Guralnick M J, Bennett F C, Heiser K E, Richardson H B, Shibley R E
Child Development and Mental Retardation Center, University of Washington, Seattle 98195.
J Dev Behav Pediatr. 1987 Oct;8(5):260-5.
This investigation examined the extent to which a structured curriculum in developmental pediatrics could be applied effectively to a wide range of pediatric residency training programs. Residents drawn principally from sites not involved in the original development of a curriculum in developmental pediatrics were assigned randomly to prerotation control or postrotation experimental groups. Based on an objective case management test, residents who had participated in the rotation defined by the curriculum scored significantly higher than those who had not. Differences between experimental and control groups were similar for both the first and second evaluation years and for residents drawn from the original and new sites (total n = 161). Subjective evaluations by residents and faculty preceptors confirmed the utility of curriculum.
本研究考察了发育儿科学结构化课程在广泛的儿科住院医师培训项目中有效应用的程度。主要从未参与发育儿科学课程最初开发的地点抽取的住院医师被随机分配到轮转前对照组或轮转后实验组。基于一项客观的病例管理测试，参与了该课程所定义轮转的住院医师得分显著高于未参与的住院医师。实验组和对照组之间的差异在第一个和第二个评估年以及来自最初地点和新地点的住院医师中（总数n = 161）相似。住院医师和带教教师的主观评价证实了该课程的实用性。
