Pilot of an Asynchronous Web-Based Video Curriculum to Improve Firearm Safety Counseling by Pediatric Residents

Naughton, Margeaux A.; Rajput, Shaili; Hashikawa, Andrew; Mouch, Charles A.; Roche, Jessica; Goldstick, Jason E.; Cunningham, Rebecca M.; Carter, Patrick M.

doi:10.1016/j.acap.2019.11.010

Cited by 8 publications

(3 citation statements)

References 10 publications

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“…Additionally, Naughton et al evaluated a videobased firearm safety education module which demonstrated that trainees need additional education but without a role-playing opportunity for skill building. 20 The programs that lack time to integrate a full workshop into their curriculum could consider a modified program combining online modules with inperson sessions to maximize the educational experience. This workshop could serve as a template to teach firearm safety counseling in other residency or fellow training programs.…”

Section: Discussionmentioning

confidence: 99%

Addressing Firearm Safety Counseling: Integration of a Multidisciplinary Workshop in a Pediatric Residency Program

McKay¹,

Bagg²,

Patnaik³

et al. 2020

Journal of Graduate Medical Education

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Background Firearm-related injuries are the second leading cause of death among US children. Given this, firearm injury prevention should be a key aspect of pediatric anticipatory guidance. Objective We assessed the impact of a firearm safety counseling workshop on pediatric resident knowledge, self-efficacy, and self-reported practice patterns. Methods Sixty of 80 residents (75%) participated in a 2-hour multimodal workshop, including video, didactics with experts, and role-play scenarios. Participants were invited to complete pre-workshop, immediate post-workshop, and 3- and 6-month post-workshop self-reported questionnaires evaluating knowledge, comfort, perceived barriers, and reported practice patterns. Data comparing pre- and 6-month post-workshop practice patterns were analyzed via Fischer's exact test. Remaining statistical analysis utilized a one-sided, unpaired Mann–Whitney U test. A binomial exact proportions test was used for open-ended responses. Results After the workshop, the percentage of participants with perceived concern regarding parental barriers decreased significantly (24% to 7%, P = .001). Participants 6 months post-workshop were 5.14 times more likely to counsel their patients on firearms during more than 75% of their well visits than prior to the intervention ( P = .010). Participants reported greater comfort asking patients about firearms, with mean Likert scores increasing from 3.81 pre to 4.33 post ( P = .022), which was similar to 3-month (4.39, P = .06) and 6-month evaluations (4.54, P = .003). Conclusions Education on firearm safety counseling improved pediatric resident comfort level in discussing the topic. This impact persisted 6 months after the workshop, implying a sustained change in attitudes and behaviors.

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Section: Discussionmentioning

confidence: 99%

Addressing Firearm Safety Counseling: Integration of a Multidisciplinary Workshop in a Pediatric Residency Program

McKay¹,

Bagg²,

Patnaik³

et al. 2020

Journal of Graduate Medical Education

View full text Add to dashboard Cite

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“…Electronic learning (e-learning) experiences have become a prominent part of medical education, 5,6 with benefits that include promoting self-directed learning and providing flexible, continuous educational opportunities for trainees 7 . E-learning modules are feasible and useful learning resources for trainees on busy inpatient clinical rotations 6–12 …”

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confidence: 99%

“…7 E-learning modules are feasible and useful learning resources for trainees on busy inpatient clinical rotations. [6][7][8][9][10][11][12] Despite these known benefits, the rise of e-learning during the COVID-19 pandemic has contributed to both trainees and faculty developing "Zoom fatigue" from hours spent on synchronous video-conferencing calls. 13,14 Additionally, incorporating e-learning is particularly challenging given the rising patient censuses, which means that there is less time available for both education sessions and for learners and teachers to prepare for these sessions.…”

mentioning

confidence: 99%

Let’s Chalk About It: Introducing the TinyTalks Curriculum, a Paradigm for Short, Virtual Chalk Talks

Handorf,

Healy,

Klouda

et al. 2024

Acad Med

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In busy clinical environments, educational opportunities must be designed to accommodate learner-specific needs. Many adult learners prefer short, relevant, technology-enhanced learning. As such, electronic learning (e-learning) experiences have become a prominent part of medical education. Yet, there remain challenges to e-learning experiences in the current educational landscape. To address these challenges, the authors developed the TinyTalks paradigm, which serves as the educational foundation for the TinyTalks curriculum. The TinyTalks paradigm was developed using the existing e-learning literature and foundational principles of adult learning and related theories. The TinyTalks paradigm includes 3 ground rules: (1) all TinyTalks videos must identify a category (approach to, explanation of, or application of) to clarify the focus of the topic, (2) all TinyTalks videos must be less than 7 minutes with all material presented on one virtual chalkboard screen, and (3) all TinyTalks videos must use the hook, frame, and delivery model, which guides the creation of the video. The resulting TinyTalks curriculum is an online repository of short, chalk talk–style educational videos, developed by interdisciplinary health professionals and targeted to the level of trainees, that is available to be used flexibly by learners for just-in-time learning, flipped classroom sessions, and/or self-study. The authors used Kern’s 6-step approach to curriculum development as the conceptual framework for the development and implementation of the TinyTalks curriculum at Mass General for Children (June 2021–January 2023). While developing and implementing the curriculum, the authors focused on topic selection, stakeholder recruitment, establishing a process flow, and creating a virtual home. The authors believe the TinyTalks paradigm outlines an effective educational strategy that accommodates the unique needs of both learners and teachers in the medical education setting. The next steps are to scale the TinyTalks curriculum up by expanding the content library and to evaluate its efficacy.

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Evaluating the Keystones of Development - An Online Curriculum for Residents to Promote Positive Parenting in Primary Care

Hammond

Pressman

Quinn

et al. 2022

Academic Pediatrics

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Pilot of an Asynchronous Web-Based Video Curriculum to Improve Firearm Safety Counseling by Pediatric Residents

Cited by 8 publications

References 10 publications

Addressing Firearm Safety Counseling: Integration of a Multidisciplinary Workshop in a Pediatric Residency Program

Addressing Firearm Safety Counseling: Integration of a Multidisciplinary Workshop in a Pediatric Residency Program

Let’s Chalk About It: Introducing the TinyTalks Curriculum, a Paradigm for Short, Virtual Chalk Talks

Evaluating the Keystones of Development - An Online Curriculum for Residents to Promote Positive Parenting in Primary Care

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