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General practitioners' knowledge on childhood developmental and behavioural disorders
1Department of Neonatology, Singapore General Hospital, Outram Road, Singapore 169608.
Insights
General practitioners in Singapore show knowledge gaps in childhood developmental disorders like autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD). Enhanced training is crucial for early identification and intervention in special needs children.
Area of Science:
- Pediatrics
- Developmental Pediatrics
- General Practice
Background:
- Childhood developmental and behavioral disorders require early diagnosis and intervention.
- Primary healthcare practitioners in Singapore are key referral sources for developmental pediatric services.
- Adequate baseline knowledge of normal development and common disorders is essential for general practitioners (GPs).
Purpose of the Study:
- To assess the existing knowledge of childhood developmental and behavioral pediatrics among GPs in Singapore.
- To identify specific areas of knowledge deficits in developmental disorders.
- To inform the development of targeted educational interventions.
Main Methods:
- A pilot questionnaire survey was conducted among GPs in Singapore.
- Questions covered normal development and common disorders like autistic spectrum disorder (ASD), attention deficit/hyperactivity disorder (ADHD), and learning disability.
- A total of 48 GPs participated in the survey.
Main Results:
- The median score was 9 out of 14, with only one-third of GPs achieving a passing score (75%).
- While most GPs answered questions on normal development correctly, scores on factual ASD/ADHD questions were suboptimal.
- Some GPs held misconceptions about developmental disorders.
Conclusions:
- The study highlights significant knowledge and educational deficits in developmental pediatrics among the surveyed GPs.
- GPs require enhanced knowledge and skills to effectively support families of children with developmental disorders.
- There is a clear need for structured continuing medical education (CME) and curriculum integration for developmental pediatrics to improve early identification and diagnosis.
Introduction:
Childhood developmental and behavioural disorders are increasingly being recognised, with high demands for earlier diagnosis and intervention. In Singapore, referrals to the Child Development Unit, KK Women's and Children's Hospital, originate mainly from primary health care practitioners, who therefore should have adequate baseline knowledge of normal development as well as common developmental and behavioural disorders.
Methodology:
A pilot study, using a questionnaire survey, was conducted, with the aim of assessing existing knowledge in childhood developmental and behavioural paediatrics amongst a cohort of general practitioners (GPs) in Singapore. True/False questions on normal development as well as developmental disorders such as autistic spectrum disorder (ASD), attention deficit/hyperactivity disorder (ADHD) and learning disability, were structured. These disorders were selected because of their relatively higher prevalence.
Results:
A total of 48 GPs were surveyed, representing 2% of non-specialists practising in the private sector. The median total score (T-score) was 9 (range 6 to 13) of a possible 14. Only just over a-third of the group achieved the pass rate (defined arbitrarily as 75%) for T-score, with two-thirds replying correctly to all questions on normal development. Scores for factual ASD/ADHD questions were also not ideal, with some myths being believed as truths.
Conclusion:
The scores reflect knowledge and educational deficits in developmental paediatric medicine amongst the study cohort. Expected to provide holistic care and counselling, these GPs are currently insufficiently equipped with the necessary knowledge and skills to support families of special-needs children. Education and training programmes in this aspect of paediatric medicine are clearly needed, through the organisation of CME lectures and incorporation of various developmental topics into the training curriculum. This will enable early identification and diagnosis of childhood developmental and behavioural disorders, which will in turn allow greater optimisation of potential and functionality in these special-needs children.
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