摘要
Background: Despite expert panel recommendations, fewpediatric providers admin ister sufficient anticipatory guidance and educational counseling during well-c hild visits, largely owing to lack of time. Objectives: To design a waiting room educational kiosk that uses interactive, self-guided, computerized tutorials t o give anticipatory guidance to parents at the 6-week and 4-month well-child visits, and assess impact on parent knowledge. The intervention required no addi tional provider time, and automatically printed a summary for the medical record . Setting: A government-funded hospital serving Navajo patients in New Mexico. Methods: After a well-child visit, knowledge regarding issues such as fever man agement, dental care, sleep position, nutrition, and car seat use was tested in a group of parents receiving standard care (control), and a group using the comp uterized tutorials in addition to standard care (intervention). Results: Fifty- two parents in the control group and 49 parents in the intervention group comple ted the knowledge assessment. Ninety-five percent of intervention subjects comp leted the computerized tutorial without clinic staff involvement. Compared with the control group, the intervention group had superior knowledge in all tested a reas. The percentage of correct responses to all questions was higher for the in tervention group in the following categories: car seat use (49%vs 31%, P<.01), dental care (80%vs 27%, P<.001), and nutrition (43%vs 21%,P<.001). Among pa rents of 6-week-old infants, a greater number of parents in the intervention g roup identified fever as 100.4°F or higher (86%vs 50%, P<.001), and fewer rep lied that they would give antipyretics to a febrile child younger than 3 months old without consulting a provider (52%vs 100%, P<.001). The percentage of pare nts with a perfect score or only one question wrong on the 21-item test was 17 -fold higher in the intervention group (P<.001). Conclusion: Computerized antic ipatory guidance at well-child visits increases knowledge over printed material s alone and is usable by the majority of parents.
Background: Despite expert panel recommendations, fewpediatric providers admin ister sufficient anticipatory guidance and educational counseling during well-c hild visits, largely owing to lack of time. Objectives: To design a waiting room educational kiosk that uses interactive, self-guided, computerized tutorials t o give anticipatory guidance to parents at the 6-week and 4-month well-child visits, and assess impact on parent knowledge. The intervention required no addi tional provider time, and automatically printed a summary for the medical record . Setting: A government-funded hospital serving Navajo patients in New Mexico. Methods: After a well-child visit, knowledge regarding issues such as fever man agement, dental care, sleep position, nutrition, and car seat use was tested in a group of parents receiving standard care (control), and a group using the comp uterized tutorials in addition to standard care (intervention). Results: Fifty- two parents in the control group and 49 parents in the intervention group comple ted the knowledge assessment. Ninety-five percent of intervention subjects comp leted the computerized tutorial without clinic staff involvement. Compared with the control group, the intervention group had superior knowledge in all tested a reas. The percentage of correct responses to all questions was higher for the in tervention group in the following categories: car seat use (49%vs 31%, P<.01), dental care (80%vs 27%, P<.001), and nutrition (43%vs 21%,P<.001). Among pa rents of 6-week-old infants, a greater number of parents in the intervention g roup identified fever as 100.4°F or higher (86%vs 50%, P<.001), and fewer rep lied that they would give antipyretics to a febrile child younger than 3 months old without consulting a provider (52%vs 100%, P<.001). The percentage of pare nts with a perfect score or only one question wrong on the 21-item test was 17 -fold higher in the intervention group (P<.001). Conclusion: Computerized antic ipatory guidance at well-child visits increases knowledge over printed material s alone and is usable by the majority of parents.
