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A need for faculty development in developmental and behavioral pediatrics

Edward L Schor1, Caren Elfenbein

  • 1Child Development and Preventive Care, The Commonwealth Fund, USA.

Issue Brief (Commonwealth Fund)
|November 4, 2004
PubMed

Insights

Pediatricians need better training in child development and behavior. Enhancing faculty skills through expanded programs can improve resident education in developmental and behavioral pediatrics (DBP).

Area of Science:

  • Pediatrics
  • Developmental Pediatrics
  • Behavioral Pediatrics

Background:

  • Child development and behavior management is vital in primary care pediatrics.
  • Many pediatricians lack sufficient training in developmental and behavioral pediatrics (DBP).
  • Current residency training in DBP is perceived as inadequate by many faculty.

Purpose of the Study:

  • To assess the perceived needs for improved resident education and faculty development in DBP.
  • To identify barriers to continuing education for pediatric faculty in DBP.
  • To propose recommendations for enhancing DBP training within academic pediatrics.

Main Methods:

  • A Web-based survey was distributed to general pediatric faculty.
  • Respondents reported on the quality and duration of current DBP residency training.
  • Barriers to faculty continuing education in DBP were investigated.

Main Results:

  • Only 4% of faculty rated DBP residency training as excellent; 64% felt too little time was allocated.
  • Lack of release time (67%) and funding (74%) were significant barriers to faculty continuing education.
  • Faculty overwhelmingly agreed that improved faculty skills would enhance resident training.

Conclusions:

  • There is a clear need for enhanced faculty development in developmental and behavioral pediatrics.
  • Expanding DBP fellowship programs to include faculty development is recommended.
  • Making faculty development a routine expectation in academic pediatrics is crucial for improving training.

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