MedEdPORTAL (Apr 2012)
Child and Adolescent Development for Medical Learners: Developmental Framework and Early Development
Abstract
Abstract This module consists of three lecture packets. The first, Developmental Framework, defines “development” and “developmentalist”; reviews developmental research concepts and techniques; reflects on the perceptions of childhood across the centuries; offers an organizational framework for learning about development; and recognizes developmental themes that may manifest in the clinical care of children, adolescents and their families. The second lecture packet, Attachment, focuses on the uniquely human patterns of infant/caregiver attachment and their short and long-term correlates; the normative attachment-related fears of early childhood; the effects of lack of attachment; and application of attachment theories to guidance in medical settings such as hospitals, nurseries, etc. The third lecture packet, Emotional Development and Temperament, focus on the child's innate temperament and its influences; implications for optimal development; and insight for managing the doctor-patient relationship with youth. Clinical correlations help the learner appreciate the usefulness of developmental knowledge in clinical settings. This submission is one of six modules which can be used together as a complete course or independently by topic. Each module uses teaching tools which include learning objectives, lecture outline lecture text, clinical correlations or case vignettes, sample test questions, recent related research, after-class exercises or activities, audiovisual aids including some dedicated teaching clips or transcripts, bibliographies, and PowerPoint presentations. It is not unusual for medical learners to devalue course material deemed “soft science” even when the learner is psychologically sophisticated. Such was the case when this course was instituted at a large medical school 15 or more years ago. Because educational leaders felt the material to be essential to the learner's integration of the “biopsychosocial” approach to patient care, and also supported one of the course's tenets (that improved self-understanding and self-reflection supports physician self-care and the doctor-patient relationship), course leaders undertook a process of course evaluation and improvement which is ongoing. Included assessment samples from in-house course evaluations and also from other institutions exposed to this product support the success of this curriculum. The authors of this submission believe that the comprehensive course format utilizing a multi-media approach, lectures as well as after-class activities, case correlations, etc. appeals to almost all learners.
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