Background: The postpartum hospital stay is a unique opportunity for clinicians to educate parents on the importance of promoting early child development. Pediatricians are well positioned to address both medical and developmental concerns during critical periods of development, yet very few parenting interventions are led by pediatricians. Aims: To assess the impact of a novel one-hour long pediatrician-led Newborn Class on maternal knowledge, confidence, and anxiety. Methods: We conducted a nonrandomized controlled trial to evaluate the effectiveness of the Newborn Class. First-time mothers who delivered a full-term singleton vaginally with no major complications and attended the class were recruited. Mothers who expressed a desire to attend the class but were discharged before a class was offered served as controls. Outcome measures: Maternal self-perceived anxiety and confidence were measured using standardized scales (State-Trait Anxiety Inventory for Adults and Karitane Parenting Confidence Scale). Knowledge on newborn care was assessed using a novel scale. Results: A total of 84 participants (intervention n=36, control n=48) were included in the study. Mothers who attended class showed significantly higher levels of knowledge compared to the control group as well as significantly higher parenting confidence levels. No change was observed in the overall level of anxiety. Conclusions: A short pediatrician-led parenting intervention can be an effective tool in improving maternal confidence and newborn care knowledge. Given the importance of the newborn period in establishing healthy developmental trajectories, this cost-and timeeffective intervention could be widely implemented to promote early strong mother-infant relationships that foster healthy development.

The American Academic of Pediatrics guides pediatricians to counsel parents about how to promote their children’s cognitive, emotional, and self-regulatory development, but the extent to which pediatricians receive the training needed to do so is unknown. An online survey was distributed to members of the Association of Pediatric Program Directors. Although most respondents agreed that it was “very important” to educate residents about parenting skills, only 11% rated their program as doing so “very well.” The most frequently reported reason for not doing very well was lack of a curriculum. Residents currently learn about parenting most commonly in continuity clinic talks, are educated via lectures, and are taught most frequently by clinic preceptors. Nearly half of the respondents reported that their residents relied on self-learning about parenting behaviors. When asked which topics respondents would like covered by an evidence-based parenting curriculum, the most commonly endorsed topic was positive discipline.

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