PDF(Pubmed)
Abstract：
UNASSIGNED: Pediatric behavioral and mental health (BMH) disorders are increasingly common, but most pediatricians feel inadequately trained to manage them. We implemented a case-based, longitudinal curriculum in BMH within a pediatric residency program to prepare trainees to diagnose and manage these conditions.
UNASSIGNED: The pediatric residency program at Wright State University/Wright-Patterson Medical Center implemented a new BMH curriculum in 2020-2021. The curriculum consisted of five simulated cases involving depression, anxiety, attention deficit disorder with hyperactivity (ADHD), developmental delays, behavioral concerns, and autism. To reflect follow-up within a continuity clinic, cases included initial encounters and multiple follow-up visits. Faculty facilitators led residents in monthly small-group meetings over the academic year, with each session consisting of two to three simulated patient encounters. Residents completed pre-post surveys regarding their confidence in diagnosing and managing BMH conditions and pre- and posttests to evaluate the impact of the curriculum on knowledge gains.
UNASSIGNED: All 47 pediatric residents participated in the curriculum; 38 (81%) completed pre-post surveys. Upon completion of the curriculum, residents reported significantly increased confidence in managing ADHD, treating depression, creating safety plans for suicidality, recognizing autism, and counseling patients and families on special education services. Knowledge-based pre- and posttests completed by 25 residents (53%) also demonstrated significant improvement (M = 92.4, SD = 10.9, pre vs. M = 99.3, SD = 6.6, post, p = .009).
UNASSIGNED: This case-based, longitudinal curriculum in pediatric BMH simulating patient continuity improved residents\' confidence and knowledge in diagnosing and managing common BMH conditions.
UNASSIGNED: The pediatric residency program at Wright State University/Wright-Patterson Medical Center implemented a new BMH curriculum in 2020-2021. The curriculum consisted of five simulated cases involving depression, anxiety, attention deficit disorder with hyperactivity (ADHD), developmental delays, behavioral concerns, and autism. To reflect follow-up within a continuity clinic, cases included initial encounters and multiple follow-up visits. Faculty facilitators led residents in monthly small-group meetings over the academic year, with each session consisting of two to three simulated patient encounters. Residents completed pre-post surveys regarding their confidence in diagnosing and managing BMH conditions and pre- and posttests to evaluate the impact of the curriculum on knowledge gains.
UNASSIGNED: All 47 pediatric residents participated in the curriculum; 38 (81%) completed pre-post surveys. Upon completion of the curriculum, residents reported significantly increased confidence in managing ADHD, treating depression, creating safety plans for suicidality, recognizing autism, and counseling patients and families on special education services. Knowledge-based pre- and posttests completed by 25 residents (53%) also demonstrated significant improvement (M = 92.4, SD = 10.9, pre vs. M = 99.3, SD = 6.6, post, p = .009).
UNASSIGNED: This case-based, longitudinal curriculum in pediatric BMH simulating patient continuity improved residents\' confidence and knowledge in diagnosing and managing common BMH conditions.
摘要：
■儿科行为和心理健康（BMH）障碍越来越普遍，但是大多数儿科医生觉得没有足够的训练来管理它们。我们实施了基于案例的，BMH儿科住院医师计划中的纵向课程，以准备学员诊断和管理这些疾病。
■莱特州立大学/赖特-帕特森医学中心的儿科住院医师计划在2020-2021年实施了新的BMH课程。课程包括五个涉及抑郁症的模拟案例，焦虑,多动注意力缺陷障碍（ADHD），发育迟缓,行为关注，和自闭症。为了反映连续性诊所内的随访情况，病例包括初次接触和多次随访.在整个学年中，教师主持人带领居民参加每月的小组会议，每个会话包括两到三个模拟患者的遭遇。居民完成了关于他们对诊断和管理BMH状况的信心以及前测和后测的调查，以评估课程对知识收益的影响。
■所有47名儿科居民都参加了课程；38名（81％）完成了事后调查。课程完成后，居民报告说，管理多动症的信心显着增加，治疗抑郁症,为自杀制定安全计划，认识到自闭症，并就特殊教育服务为患者和家庭提供咨询。由25名居民（53％）完成的基于知识的前后测试也显示出显着改善（M=92.4，SD=10.9，prevs.M=99.3，SD=6.6，后，p=.009）。
■基于此案例，儿科BMH的纵向课程模拟患者连续性,提高了住院医师诊断和管理常见BMH疾病的信心和知识.
■莱特州立大学/赖特-帕特森医学中心的儿科住院医师计划在2020-2021年实施了新的BMH课程。课程包括五个涉及抑郁症的模拟案例，焦虑,多动注意力缺陷障碍（ADHD），发育迟缓,行为关注，和自闭症。为了反映连续性诊所内的随访情况，病例包括初次接触和多次随访.在整个学年中，教师主持人带领居民参加每月的小组会议，每个会话包括两到三个模拟患者的遭遇。居民完成了关于他们对诊断和管理BMH状况的信心以及前测和后测的调查，以评估课程对知识收益的影响。
■所有47名儿科居民都参加了课程；38名（81％）完成了事后调查。课程完成后，居民报告说，管理多动症的信心显着增加，治疗抑郁症,为自杀制定安全计划，认识到自闭症，并就特殊教育服务为患者和家庭提供咨询。由25名居民（53％）完成的基于知识的前后测试也显示出显着改善（M=92.4，SD=10.9，prevs.M=99.3，SD=6.6，后，p=.009）。
■基于此案例，儿科BMH的纵向课程模拟患者连续性,提高了住院医师诊断和管理常见BMH疾病的信心和知识.
