December 19, 2017
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Project Summary:
The intention of the Stanford DBP rotation is to train residents to be able to address the developmental and behavioral issues that are frequently brought to the attention of the general pediatrician or to subspecialists in other fields. This project sought to evaluate the impact of training efforts on lasting outcomes with the overall objective to evaluate the medium- and longer-term impact of DBP training (required 4-week rotation) for pediatrics residents.
Objectives:
- to examine medium-term outcomes of DBP education and training through an objective measure - retrieving and analyzing 3rd year resident DBP subtest scores on pediatrics in-training examinations (ITE) - Completely achieved
- to examine longer-term outcomes of DBP education and training by surveying all recent graduates (2012-2017) of the Stanford pediatrics residency program in relation to the national experience - Partial Accomplisment
- to examine longer-term outcomes of DBP education and training by contrasting, through use of statistical software, clinician DBP-related experiences and attitudes for recently graduated clinicians who are in General Pediatrics vs pediatrics subspecialties. - Not acheived
Lessons Learned:
- Contact information for past residents is difficult to access and requires a systematic process. Current records are inaccessible or unuseable. It is critical to establish communication avenues with residents before they graduate. Introduction of the idea of post-graduation contact also would be helpful.
Results
Data of medium-term outcomes indicate that knowledge increases between Years 1 and 2 of residency but does not change between Years 2 and 3. This has led our program to propose a substantial enhancement to the resident rotation - addition of two academic half-days and addition of a case-based longitudinal learning experience that will continue across all resident training years.
Primary Contact:
Lynne Huffman | [email protected]