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Kis H, Endres K, Karwowska A, Harrison M, Lau S, Lemire O, Zucker M. "Teddy Bear Hospital Project" school visits improve pre-clerkship students' comfort explaining medical concepts to children. CANADIAN MEDICAL EDUCATION JOURNAL 2022; 13:70-74. [PMID: 35875438 PMCID: PMC9297244 DOI: 10.36834/cmej.73167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
The "Teddy Bear Hospital Project" (TBHP) is a low cost, international initiative aimed at reducing children's fears associated with healthcare visits by modelling these interactions using teddy bears. The University of Ottawa program had the additional objective of assessing whether TBHP increased pre-clerkship medical students' comfort communicating medical concepts to children. Our student volunteers reported a statistically significant increase in their comfort communicating medical topics to young children and all volunteers would recommend TBHP to a colleague interested in pursuing family medicine or pediatrics. Our program could also be easily replicated by Pediatric Interest Groups at other Canadian medical schools.
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Affiliation(s)
- Hannah Kis
- Faculty of Medicine, The University of Ottawa, Ontario, Canada
| | - Kaitlin Endres
- Faculty of Medicine, The University of Ottawa, Ontario, Canada
| | - Anna Karwowska
- Faculty of Medicine, The University of Ottawa, Ontario, Canada
- Department of Pediatric Medicine, Children’s Hospital of Eastern Ontario, Ontario, Canada
| | - Megan Harrison
- Faculty of Medicine, The University of Ottawa, Ontario, Canada
- Department of Pediatric Medicine, Children’s Hospital of Eastern Ontario, Ontario, Canada
| | - Stephanie Lau
- Faculty of Medicine, The University of Ottawa, Ontario, Canada
| | - Olivia Lemire
- Faculty of Medicine, The University of Ottawa, Ontario, Canada
| | - Marc Zucker
- Faculty of Medicine, The University of Ottawa, Ontario, Canada
- Department of Pediatric Medicine, Children’s Hospital of Eastern Ontario, Ontario, Canada
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Rashid AA, Cheong AT, Shamsuddin NH, Roslan D, Hisham Shunmugam R. Healthcare Professionals' Views for the Content of the Teddy Bear Hospital for a Child Sexual Abuse Prevention Module. JOURNAL OF CHILD SEXUAL ABUSE 2021; 30:442-460. [PMID: 33620024 DOI: 10.1080/10538712.2021.1890294] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2020] [Revised: 01/22/2021] [Accepted: 01/22/2021] [Indexed: 06/12/2023]
Abstract
Worldwide studies have reported a drastic increase in child sexual abuse (CSA) involving very young children. In Malaysia, several attempts have been made to combat this problem via educational programs. Teachers have reported a lack of confidence in teaching this topic; hence a less threatening approach is needed. The Teddy Bear Hospital (TBH) is an innovation whereby the children bring their teddies while visiting the volunteers assuming healthcare practitioners' role. This execution is effective in reducing the children's anxieties about hospitalization and increasing their health knowledge. Therefore, our objective is to explore healthcare practitioners' (HCP) views for the content of TBH and its approach as a personal safety module toward preventing CSA. Eighteen in-depth-interviews were conducted. Interviews were thematically analyzed. Participants suggest the TBH method as a good approach to teaching prevention of CSA among preschoolers. Four main themes emerged from this study: (1) educating children about personal safety, (2) moral values and faith as a medium to prevent child sexual abuse, (3) addressing social media use in children, and (4) general approach to content delivery. The involvement of parents is crucial. Addressing moral values and faith and usage of social media platforms are also essential factors to look into.
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Rashid AA, Cheong AT, Hisham R, Shamsuddin NH, Roslan D. Effectiveness of pretend medical play in improving children's health outcomes and well-being: a systematic review. BMJ Open 2021; 11:e041506. [PMID: 33472781 PMCID: PMC7818823 DOI: 10.1136/bmjopen-2020-041506] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
BACKGROUND The healthcare setting is stressful for many people, especially children. Efforts are needed to mitigate children's healthcare-related anxiety. Medical play using the Teddy Bear Hospital (TBH) concept can expose children to healthcare settings and help them develop positive experiences in these settings. In this role-playing game, children bring their soft toys and act as parents to the 'sick' teddies in a pretend hospital or clinic play setting. The objective of this systematic review is to evaluate the effectiveness of the TBH in improving children's health outcomes and well-being. METHODS We searched the reference lists of included studies from four electronic databases (PubMed, CINAHL, Scopus and Google Scholar) from inception until November 2020. We included pre-post, quasiexperimental and case-control studies, as well as randomised controlled trials (RCTs) that discussed medical play using the TBH concept as an intervention. Studies that involved sick patients and used interventions unlike the TBH were excluded. We assessed the quality of the included studies using the Cochrane Collaboration's 'Risk of bias' tool. RESULTS Ten studies were included in this systematic review. Five specifically investigated the TBH method, while the others involved the same concept of medical play. Only three studies were RCTs. All of the studies report more than one outcome-mostly positive outcomes. Two report lower anxiety levels after intervention. Two found better healthcare knowledge, with one reporting increased feelings of happiness regarding visiting a doctor. Two studies found no change in anxiety or feelings, while another two found increased levels of fear and lowered mood after the medical play (which involved real medical equipment). CONCLUSIONS The practice of TBH has mostly positive outcomes, with lower anxiety levels and improved healthcare knowledge. Its effectiveness should be verified in future studies using a more robust methodology. PROSPERO REGISTRATION NUMBER CRD42019106355.
