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Titulo Artículo:
Building an adaptable resident curriculum for acute pediatric sexual abuse evaluations: A qualitative needs assessment
Resumen:
Background Residents are undertrained to perform acute pediatric sexual abuse evaluations. The American Academy of Pediatrics has proposed development of an adaptable child abuse curriculum, though no such curriculum exists. Objectives Our goal was to perform a needs assessment for pediatric residents performing acute sexual abuse evaluations in an emergency department setting, thus laying groundwork for an adaptable curriculum. The objective was to explore pediatric resident training, knowledge, confidence, expectations, learning needs, and educational goals. Participants and Setting We conducted a qualitative exploratory study of pediatric residents, faculty, and program directors at two academic health centers in New York City. Methods Using purposive and convenience sampling, we conducted focus groups and semi-structured interviews until saturation of ideas was achieved. Through an iterative process using constructivist grounded theory, themes were organized into a curricular model. Results We conducted 3 resident focus groups (n = 21) and 7 interviews with emergency medicine, pediatric, and child abuse faculty. Themes emerged in three categories: barriers (e.g., knowledge deficits), facilitators (e.g., pre-learning), and educational goals. Despite recognizing the importance and increased availability of subspecialists, participants supported gradual autonomy for pediatric residents in the evaluation of suspected sexual abuse, with a goal of independent competency in history and examination skills, and supervised competency of forensic evidence collection. Conclusions Our data support a multimodal, blended curriculum for the acute sexual abuse evaluation, including: (1) asynchronous pre-learning; (2) live workshops; (3) reference tools; and (4) modeled clinical experiences. Our proposed curricular model may be utilized by a variety of frontline clinicians.
Fecha de publicación:
2020.
Autores :
Vartan Pahalyants;
Cindy G. Roskind;
Martin V. Pusic;
Selin T. Sagalowksy ;
Autor corporativo:
Child Abuse & Neglect,
Editores:
ScienceDirect ;
Idioma:
Inglés
Páginas:
1
ISBN:
1873-7757
Existencias:
9
Palabras claves:
Child Abuse
Resident Education
Asynchronous Learning
Blended Learning
Sexual Assault
Público objetivo:
Docentes
Investigadores
Educadores Medicos
Titulo Artículo:
Building an adaptable resident curriculum for acute pediatric sexual abuse evaluations: A qualitative needs assessment
Resumen:
Background Residents are undertrained to perform acute pediatric sexual abuse evaluations. The American Academy of Pediatrics has proposed development of an adaptable child abuse curriculum, though no such curriculum exists. Objectives Our goal was to perform a needs assessment for pediatric residents performing acute sexual abuse evaluations in an emergency department setting, thus laying groundwork for an adaptable curriculum. The objective was to explore pediatric resident training, knowledge, confidence, expectations, learning needs, and educational goals. Participants and Setting We conducted a qualitative exploratory study of pediatric residents, faculty, and program directors at two academic health centers in New York City. Methods Using purposive and convenience sampling, we conducted focus groups and semi-structured interviews until saturation of ideas was achieved. Through an iterative process using constructivist grounded theory, themes were organized into a curricular model. Results We conducted 3 resident focus groups (n = 21) and 7 interviews with emergency medicine, pediatric, and child abuse faculty. Themes emerged in three categories: barriers (e.g., knowledge deficits), facilitators (e.g., pre-learning), and educational goals. Despite recognizing the importance and increased availability of subspecialists, participants supported gradual autonomy for pediatric residents in the evaluation of suspected sexual abuse, with a goal of independent competency in history and examination skills, and supervised competency of forensic evidence collection. Conclusions Our data support a multimodal, blended curriculum for the acute sexual abuse evaluation, including: (1) asynchronous pre-learning; (2) live workshops; (3) reference tools; and (4) modeled clinical experiences. Our proposed curricular model may be utilized by a variety of frontline clinicians.
Fecha de publicación:
2020.
