this project was supported by the eunice kennedy shriver national institute of child health &...
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This project was supported by the Eunice Kennedy Shriver National Institute OfChild Health & Human Development of the National Institutes of Health under Award Number
2R44HD065495-02A1. The content is solely the responsibility of the authors and does not necessarilyrepresent the official views of the National Institutes of Health.
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Child Abuse Recognition Experience Study (CARES)
Nearly one-third of injuries rated as “likely” or “very likely” to have been caused by child abuse were not reported to child protective services.
-Flaherty EG, Sege RD, Griffith JL et al, Pediatrics, 2008
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Key Questions
• What training is needed to improve accuracy in identifying signs of abuse and the confidence to report when appropriate?
• What can be done to foster collaboration and improve communication among and between pediatric clinicians and child protective services?
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Stop, Look, Listen: Separating Fact from Fiction in Evaluating Cases of Physical
Child Abuse
• Interactive web-based tool • 6 stories based on real cases– Using video to tell the story
• Targeted to pediatric clinicians and trainees
• Models communication between clinician and families, clinicians and colleagues, and clinicians and child welfare professionals.
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Basic Unit Advanced Unit
Stop, Look, Listen: Separating Fact from Fiction in Evaluating Cases of Physical
Child Abuse
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Approach
• Content development• Production and interactive design • Preliminary evaluation with pilot group
of primary care pediatric clinicians
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Content Development
• Interprofessional expert group (including CARES authors, child welfare professionals, child abuse experts, lawyers, and others) developed objectives and teaching points for the 6 cases
• Cases were designed to cover all learning needs as identified by medical education specialist
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Production
• Collaboration with interactive designers, artists, photographers, actors, and voiceover artists
• Scenarios shot in still photography using real doctors and actors with medical experience to illustrate each segment
• Animated in AfterEffects and synced to voiceover track
• Cases presented as series of clips linked by branching decision points and questions
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SLL follows cases through their entire course – both clinical and
investigative.
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About Our Learners
• SLL offers multiple opportunities for data collection, including– Basic demographic info collected at registration
• Gender• Type of practitioner• Year completed training• Practice location/setting
– Baseline comfort level assessment along multiple axes• Child abuse training in the past 2 years• Interviewing patients & providers• Collaborating with CPS• Knowing when to report
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Key Evaluation Questions
• What would a pre- and post-test tailored for SLL look like?
• Can modeling effective inter and intra-professional collaboration ease attitudinal barriers to reporting?
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Preliminary Data
• Based on a limited sample (n=10), learners displayed higher likelihood to identify “Consult with a child abuse specialist” and “report to CPS” as next steps in the post-test after completing SLL
• After completing SLL, learners were more likely to identify suspicious patterns of injury, locations of injuries, and lack of a plausible history as red flags in the post-test
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Next steps
• Launching SLL in Spring 2015• MOC accreditation pending• Expansion to include new modules– Targeting different aspects of child
abuse
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Thank you!
Questions?
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This project was supported by the Eunice Kennedy Shriver National Institute OfChild Health & Human Development of the National Institutes of Health under Award Number
2R44HD065495-02A1. The content is solely the responsibility of the authors and does not necessarilyrepresent the official views of the National Institutes of Health.