Abstract
Previous research has demonstrated high satisfaction and perceived relevance of Project DOCC (Delivery of Chronic Care), a parent led curriculum in developmental disabilities, across a sample of medical residents. Aims The influence of such a training program on the clinical practices and professional activities of these residents once they are established in their careers as physicians, however, has not been studied; this was the aim of the present study. Methods An anonymous follow-up survey was designed and disseminated to physicians who participated in Project DOCC during their one-month developmental disabilities rotation as part of their pediatrics or medicine/pediatric residency between 2002 and 2010. Fifty-eight physicians completed the survey. Results The findings suggest that participation in a parent led curriculum during medical residency had a lasting impact on physicians' relationships with families. Specifically, a majority of the physicians espoused a family-centered approach to care, a sensitivity to the interactional effect that caring for a Child with Special Health Care Needs (CSHCN) has on family members, the need for physicians to have a prominent role in community resource coordination, and the importance of an integrated approach to health care provision. Conclusions Use of a parent led curriculum as a means to increase the provision of family-centered care by physicians is supported.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 16-23 |
| Number of pages | 8 |
| Journal | Research in Developmental Disabilities |
| Volume | 60 |
| DOIs | |
| State | Published - Jan 1 2017 |
| Externally published | Yes |
Fingerprint
Keywords
- Developmental disability
- Family-centered care
- Medical curriculum
- Parent advocacy
- Pediatrician
- Resident education
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Clinical Psychology
Cite this
Long-term pediatrician outcomes of a parent led curriculum in developmental disabilities. / Keisling, Bruce L.; Bishop, Elizabeth A.; Kube, David; Roth, Jenness M.; Palmer, Frederick B.
In: Research in Developmental Disabilities, Vol. 60, 01.01.2017, p. 16-23.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Long-term pediatrician outcomes of a parent led curriculum in developmental disabilities
AU - Keisling, Bruce L.
AU - Bishop, Elizabeth A.
AU - Kube, David
AU - Roth, Jenness M.
AU - Palmer, Frederick B.
PY - 2017/1/1
Y1 - 2017/1/1
N2 - Previous research has demonstrated high satisfaction and perceived relevance of Project DOCC (Delivery of Chronic Care), a parent led curriculum in developmental disabilities, across a sample of medical residents. Aims The influence of such a training program on the clinical practices and professional activities of these residents once they are established in their careers as physicians, however, has not been studied; this was the aim of the present study. Methods An anonymous follow-up survey was designed and disseminated to physicians who participated in Project DOCC during their one-month developmental disabilities rotation as part of their pediatrics or medicine/pediatric residency between 2002 and 2010. Fifty-eight physicians completed the survey. Results The findings suggest that participation in a parent led curriculum during medical residency had a lasting impact on physicians' relationships with families. Specifically, a majority of the physicians espoused a family-centered approach to care, a sensitivity to the interactional effect that caring for a Child with Special Health Care Needs (CSHCN) has on family members, the need for physicians to have a prominent role in community resource coordination, and the importance of an integrated approach to health care provision. Conclusions Use of a parent led curriculum as a means to increase the provision of family-centered care by physicians is supported.
AB - Previous research has demonstrated high satisfaction and perceived relevance of Project DOCC (Delivery of Chronic Care), a parent led curriculum in developmental disabilities, across a sample of medical residents. Aims The influence of such a training program on the clinical practices and professional activities of these residents once they are established in their careers as physicians, however, has not been studied; this was the aim of the present study. Methods An anonymous follow-up survey was designed and disseminated to physicians who participated in Project DOCC during their one-month developmental disabilities rotation as part of their pediatrics or medicine/pediatric residency between 2002 and 2010. Fifty-eight physicians completed the survey. Results The findings suggest that participation in a parent led curriculum during medical residency had a lasting impact on physicians' relationships with families. Specifically, a majority of the physicians espoused a family-centered approach to care, a sensitivity to the interactional effect that caring for a Child with Special Health Care Needs (CSHCN) has on family members, the need for physicians to have a prominent role in community resource coordination, and the importance of an integrated approach to health care provision. Conclusions Use of a parent led curriculum as a means to increase the provision of family-centered care by physicians is supported.
KW - Developmental disability
KW - Family-centered care
KW - Medical curriculum
KW - Parent advocacy
KW - Pediatrician
KW - Resident education
UR - http://www.scopus.com/inward/record.url?scp=84996528140&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84996528140&partnerID=8YFLogxK
U2 - 10.1016/j.ridd.2016.11.004
DO - 10.1016/j.ridd.2016.11.004
M3 - Article
C2 - 27875781
AN - SCOPUS:84996528140
VL - 60
SP - 16
EP - 23
JO - Research in Developmental Disabilities
JF - Research in Developmental Disabilities
SN - 0891-4222
ER -