Effect of an adolescent medicine rotation on medical students and pediatric residents

1986 ◽  
Vol 7 (5) ◽  
pp. 345-349 ◽  
Author(s):  
Lawrence S. Neinstein ◽  
Joan Shapiro ◽  
Susan Rabinovitz
Keyword(s):  
Medical Students ◽  
Adolescent Medicine ◽  
Pediatric Residents

PedsCases - A Learning Module for Adolescent Medicine for Medical Students

MedEdPORTAL ◽  
2010 ◽  
Vol 6 (1) ◽  
Author(s):  
Lauren Kitney ◽  
Peter Gill ◽  
Melanie Lewis ◽  
Karen Leslie ◽  
Cathleen Steinegger
Keyword(s):  
Medical Students ◽  
Adolescent Medicine ◽  
Learning Module

Effectiveness of the Adolescent Medicine Rotation in Improving Pediatric Residents Self-Assessed Skill and Confidence Caring for Youth

2019 ◽  
Vol 64 (4) ◽  
pp. 530-536 ◽  
Author(s):  
Emily Ruedinger ◽  
Kristen Carlin ◽  
David Inwards-Breland ◽  
Carolyn A. McCarty
Keyword(s):  
Adolescent Medicine ◽  
Pediatric Residents

scholarly journals Does level of training Influence the ability to detect hepatosplenomegaly in children with leukemia?

2012 ◽  
Vol 3 (2) ◽  
pp. e146-e150
Author(s):  
Donna L Johnston ◽  
Janelle Cyr
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
First Year ◽  
Training Level ◽  
Pediatric Residents ◽  
The Past ◽  
Ultrasound Findings ◽  
Level Of Training ◽  
Better Than

Background: Children with leukemia often have hepatosplenomegaly present. This can be diagnosed with physical examination and confirmed with ultrasound. We sought to determine if level of training influenced the ability to detect hepatosplenomegaly. Methods: All children diagnosed with leukemia during the past 5 years were reviewed. The training level of the examiner, the documentation of hepatosplenomegaly, and the ultrasound findings were collected and analyzed. Results: There were 245 examinations of the spleen and 254 of the liver. Splenomegaly was correctly diagnosed by medical students 54% of the time, by residents 81%, and by staff 79% of the time. First year residents diagnosed it correctly 68% of the time, R2s 64%, R3s 76% and R4s 86% of the time. Hepatomegaly was correctly diagnosed by medical students 44% of the time, by residents 73% and by staff 68% of the time. First year residents diagnosed it correctly 77% of the time, R2s 54%, R3s 81% and R4s 75% of the time. Conclusions: Pediatric residents had the best ability to detect hepatosplenomegaly, and were better than staff and medical students, although this was not statistically significant.

81. Building Adolescent Medicine Skills Among Medical Students: Individualized Learning Goals

2015 ◽  
Vol 56 (2) ◽  
pp. S43
Author(s):  
Justin Lockwood ◽  
Marissa Peters ◽  
Janice Hanson ◽  
Alexandria Forte ◽  
Paritosh Kaul
Keyword(s):  
Medical Students ◽  
Learning Goals ◽  
Adolescent Medicine ◽  
Individualized Learning

66. Can They Do It? What Learning Issues do Medical Students Self-Identify in an Adolescent Medicine Case?

2012 ◽  
Vol 50 (2) ◽  
pp. S46
Author(s):  
Paritosh Kaul ◽  
Jennifer Gong ◽  
Arti Saproo ◽  
Gwyn Barley ◽  
Gretchen Guiton
Keyword(s):  
Medical Students ◽  
Adolescent Medicine ◽  
Learning Issues

Adolescent Medicine: Attitudes and Skills of Pediatric and Medical Residents

PEDIATRICS ◽  
1984 ◽  
Vol 74 (2) ◽  
pp. 191-197 ◽  
Author(s):  
Gail B. Slap
Keyword(s):  
Learning Disabilities ◽  
Medical Residents ◽  
Adolescent Medicine ◽  
Delayed Puberty ◽  
Pediatric Residents ◽  
Level 3 ◽  
The Mean ◽  
Level 1 ◽  
Resident Group

Adolescents receive care from different specialists whose training may affect the quality of care. To measure possible effects, all 80 level 1 and level 3 pediatric and medical residents at one institution completed a questionnaire that asked if they planned to care for adolescents and determined their attitudes and skills for 30 relevant tasks. The mean age chosen for transfer of care from a pediatrician to an internist was 18.7 years by the pediatric residents and 16.6 years by the medical residents (P = .00001). Skill in obtaining histories; staging puberty; screening for scoliosis; performing pelvic examinations; diagnosing delayed puberty, psychiatric disorders, or learning disabilities; immunizing; and treating knee and hip pain more often were thought to be important by pediatric residents (88% to 100%) than by medical residents (40% to 75%) (P < .02). More than 70% of PL-3 but fewer than 50% of ML-3 residents rated themselves skilled for these tasks (P < .05). Fewer than 60% of each resident group rated themselves skilled in contraception. Both groups rated themselves underskilled in adolescent history-taking; counseling; evaluation of psychopathology; and treatment of dysmenorrhea and hypertension. In both groups, the decision to care for an adolescent was negatively influenced by the presence of a psychosocial disorder. In conclusion, both pediatric and medical residents plan to care for adolescents, and both recognize deficiencies in their training. Pediatric residents, however, are more confident of their skills in adolescent care than are medical residents.

