This project was supported by the Eunice Kennedy Shriver National Institute Of
Child Health & Human Development of the National Institutes of Health under Award Number
2R44HD065495-02A1. The content is solely the responsibility of the authors and does not necessarily
represent the official views of the National Institutes of Health.
Child Abuse Recognition Experience
Study (CARES)
Nearly one-third of injuries rated as “likely” or
“very likely” to have been caused by child
abuse were not reported to child protective
services.
-Flaherty EG, Sege RD, Griffith JL et al, Pediatrics,
2008
Key Questions
• What training is needed to improve
accuracy in identifying signs of abuse and
the confidence to report when appropriate?
• What can be done to foster collaboration
and improve communication among and
between pediatric clinicians and child
protective services?
Stop, Look, Listen: Separating Fact from Fiction
in Evaluating Cases of Physical Child Abuse
• Interactive web-based tool
• 6 stories based on real cases
– Using video to tell the story
• Targeted to pediatric clinicians and trainees
• Models communication between clinician
and families, clinicians and colleagues, and
clinicians and child welfare professionals.
Stop, Look, Listen: Separating Fact from Fiction
in Evaluating Cases of Physical Child Abuse
Basic Unit
Advanced Unit
Approach
• Content development
• Production and interactive design
• Preliminary evaluation with pilot group of
primary care pediatric clinicians
Content Development
• Interprofessional expert group (including
CARES authors, child welfare professionals,
child abuse experts, lawyers, and others)
developed objectives and teaching points for
the 6 cases
• Cases were designed to cover all learning
needs as identified by medical education
specialist
Production
• Collaboration with interactive designers, artists,
photographers, actors, and voiceover artists
• Scenarios shot in still photography using real doctors
and actors with medical experience to illustrate each
segment
• Animated in AfterEffects and synced to voiceover
track
• Cases presented as series of clips linked by branching
decision points and questions
SLL follows cases through their entire course
– both clinical and investigative.
About Our Learners
• SLL offers multiple opportunities for data collection,
including
– Basic demographic info collected at registration
•
•
•
•
Gender
Type of practitioner
Year completed training
Practice location/setting
– Baseline comfort level assessment along multiple axes
•
•
•
•
Child abuse training in the past 2 years
Interviewing patients & providers
Collaborating with CPS
Knowing when to report
Key Evaluation Questions
• What would a pre- and post-test tailored for
SLL look like?
• Can modeling effective inter and intraprofessional collaboration ease attitudinal
barriers to reporting?
Preliminary Data
• Based on a limited sample (n=10), learners
displayed higher likelihood to identify
“Consult with a child abuse specialist” and
“report to CPS” as next steps in the post-test
after completing SLL
• After completing SLL, learners were more
likely to identify suspicious patterns of
injury, locations of injuries, and lack of a
plausible history as red flags in the post-test
Next steps
• Launching SLL in Spring 2015
• MOC accreditation pending
• Expansion to include new modules
– Targeting different aspects of child abuse
Questions?
Thank you!
This project was supported by the Eunice Kennedy Shriver National Institute Of
Child Health & Human Development of the National Institutes of Health under Award Number
2R44HD065495-02A1. The content is solely the responsibility of the authors and does not necessarily
represent the official views of the National Institutes of Health.