Kindergarten readiness and performance of Latino children participating in Reach Out and Read

Journal ArticleBackground: Literacy is a vital skill that forms the basis for academic, occupational, and social success. Minority populations, especially immigrant Latinos in the US, have achievement gaps in literacy when compared to the White population. The Reach Out and Read (ROR) program is a pediatric, primary-care intervention designed to promote emergent literacy skills. The objectives of this study were to provide descriptive information at kindergarten on Latino immigrant children's emergent literacy skills and home literacy environments, and correlation data between ROR exposure and emergent literacy skills. Method: A sample of 40 low-income Latino immigrant mothers and their children participated. Medical records were reviewed to determine level of ROR exposure. Home literacy environment was assessed through maternal interview. Children's emergent literacy skills were assessed before kindergarten through interviews with the children and with the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), and at the end of kindergarten through teachers' reports based on a modified version of the Kindergarten Teacher Questionnaire - Part C from the Department of Education Early Childhood Longitudinal Study-K (ECLS-K). We completed descriptive analyses for the demographics of our sample, ROR exposure, home literacy environment, emergent literacy skills and teacher evaluations. We created composite scores of children's print awareness, teacher-rated literacy skills, and ROR exposure. Finally, partial correlations controlling for child age and maternal education were conducted between the composite score of ROR exposure and children's literacy skills as assessed by the child interview, the DIBELS test, and teacher-report. Child age and maternal education were controlled. Results: The majority of children evaluated came from two-parent households and had high compliance rates with well-child care. All children began ROR at 6 months; the mean number of ROR books received was 6. Home literacy environments of families were strong as demonstrated by book ownership and parent-reported adult-child reading. Evaluation of early literacy skills in the clinic demonstrated children had good familiarity with print, and greater ROR exposure was related to significantly greater print and phonemic awareness before kindergarten entry. DIBELS testing performed in the clinic setting identified 37%-45%of the children as at risk for reading difficulty prior to kindergarten. At the end of kindergarten, teachers reported ECLS-K identifying 60% of children as intermediate or proficient in reading and rated the literacy skills of 77% of the children exposed to ROR as average, above average, or far above average when compared to all students of the same grade. Discussion: The kindergarten literacy performance of this small sample of Latino children participating in the ROR program from infancy was good. Though these children were living in poverty and had other risk factors for poor-school performance, they had good home literacy environments and average or above average literacy skills by the end of kindergarten. Protective factors including family stability, well-child care, and early and consistent participation in the ROR program may have improved the school readiness of these high-risk children

Promoting the work of librarians through the Academic Pediatric Association Educational Scholars Program

Background The Academic Pediatric Association Educational Scholars Program is a 3-year national faculty development program for pediatricians. This program is designed to aid junior faculty early in their academic careers, with each scholar creating and completing a scholarly project to build their skills and a niche in educational scholarship and leadership. In 2014, a medical librarian and two pediatric educators collaborated to conceive, create and design a new module centering on the topic of literature searching. The module provides the junior faculty scholars with fundamental skills to conduct their projects. Description As an entrée into understanding the place of a project in the literature, the module authors created a new rubric to evaluate the quality of a manuscript’s introduction, background, and reference sections. The authors created and narrated six narrated videos: 1) Turning Your Research Question/Project into Concepts, 2) Controlled Vocabulary, 3) Keyword Searching (MESH), 4) Inclusion and Exclusion Criteria, 5) Medical Education Databases and 6) Getting to the Full Text. After viewing the videos and completing a consultation worksheet, participants scheduled a meeting with their local medical librarian for further help with the development of their project. Next, participants viewed three videos focused on understanding the impact of their scholarly work (Impact Factors, H-Index and Citation Counts, Altmetrics, and Educational scholarship and promotion). Finally, scholars performed a guided reflective critique of their scholarship moving forward. Conclusion Currently, three cohorts of junior faculty scholars have completed the course. The rubric aided participants to be objective when evaluating papers and provides a tool for use in future manuscript evaluations. While the videos provided context and content, the scholars repeatedly mentioned the most valuable part of this module being the actual meeting with their local medical librarian. The librarian taught the junior faculty about specific databases and nuances of searching, making writing an introduction more manageable. Several participants now consider their librarians as part of “their team” and are working for future collaborations in publishing together

Too Many Learners, Not Enough Space: Improving Clinical Placements

Scheduling conflicts for outpatient pediatric clinical placements were increasing. Faculty preceptors in outpatient pediatrics are asked to take learners by multiple entities. As part of an academic integration project, University of Utah Health desired to identify the most impactful ways to: 1. Increase efficiency of clinical learner placement 2. Improve the experience of the faculty members who teach Objective: To maximize efficiency in pediatric outpatient clinical placements

Benefits and Barriers of Interprofessional Education Beyond the Classroom

Meeting AbstractMedical schools need to include interprofessional education (IPE) in their curricula not only to meet accreditation standards but to optimize students' readiness to practice in today's team-based heathcare environment. This is most often accomplished in classroom settings