Twelve tips for teaching child development and disability to medical students

McDonald, Jenny

doi:10.1080/0142159x.2017.1365118

Cited by 10 publications

(5 citation statements)

References 21 publications

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“…Recognition of child development and developmental delay provides timely questioning and intervention for children with developmental delay. Despite this, child development and developmental delay were not emphasized in the medical curriculum (6). Little attention is paid to identifying children with developmental delay and their health needs (7).…”

Section: Discussionmentioning

confidence: 99%

“…to be beneficial as a result (6). Students were more motivated to approach neurodevelopmental examination and developmental stages more competently after this training.…”

Section: Contribution Of the Authors / Yazarların Katkısı: Güven Bays...mentioning

confidence: 93%

“…The focus of the child pediatric traineeships and medical curriculum is acute illness and hospital care. This situation also shows the contradictory situation in medical education (6). Identification of children with developmental delay and health needs are rarely emphasized during medical education (7).…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of Child Development Knowledge Among Medical Students

Baysal

Doğan

ARSLAN

et al. 2023

Türkiye Çocuk Hast Derg

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Objective: With the developments in the world, a significant decrease in the death rates of chronic or fatal diseases causes the problems that affect the development of children to be seen more frequently. Physicians must be aware of the basic developmental stages and information of children during medical education for early diagnosis and intervention. This study aimed to determine the knowledge of medical students about child development. Material and Methods: A total of 482 3rd and 4th-year medical faculty students who did not take the Developmental Pediatrics lecture in the Department of Pediatrics of İnönü University Faculty of Medicine between 2018 and 2019 were included in the study. Our study included socio-demographic information and questions on “Caregiver Knowledge of Child Development Inventory”. Results: 227 (47.09%) 3rd year and 255 (52.90%) 4th-year students were included in the study. The mean Caregiver Knowledge of Child Development Inventory total score was 14.44±5.89 for 3rd-year students and 16.10 ± 5.90 for 4th-year students. More than 50% of the third and fourth year students answered 5 of the 10 questions in the developmental skills component section correctly. It was observed that the developmental skills and stimulation component knowledge of the third and fourth year medical students were not sufficient. It was also understood that the general pediatrics courses given in the third year did not increase the knowledge of the fourth year students about child development. Conclusion: Evaluating the child development knowledge of medical students is important for interventions and studies to ensure that medical students are familiar with and detect developmental delays in infancy and early childhood.

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Section: Discussionmentioning

confidence: 99%

“…to be beneficial as a result (6). Students were more motivated to approach neurodevelopmental examination and developmental stages more competently after this training.…”

Section: Contribution Of the Authors / Yazarların Katkısı: Güven Bays...mentioning

confidence: 93%

See 1 more Smart Citation

Evaluation of Child Development Knowledge Among Medical Students

Baysal

Doğan

ARSLAN

et al. 2023

Türkiye Çocuk Hast Derg

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“…4 An optimal way to create this longitudinal experience would be to incorporate disability education into core medical school programming from the start. [11][12][13][14] The authors utilized a combined approach of didactic and bedside teaching to assess the efficacy of a combined approach that could be used at multiple points during undergraduate medical education, which has the ability to transition easily from preclinical and clinical training. Additionally, prior studies have been developed for Group by time interaction was not significant, P = .84. resident-level physicians, and we believe this would also be a reasonable, although more heterogeneous, group to expand educational programming too.…”

Section: Discussionmentioning

confidence: 99%

Cluster Randomized Controlled Trial of Disability Education Module During Clinical Clerkship

Santoro

Whitgob

Huffman

2019

Clin Pediatr (Phila)

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The effect of a randomized disability education program on medical student knowledge and attitudes concerning disability was performed. Intervention group received bedside teaching of physical examination/interview skills and case-based discussion. Twenty-three participants completed the study (control group n = 11; intervention group n = 12). Pre-clerkship, 39% of all participants reported no personal experience and 43% reported no professional experience with people with disabilities. Post-clerkship knowledge was higher for both groups; the test of group-by-time interaction was not significant. Qualitative analysis of post-clerkship attitude responses demonstrated that intervention group gave more detailed answers. Intervention group used terms representing functional aspects of disability twice as frequently as control group. Intervention group responses described long-term experience of a disability within community and family; control group responses focused on acute medical management. Participation in disability education resulted in changed attitude toward disability and better understanding of aspects of disability.

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“…This term was largely used when indicating children that seem to pop out or exhibit behaviours that are perceived to be a warning sign. According to teaching tips designed to aid medical students in learning child development and disability, the term red flag is used to identify developmental delays (McDonald, 2018). "Red flags denote features that indicate further enquiry or investigation is required" (McDonald, 2018, 136).…”

Section: What Is Inclusion and Who Is Benefitting?mentioning

confidence: 99%

What Is Inclusion And How Is It Influenced By Administration: Narratives From 3 Early Childhood Educators

Batool¹

2021

Preprint

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Through this study, I aimed to explore ECEs perceptions of inclusion and their perspectives on how their understandings and practice are influenced by the administration at their work setting. I used theories from Disability Studies to shape my study and analyze my findings. I sampled 3 participants, 2 of whom were previous ECEs and 1 who was currently an ECE. I held 3 individual interviews where I used an interview guide to ask ECEs about their stories around the research questions. Then, using thematic coding and inductive reasoning, I arrived with 3 themes; definitions of disability, perceptions of inclusion, and understandings and opinions towards administration. I discussed the findings while arguing that ECEs definitions of disability influence their perceptions of inclusion. Which then leads them to seek specific supports from administration. I used these discussions to humbly suggest some implications for ECEs.

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Twelve tips for teaching child development and disability to medical students

Cited by 10 publications

References 21 publications

Evaluation of Child Development Knowledge Among Medical Students

Evaluation of Child Development Knowledge Among Medical Students

Cluster Randomized Controlled Trial of Disability Education Module During Clinical Clerkship

What Is Inclusion And How Is It Influenced By Administration: Narratives From 3 Early Childhood Educators

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