Skip Navigation

Strengthening the evidence base for maternal and child health programs

New: MCH Best strategies database for sample ESMs

Evidence Tools
MCH Best. NPM 6: Developmental Screening

MCH Best Logo

toddler and doctor playing with their nosesQuality Improvement Programs in Health Care Settings

MCH Strategy. Support practice-based learning collaborative for primary care practices.

Return to main MCH Best page >>

Overview. Research shows that quality improvement interventions in health care settings appear to be effective for increasing developmental screening rates.1

Evidence. Moderate Evidence. Quality improvement in health care settings appears to be effective. This strategy could include a statewide learning collaborative for pediatric practices. Programs based on this strategy are likely to work. This strategy has been tested more than once and results trend positive overall. Access the peer-reviewed evidence through the MCH Digital Library. (Read more about understanding evidence ratings).

Target Audience. Health care practices.

Outcome. Increased developmental screenings performed with a validated screening tool (>80% sensitivity and specificity). The literature shows a dramatic increase during well-child visits. For detailed outcomes related to each study supporting this strategy, click on the peer-reviewed evidence link above and read the "Intervention Results" for each study.

Examples from the Field. There are currently 4 ESMs across all states/jurisdictions that use this strategy directly or intervention components that align with this strategy. Access descriptions of these ESMs through the MCH Digital Library. You can use these ESMs to see how other Title V agencies are addressing the NPM.

Sample ESMs. Using the strategy “Support practice-based learning collaborative for primary care practices,” here are sample ESMs you can use as a model for your own measures using the Results-Based Accountability framework (for suggestions on how to develop programs to support this strategy, see The Role of Title V in Adapting Strategies):

QUADRANT 1:
Measuring Quantity of Effort
("What/how much did we do?")

  • Number of practices participating in QI process around developmental screening practices.

QUADRANT 2:
Measuring Quality of Effort
("How well did we do it?")

  • Percent of practices participating in QI process around developmental screening practices.

QUADRANT 3:
Measuring Quantity of Effect
("Is anyone better off?")

  • Number of practices participating in QI process around developmental screening practices with improved screening rates.

QUADRANT 4:
Measuring Quality of Effect
("How are they better off?")

  • Percent of practices participating in QI process around developmental screening practices with improved screening rates.

Note. ESMs become stronger as they move from measuring quantity to measuring quality (moving from Quadrants 1 and 3, respectively, to Quadrants 2 and 4) and from measuring effort to measuring effect (moving from Quadrants 1 and 2, respectively, to Quadrants 3 and 4).

Learn More. Read how to create stronger ESMs and how to measure ESM impact more meaningfully through Results-Based Accountability.


Reference:

1 Malik F, Booker JM, Brown S, McClain C, McGrath J. Improving developmental screening among pediatricians in New Mexico: findings from the developmental screening initiative. Clin Pediatr. 2014; 53(6):531-538.

This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.