Educational Objectives and Skills for the Physician with Respect to Breastfeeding, Revised 2018

Meek, Joan Younger; Young, Michal; Noble, Larry; Calhoun, Sarah; Dodd, Sarah E; Elliott-Rudder, Megan; Lappin, Susan; Larson, Ilse; Lawrence, Ruth A.; Marinelli, Kathleen A.; Marshall, Nicole; Mitchell, Katrina B.; Reece-Stremtan, Sarah; Rosen-Carole, Casey; Rothenberg, Susan; Seo, Tomoko; Wonodi, Adora

doi:10.1089/bfm.2018.29113.jym

Cited by 23 publications

(10 citation statements)

References 60 publications

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“…Therefore, we considered it indispensable to create speci c educational strategies around breastfeeding in academic programs to transfer these affective and biological notions from peripheral areas into the central core, as recommended by international organisms like the WHO, UNICEF (1), and by the Academy of Breastfeeding Medicine (32).…”

Section: Discussionmentioning

confidence: 99%

Social Representations of Breastfeeding in Health Sciences Students: A First Step to Strengthening their Training

Grover-Baltazar¹,

Sandoval-Rodríguez²,

Macedo-Ojeda³

et al. 2021

Preprint

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BackgroundBreastfeeding is a complex phenomenon involving biological, affective, and socio-cultural aspects. Its definition is built by a diversity of beliefs, attitudes, traditions, and myths. Being aware of the connection between the biological and socio-cultural concepts into the Social Representations of breastfeeding in health sciences, will allow us to have a better comprehension of their attitudes/behavior towards breastfeeding. Therefore, the objective of this study is to describe the Social Representations on breastfeeding among Mexican health sciences students.MethodsThis study was carried out based on the structuralist approach of the Social Representations Theory. Data collection was done with free-listing questionnaires with a “breastfeeding” as inducer word among nutrition, medical, and nursing undergraduate students (n=124). The analyses used were: similitude of words and of the meanings of words, prototypical and categorical analysis.ResultsThe findings suggest that the structure of the social representation is composed of breastfeeding components (baby, mother and milk), affective (attachment, love and link), biological (nutrition, breasts and health), and socio-cultural elements (taboo, responsibility and economic). Within the nucleus, only instrumental elements are found, whereas in the peripheries, biological, affective, and socio-cultural elements are observed.ConclusionsThe structure of the social representations of breastfeeding in Mexican undergraduate students in health sciences focuses on instrumental aspects, leaving the background elements with more scientific meanings typical of their training. These results, replicated in different contexts, will allow the creation of educational strategies adapted to strengthen the breastfeeding training of health students to improve breastfeeding promotion in the society.

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Section: Discussionmentioning

confidence: 99%

Social Representations of Breastfeeding in Health Sciences Students: A First Step to Strengthening their Training

Grover-Baltazar¹,

Sandoval-Rodríguez²,

Macedo-Ojeda³

et al. 2021

Preprint

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show abstract

“…Objectives and tasks were aligned with training requirements for lactation specialists, breastfeeding medicine physicians, and general providers who are expected to assist breastfeeding women using competency guidelines published by the US Breastfeeding Coalition Core (USBC) and other relevant overseeing maternal-child and women's health-focused health professional organizations. 1,[31][32][33][34] In addition, nursing and medical competencies across the fields of obstetrics and gynecology, pediatrics, family medicine, women's health, and midwifery guided content development. [35][36][37][38][39][40] To do so, required skills and competencies were organized in a table with each competency in a row and cases organized across columns.…”

Section: Content Development Frameworkmentioning

confidence: 99%

An Application of Kane's Validity Framework to Evaluate Formative and Summative Assessment Instruments for Telesimulations in Clinical Lactation

