Preparing residents for Public Law 99-457. A survey of pediatric training programs
S. W. Teplin, T. H. Kuhn and S. A. Palsha
Clinical Center for The Study of Development And Learning, University of North Carolina, Chapel Hill School of Medicine 27599-7255.
Recent implementation of Public Law 99-457 has high-lighted the integral
role of pediatricians in early intervention for infants and young children
(birth to age 3 years) with disabilities and their families. Faculty
representatives of all US pediatric residency programs were surveyed to
determine the current status of resident education about issues in this
content area. Of 219 surveys, 159 (73%) were returned and analyzed.
Resident rotations in child development were offered in 89% of the
programs. Of these, 73% were mandatory rotations. Generally, comprehensive
resident exposure to a majority of important topics regarding Public Law
99-457 was reported. However, minimal teaching by parents and community
agencies was used. Content areas perceived to be strengths in most programs
included normal and atypical infant development and developmental
assessment. Weaker areas included cultural aspects of family function, case
management, and advocacy. Barriers to optimal teaching included time
constraints of residents and faculty, inadequate resources and facilities,
and insufficient resident interest. Respondents expressed strong interest
in improving resident education in this area.
