This pilot outcome evaluation assesses the effectiveness of an online curriculum, the aimed at improving residents’ knowledge, attitudes, and reported behaviors around promoting positive parenting and childhood development in well-child visits. We used an explanatory mixed-methods approach, including a single-arm pre-posttest of intervention effects on self-reported behavioral outcomes (discussing, modeling, and praising) and secondary outcomes (knowledge, perceived barriers, attitudes, and self-efficacy). Following this, a subset of residents participated in in-depth interviews to describe participant responses to the intervention. The study was conducted at 8 pediatric residency programs across the United States with 67 pediatric residents (mean age = 29; 79% female; 57% PGY1). Within one month postintervention, there was a statistically significant increase in the behaviors that promote positive parenting: discussing (01;d = 0.73) and modeling (01;d = 0.61) but not praising (05; d = 0.3). Significant changes in the secondary outcomes: knowledge (01), perceived barriers, (01), and retrospective self-efficacy (01) were seen. Interviews revealed that integration of curriculum content into clinical practice was due to the relevance of the material to primary care and the modeling of how to apply in the clinical setting. Curriculum format, content, and clinical application helped participants weave recommendations into the well-child visit. In this study, we demonstrated that the online curriculum, , increased resident behaviors, knowledge, and self-efficacy, and decreased perceived barriers to promote parenting behaviors associated with improved child development outcomes in well-child visits. These findings were observed across participants demonstrating equal success regardless of demographic characteristics or study site.

中文翻译：

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评估发展的基石 - 为居民提供的在线课程，以促进初级保健中的积极养育

这项试点成果评估评估了在线课程的有效性，旨在提高居民在健康儿童探访中促进积极养育和儿童发展的知识、态度和行为。我们使用了解释性混合方法，包括对自我报告的行为结果（讨论、建模和表扬）和次要结果（知识、感知障碍、态度和自我效能）的干预效果进行单臂事前事后测试。 。此后，一部分居民参与了深度访谈，以描述参与者对干预措施的反应。该研究在美国 8 个儿科住院医师项目中进行，共有 67 名儿科住院医师（平均年龄 = 29；79% 为女性；57% PGY1）。干预后一个月内，促进积极养育的行为显着增加：讨论（01；d = 0.73）和榜样（01；d = 0.61），但不表扬（05；d = 0.3）。次要结果出现显着变化：知识（01）、感知障碍（01）和回顾性自我效能（01）。访谈显示，将课程内容融入临床实践是由于材料与初级保健的相关性以及如何在临床环境中应用的建模。课程格式、内容和临床应用帮助参与者将建议融入到儿童健康检查中。在这项研究中，我们证明，在线课程增加了居民的行为、知识和自我效能，并减少了促进养育行为的感知障碍，这与儿童健康探视中改善儿童发展结果相关。这些研究结果在参与者中观察到，无论人口特征或研究地点如何，都表现出同样的成功。