Collins T R, Graham D
J Fam Pract. 1980 Oct;11(4):583-8.
This study concerns what is thought appropriate and what is being taught residents in family practice and pediatrics. University based training programs were selected for study and 63 family practice and 125 pediatric programs were surveyed by mail. The response rate for two mailings was 76 percent for pediatric and 81 percent for family practice programs. A larger proportion of pediatric than family practice programs teach diagnosis of mental retardation; educational placement of the mentally retarded; diagnosis of communication defects; trends in special education, and placement in special education; interdisciplinary teaming; and organization of the school system. Family practice programs focus more on the health problems of the school-aged athlete and the teaching of health education. School consultation and the implementation of clinical preventive medicine into care of the school-aged child are evident areas of weakness in current programs. The family physician must become more involved with the school placement of children and be aware of the relationship between school activities and health problems seen in the office setting.
本研究关注在家庭医学和儿科学中被认为合适的内容以及教给住院医生的内容。选取了以大学为基础的培训项目进行研究，并通过邮件对63个家庭医学项目和125个儿科学项目进行了调查。两轮邮件调查的回复率分别为：儿科学项目76%，家庭医学项目81%。与家庭医学项目相比，儿科学项目中更大比例的项目教授智力迟钝的诊断、智力迟钝者的教育安置、沟通缺陷的诊断、特殊教育的趋势及特殊教育安置、跨学科合作以及学校系统的组织。家庭医学项目更侧重于学龄运动员的健康问题以及健康教育教学。学校咨询以及将临床预防医学应用于学龄儿童护理在当前项目中明显较为薄弱。家庭医生必须更多地参与儿童的学校安置工作，并了解学校活动与在门诊环境中所见健康问题之间的关系。
