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PREFACE | PROFESSIONAL
CONDUCT AND ATTITUDES | SKILLS
| HEALTH
SUPERVISION |
GROWTH
|
DEVELOPMENT | BEHAVIOR
| NUTRITION
| PREVENTION
|ISSUES
UNIQUE TO ADOLESCENCE |
ISSUES UNIQUE TO THE NEWBORN |
MEDICAL GENETICS AND DYSMORPHOLOGY | COMMON
ACUTE PEDIATIC ILLNESS |
COMMON CHRONIC ILLNESS AND DISABILITY | THERAPEUTICS
|
FLUID AND ELECTROLYTE MANAGEMENT | POISONING
|
PEDIATRIC EMERGENCIES | CHILD
ABUSE | CHILD
ADVOCACY | COMMON PEDIATRIC ILLNESS TABLE
|
CLINICAL ENCOUNTER TABLE | DIAGNOSIS LIST | CURRICULUM DEVELOPMENT PARTICIPANTS
Rationale
Prerequisites
Competencies
Processes
Rationale
The physical maturation and intellectual, social and motor development
of the child follow predictable patterns, and provide the physician
with a good indicator of the child's health and neurological function.
The clinician must be familiar with normal patterns of development
in order to detect deviations that might be the first sign of a
medical or psychosocial problem.
Prerequisites
Preclinical coursework in the scientific underpinning of neurology
and neurobiologic development.
Competencies
Knowledge
- Describe the four developmental domains of childhood as defined
by the Denver Developmental exam (e.g. gross motor, fine motor,
language, and social development. (CP)
- Describe how abnormal findings on the development screening
tools would suggest a diagnosis of developmental delay (CP), autism
(M), pervasive developmental delay (M), and mental retardation.
(M)
- Describe the initial evaluation and need to refer a patient
with evidence of developmental delay or abnormality. (M)
Skills
- Demonstrate an ability to assess psychosocial, language, physical
maturation, and motor development in pediatric patients using
appropriate resources (e.g. Bright Futures, the Denver Developmental
Standard Test 2, and HEADSS. (CP) Key features might include the
following:
- Newborn/Infant –Disappearance of primitive reflexes;
changes in tone and posture; cephalocaudal progression of
motor milestones during the first year; stranger anxiety.
- Toddler/child - Separation and autonomy in two to three-year
olds; sequence of language development; concept of school
readiness
- Adolescent - Sequence of physical maturation (e.g. Tanner
scales), cognitive development, and assessment of psychosocial
and emotional development (e.g. HEADSS).
Processes
All students on the Pediatric Clerkship should see a patient
with a patient with real or possible (e.g. parental concerns) issues
related to development (e.g. delayed or possibly delayed language,
motor, fine motor, or social adaptive skills)
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