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Related Experiment Videos

Pediatric practitioners' knowledge of developmental disabilities.

M L Wolraich

    Journal of Developmental and Behavioral Pediatrics : JDBP
    |December 1, 1980
    PubMed
    Summary

    Pediatric practitioners show limited knowledge in developmental disabilities compared to residents. Specialized residency training significantly improves knowledge, but attitudes towards developmental disabilities remain largely unchanged.

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    Area of Science:

    • Pediatrics
    • Developmental Disabilities
    • Medical Education

    Background:

    • Developmental disabilities require specialized knowledge and attitudes from healthcare professionals.
    • Assessing the knowledge and attitudes of pediatric practitioners is crucial for effective patient care.
    • Pediatric residency training plays a vital role in shaping future practitioners' expertise.

    Purpose of the Study:

    • To evaluate the knowledge and attitudes of pediatric practitioners regarding developmental disabilities.
    • To compare practitioners' understanding with pediatric residents' performance before and after a dedicated rotation.
    • To identify gaps in knowledge and attitudes among healthcare providers in developmental pediatrics.

    Main Methods:

    • Knowledge assessment via a 50-question multiple-choice examination.

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  • Attitude assessment using a hypothetical fund allocation question, a prognostic ability scale, and the Attitude Towards Disabled Persons Scale.
  • Comparative analysis of scores between pediatric practitioners and residents (pre- and post-rotation).

    • Main Results:

    • Practitioners' mean knowledge scores were comparable to resident pretest scores, except in developmental landmarks and school-related issues.
    • Residents showed minimal attitudinal shifts post-rotation.
    • Practitioners exhibited less optimistic attitudes compared to other professional groups.

    Conclusions:

    • Residency training in developmental disabilities demonstrably enhances practitioner knowledge.
    • Practitioners without specialized training do not spontaneously acquire this knowledge.
    • Targeted educational interventions are necessary to improve both knowledge and attitudes in developmental disabilities care.