 21 (49%) were first time campers. Two withdrew due to non-asthma related medical problems. The mean difference between the pre- and post-test assessment scores was: AT 1.59 [0.84 - 2.34 (95% confidence limit, p = 0.0001)], PFS 3.15 [0.84 - 2.34 (95% confidence limit, p<0.0001)], and IS 1.59 [0.88 - 2.29 (95% confidence limit, p<0.0001)]. Both gender as well as first time and returning campers displayed equal improvement in the three assessments. Greatest increase was in the PFS. CONCLUSIONS: Participants attending a one week asthma camp increased their asthma knowledge and inhaler and peak flow meter skills. Increased knowledge should lead to improved control and management of asthma. Long term follow-up of these camp participants is planned.
215
Primary Care Provider (PCP) Asthma Communication and Quality of Asthma Care K. A. Riekert1, B. Kalesan1, A. M. Butz2, M. E. Bollinger3, K. Walton1, K. Mudd3, C. S. Rand1; 1Medicine, Johns Hopkins University, Baltimore, MD, 2Pediatrics, Johns Hopkins University, Baltimore, MD, 3Pediatrics, University of Maryland, Baltimore, MD. RATIONALE: Minority, pre-school children are a particularly high-risk group for poor asthma health outcomes. Most children living in poverty have access to a source of asthma care, yet they are less likely to receive high quality care essential for asthma control. We hypothesized that the quality of asthma communication between the child’s family and the PCP is associated with the quality of asthma care provided to children. METHODS: Participants were 62 children age 2-6 years with asthma enrolled in Baltimore City Head Start programs. Caregivers indicated whether or not the PCP had discussed 11 asthma topics at the previous asthma appointment. Items were summed to make an overall communication scale (Cronbach alpha = .82). The caregiver also answered questions about indicators of quality care. RESULTS: Better PCP communication (score above the median) was associated with the child being prescribed an inhaled corticosteroid (44% vs 19%, p<.05) and having a course of oral steroids in the previous 6 months (50% vs 23%, p<.05) compared with poor communication even though the groups did not differ on current asthma symptoms frequency, or urgent healthcare utilization. Although not statistically significant, those reporting better communication were referred to an asthma specialist (17% vs 4%, ns) and skin tested (26% vs 15%, ns) more often. CONCLUSIONS: These preliminary results suggest that asthma communication with the PCP is associated with several indicators of quality of medical care for inner-city pre-school children. Efforts to improve asthma communication may result in better asthma care. Funding: NIH-NHLBI
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Teaching with Style: Utilizing Active Learning Strategies in Asthma and Allergy Education D. S. Clark; Stafford County Schools, Stafford, VA. RATIONALE: The use of Active Learning Strategies are unique, fun and creative methods to strengthen and reinforce asthma and allergy education thereby increasing disease knowledge,management and control. METHODS: Developed interactive games and activities for children and adults that reinforce concepts and skills for asthma and allergy management. Puzzles,trivia, game show formats,Bingo, role playing and problem based scenarios are the types of activities created to enhance the traditional education lesson plan. RESULTS: Evaluating the participant’s knowledge of material presented with written and skill testing procedures proved the use of active learning strategies effective in improving knowledge and skills. Improvement noted in management of participant’s health care issues as evidenced by decrease of emergency care needs and control of allergy and asthma symptoms.Written participant evalutations reflected the activities were “fun,exciting,awesome, fast moving and better than only watching a video or lecture.” CONCLUSIONS: Active Learning Strategies allow the educator to present information in innovative, dynamic formats that engages the learners and actively involves them in the learning processs. Active Learning allows flexibility and creativity that provides a relaxed, fun and stimulating environment that reinforces and strengthens the education process. Improvement in the management of allergy and asthma symptoms can be achieved with the use of creative teaching methods.
217
SATURDAY
Abstracts S55
J ALLERGY CLIN IMMUNOL VOLUME 117, NUMBER 2