Autores :
Vartan Pahalyants;
Cindy G. Roskind;
Martin V. Pusic;
Selin T. Sagalowksy ;
Autor corporativo:
Child Abuse & Neglect,
Editores:
ScienceDirect ;
Idioma:
Inglés
Páginas:
1
Existencias:
9
Palabras claves:
Child Abuse
Resident Education
Asynchronous Learning
Blended Learning
Sexual Assault
Público objetivo:
Docentes
Investigadores
Educadores Medicos
Titulo Artículo:
Building an adaptable resident curriculum for acute pediatric sexual abuse evaluations: A qualitative needs assessment
Resumen:
Background Residents are undertrained to perform acute pediatric sexual abuse evaluations. The American Academy of Pediatrics has proposed development of an adaptable child abuse curriculum, though no such curriculum exists. Objectives Our goal was to perform a needs assessment for pediatric residents performing acute sexual abuse evaluations in an emergency department setting, thus laying groundwork for an adaptable curriculum. The objective was to explore pediatric resident training, knowledge, confidence, expectations, learning needs, and educational goals. Participants and Setting We conducted a qualitative exploratory study of pediatric residents, faculty, and program directors at two academic health centers in New York City. Methods Using purposive and convenience sampling, we conducted focus groups and semi-structured interviews until saturation of ideas was achieved. Through an iterative process using constructivist grounded theory, themes were organized into a curricular model. Results We conducted 3 resident focus groups (n = 21) and 7 interviews with emergency medicine, pediatric, and child abuse faculty. Themes emerged in three categories: barriers (e.g., knowledge deficits), facilitators (e.g., pre-learning), and educational goals. Despite recognizing the importance and increased availability of subspecialists, participants supported gradual autonomy for pediatric residents in the evaluation of suspected sexual abuse, with a goal of independent competency in history and examination skills, and supervised competency of forensic evidence collection. Conclusions Our data support a multimodal, blended curriculum for the acute sexual abuse evaluation, including: (1) asynchronous pre-learning; (2) live workshops; (3) reference tools; and (4) modeled clinical experiences. Our proposed curricular model may be utilized by a variety of frontline clinicians.
Autores:
Vartan Pahalyants
,
Cindy G. Roskind
,
Martin V. Pusic
,
Selin T. Sagalowksy
,
.
Titulo Revista:
Child Abuse & Neglect,
.
Numero:
Volumen:
102
Fecha de publicación:
2020.
Base de Datos Bibliográfica:
ScienceDirect ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
1
Página Final:
9
ISBN:
1873-7757
Palabras claves:
Child Abuse
Resident Education
Asynchronous Learning
Blended Learning
Sexual Assault
Público objetivo:
Docentes
Investigadores
Educadores Medicos
Título ScienceDirect :
Building an adaptable resident curriculum for acute pediatric sexual abuse evaluations: A qualitative needs assessment
Resumen:
Background Residents are undertrained to perform acute pediatric sexual abuse evaluations. The American Academy of Pediatrics has proposed development of an adaptable child abuse curriculum, though no such curriculum exists. Objectives Our goal was to perform a needs assessment for pediatric residents performing acute sexual abuse evaluations in an emergency department setting, thus laying groundwork for an adaptable curriculum. The objective was to explore pediatric resident training, knowledge, confidence, expectations, learning needs, and educational goals. Participants and Setting We conducted a qualitative exploratory study of pediatric residents, faculty, and program directors at two academic health centers in New York City. Methods Using purposive and convenience sampling, we conducted focus groups and semi-structured interviews until saturation of ideas was achieved. Through an iterative process using constructivist grounded theory, themes were organized into a curricular model. Results We conducted 3 resident focus groups (n = 21) and 7 interviews with emergency medicine, pediatric, and child abuse faculty. Themes emerged in three categories: barriers (e.g., knowledge deficits), facilitators (e.g., pre-learning), and educational goals. Despite recognizing the importance and increased availability of subspecialists, participants supported gradual autonomy for pediatric residents in the evaluation of suspected sexual abuse, with a goal of independent competency in history and examination skills, and supervised competency of forensic evidence collection. Conclusions Our data support a multimodal, blended curriculum for the acute sexual abuse evaluation, including: (1) asynchronous pre-learning; (2) live workshops; (3) reference tools; and (4) modeled clinical experiences. Our proposed curricular model may be utilized by a variety of frontline clinicians.
Autores :
Vartan Pahalyants;
Cindy G. Roskind;
Martin V. Pusic;
Selin T. Sagalowksy ;
Autor corporativo:
Child Abuse & Neglect,
Fecha de publicación:
2020.
Tipo :
ScienceDirect .
Idioma:
Inglés
Palabras claves:
Child Abuse
Resident Education
Asynchronous Learning
Blended Learning
Sexual Assault
Público objetivo:
Docentes
Investigadores
Educadores Medicos
Título ScienceDirect :
Building an adaptable resident curriculum for acute pediatric sexual abuse evaluations: A qualitative needs assessment
Resumen:
Background Residents are undertrained to perform acute pediatric sexual abuse evaluations. The American Academy of Pediatrics has proposed development of an adaptable child abuse curriculum, though no such curriculum exists. Objectives Our goal was to perform a needs assessment for pediatric residents performing acute sexual abuse evaluations in an emergency department setting, thus laying groundwork for an adaptable curriculum. The objective was to explore pediatric resident training, knowledge, confidence, expectations, learning needs, and educational goals. Participants and Setting We conducted a qualitative exploratory study of pediatric residents, faculty, and program directors at two academic health centers in New York City. Methods Using purposive and convenience sampling, we conducted focus groups and semi-structured interviews until saturation of ideas was achieved. Through an iterative process using constructivist grounded theory, themes were organized into a curricular model. Results We conducted 3 resident focus groups (n = 21) and 7 interviews with emergency medicine, pediatric, and child abuse faculty. Themes emerged in three categories: barriers (e.g., knowledge deficits), facilitators (e.g., pre-learning), and educational goals. Despite recognizing the importance and increased availability of subspecialists, participants supported gradual autonomy for pediatric residents in the evaluation of suspected sexual abuse, with a goal of independent competency in history and examination skills, and supervised competency of forensic evidence collection. Conclusions Our data support a multimodal, blended curriculum for the acute sexual abuse evaluation, including: (1) asynchronous pre-learning; (2) live workshops; (3) reference tools; and (4) modeled clinical experiences. Our proposed curricular model may be utilized by a variety of frontline clinicians.
Autores :
Vartan Pahalyants;
Cindy G. Roskind;
Martin V. Pusic;
Selin T. Sagalowksy ;
Autor corporativo:
Child Abuse & Neglect,
Fecha de publicación:
2020.
Paginas:
1.
ISBN:
1873-7757.
Idioma:
Inglés
Palabras claves:
Child Abuse
Resident Education
Asynchronous Learning
Blended Learning
Sexual Assault
Público objetivo:
Docentes
Investigadores
Educadores Medicos
Titulo Artículo:
Building an adaptable resident curriculum for acute pediatric sexual abuse evaluations: A qualitative needs assessment
Resumen:
Background Residents are undertrained to perform acute pediatric sexual abuse evaluations. The American Academy of Pediatrics has proposed development of an adaptable child abuse curriculum, though no such curriculum exists. Objectives Our goal was to perform a needs assessment for pediatric residents performing acute sexual abuse evaluations in an emergency department setting, thus laying groundwork for an adaptable curriculum. The objective was to explore pediatric resident training, knowledge, confidence, expectations, learning needs, and educational goals. Participants and Setting We conducted a qualitative exploratory study of pediatric residents, faculty, and program directors at two academic health centers in New York City. Methods Using purposive and convenience sampling, we conducted focus groups and semi-structured interviews until saturation of ideas was achieved. Through an iterative process using constructivist grounded theory, themes were organized into a curricular model. Results We conducted 3 resident focus groups (n = 21) and 7 interviews with emergency medicine, pediatric, and child abuse faculty. Themes emerged in three categories: barriers (e.g., knowledge deficits), facilitators (e.g., pre-learning), and educational goals. Despite recognizing the importance and increased availability of subspecialists, participants supported gradual autonomy for pediatric residents in the evaluation of suspected sexual abuse, with a goal of independent competency in history and examination skills, and supervised competency of forensic evidence collection. Conclusions Our data support a multimodal, blended curriculum for the acute sexual abuse evaluation, including: (1) asynchronous pre-learning; (2) live workshops; (3) reference tools; and (4) modeled clinical experiences. Our proposed curricular model may be utilized by a variety of frontline clinicians.
Fecha de publicación:
2020.
Autor corporativo:
Child Abuse & Neglect,
.
Idioma:
Inglés
Palabras claves:
Child Abuse
Resident Education
Asynchronous Learning
Blended Learning
Sexual Assault
Público objetivo:
Docentes
Investigadores
Educadores Medicos
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Vartan Pahalyants Cindy G. Roskind Martin V. Pusic Selin T. Sagalowksy Vartan Pahalyants Cindy G. Roskind Martin V. Pusic Selin T. Sagalowksy Building an adaptable resident curriculum for acute pediatric sexual abuse evaluations: A qualitative needs assessment. 2020; 102Ed. 1.
