‘Beyond Milestones’: A randomised controlled trial evaluating an innovative digital resource teaching quality observation of normal child development (original) (raw)

Comparison of methods for teaching developmental milestones to pediatric residents

World Journal of Pediatrics, 2011

Background: Interactive media are effective tools in teaching and allow for self-directed study, which develops skills for life-long learning among health professionals. With this type of study, the learner can review material at his/her own pace and target areas that require emphasis. Pediatric residents require an accurate understanding of developmental milestones in children of various ages and their normal variations. The best representation of developmental milestones requires video recordings of children demonstrating appropriate skills. However, such recordings are not always available, so printed materials are most often used. In this realm, a computer-based interactive learning tool using animated cartoons gives flexibility for presentation using drawings. We compared pediatric residents' knowledge of developmental milestones in neonates to 5-year-olds before and after study with either an interactive DVD or paper-based materials.

Need for Developmental Assessment

Acta Scientific Paediatrics, 2021

Introduction: When we start our work as medical professionals the most important was improving and understanding physical growth and nutrition. Today we know that as much important as good knowledge in physical examination is adequate assessment of personality and social development which is crucial for appropriate developmental assessment. In this context early identification of developmental delay is not just responsibility but either obligation of all health care professionals, especially pediatricians. Aim of the Study: The aim of this study is to analyze developmental monitoring based on parents informations in our hospital in order to find out which percentage of referred children has to be followed further and has to start with early intervention. Our approach to developmental monitoring is: we start the pediatric assessment by taking very careful history of child. Second step is very careful examination in order to find if the child has same kind of organ dysfunction. In second step crucial is neurological examination especially if we know that children with developmental disabilities have very high rate of seizure disorder, structural MRI abnormalities-especially frontal atrophy… Pediatrician has to be aware that observation of the parent-child interaction also, may be an aid in identifying children with delayed development. Methodology and Sample: The developmental monitoring in 465 children at the age of 12-60 months, referred as children with developmental delay according to primary care pediatricians, special educators or family members in the period of 4 years (from January 2016 until the end of 2019) was implemented. The assessment of the evaluated sample is done using CDC developmental milestone checklist (Centers for Disease Control and Prevention) for specific ages-12 and 18 months and 2,3,4 and 5 years. To assess behavioral and emotional problems, physicians need information from family and people who see children in their everyday contexts. Results: The results were presented for each group separately. Conclusion: Research indicates that the first five years of a child's life are critical to brain development, academic achievement and later life outcomes. The right developmental and behavioral assessment can change the trajectory of a child's life forever. We are medical workers. Our mission is to increase family knowledge, skills, and participation in health promotion and disease prevention activities. As pediatricians we must promote desired social, developmental and health outcomes of infants, children, and adolescents. One of the most important field of research is child development stimulated by social pressure to improve the lives of children. When we start our work as medical professionals the most important was improving and understanding physical growth and nutrition. Today we know that as much important as good knowledge in physical examination is adequate assessment of personality and social development which is crucial for appropriate developmental assessment. In this context early identification of developmental delay is not just responsibility but either

Assessing development in the pediatric office

Pediatrics, 2004

To determine the proportion of children aged 10 to 35 months who were reported ever to have received a developmental assessment (DA) and to examine characteristics of the child, family, and health care setting associated with the receipt of a DA. The National Survey of Early Childhood Health, conducted in 2000, is a survey of 2068 parents of children 4 to 35 months of age. Children were classified as having received a DA in response to 2 questions: whether the child's pediatric provider ever told parents that he or she was doing a "developmental assessment" and/or parents recalled explicit components of a DA, such as stacking blocks or throwing a ball. Parent-reported receipt of a DA was assessed in relationship to child and family, health care access, other measures of health care content and process, and measures of quality and satisfaction. Approximately 57% of children 10 to 35 months of age ever received a DA. Forty-two percent of parents recalled ever being told ...

A Clinical Handbook on Child Development Paediatrics

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Best practice Developmental examination: birth to 5 years

Developmental examination is part of the process of identifying children at risk of poor developmental outcomes. Development is a rapidly changing process with large variations within the population and for the same child, which limits the sensitivity and specifi city of any examination method. There is now a good body of scientifi c knowledge and an evidence base for improving the examination method and clinical decision-making. The four main components of this examination are eliciting concerns, gathering information on social and biological risk factors, making structured observations of spontaneous and elicited behaviour, and interpreting fi ndings with knowledge both of the features which raise signifi cant concerns and of common behavioural phenotypes of developmental disorders. The focus of developmental examination needs to shift from simply 'measuring' development to informing the developmental profi le of a child's needs and identifying children at risk of adverse outcomes. The objective of helping the child is best achieved when the interpretation of fi ndings, management guidance and management plan are shared through good communication with parents, carers and other agencies.

Evaluation of Infants’ Development Using “A Guide for Monitoring Child Development”

Inter Collegas, 2017

Riga O.O., Gonchar M.O., Uryvayeva M.K., Samsonenko V.I., Shulga A.A.The purpose was to assess the main domains of child development of healthy infants of Novobavarsky district of Kharkiv city with the use of the GMCD. The development of 100 children aged 0-42 months was evaluated. Developmental delay was assessed in standard deviations in comparison with the indices of the corresponding age. Developmental delay in 1 domain by-2σ was detected in 19 infants, in 2 domains – in 6, in 3 domains – in 1 and in 4 domains – in 1 infant. Developmental delay in 1 domain by -3σ was detected in 3 children. Besides, 2 infants delayed development considerably. Children born prematurely showed statistically significant higher incidence rate of developmental delays in impressive language and play. In authors’ opinion, the use of the GMCD permits to give the recommendations concerning supporting of communication skills and emotions development to parents, as well as to refer the families to the e...