P3.E082: Beyond Reach Out and Read: Incorporating Medical Students in Literacy Promotion in Pediatric Primary Care Clinics

Background: Pediatricians have long advocated for literacy promotion in pediatric clinics, and studies have shown neurobiological and cognitive developmental benefits from reading. Health outcomes related to early literacy learning are far-reaching including reducing screen time, improving children’s language development, shaping later school success, and promoting physical and mental health. Reach Out and Read (ROR) is familiar to many pediatricians as an evidence-based program that effectively promotes shared reading among families. Traditionally, ROR utilizes physicians and residents in literacy promotion. However, an untapped potential includes medical students who are early in their careers with capacity to learn about the influence of literacy on children’s health. Further, exposing them to pediatrics early in their training could have long-lasting impacts on their chosen career pathways. Involving medical students can additionally expand the reach of traditional ROR program offerings.

Methods: We developed a partnership between ROR at Michigan Medicine and the University of Michigan Medical School Pediatric Student Interest Group (PSIG). Medical students who are a part of PSIG signed up to be volunteer readers at two University of Michigan general pediatric practices. Each session was 1.5 hours, with morning and afternoon scheduling options based on clinic preferences and medical student availability. In the waiting room, volunteers read with children using ROR-approved books directed towards 0-5 year olds provided by Michigan Medicine ROR. Volunteers were trained by ROR staff to have discussions with parents to promote shared reading.

Results: During the pilot phase of this project from July 2023 to March 2024, nine individuals signed up to volunteer for a total of 28 hours spent reading in clinics. Qualitative feedback from medical students who participated noted enjoyment interacting with children, an eagerness to continue volunteering, and parental gratitude for an activity to engage their child while waiting. Physicians and clinic staff were enthusiastic to welcome students and appreciated the opportunity to promote literacy. Initial challenges included medical student availability, volunteer approval through the university, and having few patients in the waiting room at a given time. Logistical adjustments were made to rectify these issues.

Conclusion: Partnership between ROR and the University of Michigan PSIG gives an opportunity for medical students to explore their desire to work with children. Further, it promotes shared reading, enables an early introduction to students about the importance of literacy promotion from physicians, and provides an engaging activity for patients visiting primary care pediatric practices. Future work includes expanding to additional clinic sites, increasing enrichment activities for older children, as well as more culturally diverse and language appropriate books. The team is working with the National Director of Medical Engagement for ROR and the AAP Section on Pediatric Trainees to encourage other medical schools to develop similar programs.