Glascoe FP, Marks KP, Poon JK, Macias MM. Identifying and Addressing Developmental-Behavioral Problems: A Practical Guide for Medical and Non-medical Professionals, Trainees, Researchers and Advocates. Nolensville, Tennessee: PEDStest.com, LLC, 2013.
Website support for Chapter 14:
Teaching Medical/Nursing Students, Residents, Fellows and Other Trainees
Chapter 14 provides numerous strategies for teaching and learning along with narratives from two training programs on real-life “how-to’s”. For trainees needing basics on child development and disabilities, helpful case examples are covered in Chapter 2 of the book.
Chapter 14 also covers compelling ways to help trainees understand child development. Such learning is supported by guided observation and by encouraging trainees to practice administering measures hands-on (thus helping them learn how to build rapport with children and families (a skill that generalizes thoroughly into managing children during well-visits). Much of such learning can be accomplished by observation and practice, i.e., independent self-instruction.
While this textbook is a definitive source for both trainees and preceptors, Chapter 14 also provides a list of further reading of benefit to advanced learners (e.g., fellows, residents completing optional rotations in child development).
On this website page, we provide links to:
1. A downloadable table of milestones. Nursing/medical students and most especially pediatric residents are often required to memorize these in order to pass their boards. Milestones checklists are useful when trainees visit day care centers and schools, facilitate insight into child development (e.g., how exactly do 2-year-olds differ from 3-year-olds?), and also hone clinical observation skills. Nevertheless, residents need clear advice not to use milestones checklists as screening tools because, unlike accurate measures, milestones checklists lack clear criteria for making decisions about children’s needs.
2. A Follow-the-Child Form useful for trainees on developmental-behavioral rotations required to watch multi-disciplinary evaluations. The Follow-the-Child Form encourages active participation and structured note-taking—essential for making observation into a true learning experience.
For preceptors who may need to measure knowledge and skills, we provide a downloadable pre-/post-test in Word that can be modified to reflect course goals and content.
A list of resources (shown below) for independent learning (e.g., videos, case examples, etc.).
Web-based Resources for Teaching and Learning
The Academy of Medical Educators provides training, links, certification, discussion forums, an annual meeting and other resources for medical educators.
The Institute for Innovative Technology in Medical Education offers The Computer-Assisted Learning In Pediatrics Programs, aka CLIPP. This is a subscription service available in most medical schools (or can be purchased by individuals) developed by faculty at Stanford, Duke, Case Western and other universities in collaboration with societies such as the Council on Medical Student Education in Pediatrics and the Society of Teachers in Family Medicine. CLIPP is a curriculum based product that translates national general pediatrics curriculum into 31 interactive cases; i.e., it is an interactive textbook. CLIPP enables independent learning experiences or its content can be used for didactic case-based instruction. Learners are prompted to answer questions along the way and also have access to expert advice when needed. CLIPP also enables faculty to evaluate each learner’s progress and growing expertise.
The Journal of the American Medical Association has a collection of articles (more than 600 at last count) on training and evaluation of medical/nursing students and residents.
The United States Medical Licensing Examination includes a series of videos linked to www.youtube.com on the clinical interview (although these are oriented toward adult medicine, but thus also parents).
Resources On Content Learning
PEDSTest.com provides a self-tutorial on child development and disabilities (for which the pre-/post-test in Appendix B of this book and its website can be used for measuring progress and mastery).
The American Academy of Cerebral Palsy and Developmental Medicine focuses in large part on children with specific conditions. Its website has multi-media learning opportunities (for parents and professionals), including a series of grand rounds lectures), an annual meeting and evidence-based reports on various conditions.
The American Academy of Pediatrics' Section on Developmental and Behavioral Pediatrics has a website with articles on developmental surveillance and screening, conditions, learning tutorials including links to PediaLink learning modules.
The Centers for Disease Control offers a Developmental-Behavioral Pediatarics Curriculum focused on case-based Training in Autism.
The University of Washington offers links to most resources in Autism and provides helpful examples of typical and atypical child development including the Autism Video Glossary and links to the Centers for Disease Control’s Act Early campaign, ASD prevalence, etc.
The American Academy of Pediatrics’ Bright Futures Project provides a resource kit on promoting child development with case examples for learning and teaching)
First Signs houses research on autism spectrum disorders, parenting information, and referral guidance along with a link to the Autism Video Glossary.
The Encyclopedia on Early Childhood Development includes articles on various aspects of psychosocial development such as social violence, immigration and adjustment, prenatal and antenatal stress, etc.
The Pediatric Neurological Exam from the University of Utah has a detailed video on how to conduct a pediatric neurodevelopmental exam with young children.
PEDICases is an initiative from Harvard Medical School and Children’s Hospital in Boston. On the site is a guide to case-based instruction and various downloadable cases (and information on how to use them) on such topics as child abuse and neglect, chronic pain, anorexia, etc.
The Society for Developmental and Behavioral Pediatrics’ annual meeting includes training for preceptors on how to teach strategies and skills. The Society publishes the Journal of Developmental-Behavioral Pediatrics where collections of articles can be searched.
Medscape Pediatrics houses a journal scan, webcasts, e-mail alerts, highly readable articles on various conditions, news, and resource centers on topics such as addiction, autism, development, depression, ADHD, etc.
The Canadian Paediatric Society (CPS) has resources for professionals (e.g., a mental health tool kit with listings of assessment tools, links to mental health services and information, evidence-based policy statements, practice points relating to child development) along with parenting information and downloadable handouts.
Talk Box was created by speech language pathologists to aid both trainees and parents. The site offers information on interventions including those parents can do at home (and which trainees can demonstrate to families as part of patient education).
The British Medical Journal has an excellent education series called "ABC of Teaching and Learning in Medicine" which includes review articles on many teaching techniques described in this chapter.