Pediatric Grand Rounds (CME)- Pediatrics by the Book: Reach Out and Read and Literacy-Based Primary Prevention

Session Description:

This session will address the topic of literacy promotion in pediatric primary care, starting at birth, using the Reach Out and Read model as a form of universal primary prevention.  The discussion will include the factors which foster early literacy skill development in young children, the issue of disparities, the practicalities and realities of trying to address parenting in the exam room, the relevant research base, and the potential for community collaborations and partnerships which include the health care setting but reach beyond to support families.  The session will consider the larger implications of literacy as a window on brain development, as a strategy for the promotion of positive parenting strategies, and as an essential developmental component with powerful implications across the life course.

Education goals for this session:

• Describe the ways in which early literacy skills reflect language exposure and stimulation, and especially interaction, and draw connections with brain research and social determinants of health.
• Demonstrate the three components of the ROR model in primary care practice and strategies by which promoting and modeling reading with young children can foster responsive parenting, positive routines, and language-rich caregiver-child interactions.
• Implement the AAP policy statement on literacy promotion by integrating this model into routine primary care starting at birth.
• Consider wider family and community-wide implications of literacy development, and the community partnerships which can strengthen families.

CME Credit

Accreditation

The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

Credit Designation

The Stanford University School of Medicine designates this live activity for a maximum of 1.00 AMA PRA Category 1 Credit(s)TM.  Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Cultural and Linguistic Competency

California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency.  The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws. You are encouraged to visit the portal: http://lane.stanford.edu/portals/cultural.html