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Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses
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Behavioral Pediatrics: A Team-Based Interprofessional Approach.

Matthew Tolliver1, Deborah Thibeault2, William Dodd3

  • 1Department of Pediatrics, East Tennessee State University, 325 N State of Franklin Rd, Johnson City, TN, 37604, USA. tolliverr@etsu.edu.

Journal of Clinical Psychology in Medical Settings
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Summary
This summary is machine-generated.

This study introduces an interprofessional training course for pediatric behavioral care, emphasizing collaboration among social work, psychology, and medicine students to improve patient outcomes.

Keywords:
Course designInterprofessional educationMultidisciplinaryPediatricsTraining

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Area of Science:

  • Pediatric Healthcare
  • Interprofessional Education
  • Behavioral Science

Background:

  • Pediatric behavioral care requires an interdisciplinary approach for diverse patient concerns.
  • Traditional care models often lack integration across professional disciplines.
  • There is a growing need for collaborative training in pediatric behavioral health.

Purpose of the Study:

  • To design and implement an interprofessional course for social work, psychology, and medicine students.
  • To enhance student understanding of multidisciplinary collaboration in pediatric behavioral care.
  • To provide a simulated environment for practicing interprofessional teamwork.

Main Methods:

  • Faculty from Social Work, Psychology, and Medicine collaborated on course design.
  • The curriculum focused on reinforcing collaboration, sharing clinical skills, and practicing teamwork.
  • Case examples and simulated interprofessional settings were utilized.

Main Results:

  • The course successfully reinforced the importance of multidisciplinary collaboration.
  • Students shared clinical techniques and skills in a simulated setting.
  • Students practiced collaboration within interprofessional teams.

Conclusions:

  • Interprofessional education is crucial for effective pediatric behavioral care.
  • Collaborative training models can improve the quality of care for pediatric patients.
  • The course design provides a framework for other institutions to adopt similar programs.