WHAT'S KNOWN ON THIS SUBJECT:Many strategies have been developed to address the pain and anxiety associated with immunizations, but these often are underutilized by pediatric providers. An educational outreach strategy known as "academic detailing" has been effective in changing health provider practices.
WHAT THIS STUDY ADDS:In this study, an academic detailing strategy featuring a single teaching visit to the offices of pediatric practitioners in our community, focusing on reduction of injection pain, had demonstrable effects on practice behaviors up to 6 month after application.abstract OBJECTIVE: The goal was to examine the impact of a teaching module on immunization pain reduction practices in pediatric offices 1 and 6 months after the intervention.
METHODS:Fourteen practices were selected randomly to receive a 1-hour teaching session on immunization pain reduction techniques, and 13 completed the study. Before the intervention, telephone interviews were conducted with parents concerning their children's recent immunization experiences. At 1 and 6 months after the intervention, parents of children who had recent immunizations were interviewed by using the same questionnaires. Clinicians also were surveyed at baseline and at 6 months.
RESULTS:A total of 839 telephone interviews and 92 clinician surveys were included. Significant changes from baseline were identified at 1 and 6 months after the intervention. At 1 month, parents were more likely to report receiving information (P ϭ .04), using strategies to reduce pain (P Ͻ .01), learning something new (P Ͻ .01), using a ShotBlocker (P Ͻ .01), using sucrose (P Ͻ .01), and having higher levels of satisfaction (P ϭ .015). At 6 months, all rates remained significantly higher than baseline findings (all P Ͻ .01) except for satisfaction. Clinician surveys revealed significant increases in the use of longer needles, sucrose, pinwheels, focused breathing, and ShotBlockers at 6 months.
CONCLUSIONS:A 1-hour teaching session had measurable effects on the use of pain-reducing strategies at 1 and 6 months after the intervention. This research supports the hypothesis that small-group teaching sessions at the site of care can be associated with changes in practice behaviors.