Affiliations: Departments of Pediatrics and Neurology and Rehabilitation Medicine, University of Cincinnati College of Medicine, Cincinnati, OH, USA | Tel.: +1 513 636 7480; Fax: +1 513 636 7360. E-mail: ashlee.bolger@cchmc.org
Correspondence:
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Corresponding author: Departments of Pediatrics and Neurology and Rehabilitation Medicine, University of Cincinnati College of Medicine, Cincinnati, OH, USA. Tel.: +1 513 636 7480; Fax: +1 513 636 7360. E-mail: ashlee.bolger@cchmc.org.
Abstract: PURPOSE: Though knowledge of normal childhood developmental milestones, essential for physician subspecialists, begins in medical school, it continues in pediatric subspecialty residency and fellowship training. Despite widespread education in developmental milestones, published curricula related to this content area are lacking. This pilot curriculum was developed to address the lack of published developmental curricula. METHODS: Participants included pediatric rehabilitation trainees who completed 8–12 sessions per year of a novel, adult-learner centered child development curriculum, for two consecutive years. Outcome measures included a novel survey, knowledge based test, verbal feedback sessions, and the end of the year program evaluation committee meeting. RESULTS: Trainees were successfully able to attend curricula sessions within their typical fellowship and residency responsibilities. Pediatric rehabilitation medicine fellows reported improved competence in normal growth and development. Pediatric rehabilitation residents rated the curriculum as a high value to their education (3.5 ± 0.58 on a 1–4 point scale). While not statistically significant, ratings of perceived knowledge of developmental milestones, structured educational sessions attended related to development, and overall interest in the topic increased from pre-curriculum to post-curriculum. CONCLUSION: This study introduces a novel approach to developmental milestones education that is tailored to the adult learner and pediatric rehabilitation trainees.
