Dataset Information

Case-Based Workshop for Teaching Child Abuse Prevention to Resident Physicians.

ABSTRACT:

Introduction

Child abuse is a ubiquitous problem with personal, interpersonal, and social consequences. Risk factors are well established, and preventive strategies have been effective in decreasing abusive parenting behaviors and child maltreatment incident reports. Curriculum tools are needed to incorporate these strategies into training programs so physicians are adequately trained to identify and prevent child maltreatment at the earliest opportunity.

Methods

A literature review established the core content for the curriculum. Resident learning needs were assessed with an online survey sent to graduating residents and teaching faculty. Curriculum objectives were composed to target core content and to address learning needs. Adult learning theories were applied to design interactive, case-based workshops to meet the curriculum objectives. A qualitative assessment tool was distributed to participating residents pre- and postcurriculum. Evaluators were blinded to pre/post status. Follow-up surveys distributed 3 months after the curriculum evaluated for retention of content and application to clinical practice.

Results

After workshop participation, residents showed a greater tendency to associate somatic and behavioral complaints with potential toxic stress or abuse and demonstrated understanding of ongoing needs and risks in affected families. On follow-up surveys, most residents self-reported progress toward incorporating discussion of risk factors, stress, and abuse into routine well-child visits.

Discussion

Resident physicians who attended the child abuse prevention workshop acquired knowledge and skills relevant to secondary and tertiary child abuse prevention and indicated progress toward primary prevention goals during the subsequent 3 months.

SUBMITTER: Froula LM

PROVIDER: S-EPMC6354723 | biostudies-literature | 2017 Mar

REPOSITORIES: biostudies-literature

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Publications

Case-Based Workshop for Teaching Child Abuse Prevention to Resident Physicians.

Froula Lynette M LM Lenane Ann M AM Pasternack Julie R JR Garfunkel Lynn C LC Baldwin Constance D CD

MedEdPORTAL : the journal of teaching and learning resources 20170303

<h4>Introduction</h4>Child abuse is a ubiquitous problem with personal, interpersonal, and social consequences. Risk factors are well established, and preventive strategies have been effective in decreasing abusive parenting behaviors and child maltreatment incident reports. Curriculum tools are needed to incorporate these strategies into training programs so physicians are adequately trained to identify and prevent child maltreatment at the earliest opportunity.<h4>Methods</h4>A literature revi ...[more]

PMID: 30800749

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Project description:School-based programs seem promising for child abuse prevention. However, research mainly focused on sexual child abuse and knowledge is lacking on how individual program components contribute to the effectiveness of school-based prevention programs for any form of child abuse. This study aimed to examine the overall effect of these school-based programs on (a) children's child abuse-related knowledge and (b) self-protection skills by conducting two three-level meta-analyses. Furthermore, moderator analyses were performed to identify how program components and delivery techniques were associated with effectiveness. A literature search yielded 34 studies (158 effect sizes; N = 11,798) examining knowledge of child abuse and 22 studies (99 effect sizes; N = 7804) examining self-protection skills. A significant overall effect was found of school-based programs on both knowledge (d = 0.572, 95% CI [0.408, 0.737], p < 0.001) and self-protection skills (d = 0.528, 95% CI [0.262, 0.794], p < 0.001). The results of the first meta-analysis on children's child abuse knowledge suggest that program effects were larger in programs addressing social-emotional skills of children (d = 0.909 for programs with this component versus d = 0.489 for programs without this component) and self-blame (d = 0.776 versus d = 0.412), and when puppets (d = 1.096 versus d = 0.500) and games or quizzes (d = 0.966 versus d = 0.494) were used. The second meta-analysis on children's self-protections skills revealed that no individual components or techniques were associated with increased effectiveness. Several other study and program characteristics did moderate the overall effects and are discussed. In general, school-based prevention programs show positive effects on both knowledge and self-protection skills, and the results imply that program effectiveness can be improved by implementing specific components and techniques.

Project description:BackgroundWorldwide, more than 95 million children are sexually abused each year with children in sub-Saharan Africa experiencing sexual assault at higher rates than those in more developed areas. In Uganda, 20% of young people indicated that their sexual debut was non-consensual. The risk for transmission of HIV to children through Child Sexual Abuse is high because of greater mucosal tissue damage and the often repetitive nature of abuse. This contributes significantly to the burden of HIV in Uganda. Despite these risks, studies have shown gaps in active parental involvement in child sexual abuse prevention despite their being the primary protectors of children. Against this background we sought to explore parental understanding of childhood sexual abuse and prevention as a measure for HIV prevention in Rwampara District, South Western Uganda.MethodsA phenomenological study was carried out in four health centers that serve the communities of Rwampara district. A total of 25 (n = 25) parents or guardians of children aged 9-14 years were purposively selected to participate in the study. The participants were subjected to in-depth semi-structured interviews which were recorded, transcribed, and translated for thematic analysis.ResultsParents' understanding of child sexual abuse was limited to penetrative sex between a man and a child. Three of the parents interviewed reported to have had children who had been sexually abused while one of the parents had been abused when she was young. The children reported to have been abused were female and were between 3-14years. We also identified gaps in the sensitization of parents regarding home-based prevention of child sexual abuse and psychological support for the victims of abuse.ConclusionOur study shows that child sexual abuse exists in rural western Uganda. There remains a significant gap in the awareness of parents regarding the extent of sexual abuse, signs of sexual abuse, case handling, and psychological support for victims of sexual abuse. This significantly affects the capacity of parents as the primary protectors of children to identify and protect the children against the multiple forms of child sexual abuse.

Dataset Information

Case-Based Workshop for Teaching Child Abuse Prevention to Resident Physicians.

Introduction

Methods

Results

Discussion

Publications

Case-Based Workshop for Teaching Child Abuse Prevention to Resident Physicians.

Similar Datasets

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