Madeline Raatz, Queensland Children's Hospital, Children's Health Queensland, PO Box 3474, South Brisbane, QLD, 4101, Australia; School of Health & Rehabilitation Sciences, The University of Queensland, Brisbane, QLD, Australia
Elizabeth C Ward, School of Health & Rehabilitation Sciences, The University of Queensland, Brisbane, QLD, Australia; Centre for Functioning and Health Research (CFAHR), Metro South Hospital and Health Service, Brisbane, QLD, Australia
Perrin Moss, Queensland Children's Hospital, Children's Health Queensland, PO Box 3474, South Brisbane, QLD, 4101, Australia; School of Health & Rehabilitation Sciences, The University of Queensland, Brisbane, QLD, Australia
Claire Reilly, Queensland Children's Hospital, Children's Health Queensland, PO Box 3474, South Brisbane, QLD, 4101, Australia; School of Health & Rehabilitation Sciences, The University of Queensland, Brisbane, QLD, Australia
Nadine Frederiksen, Queensland Children's Hospital, Children's Health Queensland, PO Box 3474, South Brisbane, QLD, 4101, Australia
Corrine Dickinson, Queensland Children's Hospital, Children's Health Queensland, PO Box 3474, South Brisbane, QLD, 4101, Australia
Sally Clarke, Queensland Children's Hospital, Children's Health Queensland, PO Box 3474, South Brisbane, QLD, 4101, Australia
Kelly Beak, Queensland Children's Hospital, Children's Health Queensland, PO Box 3474, South Brisbane, QLD, 4101, Australia
Jeanne Marshall, Queensland Children's Hospital, Children's Health Queensland, PO Box 3474, South Brisbane, QLD, 4101, Australia; School of Health & Rehabilitation Sciences, The University of Queensland, Brisbane, QLD, AustraliaFollow

Document Type

Article

Publication Date

7-16-2023

Abstract

Project ECHO® is a virtual, interprofessional, cased-based peer-learning model. To date, no studies have explored ECHO as a model for pediatric feeding education. This study examined the outcomes of establishing a pediatric feeding ECHO network. Using a prospective, mixed-methods design, two cohorts of allied health professionals were recruited. Each cohort participated in eight, 90-min videoconference sessions incorporating a didactic presentation and clinical case presentation. The case was presented by a participant, with questions and recommendations provided by the ECHO network. Participants completed: (1) a learning needs analysis before the ECHO series, (2) a self-reported confidence questionnaire pre, post, and 3-month post, (3) a satisfaction questionnaire after each session, and (4) an overall satisfaction questionnaire post-ECHO series. Time spent by hospital allied health clinicians providing impromptu phone/email feeding support to external clinicians was recorded for 8 weeks prior to and 8 weeks during the ECHO series. Forty-seven participants were included in the study, attending an average of 5.8 sessions. Significant improvements in self-reported confidence were observed across the three time points (p < 0.01) with less experienced participants demonstrating greater improvements. Participants reported high satisfaction with ECHO, with 93% (40/43) wanting continued access to ECHO in future. The multidisciplinary format, interactivity, structure, and case-based nature of ECHO were considered beneficial. A 75% reduction in requests for support from clinicians in the same catchment area was noted during the ECHO series. Results demonstrated that Project ECHO is a viable model for pediatric feeding education for clinicians working in the field. Further research is needed to investigate the long-term effects and impacts on clinical care.

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