Experiences of Allied Health Clinicians Accessing a Pilot Project ECHO® Program to Support Learning in Pediatric Feeding

Jeanne Marshall, Conjoint Clinical Research Fellow (Speech Pathology), Queensland Children's Hospital, Children's Health Queensland Hospital and Health Service, Brisbane Australia; School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
Perrin Moss, Program Manager Integrated Care, Queensland Children's Hospital, Children's Health Queensland Hospital and Health Service, Brisbane Australia
Madeline Raatz, Speech Pathologist, Queensland Children's Hospital, Children's Health Queensland Hospital and Health Service, Brisbane Australia
Elizabeth C Ward, Conjoint Professor, School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia, and Centre for Functioning and Health Research (CFAHR), Metro South Hospital and Health Service, Brisbane, Australia
Nadine Frederiksen, Occupational Therapist, Queensland Children's Hospital, Children's Health Queensland Hospital and Health Service, Brisbane Australia
Claire Reilly, Dietitian, Queensland Children's Hospital, Children's Health Queensland Hospital and Health Service, Brisbane Australia
Corrine Dickinson, Clinical Psychologist, Queensland Children's Hospital, Children's Health Queensland Hospital and Health Service, Brisbane Australia
Sally Clarke, Speech Pathologist, Queensland Children's Hospital, Children's Health Queensland Hospital and Health Service, Brisbane Australia
Kelly Beak, Statewide Education and Training Program Manager, Queensland Children's Hospital, Children's Health Queensland Hospital and Health Service, Brisbane Australia

Document Type

Article

Publication Date

4-30-2024

Abstract

INTRODUCTION: Pediatric feeding disorder is increasing in prevalence, yet low clinician confidence regarding its management is a barrier to care. Targeted clinician training is needed as traditional didactic training programs are limited in both their accessibility and capacity to provide opportunities for the application of theory-based learning.

METHODS: This study examined the experiences of a group of clinicians involved in a multidisciplinary PedFeed ECHO® network, a virtual community of practice established to support speech pathologists, occupational therapists, dieticians, and psychologists in Queensland, Australia, working with children with pediatric feeding disorder. Sixteen clinicians (34% of the total PedFeed ECHO network) from different professional backgrounds, clinical settings, and locations participated in semistructured interviews three months post completion of eight ECHO sessions.

RESULTS: Inductive thematic analysis revealed three themes: (1) broad-ranging outcomes of PedFeed ECHO, (2) participant experiences of PedFeed ECHO, and (3) facilitators for future success. PedFeed ECHO was viewed very positively and provided participants with a valuable opportunity for information sharing and collaboration as a multidisciplinary team. Participants described impacts on their professional practice, knowledge, confidence, and professional isolation, as well as service and patient-level impacts. Several facilitators for the success of future PedFeed ECHO cohorts were provided.

DISCUSSION: Insights from participants will serve to improve the design and delivery of ECHO training for future cohorts. Monitoring clinical skill development over a longer period of time and exploring clinician perceptions regarding direct impact on patient care are needed to further validate the impact of ECHO.

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