146 - Feasibility of the Reach Out and Read Resident Champion Initiative: Early Implementation Findings from Three Pediatric Residency Programs

Publication Number: 4143.146

Nikki Gambhir, Baylor College of Medicine, HOuston, TX, United States; Emily Davis, Hasbro Children's Hospital at Rhode Island Hospital, Providence, RI, United States; Adam Halpern, Rutgers, Robert Wood Johnson Medical School, Metuchen, NJ, United States; Ancelma Vazquez Montano, Reach Out and Read, Brooklyn, NY, United States; Elizabeth Erickson, Duke University School of Medicine, Durham, NC, United States; Teandra Ramos, Reach Out and Read, Sims, NC, United States; Amy Shriver, Des Moines University, Clive, IA, United States; Michelle Shiffman, University of Colorado School of Medicine, Denver, CO, United States

Background: The Reach Out and Read Resident Champion Initiative extends literacy promotion and early relational health (ERH) into residency training, offering opportunities for clinical integration, teaching, advocacy, quality improvement, scholarship, and leadership development. Although Reach Out and Read is widely implemented nationally, the feasibility of a structured Resident Champion curriculum within residency programs remains unclear.

Objective: To assess the feasibility and early lessons learned from implementing the Reach Out and Read Resident Champion Initiative across three pediatric residency programs.

Design/Methods: This mixed-methods feasibility study included three pediatric residency programs that launched the pilot in 2025–2026, with resident champions and a faculty mentor at each site. Following IRB approval, PGY-1 residents at two sites (n=77) completed a pre-survey on prior training, knowledge, attitudes, confidence, intent, barriers, and views on resident- versus faculty-led training, while resident champions at all three sites (n=9) completed a pre-survey on teaching, mentorship, and leadership experience and confidence. Descriptive statistics and qualitative summaries summarized engagement, baseline perceptions, and early feasibility.

Results: All three sites successfully launched the initiative, demonstrating feasibility. Of eligible residents, 33 (40.3%) and 4 resident champions (44.4%) completed baseline surveys. Residents reported strong interest and commitment to promoting early literacy and early relational health and using books to build connections, though 61.3% had no prior ROR experience and confidence in implementation was variable. Over half (51.7%) viewed resident-led training as highly impactful. Reported barriers included limited visit time, family literacy and language, access to books, and institutional support.

Conclusion(s): Preliminary data from three pediatric residency programs demonstrate that the ROR Resident Champion Initiative is feasible and well received across multiple pediatric residency programs. Residents highly value literacy promotion and early relational health, but report limited prior training and moderate confidence in implementation. Ongoing evaluation will examine changes in resident confidence and behaviors as well as Resident Champion confidence in teaching and leadership following implementation of the Resident Champion initiative and curriculum.