PEDIATRICS Vol. 74 No. 4 October 1984, pp. 514-522
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Teaching Developmental Pediatrics to Pediatric Residents: Effectiveness of a Structured Curriculum

Forrest C. Bennett MD1, Michael J. Guralnick PhD1, H. Burtt Richardson Jr MD1, and Karen E. Heiser PhD1

1 From the Child Development and Mental Retardation Center, University of Washington, Seattle and Nisonger Center, The Ohio State University, Columbus

A national Task Force on Developmental Pediatrics was convened in 1979 to produce a curriculum for pediatric residents pertaining to the detection, assessment, and management of children with atypical development. During a 2-year period, the task force developed a structured curriculum composed of specific goals, educational objectives, and matched learning activities that identified and described the basic knowledge, skills, and attitudes of developmental pediatrics to be acquired during a pediatric residency. Subsequently, the curriculum was implemented and evaluated in 11 pediatric programs with a developmental pediatrics rotation. On a seven-point subjective scale, the mean resident (n = 64) rating of the curriculum's usefulness was 6.0 and of their perceived competence in the skills of developmental pediatrics was 5.2; the mean percent of this competence attributed to the curriculum-based rotation was 56.6. On an objective case management test, residents who used the curriculum scored significantly (P < .005) higher than those who did not. These results suggest the efficacy of structured curricula in pediatric resident education.

Key Words: developmental pediatrics • pediatric educational objectives

Submitted on October 31, 1983
Accepted on February 1, 1984




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