Introduction: For infants, breastfeeding is associated with lower risks for allergies, obesity,
gastrointestinal illnesses, and respiratory infections. For breastfeeding individuals, breastfeeding reduces
the likelihood of developing breast and ovarian cancers, and metabolic disorders. With the lack of
education medical students receive on breastfeeding, as attendings they are less likely to initiate and
support patients through breastfeeding, resulting in decreased patient breastfeeding rates. The aim of this
study is to evaluate the impact of breastfeeding education on medical students’ knowledge and confidence
levels with supporting breastfeeding dyads.
Methodology: Participants were asked to complete identical pre-and-post surveys on breastfeeding as well as self-reported confidence and preparedness. Between the pre-and-post surveys participants were given a 10–15-minute presentation on breastfeeding as well as hands-on demonstration of techniques using models. Scores were evaluated via paired T-tests. Limitations include small sample size and single institution design.
Results: 55 people participated in the survey. Data demonstrated significant improvement in scores (scores increased nearly 50% per class, p value <0.0001 OMSI , <0.0001 OMSII, and 0.0045 OMSIII), along with increased confidence in providing support for breastfeeding patients (scores increased at least 20% per class. P value <0.0001 OMSI, <0.0001 OMSII, and 0.05 OMSIII). Previous breastfeeding individuals and parents had more knowledge and confidence.
Conclusion: Overall, this study demonstrates that effective breastfeeding education is beneficial for medical students’ knowledge and confidence in caring for breastfeeding individuals, reinforcing the importance of integrating such education into the curriculum. Future directions should involve expanding to different institutions and increasing sample size.
Methodology: Participants were asked to complete identical pre-and-post surveys on breastfeeding as well as self-reported confidence and preparedness. Between the pre-and-post surveys participants were given a 10–15-minute presentation on breastfeeding as well as hands-on demonstration of techniques using models. Scores were evaluated via paired T-tests. Limitations include small sample size and single institution design.
Results: 55 people participated in the survey. Data demonstrated significant improvement in scores (scores increased nearly 50% per class, p value <0.0001 OMSI , <0.0001 OMSII, and 0.0045 OMSIII), along with increased confidence in providing support for breastfeeding patients (scores increased at least 20% per class. P value <0.0001 OMSI, <0.0001 OMSII, and 0.05 OMSIII). Previous breastfeeding individuals and parents had more knowledge and confidence.
Conclusion: Overall, this study demonstrates that effective breastfeeding education is beneficial for medical students’ knowledge and confidence in caring for breastfeeding individuals, reinforcing the importance of integrating such education into the curriculum. Future directions should involve expanding to different institutions and increasing sample size.