Chuisano

Anderson²,

Weirauch³

et al. 2022

Sim Healthcare

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IntroductionHealth professional learners have limited exposure to breastfeeding patients from diverse backgrounds in clinical rotations. Instead, simulation-based training is used for lactation skills training. There are no validated or standardized simulations and assessment rubrics for lactation. In this pilot, breastfeeding telesimulations with standardized patients (SPs) wearing a high-fidelity breast model matching their skin tone were developed. The validity of Formative and Summative Assessment Rubrics (FAR, SAR) were assessed following Kane's validity framework. The objective was to provide initial evidence for the validity of the FAR and SAR as constructs of competence in lactation support at the entry to practice or practice level.MethodsThree breastfeeding case scenarios, FAR, and SAR were developed and evaluated with clinical lactation specialists (evaluators, n = 17) and SPs. The FAR was used in practice telesimulations where SPs' (n = 14) performance and telesimulation feasibility were assessed. The FAR was updated in preparation for a pilot study where medical students (n = 13) completed the 3 telesimulations. In the pilot, the updated FAR was used by SPs (n = 6) to assess medical students' performance of clinical skills. After the pilot, rubrics were updated after focus groups with SPs and discussions with evaluators. Evaluators (n = 3) graded students' posttelesimulation documentations using the SAR. Cronbach ɑ level and the intraclass correlation coefficient were assessed iteratively to collect evidence for the scoring, generalizability, and extrapolation of the FAR and SAR according to Kane's framework.ResultsThe FAR and SAR were found to have acceptable internal consistency and moderate to high interrater reliability (intraclass correlation coefficient, 0.55–0.94), which provided evidence for scoring and generalizability of the instruments. Evaluators agreed that SPs' performances were realistic (5.6/6), and SPs' feedback was organized (5.5/6) and helpful (5.6/6), which provided evidence for extrapolation.ConclusionsInitial evidence for validity of scoring, generalization, and extrapolation FAR and SAR (according to Kane's framework) in assessing health professional learner's performance of clinical lactation skills has been presented. These results from a pilot study suggest that the FAR and SAR are reliable instruments for assessing learners' clinical performance in a breastfeeding-focused telesimulation where the SP wears a high-fidelity breast model matching their skin tone. Additional studies will be required to collect evidence according to all 4 categories of Kane's framework for the validity of the FAR and SAR.

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“…Yet, lactation specialists in our community identify the value mothers place on physician support as a common barrier due to delivery of inconsistent information. The need for physicians to receive more breastfeeding education and training has been well documented, and efforts to bolster physicians' knowledge and confidence continue (Anstey et al, 2018;Meek & Hatcher, 2017;Meek et al, 2019). For example, the Academy of Breastfeeding Medicine identified knowledge of community breastfeeding resources and role of IBCLCs as educational objectives for physicians (Meek et al, 2019).…”

Section: Physicians' Rolementioning

confidence: 99%

“…Though pediatricians likely have the most consistent contact with mothers and infants pre-and postnatally, they must attend to a broader range of child healthrelated issues, often in a much shorter period of time as compared to lactation professionals. Thus, in order to effectively coordinate and deliver optimal care, healthcare providers must feel confident managing breastfeeding problems and disseminating knowledge (Meek et al, 2019) but also know when and how to refer appropriately when situations land outside their scope of practice. Additionally, as suggested by Fyfe, Quinn, Kiraly, and Kernerman's (2016) review of the literature on communication and collaboration between lactation consultants and doctors, physicians need to be aware of lactation consultants' role, profession, and terminology to facilitate effective collaboration and coordinate care.…”

Section: Physicians' Rolementioning

confidence: 99%

Breastfeeding Information and Support Across Multiple Sources: Identifying Opportunities for Coordinated Care

Sutter

Davis²,

Lundquist³

et al. 2020

Clin Lactation

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To support mothers to breastfeed for recommended durations, information and support are needed from multiple sources. Our previous research indicated not all mothers in our community receive support, with mothers at greater risk of breastfeeding cessation (e.g., lower educational attainment, enrolled in Special Supplemental Nutrition Program for Women, Infants, and Children [WIC]), receiving supports at lower rates. In addition, receiving support was not always linked to breastfeeding outcomes. Building from these findings, the current report presents a case study of one community and calls for efforts to coordinate care across contexts. Perspectives are provided by lactation professionals in WIC and hospital settings. In addition, a mother who experienced inconsistencies in information and support when she encountered breastfeeding challenges discusses her experiences. Clinical implications are provided for coordinating care across community and healthcare contexts in our community and beyond.

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Educational Objectives and Skills for the Physician with Respect to Breastfeeding, Revised 2018

Cited by 23 publications

References 60 publications

Social Representations of Breastfeeding in Health Sciences Students: A First Step to Strengthening their Training

Social Representations of Breastfeeding in Health Sciences Students: A First Step to Strengthening their Training

An Application of Kane's Validity Framework to Evaluate Formative and Summative Assessment Instruments for Telesimulations in Clinical Lactation

Breastfeeding Information and Support Across Multiple Sources: Identifying Opportunities for Coordinated Care

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