Pediatric resident training in a school environment. A prescription for learning
E. A. Zenni, T. C. Sectish, B. N. Martin and C. G. Prober
Department of Pediatrics, Stanford (Calif) University School of Medicine, USA.
OBJECTIVE: To describe our experience with developing, implementing, and
evaluating the educational effect of a school health experience for
pediatric residents. DESIGN: Descriptive. SETTING: University-based
pediatric residency program and five public elementary and middle schools
in surrounding communities. PARTICIPANTS: Eleven pediatric residents.
INTERVENTION: A school health experience for pediatric residents was
developed in response to the report of the American Academy of Pediatrics
Task Force on Pediatric Education and the new training recommendations of
the Residency Review Committee of the American Council for Graduate Medical
Education. Residents spent 3 weeks in the schools engaged in teaching and
observational activities. MAIN OUTCOME MEASURES: Questionnaires of
residents' attitudes and knowledge, structured resident interviews, and
teacher questionnaires. RESULTS: Positive effect on resident's knowledge of
school structure, child development, communication with children,
school-related problems, and special education. Positive effects on
resident's attitudes about teamwork between teachers and pediatricians and
roles of pediatricians in schools. Teacher feedback showed acceptance by
the school community. CONCLUSIONS: Pediatric residents benefit from
exposure to children in school settings. Schools provide an opportunity to
observe normal childhood development and behavior in a more natural setting
than that provided in the hospital.
