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Enhancing Childhood-Educator Knowledge and Confidence: Virtual "Coffee Chat" Interventions with Medical

Prutha Patel1, Yash Desai1, Harsha Bhagtani1

  • 1Pediatrics, Edward Via College of Osteopathic Medicine, Blacksburg, USA.

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Summary

Virtual "coffee chat" sessions significantly improved early childhood educators' (ECEs) knowledge and confidence in managing child health issues. This accessible, evidence-based approach offers a promising model for professional development in childcare settings.

Keywords:
community health educationconfidence and knowledge outcomesearly childhood educationeducator professional developmenthealth educationintegrated management of childhood illnessinterdisciplinary collaborationpediatric health literacypublic health interventionvirtual learning

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Area of Science:

  • Pediatrics and Child Development
  • Early Childhood Education
  • Public Health Interventions

Background:

  • Early childhood educators (ECEs) often lack resources and expert guidance for managing common childhood health issues, causing stress for educators and parents.
  • A pilot intervention was developed to provide ECEs with evidence-based knowledge and practical strategies for frequent childhood health concerns.

Purpose of the Study:

  • To enhance the knowledge and confidence of ECEs in addressing common health and behavioral issues in children.
  • To establish a sustainable educational model for improving child health management in childcare settings.

Main Methods:

  • Eight virtual "coffee chat" sessions were conducted over two years, featuring evidence-based presentations and interactive discussions led by pediatricians and medical students.
  • A pre- and post-survey design was used to assess changes in participant knowledge and confidence.
  • Data analysis included descriptive statistics and a Wilcoxon Signed Rank test, with qualitative feedback analyzed thematically.

Main Results:

  • Significant improvements in ECEs' knowledge and confidence were observed across sessions (p <0.001).
  • The session on self-regulation and temper tantrums showed a significant improvement (p=0.0041) with the largest cohort.
  • Participant feedback emphasized the value of practical strategies and direct interaction with healthcare professionals.

Conclusions:

  • Virtual "coffee chat" sessions are an effective and scalable method for improving ECEs' health management skills.
  • The interactive and accessible format shows promise as a model for ongoing professional development in early childhood education.
  • Findings are preliminary due to study design and sample size; future research should focus on content refinement and long-term impacts.