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Prioridades de formación consensuadas para los mini becarios de pediatría del desarrollo y el comportamiento

Nathan J Blum1, Carissa Jackel1, Nicole Jaffe1

  • 1Department of Pediatrics, Children's Hospital of Philadelphia, Philadelphia, PA.

Journal of developmental and behavioral pediatrics : JDBP
|August 29, 2025
PubMed
Resumen
Este resumen es generado por máquina.

Este estudio identificó 46 prioridades de capacitación de consenso para los mini becarios de pediatría del desarrollo y el comportamiento (DBP). Estos hallazgos servirán de guía para el desarrollo de los programas de formación de mini becarios del DBP.

Palabras clave:
Trastorno por déficit de atención e hiperactividadtrastorno del espectro autistaUn pequeño compañero.Cuidados primariosel entrenamiento

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Área de la Ciencia:

  • Pediatría del desarrollo y el comportamiento
  • Capacitación para la atención primaria
  • Salud pediátrica

Sus antecedentes:

  • Los médicos de atención primaria requieren capacitación especializada en pediatría del desarrollo y el comportamiento (DBP) para abordar las complejas necesidades de salud infantil.
  • La Administración de Recursos y Servicios de Salud financia programas de becas de DBP para mejorar la experiencia clínica.
  • La definición de prioridades claras de formación es esencial para la eficacia de los planes de estudio de los mini becarios del DBP.

Objetivo del estudio:

  • Identificar y establecer prioridades de capacitación basadas en el consenso para los médicos de atención primaria que completan un mínimo de 300 horas en DBP (mini becarios de DBP).
  • Informar el desarrollo y el perfeccionamiento de los currículos de formación de mini becarios de DBP.

Principales métodos:

  • Se empleó un método Delphi de varias rondas, que incluía grupos focales y encuestas a escala Likert.
  • Los participantes incluyeron mini becarios de DBP y profesores de programas de becas de DBP financiados por HRSA.
  • El consenso se definió por puntuaciones específicas de mediana y percentil en una escala de Likert de 9 puntos.

Principales resultados:

  • De las 105 prioridades potenciales iniciales, 46 fueron identificadas como prioridades de formación consensuadas.
  • Las áreas clave incluyeron el cuidado de niños con trastorno del espectro autista (TEA) y trastorno por déficit de atención e hiperactividad (TDAH).
  • La práctica basada en sistemas también fue una prioridad importante de la formación, con algunos temas que encontraron consenso entre los mini becarios específicamente.

Conclusiones:

  • El estudio identificó con éxito un conjunto de temas de formación de alta prioridad para los mini becarios de DBP.
  • Estas prioridades consensuadas proporcionan un marco fundamental para el desarrollo de programas de formación de mini becarios de DBP sólidos.
  • Los hallazgos apoyan la necesidad de una formación especializada en DBP para los médicos de atención primaria.