Transfer of knowledge to diagnose infant abuse and its incidence - a time-series analysis from Sweden

Ulf Högberg1,2

  • 1Department of Women's and Children's Health, Uppsala University, SE-751 85, Uppsala, Sweden. ulf.hogberg@kbh.uu.se.

Insights

Knowledge transfer on shaken baby syndrome (SBS/AHT) influenced infant abuse diagnoses. Supportive knowledge increased maltreatment diagnoses, while disruptive knowledge later led to a decline, suggesting potential de-implementation.

Area of Science:

  • Pediatrics
  • Public Health
  • Forensic Medicine

Background:

  • Infant abuse, particularly shaken baby syndrome/abusive head trauma (SBS/AHT), poses a significant public health challenge.
  • Understanding the dynamics of knowledge transfer is crucial for effective prevention and diagnosis strategies.

Purpose of the Study:

  • To analyze the impact of knowledge transfer regarding physical abuse detection, specifically SBS/AHT, on infant abuse diagnosis trends.
  • To investigate the association between the dissemination of information on SBS/AHT and changes in maltreatment and assault diagnoses in infants.

Main Methods:

  • Retrospective, population-based, and quasi-experimental study design.
  • Analysis of infant abuse diagnoses (maltreatment and assault) in Sweden from 1987-2019.
  • Literature review to assess knowledge transfer (diffusion, dissemination, implementation) related to SBS/AHT.

Main Results:

  • Overall abuse incidence was stable from 1987-2000. Following increased knowledge transfer on SBS/AHT from 2002, maltreatment diagnoses rose significantly until 2013.
  • A subsequent increase in disruptive knowledge transfer regarding SBS/AHT between 2014-2019 was associated with a decline in maltreatment diagnoses.

Conclusions:

  • Increased maltreatment diagnoses correlated with the transfer of supportive knowledge about the SBS/AHT paradigm.
  • A decline in diagnoses towards the study's end suggests a potential de-implementation of certain knowledge or practices related to infant abuse detection.
Abstract