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Evaluation of the mandatory child abuse course for physicians: do we need to repeat it?

A N G A Khan1, D H Rubin, G Winnik

  • 1Pediatric Emergency Division, Childrens Hospital of New York-Presbyterian, College of Physicians and Surgeons, Columbia University, New York, NY, USA. ank14@columbia.edu

Public Health
|June 1, 2005
PubMed

Insights

This study assessed the effectiveness of New York State's child abuse and maltreatment course. Physician knowledge retention varied by practice specialty, not by time since course completion, suggesting a need for specialty-tailored training.

Area of Science:

  • Medical Education
  • Pediatrics
  • Public Health

Background:

  • Child abuse is a prevalent issue affecting children across all age groups.
  • Effective recognition and reporting are crucial for child protection.

Purpose of the Study:

  • To evaluate the efficacy of the mandatory New York State child abuse and maltreatment course.
  • To determine the need for a refresher course on child abuse recognition and reporting.

Main Methods:

  • A two-part study involving web-based and mail-based surveys of New York State physicians.
  • Surveys included demographic data, knowledge-based questions, and opinions on refresher courses.
  • Physicians who completed the mandatory 'Recognition of Child Abuse and Maltreatment Course' between 1988 and 1998 were included.

Main Results:

  • 36% and 56% response rates for web and mail surveys, respectively.
  • 88% of physicians felt the course improved knowledge and practice; 45% recommended repeating it every 5 years.
  • Correct answers on test questions varied significantly by practice specialty (P<0.05), but not by time since course completion.

Conclusions:

  • Physician practice specialty significantly impacts knowledge of child abuse recognition and reporting.
  • Time elapsed since completing the course did not significantly affect knowledge retention.
  • Findings suggest a need for specialty-specific approaches to child abuse education and potential refresher training.
Abstract

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