Dataset Information

Development and Evaluation of a School Readiness Curriculum for Pediatrics Residents.

ABSTRACT:

Introduction

The American Academy of Pediatrics (AAP) recommends that pediatricians promote school readiness with children and families. To our knowledge, no published resident-focused curricula addressing school readiness are currently available. We sought to fill this gap by developing and evaluating a school readiness curriculum for pediatrics residents.

Methods

We conducted a literature review and targeted needs assessment of pediatrics residents. We then developed a school readiness curriculum and piloted it over several months, adjusting it iteratively each month. The final curriculum was delivered to 34 primarily first-year pediatrics residents over 11 months and included three self-guided observations at local preschools using a templated observation guide, followed by a 1.5-hour in-person facilitated workshop with three components: a PowerPoint presentation, a discussion about preschool observations, and a case study with hands-on developmental questionnaire practice. The curriculum was evaluated with preintervention, immediate postintervention, and 2-months delayed postintervention surveys.

Results

Our curriculum successfully increased pediatrics residents' knowledge regarding the correct definition of school readiness and appropriate management plan for school readiness concerns, confidence discussing school readiness and addressing families' school readiness concerns, and behavior raising the topic of school readiness with families during well child checks.

Discussion

A school readiness curriculum had a beneficial effect of increasing pediatrics residents' knowledge, confidence, and behavior addressing school readiness in clinical encounters, meeting a priority of the AAP.

SUBMITTER: Perrin HT

PROVIDER: S-EPMC7526503 | biostudies-literature | 2020 Sep

REPOSITORIES: biostudies-literature

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Publications

Development and Evaluation of a School Readiness Curriculum for Pediatrics Residents.

Perrin Hannah T HT Feldman Heidi M HM Huffman Lynne C LC

MedEdPORTAL : the journal of teaching and learning resources 20200929

<h4>Introduction</h4>The American Academy of Pediatrics (AAP) recommends that pediatricians promote school readiness with children and families. To our knowledge, no published resident-focused curricula addressing school readiness are currently available. We sought to fill this gap by developing and evaluating a school readiness curriculum for pediatrics residents.<h4>Methods</h4>We conducted a literature review and targeted needs assessment of pediatrics residents. We then developed a school re ...[more]

PMID: 33015356

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Project description:BACKGROUND: Professionalism is one of the Accreditation Council for Graduate Medical Education's core competencies. Residency programs must teach residents about ethical principles, which is an essential component of professionalism. OBJECTIVES: We aimed to formally develop a valid and reliable test of ethics knowledge that effectively discriminated among learners in pediatric residency training and to improve methods for measuring outcomes of resident education in medical ethics. METHODS: We created an instrument with 36 true/false questions that tested knowledge in several domains of pediatric ethics: professionalism, adolescent medicine, genetic testing and diagnosis, neonatology, end-of-life decisions, and decision making for minors. All questions and their correct answers were derived from published statements from the American Academy of Pediatrics Committee on Bioethics. We invited a range of participants from novices to experts to complete the test. We evaluated the instrument's reliability and explored item discrimination, omitting 13 items with the least discriminatory power. Score differences between the 3 categories of examinees were evaluated. RESULTS: The 23-item test, completed by 54 participants, demonstrated good internal reliability (Kuder-Richardson 20 statistic = 0.73). The test was moderately difficult and had a mean overall score of 17.3 (±3.3 standard deviation). Performance appropriately improved with degree of expertise: median scores for medical students, postgraduate year-3 residents, and ethicists were 15 (65%, range, 11-19), 19 (83%, range, 14-23), and 22 (96%, range, 20-23), respectively. Ethicists' scores were significantly higher than those of medical students (P < .001) and residents (P = .007). Moreover, residents performed significantly better than medical students (P = .001). CONCLUSIONS: We developed a standardized instrument, entitled Test of Residents' Ethics Knowledge for Pediatrics (TREK-P), to evaluate residents' knowledge of pediatric ethics. The TREK-P is easy to administer, reliably discriminates among learners, and highlights content areas in which knowledge may be deficient.

Dataset Information

Development and Evaluation of a School Readiness Curriculum for Pediatrics Residents.

Introduction

Methods

Results

Discussion

Publications

Development and Evaluation of a School Readiness Curriculum for Pediatrics Residents.

Similar Datasets

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