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Relevant bibliographies by topics / Pediatrics, education

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Academic literature on the topic 'Pediatrics, education'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "Pediatrics, education"

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Levy, R., M. Van Den Heuvel, T. Martimianakis, A. Atkinson, L. Ford-Jones, and M. Shouldice. "Social Pediatrics Education in Pediatric Residency Training." Paediatrics & Child Health 17, suppl_A (June 2012): 29A. http://dx.doi.org/10.1093/pch/17.suppl_a.29aa.

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Kordulová, Pavla. "Nursing education in pediatrics." Pediatrie pro praxi 18, no. 6 (December 1, 2017): 383–86. http://dx.doi.org/10.36290/ped.2017.076.

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Aldana, Philipp R., and Paul Steinbok. "Prioritizing neurosurgical education for pediatricians: results of a survey of pediatric neurosurgeons." Journal of Neurosurgery: Pediatrics 4, no. 4 (October 2009): 309–16. http://dx.doi.org/10.3171/2009.4.peds0945.

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Object Pediatricians play a vital role in the diagnosis and initial treatment of children with pediatric neurosurgical disease. Exposure of pediatrics residents to neurosurgical diseases during training is inconsistent and is usually quite limited. After residency, opportunities for pediatricians' education on neurosurgical topics are few and fall mainly on pediatric neurosurgeons. The American Association of Neurological Surgery/Congress of Neurological Surgeons Joint Section on Pediatric Neurological Surgery Committee on Education undertook a survey of practicing pediatric neurosurgeons to determine whether focused education of practicing pediatricians might lead to better patient outcomes for children with a sampling of common pediatric neurosurgical conditions. Methods An Internet-based 40-item survey was administered to practicing pediatric neurosurgeons from the US and Canada identified from the roster of the American Association of Neurological Surgeons/Congress of Neurological Surgeons Joint Section of Pediatric Neurological Surgery. Survey topics included craniosynostosis and plagiocephaly, occult spinal dysraphism and tethered cord, hydrocephalus and endoscopic third ventriculostomy, Chiari malformation Type I, mild or minor head injury, spastic cerebral palsy, and brain tumors. Most questions pertained to diagnosis, initial medical treatment, and referral. Results One hundred three (38%) of the 273 practicing pediatric neurosurgeons completed the survey. Two-thirds of the respondents had completed a pediatric neurosurgery fellowship, and two-thirds were in academic practice. Eighty-two percent of the respondents agreed that the care of pediatric neurosurgical patients could be improved with further education of pediatricians. In the opinion of the respondents, the 3 disease topics in greatest need of educational effort were craniosynostosis and plagiocephaly, occult spinal dysraphism and tethered cord, and hydrocephalus. Head injury and spasticity were given the lowest priorities. Conclusions This survey identified what practicing pediatric neurosurgeons perceive to be the most important knowledge deficits of their colleagues in pediatrics. These perceptions may not necessarily be congruent with the perceptions of practicing pediatricians themselves; nevertheless, the data from this survey may serve to inform conversations between neurosurgeons and planners of continuing medical education for pediatricians, pediatrics residency program directors, and medical school pediatrics faculty.

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Nader, Philip R., Jeffrey Kaczorowski, Sarah Benioff, Thomas Tonniges, Donald Schwarz, and Judith Palfrey. "Education for Community Pediatrics." Clinical Pediatrics 43, no. 6 (July 2004): 505–21. http://dx.doi.org/10.1177/000992280404300602.

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Bhatt-Mehta, Varsha, Marcia L. Buck, Allison M. Chung, Elizabeth Anne Farrington, Tracy M. Hagemann, David S. Hoff, Joseph M. LaRochelle, et al. "Recommendations for Meeting the Pediatric Patient's Need for a Clinical Pharmacist: A Joint Opinion of the Pediatrics Practice and Research Network of the American College of Clinical Pharmacy and the Pediatric Pharmacy Advocacy Group." Journal of Pediatric Pharmacology and Therapeutics 17, no. 3 (December 1, 2012): 281–91. http://dx.doi.org/10.5863/1551-6776-17.3.281.

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Children warrant access to care from clinical pharmacists trained in pediatrics. The American College of Clinical Pharmacy Pediatrics Practice and Research Network (ACCP Pediatrics PRN) released an opinion paper in 2005 with recommendations for improving the quality and quantity of pediatric pharmacy education in colleges of pharmacy, residency programs, and fellowships. While progress has been made in increasing the availability of pediatric residencies, there is still much to be done to meet the direct care needs of pediatric patients. The purpose of this Joint Opinion paper is to outline strategies and recommendations for expanding the quality and capacity of pediatric clinical pharmacy practitioners by 1) elevating the minimum expectations for pharmacists entering practice to provide pediatric care; 2) standardizing pediatric pharmacy education; 3) expanding the current number of pediatric clinical pharmacists; and 4) creating an infrastructure for development of pediatric clinical pharmacists and clinical scientists. These recommendations may be used to provide both a conceptual framework and action items for schools of pharmacy, health care systems, and policymakers to work together to increase the quality and quantity of pediatric training, practice, or research initiatives.

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Reilly, M. "(A231) Deficiencies in the Preparedness of Emergency Medical Services Providers for Terrorist Incidents Involving Children." Prehospital and Disaster Medicine 26, S1 (May 2011): s63. http://dx.doi.org/10.1017/s1049023x11002172.

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IntroductionRecent studies have discussed major deficiencies in the preparedness of emergency medical services (EMS) providers to effectively respond to disasters, terrorism and other public health emergencies. Lack of funding, lack of national uniformity of systems and oversight, and lack of necessary education and training have all been cited as reasons for the inadequate emergency medical preparedness in the United States.MethodsA nationally representative sample of over 285,000 emergency medical technicians (EMTs) and Paramedics in the United States was surveyed to assess whether they had received training in pediatric considerations for blast and radiological incidents, as part of their initial provider education or in continuing medical education (CME) within the previous 24 months. Providers were also surveyed on their level of comfort in responding to and potentially treating pediatric victims of these events. Independent variables were entered into a multivariate model and those identified as statistically significant predictors of comfort were further analyzed.ResultsVery few variables in our model caused a statistically significant increase in comfort with events involving children in this sample. Pediatric considerations for blast or radiological events represented the lowest levels of comfort in all respondents. Greater than 70% of respondents reported no training as part of their initial provider education in considerations for pediatrics following blast events. Over 80% of respondents reported no training in considerations for pediatrics following events associated with radiation or radioactivity. 88% of respondents stated they were not comfortable with responding to or treating pediatric victims of a radiological incident.ConclusionsOut study validates our a priori hypothesis and several previous studies that suggest deficiencies in preparedness as they relate to special populations - specifically pediatrics. Increased education for EMS providers on the considerations of special populations during disasters and acts of terrorism, especially pediatrics, is essential in order to reduce pediatric-related morbidity and mortality following a disaster, act of terrorism or public health emergency.

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Dhari, Ranjit, Maura MacPhee, and Matthew Pixton. "Social pediatrics in a baccalaureate nursing curriculum." Journal of Nursing Education and Practice 11, no. 7 (March 18, 2021): 32. http://dx.doi.org/10.5430/jnep.v11n7p32.

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This paper describes the use of social pediatrics in one baccalaureate nursing curriculum. Social pediatrics is a conceptual model that considers health as physical health and the social determinants of health. Social pediatrics focuses on community-based primary healthcare services for at-risk children and their families. The social pediatrics model is used by community early childhood education StrongStart sites in one Canadian province; these sites are collaborations between early childhood educators and public health nursing teams for children from infancy through five years of age. Acute care clinical placements are becoming too complex and limited in number to accommodate large undergraduate nursing cohorts. Our undergraduate nursing program recently shifted acute care pediatric placements to StrongStart sites, combining community pediatric and public health nursing learning objectives and learning activities that foreground social pediatrics. The acute care component of pediatric nursing includes classroom theory, clinical laboratory and virtual simulations. This paper describes social pediatrics integration within our undergraduate curriculum between 2018-2019; and a qualitative evaluation of our social pediatrics approach in 2019-2020. We used content analysis to identify common themes from interviews with key actors, including students’ clinical instructors, StrongStart sites’ early childhood educators and managers, and public health nurse managers affiliated with StrongStart sites. Common themes were related to social pediatrics learning opportunities and drawbacks; social pediatrics knowledge, skills and attitudes; and recommendations for curriculum enhancement.

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Olson, C. A., J. Stoddard, and G. DeMuri. "A community pediatrics/public health rotation for pediatric residents." Academic Medicine 73, no. 5 (May 1998): 598–9. http://dx.doi.org/10.1097/00001888-199805000-00068.

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Boyer, Debra, Josh Gagne, and Jennifer C. Kesselheim. "Defining Service and Education in Pediatrics." Clinical Pediatrics 56, no. 13 (December 26, 2016): 1193–200. http://dx.doi.org/10.1177/0009922816684604.

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Program directors (PDs) and trainees are often queried regarding the balance of service and education during pediatric residency training. We aimed to use qualitative methods to learn how pediatric residents and PDs define service and education and to identify activities that exemplify these concepts. Focus groups of pediatric residents and PDs were performed and the data qualitatively analyzed. Thematic analysis revealed 4 themes from focus group data: (1) misalignment of the perceived definition of service; (2) agreement about the definition of education; (3) overlapping perceptions of the value of service to training; and (4) additional suggestions for improved integration of education and service. Pediatric residents hold positive definitions of service and believe that service adds value to their education. Importantly, the discovery of heterogeneous definitions of service between pediatric residents and PDs warrants further investigation and may have ramifications for Accreditation Council for Graduate Medical Education and those responsible for residency curricula.

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Lopreiato, Joseph O., and Taylor Sawyer. "Simulation-Based Medical Education in Pediatrics." Academic Pediatrics 15, no. 2 (March 2015): 134–42. http://dx.doi.org/10.1016/j.acap.2014.10.010.

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Dissertations / Theses on the topic "Pediatrics, education"

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Du, Yina. "A Portable Pediatrics Medical Education Assessment System for the Pediatrics Milestone Project." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406821832.

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Veiga, Eneida Quadrio de Oliveira [UNIFESP]. "O ensino da pediatria nas escolas de graduacao em medicina do estado do Rio de Janeiro." Universidade Federal de São Paulo (UNIFESP), 2005. http://repositorio.unifesp.br/handle/11600/20533.

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Made available in DSpace on 2015-12-06T23:05:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2005
O objetivo deste estudo é conhecer, analisar e refletir sobre como vem ocorrendo o Ensino da Pediatria na Graduação das Escolas Médicas do Rio de Janeiro, delineando algumas características dos docentes responsáveis por este ensino e correlacionando os dados obtidos com a literatura pertinente. A investigação destas questões se deu a partir de 15 Coordenadores, responsáveis pelo Ensino da Pediatria nos 16 Cursos de Graduação em Medicina em funcionamento no Estado. Optamos por desenvolver uma pesquisa de caráter exploratório, descritiva, realizada através de um estudo do tipo corte transversal e construída a partir de abordagem quantitativa e qualitativa. Os dados foram obtidos a partir de entrevistas semi-estruturadas e de documentos institucionais . Na organização do ensino entre os cursos investigados, observa-se que a inserção da pediatria, os cenários de aprendizagem utilizados, os critérios para seleção dos conteúdos divergem pouco entre si. As dificuldades mais referidas estão afeitas à infraestrutura e ao projeto pedagógico do curso, principalmente a questão da integração intra e inter disciplinas, a articulação docente assistencial e o sistema de avaliação que, para a maioria, encontra-se focado no processo avaliativo do aluno. Discutem-se alguns traços do perfil docente, além de se verificar que os atributos considerados mais significativos para o exercício da docência de pediatria estão baseados na perspectiva humanística, no gostar do que faz, no domínio do assunto, na capacidade de ensinar, na dedicação e na disponibilidade do docente. O percentual de titulação acadêmica encontrado revela a busca docente e institucional pela capacitação profissional. Acreditamos, com este estudo, estar contribuindo para a melhor compreensão do ensino da pediatria como parte fundamental para a formação geral do médico na graduação além de incentivar a busca de novos caminhos que apontem para a melhor qualidade e aperfeiçoamento deste ensino.
The aim of this study is understand, analyze and reflect about how the Pediatric’s Teaching in Undergraduated in Medical Schools of Rio de Janeiro, has been occuring, outlining some characteristics of the responsible professors for this teaching and correlating the obtained data with the pertinent literature. The research of this question was given to 15 coordinators, responsible for Pediatrics teaching at the 16 open undergraduated courses in the state. We opted to develop a research of investigative and descriptive character, carried through a crossover study and built from a quantitative and qualitative approach. The dada were obtained from semi-structured interviews and from institucional documents. Concerning the teaching organization among the investigated courses, it was observed that the insertion of pediatrics, the utilized scenes of learning, the criteria for the selection of the contents diverge a little bit between each other. The majority mentioned difficulties are related to the infrastructure and the pedagogical project of the course, mainly the intra and inter discipline integration questions, the assistencial teaching articulation and the evaluation system that, for the majority, has been focused in the scholar’s evaluation process. Some traces of the teaching profile have been debated, besides it has been verified that the attributes considered more significant for the exercise of Pediatrics teaching are based on the humanistic perspective, in being pleased to what one makes, in the domain of the subject, in the capacity for teaching, in the devotion and availability of the professor. The percentage of titled academic found, reveals the teaching and the institucional search for the professional qualification. We believe, with this study, to be contributing for a better understanding of the pediatrics teaching as a fundamental part for the doctor’s general formation in the undergraduated, besides stimulating the search of new ways that lead to a better quality and improvement of this teaching.
BV UNIFESP: Teses e dissertações

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Wright, Kristina Michelle. "Improving Health Literacy Assessments in Pediatrics." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6154.

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Low health literacy (LHL)--when patients do not understand their treatment or medications--has been linked to poor healthcare outcomes. Nurses need to know how to assess health literacy (HL) and teach pediatric patients and their families to help ensure that patients and family members can understand and follow health education messages. Evidence-based HL tools were obtained from a literature search and used to create a nursing staff education program on pediatric patient HL assessment and education. The project answered the practice-focused question that asked whether a staff education program on HL assessment and management would improve nursing knowledge of HL for pediatric patients and families. Piaget's theory was used to guide the development of the education program on age-specific literacy needs; Kotter's theory of change was used to inform the plan for using HL assessment, which was presented to 34 participants in the local practice setting. Participants were randomly chosen from local professionals in nursing education and participation was voluntary. A panel of 3 experts, including a nurse expert on HL, reviewed and approved the education program, quiz questions, and participant survey. Pretest results (N = 32) showed a mean score of 6.53, and the posttest mean score was 7.66. Results of the paired t test showed significant improvement (t = -4.378, p = .000) in participant knowledge of HL after the education program. The project findings can promote positive social change through improvement in nurses' knowledge about HL and health outcomes for pediatric patients.

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Schetzina, Karen E., Allison Seide, Sherry Freeman, Meredith Coulter, Nicole Colgrove, Jessica Long, Amanda White, Cortnie Letterman, Caitilyn Carney, and Hayley Pope. "High School Breastfeeding Education In Southern Appalachia." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/5047.

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Purpose Breastfeeding rates in Northeast Tennessee are much lower than national rates and the Healthy People 2020 targets. The purpose of this research was to develop and evaluate a high school breastfeeding education intervention. Methods Literature review and interviews with regional stakeholders informed development of an educational intervention for high school students aimed at increasing breastfeeding rates in this southern Appalachian region. An interactive educational game was developed based on the Theory of Planned Behavior (TPB) to provide age-appropriate information about breastfeeding. Health science classes from two regional high schools participated. Prior to the game, the students were given a 35-question pre-survey to assess knowledge, attitudes, subjective norms, perceived behavioral control, and intentions, the tenets of the TPB. Education was delivered during a single class session and included information about related health careers. A post-survey was given two weeks after the educational intervention and compared to the pre-test results using t-tests and Cohen’s d to assess changes in mean summary scores of measures of the TPB tenets. Results Surveys were completed by 107 students (75% female, 68% freshman/sophomores). Intention to breastfeed in the future significantly increased from 47.6% to 66.3% following the intervention. Measures of knowledge, attitudes, and perceptions of subjective norms related to breastfeeding were all significantly improved after the intervention. Levels of breastfeeding knowledge were low at baseline and demonstrated the largest improvement of all of the TPB tenets following the intervention (Cohen’s d = 1.6). Results were not found to vary significantly based on gender or grade level. Conclusion Breastfeeding education is not common in middle and high schools and published research evaluating the effects of breastfeeding education in schools is limited. While this study did not assess the impact of the intervention on breastfeeding rates, the changes observed suggest that an educational intervention based on the TPB may have the potential to increase the breastfeeding rates in the future. Limitations of the study include only having one session of education and a short follow-up period of only two weeks.

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Thiagarajan, Arti, Karen E. Schetzina, Gayatri Bala Jaishankar, Debra Mills, Piyush Singh, and Joseph Ikekwere. "Texting While Driving and Interest in Child Passenger Safety Education Among." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/5040.

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Subramaniam, Natasha Marie. "Addressing Human Papillomavirus Vaccination in Primary Care Pediatrics." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7434.

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Human papillomavirus (HPV) is the most common sexually transmitted disease in the United States. Despite most common transmission, HPV immunization in adolescents remains below target rates of 80% as outlined by Healthy People 2020 Objectives. Nearly all individuals will contract HPV during their lifetime. The purpose of this project was to educate providers on successfully promoting HPV immunization in adolescents utilizing evidence-based methods. The health belief model (HBM) was the theoretical underpinning utilized to teach providers on discussions about 9vHPV immunization with parents of adolescents. The practice focused question explored whether an education program using concepts from the HBM would increase provider perception of preparedness on recommending Gardasil 9 immunization in adolescents. Convenience sampling was utilized to recruit participants. There were 9 out of 25 providers that attended the educational in service with 8 completing the continuing education evaluation tool. Participants included providers who are affiliated and hold privileges with the health care system. Survey Monkey was used to analyze the participant evaluations. All the participants found the educational information relevant to increasing their perception of preparedness on recommending Gardasil 9 immunization in adolescents. The findings suggest that providers would benefit from training on recommending HPV immunization in adolescents. Continued training would help enhance timely immunization rates that could decrease cancer rates and reduce associated healthcare cost, in turn promoting population health and positive social change.

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Jaishankar, Gayatri, Kristina Dulaney, Matthew Tolliver, and Diana Morelen. "It Takes a Village." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8857.

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McIntyre, Helen Rachel. "Factors influencing student midwives' competence and confidence when incorporating UNICEF UK Baby Friendly Initiative (BFI) Education Standards in clinical practice." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/27802/.

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Background: Breastfeeding is crucial in providing optimum nutrition and health for babies' to develop into healthy adults and has important emotional, physical and psychological benefits on maternal health. The UK has stubbornly low breastfeeding initiation and continuation rates. To address this, the government has policies targeting maternity and public health services. Furthermore, UNICEF UK introduced Baby Friendly Initiative (BFI) Hospital Standards in 1998 and Midwifery Education Standards in 2002. The University of Nottingham adopted BFI Education Standards in 2005 and have maintained accreditation since 2008. The BFI curriculum changes incorporated a knowledge, skills and attitude framework for teaching, learning and assessing. The embedding of positive attitudinal and skills facilitation of breastfeeding within the curriculum changes was essential. The influence of Trust's organisational culture on student learning was considered critical due to its impact on midwives working practises and pre-registration midwifery curricula having a minimum of 50% clinical practice. There is a lack of information about the efficacy of BFI Education Standards on student learning and application to practice. The aim of this study was to explore factors affecting student midwives competence and confidence when incorporating BFI Education Standards into clinical practice. Methodology and methods: A three year longitudinal multiple educational case study of a Bachelor of Midwifery programme commenced in 2009. Ethical and R&D approval were gained from the University and five Trusts, each at different stages of BFI clinical accreditation. The inclusion criteria were any student in the September 2009 midwifery cohort and their allocated midwife mentors. From a cohort of 32 students, 22 consented and 16 supplied data at each collection point throughout the three years. Students identified 92 midwife mentors, they had worked with, who were then invited to participate; 16 consented and 6 supplied data at each collection point throughout the three years. A total of 92 questionnaires and 70 one hour interviews were conducted. Data collected from students included questionnaire, individual interview and documentary evidence at 6, 18 and 30 months into the programme. Data from midwife mentors was questionnaire and individual interview at each stage. Documentary evidence was obtained from the students' NMC record of clinical skills and second year biology examination question on infant feeding. Data analysis used NVivo for qualitative data management, and PAWS for quantitative data analysis. Verbatim transcription of interviews was followed by thematic analysis. Findings: Findings are presented using BFI 'Ten Steps' Standards with the underpinning knowledge, skills and attitude framework. All students considered themselves to be competent and confident in 'normal' aspects of infant feeding but only competent in 'complex' feeding scenarios. Students self reported the theoretical component was most important to their learning in years 1 and 3 and clinical placements in year 2. Students who were mothers and students working in BFI accredited units had better examination results. Changes in workforce skill mix and reduced community midwife visits were factors in reported gaps of 'complex' breastfeeding learning opportunities. These were addressed by scenario role play. Reductions in Infant Feeding Advisor hours were found to correlate with increased formula supplementation. Mentors praised students' enhanced theoretical knowledge from their first year, and assessment and planning in the third year. They attributed this to the BFI curriculum. More prescriptive and structured organisational documentation facilitated student learning. Theory practice gaps existed at all five case study sites. At BFI accredited sites mothers and babies were statistically more likely to experience skin-to-skin following any mode of birth (n=1462 p<0.001 phi=0.21). At all sites a normal birth statistically increased the opportunity of mother-baby skin-to-skin (n=1462 p<0.001 phi=0.57) and initiation of breastfeeding (n=1462 p<0.001 phi=0.52). Students embraced a 'hands-off' technique to support breastfeeding and hand expression of the breast against prevailing clinical role modelling. Techniques students developed were 'shadowing', use of props, use of feeding cues and increasing the accessibility of their knowledge to women through facilitative communication skills. Use of infant feeding tools provided through the curriculum supported student learning. Detail provided within the postnatal data was poor and mirrored by mentors reporting poor use of relevant organisational documentation. Students had little opportunity to develop constructive formula feeding support, sterilisation of feeding equipment and reconstitution of formula milk. Anxiety was expressed by mentors and students in providing support to formula feeding women within a BFI framework. The use of interactive teaching methods and individual assessment through a workshop in year 3 were identified by students as significant to their learning. Students desire to support women to breastfeed grew over the 3 years. This was independent of personal feeding experiences of students who were mothers and the non-mothers embedded norms. The reinforcement and incremental delivery of the BFI curriculum in each year was identified as essential in this process. Conclusion: A BFI accredited midwifery curriculum positively impacts on student learning in infant feeding, raises the profile of infant feeding within postnatal care and enables students to create positive experiences for women. This study's findings would recommend that all midwifery curricula embrace BFI Education Standards within a knowledge, skills and attitudes framework.

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Randall, Rebecca Elizabeth. "Evaluating a Nutrition Assistance and Education Program in the Dominican Republic." Master's thesis, Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/162912.

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Public Health
M.S.
Introduction: The Dominican Ranks 79th in the world for high rates of under five year mortality at 33 deaths per 1000 live births. The Ninos Primeros en Salud (NPS) in Consuelo, DR has an extensive Nutrition Program for children 0-5 years to address food insecurity and malnutrition with nutrition education, regular weight checks, home visits, micronutrient supplementation and supplemental food packages in an attempt to decrease mortality amount 0-5 year olds. Objectives: The primary aim of this study was to compare the two groups (nutrition intervention group and healthy reference group) to determine if there were differences in demographic characteristics among children receiving care at NPS. The secondary aim was to evaluate the Nutrition Program at NPS during the first nine months of the program by observing changes in wasting, weight for height z-score (WHZ), weight for age z-score (WAZ) and height for age z-score (HAZ) in children participating in the nutrition intervention program compared to the healthy reference group. The tertiary aim was to determine if there were differences in outcomes of wasting and WAZ in the Nutrition intervention group in relation to household size. Study Design: Observational study with propensity score frequency matching in healthy reference group. Baseline and up to nine months follow up data were examined on all patients being seen at NPS (n=75) consisting of age, weight, height and birth weight.. Baseline and monthly follow up was also collected on patients enrolled in the nutrition program (n=53) with monthly data consisting of weight, height, age and number living in household. All data were de-identified. Results: The intervention group and healthy reference group differed only in age and birth weight at baseline after matching. The intervention group showed statistically significant improvement in all three areas of weight anthropometric measurements (i.e. wasting, WAZ and WHZ) from pre intervention to post intervention when compared to the healthy reference group. Both the intervention and reference group showed statistically significant decreases in HAZ, with the intervention group showing a decrease in HAZ compared to the healthy reference group. The intervention group also showed significant worsening in measure of stunting over the follow up period. Outcomes measurements of wasting and WAZ did not differ based on household size. Conclusions: The intervention was successful in increasing the weight of malnourished children. However, it appears that the intervention had no positive effect on increasing linear growth. Further investigation is needed to determine the impact of the nutrition intervention on malnutrition, specifically linear growth.
Temple University--Theses

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Schetzina, Karen E., and G. Jaishankar. "ReadNPlay for a Bright Future." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5127.

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Books on the topic "Pediatrics, education"

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Zuckerman, Barry S. Pediatric education in the 21st century. New York, NY: Josiah Macy, Jr. Foundation, 2004.

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Foundation, Josiah Macy Jr, ed. Pediatric education in the 21st century. New York, NY: Josiah Macy, Jr. Foundation, 2004.

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Pediatric Education for Prehospital Professionals (Program), ed. Pediatric Education for Prehospital Professionals. 3rd ed. Burlington, MA: Jones & Bartlett Learning, 2013.

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J, Steiner Michael. The little book of pediatrics: Infants to teens and everything in between. Thorofare, NJ: SLACK Incorporated, 2016.

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Paul, Zionts, ed. Autism: Information and resources for parents, families, and professionals. Austin, Tex: PRO-ED, 1992.

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Kewley, Geoff D. ADHD: Recognition, reality and resolution. Melbourne: ACER Press, 2001.

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Adger, Hoover. The Johns Hopkins pediatric substance abuse curriculum manual. Baltimore: Johns Hopkins University Press, 1994.

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Rapoff, Michael A. Adherence to pediatric medical regimens. New York: Kluwer Academic/Plenum Publishers, 1999.

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University of Iowa. Hospitals and Clinics. Dept. of Pediatrics., ed. A history of the Department of Pediatrics, University of Iowa Hospitals & Clinics, 1870-1986. [Iowa City, Iowa]: University of Iowa, 1987.

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Lola, Gorrill, and Strom Bev, eds. Children with special needs in early childhood settings: Identification, intervention, inclusion. Australia: Thomson/Delmar Learning, 2004.

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Book chapters on the topic "Pediatrics, education"

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Palaganas, Janice C., Ella Scott, Mary E. Mancini, and Glenn Stryjewski. "Interprofessional Education." In Comprehensive Healthcare Simulation: Pediatrics, 195–208. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24187-6_15.

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Festa, Marino, Elaine Sigalet, Walter J. Eppich, Adam Cheng, and Vincent J. Grant. "Simulation Education Program Development." In Comprehensive Healthcare Simulation: Pediatrics, 355–71. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24187-6_28.

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Calhoun, Aaron William, Elaine Sigalet, Rebekah Burns, and Marc Auerbach. "Simulation Along the Pediatric Healthcare Education Continuum." In Comprehensive Healthcare Simulation: Pediatrics, 167–79. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24187-6_13.

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Huffman, James L., Gord McNeil, Zia Bismilla, and Anita Lai. "Essentials of Scenario Building for Simulation- Based Education." In Comprehensive Healthcare Simulation: Pediatrics, 19–29. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24187-6_2.

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Pirie, Jonathan, Liana Kappus, Stephanie N. Sudikoff, and Farhan Bhanji. "Simulation Curriculum Development, Competency-Based Education, and Continuing Professional Development." In Comprehensive Healthcare Simulation: Pediatrics, 181–93. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24187-6_14.

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Geer, Betty, and Cordelia Robinson Rosenberg. "Early Childhood Special Education in Context of Pediatrics and Medical Home." In Handbook of Early Childhood Special Education, 419–39. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28492-7_22.

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Schowalter, J., C. P. Friedman, S. C. Scheiber, and D. Juul. "Using Peer Comparisons to Evaluate Combined Residency Training in Pediatrics, Psychiatry, and Child and Adolescent Psychiatry." In Advances in Medical Education, 488–89. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_148.

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Roemer, Jean Betschart. "Education." In Pediatric Diabetes, 291–305. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0507-5_13.

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Yost, Kyle. "Community Outreach – Education." In Common Pediatric Knee Injuries, 291–94. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55870-3_32.

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Fisher, Meghan, Stephanie Vyrostek, and Kristina Booth. "Patient education." In Pediatric Colorectal and Pelvic Reconstructive Surgery, 243–49. Boca Raton : CRC Press, [2020]: CRC Press, 2020. http://dx.doi.org/10.1201/9780429027789-29.

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Conference papers on the topic "Pediatrics, education"

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Koehn, Kristin, and Kristin Sohl. "LONGITUDINAL RESIDENT CURRICULUM IN COMMUNITY PEDIATRICS AND ADVOCACY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1773.

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Pino Vázquez, María de la Asunción, Elena Urbaneja Rodríguez, Agustín Mayo Iscar, Rebeca Garrote Molpeceres, Rubén Cuadrado Asensio, Begoña Coco Martín, A. Rodríguez Paredes, and Hermenegildo González García. "QUALITY TEACHER IN A PRACTICAL PROGRAM OF PEDIATRICS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1244.

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Blasco, José María, Evelin Balaguer-López, Pablo García-Molina, Enrique Sanchis-Sánchez, Pablo Buck-Sainz-Rozas, Pedro García-Martínez, and Manuel Ruescas-Pérez. "Clinical Simulation in pediatrics and neonatology using EDISON: an educational innovation project." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12934.

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Introduction: Clinical simulation is a tool that allows creating controlled and safe spaces that mimic reality, where students can acquire skills and abilities prior to facing real situations. Methodology: This is a study with two phases. The first quasi-experimental phase where 3 questionnaires were used; two of them to assess knowledge (pretest - posttest) and the other one to assess the satisfaction of the training action. And the second phase was analytical, where the effectiveness of a training intervention in a confinement context based on the use of audiovisual materials created through EDISON was evaluated. Results: In 2019 the average satisfaction of the students was 9.22 (SD 0.72) out of 10. The most valued item was the one related to the domain that the instructors had regarding the knowledge imparted, with 9.79 out of 10. The students' knowledge improved in 9 of the 11 questions. Conclusions: The satisfaction of the students and the knowledge acquired were remarkable, being clinical simulation a methodology that helps to consolidate the knowledge and skills put into practice.

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Sánchez-Lorente, Montserrat, Pablo García-Molina, Evelin Balaguer-López, Alejandro Tortajada-Lohaces, Marta Patiño-Serra, Enrique Sanchis-Sánchez, and José María Blasco-Igual. "Clinical simulation: innovative educational project in basic cardiopulmonary resuscitation and advanced in pediatrics and neonatology." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9296.

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Introducción: Hoy en día, la simulación clínica podría ser un eslabón clave en la enseñanza y el aprendizaje de diferentes procedimientos. Metodología: Este es un estudio cuasi-experimental, que utiliza un cuestionario de evaluación como un método para recopilar la información sobre el respeto de la adquisición de las competencias y la satisfacción de los estudiantes. Neonatal para estudiantes del 2º año de Enfermería de la Universidad de Valencia, para ello se capacitaron en 17 laboratorios de RCP, conformados por 228 alumnos. Resultados: Los estudiantes dieron una gran acogida a este proyecto, otorgando una puntuación de 8.82 (SD 0.42) sobre 10. El elemento más valorado (por los estudiantes) fue aquel en el que se recomendó a otros estudiantes que realizarán el laboratorio de RCP pediátrica con a 9.53 de 10. El conocimiento de los estudiantes mejoró en 7 de las 11 preguntas y empeoró en 4 de ellas. El mejor resultado fue el resultado de la intubación. Conclusiones: los estudiantes en general, después de la simulación, después de que se tiene que mantener el tiempo, el poder de los aspirantes se puede realizar con más simulaciones para poder mejorar los conocimientos teóricos.

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Sánchez-Lorente, María Montserrat, Pablo García-Molina, José María Blasco, Evelyn Balaguer-López, Alejandro Tortajada Lohaces, Enrique Sanchis-Sánchez, and Sylvia Georgieva. "Educational innovation in basic and advanced cardiopulmonary resuscitation in pediatrics and neonatology in a realistic context." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7945.