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Affiliation(s)
- Aneesa Abdul Rashid
- Department of Family Medicine, Universiti Putra Malaysia, Faculty of Medicine and Health Sciences, Serdang, Selangor, Malaysia
| | - Ai Theng Cheong
- Department of Family Medicine, Universiti Putra Malaysia, Faculty of Medicine and Health Sciences, Serdang, Selangor, Malaysia
| | - Ranita Hisham
- T J Danaraj Medical Library, Universiti Malaya, Kuala Lumpur, Wilayah Persekutuan, Malaysia
| | - Nurainul Hana Shamsuddin
- Department of Family Medicine, Universiti Putra Malaysia, Faculty of Medicine and Health Sciences, Serdang, Selangor, Malaysia
| | - Dalila Roslan
- Global Health Unit, Ministry of Health Malaysia, Putrajaya, Wilayah Persekutuan, Malaysia
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Affiliation(s)
- Zakaria Rob
- Barts and The London School of Medicine and Dentistry London UK
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Dalley JS, Creary PR, Durzi T, McMurtry CM. An Interactive Teddy Bear Clinic Tour: Teaching Veterinary Students How to Interact with Young Children. JOURNAL OF VETERINARY MEDICAL EDUCATION 2016; 44:302-315. [PMID: 27779921 DOI: 10.3138/jvme.1115-180r1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
Although there are existing guidelines for teaching and learning skillful client communication, there remains a need to integrate a developmental focus into veterinary medical curricula to prepare students for interactions with children who accompany their companion animals. The objectives of this teaching tip are (1) to describe the use of a Teddy Bear Clinic Tour as an innovative, applied practice method for teaching veterinary students about clinical communication with children, and (2) to provide accompanying resources to enable use of this method to teach clinical communication at other facilities. This paper includes practical guidelines for organizing a Teddy Bear Clinic Tour at training clinics or colleges of veterinary medicine; an anecdotal description of a pilot study at the Ontario Veterinary College Smith Lane Animal Hospital; and printable resources, including a list of specific clinical communication skills, a sample evaluation sheet for supervisors and students, recommendations for creating a child-friendly environment, examples of child-friendly veterinary vocabulary, and a sample script for a Teddy Bear Clinic Tour. Informed by the resources provided in this teaching tip paper, the Teddy Bear Clinic Tour can be used at your facility as a unique teaching method for clinical communication with children and as a community outreach program to advertise the services at the facility.
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Dalley JS, McMurtry CM. Teddy and I Get a Check-Up: A Pilot Educational Intervention Teaching Children Coping Strategies for Managing Procedure-Related Pain and Fear. Pain Res Manag 2016; 2016:4383967. [PMID: 27445612 PMCID: PMC4904631 DOI: 10.1155/2016/4383967] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2015] [Accepted: 07/24/2015] [Indexed: 12/19/2022]
Abstract
Background. Pediatric medical information provision literature focuses on hospitalization and surgical procedures, but children would also benefit from an educational program regarding more commonly experienced medical procedures (e.g., needles, general check-up). Objective. To determine whether an evidence-based educational program reduced children's ratings of fear of and expected pain from medical stimuli and increased their knowledge of procedural coping strategies. Methods. An educational, interactive, developmentally appropriate Teddy Bear Clinic Tour was developed and delivered at a veterinary clinic. During this tour, 71 5-10-year-old children (Mage = 6.62 years, SD = 1.19) were taught about medical equipment, procedures, and coping strategies through modelling and rehearsal. In a single-group, pretest posttest design, participants reported their fear of and expected pain from medical and nonmedical stimuli. Children were also asked to report strategies they would use to cope with procedural fear. Results. Children's ratings for expected pain during a needle procedure were reduced following the intervention. No significant change occurred in children's fear of needles. Children reported more intervention-taught coping strategies at Time 2. Conclusions. The results of this study suggest that an evidence-based, interactive educational program can reduce young children's expectations of needle pain and may help teach them procedural coping strategies.
