Pankaj Garg1, David Lillystone2, David Dossetor3, Helen Wilkinson4, Carolyn Kefford5, John Eastwood6, Siaw Teng Liaw7. 1. School of Women's and Children's Health, UNSW, Discipline of Paediatrics, Central Clinical School, University of Sydney, Ingham Health Research Institute , Liverpool, NSW . 2. Senior Community Paediatrician, Hornsby Ku-Ring Hospital and Hornsby Community Child Health Centre, Hornsby, Northern Clinical School, University of Sydney . 3. Senior Child Psychiatrist with an interest in Autism and Intellectual Disability, Department of Psychological Medicine, Sydney Children's Hospital Network (Westmead), Clinical Associate Professor, University of Sydney . 4. Senior Career Medical Officer in Community Paediatrics, Hornsby Child health , 59, Florence street, Hornsby, NSW 2077 . 5. Senior Academic General Practitioner, Northern Clinical School, University of Sydney . 6. Conjoint Associate Professor School of Women's and Children's Health and School of Public Health and Community Medicine, UNSW and Sydney School of Public Health, University of Sydney, Ingham Health Research Institute , Liverpool, NSW, Community Paediatrics, Sydney Local Health District . 7. Professor of General Practice, School of Public Health and Community Medicine, UNSW, Centre for Primary Health Care and Equity, UNSW and Academic General practice Unit, Fairfield Hospital , Fairfield .
Abstract
INTRODUCTION: The prevalence of Autism Spectrum Disorders (ASDs) has increased and varies across age groups. Thus there is an increasing need for educational opportunities for General Practitioners (GPs) and other Primary Care providers to help in early identification and referral to specialist services. An earlier survey of GPs in New South Wales (Australia) demonstrated two broad domains for educational activities: (1) a general knowledge (important for early identification and referral) and (2) surveillance (important for ongoing management). AIM: To seek further evidence to these domains and synthesize the important contents for educational programs for GPs. MATERIALS AND METHODS: We conducted a (1) Confirmatory Factor Analysis (CFA) on our original survey data and (2) systematic review of the literature to identify important educational topics, using a life cycle approach. RESULTS: CFA and literature review support theoretical framework of two domains. Alerts and red flags for ASDs, knowledge of simple surveillance tools, communication of diagnosis with parents, referral pathways particularly to speech pathologists before a formal diagnosis is confirmed, and appreciation of vulnerabilities for identifying supports were important in the general knowledge domain, while supporting the families through transition points such as from pre-school to school entry, secondary school and adolescence, role of psychopharmacology such as medications for sleep issues, and for common co-morbidities of anxiety were important in the surveillance dimension. CONCLUSION: GP supervisors and medical and nursing educators can use findings from this paper for developing structured learning activities for training primary health care workforce regarding ASD's.
INTRODUCTION: The prevalence of Autism Spectrum Disorders (ASDs) has increased and varies across age groups. Thus there is an increasing need for educational opportunities for General Practitioners (GPs) and other Primary Care providers to help in early identification and referral to specialist services. An earlier survey of GPs in New South Wales (Australia) demonstrated two broad domains for educational activities: (1) a general knowledge (important for early identification and referral) and (2) surveillance (important for ongoing management). AIM: To seek further evidence to these domains and synthesize the important contents for educational programs for GPs. MATERIALS AND METHODS: We conducted a (1) Confirmatory Factor Analysis (CFA) on our original survey data and (2) systematic review of the literature to identify important educational topics, using a life cycle approach. RESULTS:CFA and literature review support theoretical framework of two domains. Alerts and red flags for ASDs, knowledge of simple surveillance tools, communication of diagnosis with parents, referral pathways particularly to speech pathologists before a formal diagnosis is confirmed, and appreciation of vulnerabilities for identifying supports were important in the general knowledge domain, while supporting the families through transition points such as from pre-school to school entry, secondary school and adolescence, role of psychopharmacology such as medications for sleep issues, and for common co-morbidities of anxiety were important in the surveillance dimension. CONCLUSION: GP supervisors and medical and nursing educators can use findings from this paper for developing structured learning activities for training primary health care workforce regarding ASD's.
Entities:
Keywords:
Educational programs; General Practitioners; Surveillance