Residents' evaluation of behavioural paediatrics instruction.

Area of Science:

• Pediatric Education
• Behavioral Pediatrics
• Medical Training Evaluation

Background:

• Behavioral pediatrics instruction is crucial for resident development.
• Understanding resident perceptions of training effectiveness is key to curriculum improvement.
• Existing research may not fully capture the nuances of perceived clinical applicability across different training stages and instructors.

Purpose of the Study:

• To assess pediatric residents' perceptions of clinical applicability for behavioral pediatrics training.
• To investigate differences in evaluation based on resident training level and age focus (infancy vs. older children).
• To examine the association between instructional style, clinical impact, and instructor discipline.

Main Methods:

• Analysis of 1341 resident evaluations of 116 behavioral pediatrics sessions over 3 years.
• Quantitative assessment of perceived clinical applicability, instructional style, and instructor background.
• Comparison of resident feedback on instruction provided by pediatricians versus other medical faculty.

Main Results:

• Residents recognize the value of behavioral pediatrics knowledge across all training levels and age focuses.
• Instruction provided by pediatricians was perceived as slightly more applicable than that from other disciplines.
• Clarity and organization of instruction positively influence perceived merit but do not solely determine it.

Conclusions:

• Behavioral pediatrics instruction is valued by residents, supporting its integration into residency programs.
• Paediatrician-led instruction may enhance perceived clinical relevance.
• A health team approach to behavioral pediatrics education is supported by resident acceptance.