Abstract

Frazer CH, Emans SJ, Goodman E, Luoni M, Knight
JR.
Teaching pediatric residents about development, behavior, and psychosocial
problems: Meeting the new challenge. Presented at the annual meeting of
the Ambulatory Pediatric Association, New Orleans, 1998. Platform Presentation.

Archives of Pediatrics and Adolescent Medicine
(In Press).

Abstract

Objective: To determine the teaching methods
and materials currently used and the unmet needs for curricula in Developmental-Behavioral
Pediatrics at pediatric training programs in the United States.

Design: A Pediatric Residency Program Survey
was mailed to U.S. Pediatric Residency Training Programs. The survey consisted
of three sections: A Residency Program Director Survey, a Developmental-Behavioral
Pediatrics Survey, and an Adolescent Medicine Survey.

Participants: Questionnaires were mailed in
January 1997 to 211 programs identified by mailing labels from the Association
of Pediatric Program Directors.

Results: Results from programs completing the
DBP survey and Director Survey were analyzed. Response rate was 70%. 95%
of programs reported a block rotation and 95% of those stated the rotation
was mandatory. 87% had a formal curriculum. The majority of programs reported
using articles, lecture outlines and precepting for teaching DBP. Few
programs utilized standardized case-based or computerized materials. Most
programs, however, indicated an interest in case materials. Certain topics
were covered adequately by relatively few programs (adoption, violence,
substance use and conduct problems). Programs covering these topics adequately
were more likely to use written cases as part of their curriculum (p=.04).
Barriers to teaching included lack of adequate faculty (51%) and lack
of time, money and curricular resources.

Conclusions: Pediatric residency programs have
made significant gains in mandatory DBP training. However, many programs
report a lack of adequate faculty and teaching materials and methodologies.
Responding programs indicated an interest in case based. This learner-centered
approach may represent an alternative and underutilized approach for teaching
DBP.