OBJECTIVES: To determine the proportion of senior residents who believed their education in the field of developmental disabilities was adequate and to collect suggestions for improvements. METHOD: We distributed a self-administered questionnaire to senior residents prior to an annual voluntary preparatory exam. Their views on training in developmental disabilities and ideas about improving curricula were solicited in detail, and their feedback results were analyzed. RESULTS: Of the 89 senior residents who attended the exam, 60 (67.4%) completed the survey. This represents 29% of the national complement. Most (85%) of the one-half who reported receiving undergraduate training in developmental disabilities felt the quantity was inadequate. Almost 90% of those who did not receive training felt they should have. Of respondents, 85% received residency training in dual diagnosis, but most (59%) felt more curriculum time was needed. CONCLUSIONS: Senior residents also desire curricular enhancements that experts in developmental disabilities have long recommended.
OBJECTIVES: To determine the proportion of senior residents who believed their education in the field of developmental disabilities was adequate and to collect suggestions for improvements. METHOD: We distributed a self-administered questionnaire to senior residents prior to an annual voluntary preparatory exam. Their views on training in developmental disabilities and ideas about improving curricula were solicited in detail, and their feedback results were analyzed. RESULTS: Of the 89 senior residents who attended the exam, 60 (67.4%) completed the survey. This represents 29% of the national complement. Most (85%) of the one-half who reported receiving undergraduate training in developmental disabilities felt the quantity was inadequate. Almost 90% of those who did not receive training felt they should have. Of respondents, 85% received residency training in dual diagnosis, but most (59%) felt more curriculum time was needed. CONCLUSIONS: Senior residents also desire curricular enhancements that experts in developmental disabilities have long recommended.