Bright Futures, the American Academy of Pediatrics' (AAP) evidence-based anticipatory guidelines for preventive care screenings and well-child visits, identifies pediatric primary care as the port of entry for health promotion and positions this guidance within family-centered care, attending to the caregiver-child interaction, and focusing on culturally-responsive communication (Hagan, Shaw, & Duncan, 2008). Current pediatric residency training requirements regarding this skill development are insufficient (Green, Hampton, Ward, Shao, & Bostwick, 2014), creating a gap within residency training curricula that impedes trainees’ competence to support the AAP’s mission to promote the physical, mental, and social health and well-being of infants, children, and adolescents (Hagan, Shaw, & Duncan, 2008).
This resident training curriculum - PREVENT (Promoting Resilience and Emotional health through Virtual Education iN Training) - was developed with support from a Bright Futures American Pediatric Association Young Investigator’s Award and seeks to meet these training gaps. The curriculum focuses on developing Motivational Interviewing (MI) skills in the context of 5 health promotion topics for young children (development, behavior, feeding sleep, transitions). Content knowledge is presented in the context of development (infants and preschool-aged children) and social determinants of health. The curriculum is designed to fit into monthly pre-clinic teachings across a 12- to 18-month timeframe. This allows categorical residents to complete 2-3 cycles of the curriculum in their continuity clinic prior to graduating.
Prevent Curriculum SITE MAP
Foundational knowledge of MI
Powerpoints 1 & 2 provide core content
Powerpoints 3 & 4 provide supplemental content
2. Foundational knowledge of development.
3. Integration of developmental knowledge with MI skills.
4. Foundational knowledge of behavior.
5. Integration of behavioral knowledge with MI skills.
6. Foundational knowledge of feeding.
7. Integration of feeding knowledge with MI skills.
8. Foundational knowledge of sleep.
9. Integration of sleep knowledge with MI skills.
10. Integration of knowledge about transitions with MI skills.