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Affiliation(s)
- Jessica S. Dalley
- Department of Psychology, University of Guelph, 50 Stone Road East, Guelph, ON, Canada N1G 2W1
| | - C. Meghan McMurtry
- Department of Psychology, University of Guelph, 50 Stone Road East, Guelph, ON, Canada N1G 2W1
- Children's Health Research Institute, 800 Commissioners Road East, London, ON, Canada N6C 2V5
- Department of Paediatrics, Schulich School of Medicine & Dentistry, Western University, 800 Commissioners Road East, London, ON, Canada N6C 2V5
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Mathiasen L. Prevention is Better than Cure: A Hands-On, Play-Based, Innovative, Health and Well-Being Program in Remote Australia. CHILDREN (BASEL, SWITZERLAND) 2014; 1:318-38. [PMID: 27417482 PMCID: PMC4928737 DOI: 10.3390/children1030318] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/21/2014] [Revised: 09/12/2014] [Accepted: 09/25/2014] [Indexed: 11/17/2022]
Abstract
A key to improving the quality of life in remote communities is the empowerment of children who are at health and educational risk. Between 2002 and 2009, at a remote Aboriginal school, students and community members participated in an innovative, play-based health and well-being program aimed at helping children to become self-determining and responsible for their own health and well-being. Holistic in its approach, and broad in its scope, the multi-faceted program encompassed the fundamentals of personal hygiene; understanding of body systems; the importance of nutrition, hydration, sleep and exercise; brain care; the biology of emotions, with particular emphasis on anger management and the critical interplay between emotions and behavior; the impact of substances of abuse on the brain; as well as the Hospital Familiarization Program (HFP) which prepares children for planned and unplanned hospitalization. Program outcomes included improved school attendance and student engagement; increased community awareness of the importance of a healthy lifestyle; improved self-concept, self-esteem and self-confidence; as well as increased respect and caring for self and others. A reduction in children's fear and anxiety when facing hospitalization and visits to the doctor was also evident. Each year, 12,500 children throughout Western Australia enjoy the benefits of the HFP.
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Affiliation(s)
- Lis Mathiasen
- Association for the Welfare of Children in Hospital WA Inc., Princess Margaret Hospital for Children, BOX D184, Perth 6840, Western Australia, Australia.
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Kajikawa N, Maeno T, Maeno T. Does a child's fear of needles decrease through a learning event with needles? ACTA ACUST UNITED AC 2014; 37:183-94. [PMID: 25113165 DOI: 10.3109/01460862.2014.942443] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
BACKGROUND Most children have a fear of needles. Suitable preparation can decrease the pain and fear of needles in hospitals; however, few have examined how such preparation affects healthy children. This study examined whether learning with needles decreases fear of needles and changes motivation to get vaccinations in school-age children and the possible association between fear of needles and motivation toward vaccinations. METHODS This study included children participating in the "Let's Be Doctors" event, which was held in 4 child centers in Tsukuba city, Ibaraki, Japan. In this event, children learned about injections and how a vaccine works, and injected a vaccine (water) into skin (sponge) using a real syringe and imitation needle. Data were collected just before and after the event by anonymous self-assessment questionnaires that used a 4-point Likert scale to assess fear of needles, motivation to get vaccinations, recommendation of vaccinations, and fear toward doctors among the children. Answers were divided into two categories for statistical analysis. RESULTS In total, 194 children participated in the event and 191 children answered the questionnaire (response rate 98.5%). We analyzed 180 subjects, comprising 79 boys (43.9%) and 94 girls (52.2%), mean age of 8.1 ± 1.0 years. The number of children reporting a fear of needles decreased from 69 (38.3%) before the event to 51 (28.3%) after the event, and those unwilling to get vaccinations decreased from 48 (26.7%) to 27 (15.0%). Children who reported fear of needles before the event were more unwilling to get vaccinations than those with no fear of needles (36 [52.2%] vs. 12 [10.8%]), while after the event the number of needle-fearing children unwilling to get vaccinations decreased to 19 (27.5%). CONCLUSIONS Children's fear of needles and unwillingness to get vaccinations were decreased after experiencing a learning event with needles. The fear of needles is associated with a negative motivation to get vaccinations in children.
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Abstract
Teddy bear/doll clinics continue to offer a feasible, effective opportunity to reach the community's children and their health information needs. Many thanks to Sunny B. Lee, RN, BS (Swedish Covenant Hospital, Chicago), and Kathy Powell, RN, PhD, and Barb Pierce, RN, MS (Children's Hospital, Birmingham).
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Affiliation(s)
- P G Zimmermann
- Emergency Department, Swedish Covenant Hospital, Chicago, Illinois, USA
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Abstract
A college of nursing and a hospital offer a "pretend hospital" to approximately 3,000 first graders each spring. The community service project, which has quadrupled in attendance over nine years, teaches first graders about health maintenance and the role of health care in their lives, and helps decrease their anxiety related to the hospital experience. Realistic and nonthreatening multisensory experiences of the simulated hospital prepare children for the healthcare consumer role. The simulation also provides nursing students an opportunity to translate concepts of growth, development, and communication into practice.
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