OBJECTIVE: Given that pediatricians cite low competency in developmental screening, this study aims to effectively teach screening to residents. DESIGN: Using a quasi-experimental design, residents received an educational module and one-on-one teaching of 3 validated developmental screeners (Denver II, ASQ [Ages and Stages Questionnaire], and PEDS [Parents' Evaluation of Developmental Status]), with subsequent independent use with all 3 screeners with their own continuity patients. Outcome measures included changes in knowledge, skills, and preferences. RESULTS: All residents achieved significantly increased skills with all screeners. They strongly preferred the ASQ (70%), citing that this taught them normal (30.2%) and pathological (27.9%) development while negatively noting time (72.1%), scheduling issues (30.2%), and difficulties with child cooperation (20.9%). Knowledge specifics did not significantly increase. CONCLUSIONS: In-depth developmental screening education revealed marked improvement in skills and preferences. These evaluations led to full adoption of the ASQ in resident clinics. Future research must test if effective development teaching in residency leads to increased routine screenings in practice.
RCT Entities:
OBJECTIVE: Given that pediatricians cite low competency in developmental screening, this study aims to effectively teach screening to residents. DESIGN: Using a quasi-experimental design, residents received an educational module and one-on-one teaching of 3 validated developmental screeners (Denver II, ASQ [Ages and Stages Questionnaire], and PEDS [Parents' Evaluation of Developmental Status]), with subsequent independent use with all 3 screeners with their own continuity patients. Outcome measures included changes in knowledge, skills, and preferences. RESULTS: All residents achieved significantly increased skills with all screeners. They strongly preferred the ASQ (70%), citing that this taught them normal (30.2%) and pathological (27.9%) development while negatively noting time (72.1%), scheduling issues (30.2%), and difficulties with child cooperation (20.9%). Knowledge specifics did not significantly increase. CONCLUSIONS: In-depth developmental screening education revealed marked improvement in skills and preferences. These evaluations led to full adoption of the ASQ in resident clinics. Future research must test if effective development teaching in residency leads to increased routine screenings in practice.
Authors: Sharleen L O'Reilly; Christy Burden; Cristina Campoy; Fionnuala M McAuliffe; Helena Teede; Jesper Andresen; Karen J Campbell; Aisling A Geraghty; Cheryce L Harrison; Rachel Laws; Jane E Norman; Helle T Maindal; Karsten Vrangbæk; Ricardo Segurado; Vincent L Versace; Timothy C Skinner Journal: Trials Date: 2021-12-28 Impact factor: 2.279