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Related Experiment Video

Updated: Jun 24, 2026

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

Published on: July 31, 2017

Pediatric Residents' Knowledge and Confidence in Autism Diagnosis: Impact of an Asynchronous Training Module Embedded

Asna Asrar¹, Angela Paxton¹, Jordan Huskins¹

¹Division of Developmental Medicine, Department of Pediatrics, Indiana University School of Medicine, Indianapolis, USA.

Clinical Pediatrics

|June 23, 2026

Summary

Pediatric residents showed improved autism knowledge and diagnostic confidence after a developmental-behavioral pediatrics rotation. This training combined asynchronous learning with clinical experience, addressing critical gaps in autism care for children.

Keywords:

autism developmental-behavioral pediatrics medical education module learning residency training

Related Experiment Videos

Last Updated: Jun 24, 2026

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

Published on: July 31, 2017

Area of Science:

Pediatrics
Developmental Psychology
Medical Education

Background:

Increasing prevalence of autism spectrum disorder (ASD) necessitates enhanced pediatrician training.
Pediatric residents often lack sufficient knowledge and confidence in diagnosing and managing autism.
Shortage of developmental-behavioral specialists further burdens primary care physicians.

Purpose of the Study:

To assess the impact of a developmental-behavioral pediatrics (DBP) rotation on pediatric residents' autism knowledge.
To evaluate changes in residents' confidence in diagnosing autism after completing an asynchronous autism module and clinical experiences.
To determine the effectiveness of integrated educational strategies in improving resident preparedness for autism care.

Main Methods:

Seventy-nine pediatric residents participated in the study.
Residents completed pre- and post-rotation objective knowledge assessments on early childhood autism.
Confidence in autism diagnosis was measured using Likert scale ratings before and after the DBP rotation.

Main Results:

A statistically significant increase in total autism knowledge was observed post-rotation (P = .007).
Residents reported a significant improvement in perceived confidence regarding autism diagnosis (P < .001).
The combined approach of asynchronous learning and clinical exposure proved effective.

Conclusions:

Asynchronous educational modules integrated with clinical rotations can effectively enhance pediatric residents' autism knowledge.
This educational model improves resident confidence in diagnosing autism, crucial for early intervention.
The findings support the integration of specialized autism training into pediatric residency programs to address workforce needs.