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Related Experiment Videos

Resident training in developmental/behavioral pediatrics: where do we stand?

Craig D Boreman1, Michael C Thomasgard, Soledad A Fernandez

  • 1Department of Pediatrics, College of Medicine, Children's Hospital, The Ohio State University, Columbus, Ohio, USA.

Clinical Pediatrics
|February 28, 2007
PubMed
Summary

Pediatrician training in developmental and behavioral pediatrics remains a challenge, with comfort levels unchanged despite curriculum updates. Further improvements are needed in key areas like behavior problems and learning disabilities.

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Area of Science:

  • Pediatric medicine
  • Medical education
  • Developmental and behavioral pediatrics

Background:

  • Developmental and behavioral issues constitute 25%-30% of general pediatrician complaints.
  • Residency education in developmental/behavioral pediatrics has historically received poor ratings.
  • A mandatory 1-month rotation was implemented in 1997 to enhance training.

Purpose of the Study:

  • To assess the impact of curriculum changes on pediatricians' comfort levels in developmental/behavioral pediatrics.
  • To identify specific areas within developmental/behavioral pediatrics where comfort levels are low.
  • To inform future refinements in pediatric residency education.

Main Methods:

  • A nationwide, cross-sectional survey was conducted.
  • The survey was self-administered via mail.
  • Participants included pediatricians who completed residency before and after the 1997 curriculum changes.

Main Results:

  • Pediatricians' overall comfort levels in developmental/behavioral pediatrics showed no significant change between the two groups.
  • Lower comfort scores were reported in specific areas: behavior problems, learning disabilities, sleep, and depression/anxiety.
  • The data highlight persistent gaps in preparedness for common developmental and behavioral issues.

Conclusions:

  • The 1997 curriculum changes did not significantly improve pediatricians' comfort in developmental/behavioral pediatrics.
  • Targeted educational interventions are necessary to address specific areas of low comfort.
  • Feedback from practicing pediatricians is crucial for ongoing improvement of pediatric education.