Attitudes of Turkish parents, pediatric residents, and medical students toward child disciplinary practices

2006 ◽  
Vol 30 (10) ◽  
pp. 1081-1092 ◽  
Author(s):  
Filiz Simsek Orhon ◽  
Betul Ulukol ◽  
Bahar Bingoler ◽  
Sevgi Baskan Gulnar
Keyword(s):  
Medical Students ◽  
Pediatric Residents ◽  
Disciplinary Practices

Adolescent health care education and training: insights from Israel

2016 ◽  
Vol 28 (3) ◽  
pp. 303-307 ◽  
Author(s):  
Nogah C. Kerem ◽  
Daniel Hardoff
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Adolescent Health ◽  
Health Care Professionals ◽  
Training Programs ◽  
The United States ◽  
Adolescent Medicine ◽  
Formal Training ◽  
Quality Health Care ◽  
Israeli Experience

Abstract There is a growing need for health care professionals to extend their knowledge in adolescent health care. Formal training curricula in adolescent medicine have been established in the United States, Canada, and Australia, yet many other countries have developed shorter training programs to enable interested physicians to further pursue knowledge and practical experience in delivering improved quality health care for adolescents. The Israeli experience in building an infrastructure that allows students and physicians to learn about adolescent medicine and to train in the field is described. It includes a series of lectures and seminars for medical students during medical school and at the clinical rotations in pediatric wards; the development of hospital-based and community-based multidisciplinary adolescent health services where residents can practice adolescent health care; a 3-year diploma course in adolescent medicine for specialists in pediatrics and family medicine; mini courses in adolescent medicine for pediatricians and family practitioners working in community settings; and a simulated patient-based program regarding communication with adolescents, aimed for all professional levels – medical students, residents, and specialists. This infrastructure has been developed to create a leading group of physicians, who are able to operate adolescent clinics and to teach adolescent medicine. Recently, a formal fellowship program in adolescent medicine has been approved by the Scientific Council of the Israel Medical Association. The Israeli experience described here could be applied in countries, where formal training programs in adolescent health care are not yet established.

scholarly journals Teaching scripts via smartphone app facilitate resident-led teaching of medical students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nicholas R. Zessis ◽  
Amanda R. Dube ◽  
Arhanti Sadanand ◽  
Jordan J. Cole ◽  
Christine M. Hrach ◽  
...  
Keyword(s):  
Medical Students ◽  
Controlled Trial ◽  
Smartphone Application ◽  
Teaching Performance ◽  
Pediatric Resident ◽  
Post Intervention ◽  
Pediatric Residents ◽  
Resident Teaching ◽  
Novel Approach ◽  
Barriers To Teaching

Abstract Background Previous studies have suggested that resident physicians are the most meaningful teachers during the clinical clerkships of third-year medical students (MS3s). Unfortunately, residents often feel unprepared for this crucial role. The pediatrics clerkship at our institution identified a paucity in the frequency of resident-led teaching with MS3s. Lack of confidence, suboptimal teaching space, and insufficient time were cited as the most significant barriers. To enhance resident-led teaching of MS3s, we created teaching scripts of general pediatrics topics accessible via a smartphone application (app). Methods Prior to the implementation of the app, MS3s and pediatric residents were surveyed on clerkship teaching practices. From May 2017 through July 2018, pediatric residents working with MS3s were introduced to the app, with both groups queried on resident teaching habits afterward. We compared pre-intervention and post-intervention data of time spent teaching, teaching frequency, and a ranking of pediatric resident teaching performance compared to residents of other MS3 core clerkships. Results 44 out of 90 residents (49%) responded to a pre-intervention survey on baseline teaching habits. 49 out of 61 residents (80%) completed our post-intervention survey. Pre-intervention, 75% (33/44) of residents reported spending less than 5 min per teaching session on average. Post-intervention, 67% (33/49) reported spending more than 5 min (p < 0.01). 25% (11/44) of residents reported teaching at least once per day pre-intervention, versus 55% (27/49, p = 0.12) post-intervention. Post-intervention data demonstrated a statistically significant correlation between app use and increased frequency of teaching (p < 0.01). The MS3 average ranking of pediatric resident teaching increased from 2.4 to 3.4 out of 6 (p < 0.05) after this intervention. Conclusions Residency programs looking to reform resident-led teaching, particularly of residents early in their training, should consider our novel approach. In addition to addressing barriers to teaching and creating a platform for near-peer teaching, it is adaptable to any specialty or learner level. Future direction includes developing objective measures for teaching performance and content proficiency to better assess our intervention as an educational curriculum, as well as further investigation of the intervention as a controlled trial.

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