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 A.
AU - Roth, Jenness M.
AU - Palmer, Frederick B.
N1 - Funding Information:
The authors would like to acknowledge the contribution of Maggie Hoffman, mother and founder of Project DOCC sm . Project DOCC sm is used with permission. This research was supported in part by grants from the Maternal and Child Health Bureau (T73MC00038) and the Administration on Intellectual and Developmental Disabilities (90DD0657).
Funding Information:
In 2002, Project DOCC sm was introduced into the pediatric and medicine/pediatric residency programs at the University of Tennessee Health Science Center (UTHSC). The experience was coordinated by developmental pediatric and parent faculty of the Boling Center for Developmental Disabilities and delivered during the residents’ one-month required Developmental-Behavioral Pediatrics rotation. Project DOCC sm is supported through the Boling Center for Developmental Disabilities’ Leadership Education in Neurodevelopmental and related Disabilities (LEND) project. A cadre of approximately 25 families who are at least two years post-diagnosis participate in the program on a rotating schedule. Common chronic health and disability conditions represented within families include Autism Spectrum Disorder, Intellectual Disability, Down and VATER Syndromes, ADHD, Learning Disabilities, Spina Bifida, and Cerebral Palsy. Families receive a modest stipend for their participation. In part, because of its high prevalence rate ( Centers for Disease Control and Prevention, 2010 ), the majority of participating families have a member with an Autism Spectrum Disorder. This has been instructive to residents, considering that a majority of parents of children with autism have reported their primary care physician does not address a majority of autism-specific, family-centered needs ( Carbone et al., 2013 ).
Publisher Copyright:
© 2016 Elsevier Ltd
Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.
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 - Applied Research in Mental Retardation
JF - Applied Research in Mental Retardation
SN - 0891-4222
ER -