P2.J191: Empowering Residents: Enhancing Pediatric Obesity Care Proficiency through Multidisciplinary Education

Background: Pediatric obesity is a prevalent and challenging public health issue with significant consequences for the health and well-being of affected children. Residents lack confidence in and knowledge of evidence-based standards to manage pediatric obesity, which limits their ability to provide high-quality care. Residents need innovative educational interventions to provide comprehensive care for children with obesity. This intervention is timely as the American Academy of Pediatrics recently released first-ever clinical guidelines for managing pediatric obesity. This study was conducted at a federally qualified health center (FQHC) with a population representative of the children disproportionately affected by obesity. This study examines the effect of web-based modules on pediatric resident competence and confidence in conducting obesity-focused clinical visits. We expect to raise resident awareness of the many variables that impact weight. By equipping residents with evidence-based knowledge and tools, we aim to improve resident autonomy and the quality of care provided to children with obesity.

Methods: A team of pediatric residents, general pediatricians, and a pediatric endocrinologist, developed three interactive, web-based modules that Dell pediatric residents working in the primary continuity site (FQHC) completed. The modules covered the pathophysiology and treatment of obesity, principles of behavior change, social determinants of health, electronic medical record tools, and office visit structure. Residents completed the same survey before and after completing the modules. Knowledge change was measured through eleven multiple choice questions. Confidence change was measured through four Likert-Scale questions. Years of training was noted to account for higher baseline knowledge in advanced residents.

Results: There were 56 pediatric residents who completed the curriculum. This equated to 9 third year, 22 second year and 25 first year residents. Data was analyzed using a Wilcoxon Signed Rank test and Sign Test for the qualitative and quantitative data, respectively. The qualitative data showed a significant (p < 0.0001) increase in resident comfort level. Resident knowledge showed a significant (p < 0.001) increase in the total quiz score after completion of the curriculum.

Conclusion: As the prevalence of pediatric obesity rises, providers need to feel comfortable caring for patients who have, and are at risk for, obesity. This study’s results measure the impact a one-hour, web-based curriculum can have on pediatric residents’ knowledge and confidence level. In turn, we postulate this impact will lead to improved care for patients with obesity in our residency continuity clinic. This curriculum format lends itself well to pediatric residents’ dynamic schedules. This study could serve as a model for other pediatric residencies to improve the quality of care delivered to children with obesity. The limitations of this study include variations in baseline knowledge given the differences in years of training. Further studies are needed to assess the impact on obesity care clinical follow up rate and patient satisfaction.