Enhancing Developmental-Behavioral Pediatric Rotations by Teaching Residents How to Evaluate Autism in Primary Care

Autor/inn/en	Hine, Jeffrey F.; Wagner, Liliana; Goode, Rachel; Rodrigues, Verity; Taylor, Julie Lounds; Weitlauf, Amy; Warren, Zachary E.
Titel	Enhancing Developmental-Behavioral Pediatric Rotations by Teaching Residents How to Evaluate Autism in Primary Care
Quelle	In: Autism: The International Journal of Research and Practice, 25 (2021) 5, S.1492-1496 (5 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hine, Jeffrey F.) ORCID (Taylor, Julie Lounds)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361320984313
Schlagwörter	Autism; Pervasive Developmental Disorders; Primary Health Care; Graduate Medical Education; Pediatrics; Experiential Learning; Web Based Instruction; Job Skills; Disability Identification; Clinical Diagnosis; Competence; Training; Clinical Experience + Suchen Sie Ihr Suchwort? Autismus; Gesundheitsvorsorge; Klinische Sozialpädiatrie; Experiental learning; Erfahrungsorientiertes Lernen; Web Based Training; Produktive Fertigkeit; Kompetenz; Ausbildung
Abstract	Most pediatric residency programs do not provide adequate practical experiences for residents in autism-related care, with a specific dearth of training in diagnostic processes. Without this training, residents enter the primary care workforce with uncertainty surrounding implementation of standard-of-care recommendations for children with autism. Our curriculum was designed to improve upon previously passive shadowing experiences within our developmental-behavioral pediatric rotation by integrating hands-on training in within-practice diagnostic identification and care coordination. In addition to multiple web-based learning activities (including a tutorial teaching administration of an interactive assessment tool), residents were required to actively participate in autism evaluations under supervision of an attending provider. Data were collected to assess feasibility of curricular changes as well as increased comfort level across recommended practice behaviors. Regarding feasibility, 95% of residents completed training components and pre-/post-ratings indicated significant increases in comfort in identifying symptoms/risk for autism, providing feedback about diagnostic decision, and effectively connecting families with services. Outcomes suggest feasibility of model and significantly increased resident comfort level across a range of recommended practice behaviors. This project reflects a first step in advancing incorporation of autism training into pediatric residency programs. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01