Enhancing pediatricians' engagement on social media: the role of board style questions.

This article was migrated. The article was marked as recommended. Background: Social Media is used among medical professionals for collaborative education. Little is known about how case discussions prompt engagement. Objective: To determine the association between item characteristics of board exam-style questions to social media engagement. Methods: This was a prospective cohort study through the American Academy of Pediatrics (AAP) PediaLink FaceBook page, conducted in 2018 over 9 months. Items from the 2017 PREP® questions were ranked in difficulty, then rated in relevance to general pediatrics through content-expert consensus. Thirty-six questions were randomly posted on FaceBook and Twitter weekly. Independent variables included item difficulty rank, difficulty level (easy vs hard), relevance to general pediatrics, and word count. Outcome variables included percent correct responses and total comments under the post. Results: More difficult questions were associated with fewer comments (rho=0.63, p<0.001) and lower correct response percentages (rho=0.39, p=0.02). Easy questions garnered more comments than hard questions (median 18 IQR 13-23 vs median 9.5 IQR 5-14, p=0.001). Correct response percentage was lower for hard questions (90% IQR 85-95% vs. 77% IQR 60-94%, p=0.04). Relevance to general pediatrics and word count did not affect engagement (p > 0.1). Conclusion: Easier practice test items attracted more responses from pediatricians on social media, increasing engagement.

What is going on with vaccines: keeping up with the childhood immunization schedule.

In the last 25 years, the number of diseases prevented by vaccination in childhood has more than doubled, challenging practitioners to become familiar with a host of new vaccine recommendations. Incorporating new vaccines into practice is facilitated by an understanding of the processes that affect their use. Factors that influence the successful incorporation of a vaccine into routine practice include licensing, development of recommendations, identification of funding sources, liability coverage in the event of adverse outcomes, the development of mandates for use, and consideration of parental knowledge and attitudes. New vaccine recommendations offer increased protection against rotavirus, hepatitis A, varicella, pertussis, meningococcus, and human papillomavirus. With increasing complexity and changing recommendations, practitioners should refer to reliable resources for accessing up-to-date information.

Effect of an educational intervention about breastfeeding on the knowledge, confidence, and behaviors of pediatric resident physicians.

OBJECTIVE: Breastfeeding is the preferred nutrition for infants, but many pediatricians report inadequate training to advise mothers who breastfeed. This study was designed to examine the effect of an educational intervention on pediatric residents' knowledge about breastfeeding, their confidence in addressing lactation issues, and their management skills during clinical encounters with breastfeeding mothers. DESIGN: An interactive multimedia curricular intervention was designed for pediatric residents to increase their knowledge about common lactation issues. The residents completed questionnaires before and after the intervention to measure knowledge and confidence. Resident behaviors in the clinical setting were measured before and after the intervention using telephone surveys of breastfeeding mothers after a clinic visit with a pediatric resident. RESULTS: Forty-nine pediatric residents participated in the study. Mean knowledge scores increased from 69% before the intervention to 80% after the intervention. Significant increases in knowledge included advising mothers about low milk supply, mastitis, abscess, or using medication, and in recognizing the benefit of the decreased risk of maternal cancer. Management skills with breastfeeding mothers and infants in the clinical setting improved significantly. Before the intervention residents performed an acceptable number of behaviors 22% of the time, while after the intervention their performance was acceptable 65% of the time. Particular behaviors that showed significant improvement after the intervention included discussing signs of breastfeeding adequacy with the mother and correct management of lactation problems. CONCLUSIONS: These results indicate that not only breastfeeding knowledge and confidence, but most importantly clinical behaviors of pediatric residents can be enhanced through innovative educational opportunities. Appropriate counseling for breastfeeding mothers by pediatricians might contribute to an increase in the duration of breastfeeding.