1. 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.

2. 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

3. 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?

4. 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.

5. Basic Unit Advanced Unit Stop, Look, Listen: Separating Fact from Fiction in Evaluating Cases of Physical Child Abuse

6. Approach Content development Production and interactive design Preliminary evaluation with pilot group of primary care pediatric clinicians

7. 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

9. 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

10. SLL follows cases through their entire course – both clinical and investigative.

12. 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

13. Key Evaluation Questions What would a pre- and post-test tailored for SLL look like? Can modeling effective inter and intra- professional collaboration ease attitudinal barriers to reporting?

15. 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 Interactive design and ease-of-use “Content clearly presented and the site was easy to navigate.” “I liked the cases and seeing how the providers walked through the decision process.“ “Immediate feedback to answers chosen and case presentation format.”

16. Next steps Launching SLL in Spring 2015 MOC accreditation pending Expansion to include new modules – Targeting different aspects of child abuse

17. Thank you! Questions?

18. 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.