Impact Evaluation of An Interdisciplinary Educational Intervention to Health Professionals for the Treatment of Mild to Moderate Child Malnutrition in Mexico: A Difference-in-Differences Analysis

• Published in: Healthcare (Basel) 2022-11, Vol.10 (12), p.2411
• Main Authors: Sánchez-Encalada, Sonia, Talavera-Torres, Myrna Mar, Villa-Romero, Antonio R, Agudelo-Botero, Marcela, Wong-Chew, Rosa María
• Format: Article
• Language: English
• Subjects: Acquired immune deficiency syndrome; AIDS; Attitudes; Care and treatment; Children & youth; Clinical competence; Diagnosis; difference-in-differences analysis; Education; educational intervention; Evaluation; Health care; Health facilities; health professionals; Hospitals; Interdisciplinary approach in education; Interdisciplinary aspects; Knowledge; Malnutrition; Malnutrition in children; Medical education; Medical personnel; Methods; Nutrition education; Nutritionists; Public health; Questionnaires
• ISSN: 2227-9032; 2227-9032
• DOI: 10.3390/healthcare10122411

The prevalence of undernutrition in Mexican children younger than 5 years old has been 14% since 2006. There are clinical practice guidelines for mild to moderate malnutrition in children in the Mexican health system; however, they are not applied. In addition, the knowledge and practices of health professionals (HP) to treat malnutrition in health centers are insufficient to perform adequate assessments and correct treatments. An impact evaluation of an interdisciplinary educational intervention was carried out on 78 HPs for the treatment of children with mild to moderate malnutrition of low resources, with 39 in the intervention group and 37 in the counterfactual group, estimated as the comparison group. A Food and Agriculture Organization (FAO)-validated questionnaire adapted to child malnutrition about knowledge, attitudes, and practices was applied before, after, and 2 months after a malnutrition workshop. The difference-in-differences analysis showed that the educational intervention group had a significant improvement in knowledge, attitudes, and practices before and after the intervention (grades of 54.6 to 79.2 respectively, = 0.0001), compared with the comparison group (grades of 79.2 and 53.4, respectively, = 0.0001), which was maintained over two months (grades of 71.8 versus 49.8, = 0.0001, respectively). The multivariate analysis showed that the probability of improvement in learning by 30% was 95-fold higher in the educational intervention group versus the comparison group, OR = 95.1 (95% CI 14.9-603.0), and this factor was independent of sex, age, education, or hospital position. Despite the availability of clinical practice guidelines for the assessment and treatment for child malnutrition, education in malnutrition for HPs is effective and needed to achieve a significant improvement in children's health.