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Questionnaire for teachers changes the outcome of school entrance medical examinations
U Theilen1, S C Bank-Theilen, Z M Dunhill
1Lothian University Hospitals NHS Trust, Royal Hospital for Sick Children, 1 Sciennes Road, Edinburgh EH9 1LF, UK. ulftheilen@doctors.org.uk
Objective:
To evaluate the impact of a teachers' questionnaire on the outcome of school entrance medical examinations (SEMs).
Methodology:
Retrospective audit. Routine SEMs in 17 primary schools before and after the introduction of the questionnaire.
Results:
Primary outcome was teachers' concerns known to school doctors, which increased from 2% of pupils to 27% (P < 0.001). Secondary outcome measures increased significantly: new diagnoses made by school doctors (22-31%, P = 0.038) and follow-ups arranged (8-15%, P = 0.034). Medical or educational intervention was required in 17% of pupils identified by teachers' concerns over the subsequent 3 years. Used as an adjunct for selection for SEMs, the questionnaire would have reduced the number of children with problems overlooked by 60%.
Conclusions:
The questionnaire improves communication between teachers and school doctors. It significantly changed the short- and longer-term outcome of SEMs. The teachers' questionnaire provides a useful adjunct for selection for SEMs.
