Impact of Routine Gastric Aspirate Monitoring on Very Low Birth Weight Early Preterm Infants.

OBJECTIVES: Routine gastric aspirate (RGA) monitoring is a common yet controversial practice intended for early identification of gastrointestinal pathology in infants receiving gavage feeds. Our objectives were to evaluate the association of ceasing RGA monitoring on the incidence of necrotizing enterocolitis (NEC) as well as nutritional outcomes in a large population of very low birth weight (VLBW) and very preterm neonates. METHODS: Retrospective record review of neonates born ≤32 weeks and/or VLBW from 2 cohorts: (1) during pre-feed RGA monitoring (September 2015 to June 2018) and (2) after cessation of RGA ("non-RGA") monitoring (July 2018 to December 2020). We compared incidence of NEC, time-to-full enteral feeds, central line duration, and duration of parenteral nutrition (PN) in bivariate and multivariable models accounting for changes in feeding protocols over time. RESULTS: We identified 617 subjects, 53% in the RGA monitoring cohort (n = 327) and 47% in non-RGA cohort (n = 290). The non-RGA cohort had feeds initiated earlier ( P < 0.0001), achieved full enteral feeds more rapidly ( P < 0.0001), received a shorter duration of PN ( P = 0.0003), and had shorter central access duration ( P < 0.0001) without increasing NEC risk. In fact, the non-RGA cohort had a lower incidence of NEC ( P = 0.0345) compared to the RGA cohort. Even after adjusting for changes in feeding protocols over time in a multivariable model, the RGA cohort had significantly higher odds of NEC. CONCLUSIONS: Pre-feed RGA monitoring in the absence of concerning clinical exam findings is not indicated for neonates receiving gavage feeds as it does not improve NEC incidence but instead may delay important nutritional outcomes such as feed initiation and central line removal.

The NICU Cuddler Curriculum: A Service-Learning Curriculum for Preclinical Medical Students in the Neonatal Intensive Care Unit.

Introduction: The neonatal intensive care unit (NICU) is often seen as off-limits by preclinical medical students. The NICU cuddler curriculum is a service-learning curriculum that invited preclinical medical students into the NICU to engage with and learn from one of the hospital's most vulnerable populations: neonates. The purpose of this preclinical experience was to provide students with exposure to the NICU and an opportunity to engage with babies, families, and the NICU staff, in order to improve students' clinical and communication skills. Methods: First- and second- year medical students applied and were selected for participation. Participants cuddled neonates in the NICU for at least 10 hours, attended didactic sessions relevant to neonatal care, and debriefed with an attending each semester. The curriculum was evaluated via qualitative analysis and postparticipation surveys. Results: To date, a total of 73 students have participated in the NICU cuddler curriculum. Qualitative analysis revealed students felt included in patient care, empowered in their understanding of the social determinants of health, and useful in their role. A postsurvey of clinical medical students following participation revealed the sustained impact of this program. Discussion: This service-learning curriculum for preclinical medical students has the potential to enhance student understanding of the social determinants of health, increase exposure to the NICU, and promote interprofessional collaboration, ultimately increasing preparedness of students for their clinical years.