PC2024: Digital Learning Methods to Promote Breastfeeding Education in Pediatrics and Obstetrics and Gynecology Trainees During the COVID-19 Pandemic

Background: Breastfeeding education is known to be insufficient in postgraduate medical trainees and is partly responsible for suboptimal breastfeeding rates. The COVID-19 pandemic, as well as the subsequent lockdown and social distancing, caused changes in breastfeeding education among resident trainees, and new strategies should be implemented to support this practice.
The purpose of this study was to compare the effectiveness of two digital breastfeeding learning methods in postgraduate medical trainees.

Methods: A population-based, longitudinal, randomized, comparative, single-blind (for the evaluator) educational intervention study was conducted. Approval was obtained from our IRB with an approval code ‘’PE19-00022’’. Postgraduate trainees in obstetrics and gynecology (Ob/Gyn) and pediatrics from a third-level hospital were included between May 2020 and June 2021. They were randomly assigned to one of two online breastfeeding courses: pre-recorded classes on an electronic platform (group 1) or live Zoom (group 2). Residents who did not complete the study assessments were excluded. The same didactic material based on the Baby Friendly Hospital Initiative (BFHI) was used in both groups for a total of 20 hours, and classes were given by the same speakers.

Results: 77 postgraduate medical trainees were included (Electronic platform, n=36; live Zoom, n=41). There was no statistically significant difference when comparing demographic variables between groups (Table 1). Both groups passed the written assessments; however, group 1's ability to provide breastfeeding advice was 75% and group 2's was only 29.3% (p=0.0001) (Table 2). When comparing the results of the evaluations after the intervention, 22 correct answers were obtained in Group 1 and 21 in Group 2 (p=.000).
In terms of satisfaction, 80.5% of residents in both groups agreed that the speakers had mastered the discipline (88.9% in group 1 and 73.2% in group 2). No significant differences were observed when comparing the evaluations of the speakers between the groups.

Conclusion: The use of digital tools should be considered essential for learning about breastfeeding in postgraduate medical trainees. It was found that pre-recorded classes, with easy access and without time restrictions, provided more confidence to advise on breastfeeding.