Survey on developmental-behavioural training experiences of Australian paediatric advanced trainees

Publisher Website
Google Scholar
Abstract
In order to monitor whether paediatric education has adapted to meet modern practice 91 paediatric advanced trainees were surveyed to elicit their satisfaction with developmental-behavioural (DB) training. A response of 69% was obtained to a postal questionnaire. The traditional imbalance persists, with trainees considering themselves significantly better informed in the medical disciplines (P < 0.001). Satisfaction with training in the 14 developmental disciplines surveyed is less (P < 0.001) and significantly more variable compared with 11 traditional medical disciplines (P < 0.01). Formal rotations in DB disciplines had been received by all respondents by the 7th year of training. However, 46-67% consider themselves ill-informed in learning/school problems, attention-deficit hyperactivity disorder, adolescent problems, paediatric rehabilitation and language impairment. Thirty-seven per cent found formal postgraduate instruction unhelpful. Paediatric advanced training gives exposure to, but unsatisfactory formal education, in developmental and behavioural paediatrics. Current initiatives for mandatory DB training have serious implications for achieving adequate resources and standards to meet clinical and training demands.

This publication has 11 references indexed in Scilit: