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Pediatric  Resident  Physician  Sa0sfac0on  with  a    

Case-­‐based  Online  Au0sm  Training  Curriculum  
Toni  M.  Whitaker,  MD  and  Frederick  B.  Palmer,  MD  
Boling  Center  for  Developmental  Disabili7es    
University  of  Tennessee  Health  Science  Center,  Memphis,  TN  
Background  

Methods  

The  “Au(sm  Case  Training  (ACT):  A  Developmental-­‐Behavioral  Pediatrics  

 

Physician  Comments  

   The  modular  online  CE  version  of  the  ACT  curriculum  was  used  for  training  

“Good  modules  with  easy-­‐to-­‐navigate  and  engaging  presenta(on.”  

Curriculum"  developed  by  the  Centers  for  Disease  Control  and  Preven(on  (CDC)  

within  the  required  Behavioral  and  Developmental  1-­‐month  rota(on  of  the  

“The  videos  were  especially  helpful.”  

is  a  case-­‐based  curriculum  for  resident  physicians  and  other  healthcare  

pediatric  residency  program  at  a  large  urban  University.  

“Acknowledging  family  concerns  is  key.”  

providers.  It  provides  educa(on  on  iden(fying,  diagnosing,  and  managing  

-­‐  Second  and  third  year  resident  physicians    

“Highligh(ng  strengths  and  weaknesses  of  children  is  helpful.”  

Au(sm  Spectrum  Disorders.  The  Curriculum  is  available  for  use  “live”  by  a  

-­‐  Two  to  three  per  month  over  2  years  =  total  52  residents    

“It  was  helpful  to  have  examples  of  how  to  approach  discussions  with  families.”  

facilitator  and  in  a  modular  online  “Con(nuing  Educa(on”  (CE)  format                

     Residents  were  asked  to  view  one  or  more  of  the  three  ACT  modules.  

(h#p://www.cdc.gov/ncbddd/actearly/au7sm/case-­‐modules/index.html).    
The  ACT  Curriculum  is  a  component  of  the  CDC’s  Learn  the  Signs.  Act  Early.  

-­‐  Iden(fying,  Diagnosing,  and  Managing  Au(sm  Spectrum  Disorders    
 

   Comple(on  of  the  brief  ques(onnaire  was  requested  but  not  required      
(94%  of  residents  did)  and  individual  ques(ons  could  be  skipped.  

(LTSAE)  program,  a  na(onal  effort  to  help  parents  Learn  the  Signs  of  healthy  
development  and  Act  Early  when  they  have  a  concern.  LTSAE  aims  to  improve  

“It  showed  a  good  example  of  introducing  the  possible  diagnosis  to  a  family  and  
explaining  the  next  steps.”  
“If  I  can  discuss  resources,  I  think  parents  may  feel  less  alienated  right  away.”  
“Good  to  hear  the  parents’  perspec(ve  on  gedng  the  [au(sm]  diagnosis.”  
“Even  as  a  specialist,  it  is  important  to  be  aware…  you  may  be  the  first  to  no(ce  
something  and  point  the  family  to  further  evalua(on.”  

early  iden(fica(on  of  children  with  au(sm  and  other  developmental  disabili(es  
so  children  and  families  can  get  the  services  and  support  they  need  as  early  as  
possible.  Free  parent-­‐friendly,  research-­‐based,  adaptable,  and  easily  accessible  
resources  are  available  for  professionals  and  families.  

Results  
 

   All  (100%)  of  the  residents  who  completed  the  ques(onnaire  at  the  
conclusion  of  their  training  rota(on  reported  that  the  informa(on  provided  
in  the  curriculum  “will  be  useful”  in  their  prac(ce  (Yes/No,  with  comments).  

 

Objec0ves  
To  determine  pediatric  residents’  sa(sfac(on  and  opinions  about  the  
curriculum’s  usefulness  to  their  future  medical  prac(ces.  

 

Conclusions  
Pediatric  residents  indicated  high  levels  of  sa(sfac(on  and  perceived  usefulness  
for  their  future  medical  prac(ce  with  the  online  CE  version  of  the  ACT  

   Though  some  residents  completed  only  the  minimum  number  of  modules  

Curriculum.  Pediatric  residency  programs  should  be  encouraged  to  offer  this  

required,  many  completed  more  voluntarily.  Of  those  who  did,  many  (40%)  

curriculum  for  physicians  in  training.  Other  health  professions  trainees  may  also  

recommended  future  residents  complete  all  three  modules.    

benefit  from  use  of  the  ACT  Curriculum.  Differences  between  the  online  and  

   Residents  who  completed  more  than  a  single  module  reported  the  greatest  

live  version  of  the  same  curriculum  were  not  examined.    

sa(sfac(on  with  Module  1  (Iden(fying,  preferred  by  51%),  followed  by  
Module  3  (Managing,  preferred  by  40%).    
 

   Op(onal  freeform  comments  were  usually  listed  (94%)  and  highly  posi(ve  

Acknowledgements  

overall  (similari(es  noted  for  preferred  content,  though  variety  described).  

U.S.  Department  of  Health  &  Human  Services  (HHS),  Centers  for  Disease  Control  and  Preven(on  (CDC),    
Na(onal  Center  on  Birth  Defects  and  Developmental  Disabili(es  (NCBDDD)