Division of Neurodevelopmental Disabilities, Department of Pediatrics, College of Medicine, Boling Center for Developmental Disabilities, The University of Tennessee Health Science Center, 711 Jefferson Ave., Memphis, TN 38105, USA.
Matern Child Health J. 2013 Sep;17(7):1304-8. doi: 10.1007/s10995-012-1133-5.
Families of children with special health care needs (CSHCN) want to partner with their physicians to provide family-centered care and a medical home for their children. A parent group independently developed a parent-led curriculum to assist in the training of residents for this purpose. The objective of this study was to evaluate pediatric residents' satisfaction with and perceived relevance of this parent-led curriculum demonstrating the effects a disability has on the child and family. From 2002 to 2009, 188 residents participated in a parent interview and a home visit with families of CSHCN through Project DOCC(SM) (Delivery of Chronic Care), as part of their required developmental disabilities rotation. Residents voluntarily completed anonymous quantitative surveys regarding the parent interview and home visit, rating the Parent Presenters, Information Provided, Depth of Coverage, Relevance to Future Practice, and Overall Satisfaction. Scores were reported on a Likert scale: 1 = Poor, 2 = Fair, 3 = Satisfactory, 4 = Very Good, and 5 = Excellent. Qualitative comments regarding the residents' experience on the quality and relevance of the curriculum were also received. 112 (60 %) residents completed the survey for the parent interview and 96 (51 %) for the home visit. Average scores and standard deviations were calculated for each variable. Results for the parent interview: Presenters = 4.76 ± 0.52, Information = 4.40 ± 0.73, Depth = 4.59 ± 0.67, Relevance = 4.47 ± 0.73, and Satisfaction = 4.64 ± 0.60. Results for the home visit: Presenters = 4.68 ± 0.62, Information = 4.25 ± 0.89, Depth = 4.46 ± 0.82, Relevance = 4.40 ± 0.75, and Satisfaction = 4.49 ± 0.74. The overall experience was favorable with qualitative comments such as: excellent, eye opening, humbling, informative, valuable, and relevant. Pediatric residents rated this parent-led curriculum "very good" to "excellent" overall. Residents were highly satisfied with all areas assessed and felt that it was relevant to their future practices. Parent-led curricula regarding care of children with disabilities can be incorporated into and enhance pediatric resident training programs.
有特殊医疗需求的儿童（CSHCN）的家庭希望与他们的医生合作，为他们的孩子提供以家庭为中心的护理和医疗之家。一个家长团体独立开发了一个由家长主导的课程，以协助培训居民为此目的。这项研究的目的是评估儿科住院医师对以家长为主导的课程的满意度和相关性，该课程展示了残疾对儿童和家庭的影响。从 2002 年到 2009 年，188 名住院医师通过 Project DOCC（SM）（慢性病交付）参与了与 CSHCN 家庭的家长访谈和家访，这是他们必修的发育障碍轮转的一部分。住院医师自愿完成了关于家长访谈和家访的匿名定量调查，对家长主持人、提供的信息、涵盖深度、与未来实践的相关性以及总体满意度进行评分。评分采用李克特量表报告：1=差，2=一般，3=满意，4=很好，5=优秀。还收到了关于居民对课程质量和相关性的经验的定性意见。112 名（60%）住院医师完成了家长访谈调查，96 名（51%）完成了家访调查。为每个变量计算了平均分数和标准差。家长访谈结果：主持人=4.76±0.52，信息=4.40±0.73，深度=4.59±0.67，相关性=4.47±0.73，满意度=4.64±0.60。家访结果：主持人=4.68±0.62，信息=4.25±0.89，深度=4.46±0.82，相关性=4.40±0.75，满意度=4.49±0.74。整体体验良好，有精彩、开眼界、谦逊、丰富、有价值和相关等定性评价。儿科住院医师总体上对该以家长为主导的课程评价为“很好”到“优秀”。住院医师对所有评估领域都非常满意，认为这与他们的未来实践相关。以家长为主导的残疾儿童护理课程可以纳入并增强儿科住院医师培训计划。
