Council on Medical Student Education in Pediatrics

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Curriculum Competencies and Objectives

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

DEVELOPMENT

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

  1. 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)
  2. 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)
  3. Describe the initial evaluation and need to refer a patient with evidence of developmental delay or abnormality. (M)

Skills

  1. 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)

Click here to link to the COMSEP Clinical Cases.

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