Literacy Promotion Training and Implementation in Pediatric Continuity Clinics.

Area of Science:

• Pediatric education and training
• Public health interventions
• Early childhood development

Background:

• The American Academy of Pediatrics endorses literacy promotion (LP) but national data on training and behaviors are lacking.
• Understanding current LP training and practices among pediatric healthcare professionals is crucial.

Purpose of the Study:

• To assess literacy promotion (LP) training experiences and behaviors of pediatric and internal medicine/pediatrics residents and faculty nationwide.
• To examine the association between LP training and reported behaviors.

Main Methods:

• An online survey was distributed to faculty and residents at participating clinics within the Academic Pediatric Association's Continuity Research Network.
• Respondents reported on their LP training experiences and behaviors.
• Data were analyzed using descriptive statistics, chi-square tests, and logistic regression.

Main Results:

• 473 faculty and 1216 residents participated across 42 institutions.
• Faculty reported higher completion of online Reach Out and Read training (63% vs 45%) and more engagement in key LP behaviors like providing anticipatory guidance and modeling shared reading.
• Learning in clinic from peers was the most influential training modality for both groups.

Conclusions:

• Both online and in-person training modalities are linked to effective literacy promotion (LP) delivery.
• Faculty demonstrate higher engagement in online training and a broader range of LP behaviors compared to residents.
• Findings highlight the importance of diverse training approaches for enhancing LP practices in pediatrics.