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Introducción: El profesor universitario debe transmitir las habilidades técnicas y cognitivas sobre reanimación cardiopulmonar (RCP) en Pediatría con el método más efectivo. Metodología: 17 clases prácticas de Resucitación Cardiopulmonar de 2 horas para 225 alumnos. Se impartió el 2º curso de Enfermería Pediátrica de la Universidad de Valencia. Cada clase consistió en 3 casos clínicos en los que participaron 15 estudiantes y 3 monitores. El conocimiento de los estudiantes se evaluó con prueba-repetición de 11 preguntas y la satisfacción después de la simulación (cuestionario de 20 preguntas). Resultados: la media de satisfacción de los alumnos fue de 8,62 sobre 10 puntos. La evaluación de los monitores fue la mejor (9,56, SD 0,93) y la peor fue el tiempo dedicado al laboratorio (7,4 puntos, SD 2,22). Los estudiantes mejoraron su conocimiento en 7 preguntas de las 11 preguntas formuladas como avergae. Siendo el conocimiento sobre los tiempos de insuflación donde mejoró. En los 4 restantes, los estudiantes respondieron peor, siendo el conocimiento sobre el material de RCP el que empeoró (24 respuestas erróneas). Conclusiones: la satisfacción de los estudiantes y el conocimiento adquirido sobre la RCP con los laboratorios fue notable. Es necesario reducir la proporción de estudiantes por laboratorio para mejorar la satisfacción.

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Yin, H. Shonna, Ulfat Shaikh, Eve Kimball, Greg Randolph, Kamila Mistry, Jill Healy, Cathleen Guch, and Laura Ferguson. "Outcome-based Continuing Education: A Quality Improvement Intervention to Improve Family-centered Communication in Pediatrics." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.153.

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Gonzalez García, Hermenegildo, Maria de la Asunción Pino Vázquez, Elena Urbaneja Rodríguez, Rebeca Garrote Molpeceres, Agustín Mayo Iscar, Pablo González Izquierdo, Rubén Cuadrado Asensio, and Belén Izquierdo López. "THE DEFICITS OF COMPETENCES DETECTED ANALYSING THE RESULTS OF A PEDIATRICS OSCE IMPROVEMENT AFTER IMPLEMENTING SPECIFIC ACTIVITIES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1471.

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Martín-Valero, Rocío, Rosa Baeza Barragán, Ángela Ramos Villodres, Jordi Ventura Medina, María Del Carmen Ruiz-Molinero, Andrés José Salvador Ruiz, Verónica Pérez Cabezas, Inés Carmona-Barrientos, Juan Antonio Poblete-Flor, and José Antonio Moral Muñoz. "CHALLENGES IN THE CREATION OF AUDIOVISUAL CONTENT FOR A MOOC ABOUT POSTURAL AND TECHNOLOGICAL ADAPTATIONS IN PEDIATRICS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0691.

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Volosovets, OP, YuS Piatnytskyi, HV Beketova, SP Kryvopustov, OYe Abaturov, TO Kriuchko, LM Boiarska, and OV Mozyrska. "P348 Paediatric education in ukraine." In 8th Europaediatrics Congress jointly held with, The 13th National Congress of Romanian Pediatrics Society, 7–10 June 2017, Palace of Parliament, Romania, Paediatrics building bridges across Europe. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2017. http://dx.doi.org/10.1136/archdischild-2017-313273.436.

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Pino Vázquez, María de la Asunción, Elena Urbaneja Rodríguez, Rebeca Garrote Molpeceres, Agustín Mayo Iscar, Ruben Cuadrado Asensio, Begoña Coco Martín, A. Rodríguez Paredes, and Hermenegildo González García. "ANALYSIS OF THE RESULTS OF THE FOUR YEARS OF RUNNING OF AN OSCE IN PEDIATRICS, DO WE DO IT WELL?" In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1228.

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Reports on the topic "Pediatrics, education"

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Carney, Nancy, Tamara Cheney, Annette M. Totten, Rebecca Jungbauer, Matthew R. Neth, Chandler Weeks, Cynthia Davis-O'Reilly, et al. Prehospital Airway Management: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), June 2021. http://dx.doi.org/10.23970/ahrqepccer243.

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Objective. To assess the comparative benefits and harms across three airway management approaches (bag valve mask [BVM], supraglottic airway [SGA], and endotracheal intubation [ETI]) by emergency medical services in the prehospital setting, and how the benefits and harms differ based on patient characteristics, techniques, and devices. Data sources. We searched electronic citation databases (Ovid® MEDLINE®, CINAHL®, the Cochrane Central Register of Controlled Trials, the Cochrane Database of Systematic Reviews, and Scopus®) from 1990 to September 2020 and reference lists, and posted a Federal Register notice request for data. Review methods. Review methods followed Agency for Healthcare Research and Quality Evidence-based Practice Center Program methods guidance. Using pre-established criteria, studies were selected and dual reviewed, data were abstracted, and studies were evaluated for risk of bias. Meta-analyses using profile-likelihood random effects models were conducted when data were available from studies reporting on similar outcomes, with analyses stratified by study design, emergency type, and age. We qualitatively synthesized results when meta-analysis was not indicated. Strength of evidence (SOE) was assessed for primary outcomes (survival, neurological function, return of spontaneous circulation [ROSC], and successful advanced airway insertion [for SGA and ETI only]). Results. We included 99 studies (22 randomized controlled trials and 77 observational studies) involving 630,397 patients. Overall, we found few differences in primary outcomes when airway management approaches were compared. • For survival, there was moderate SOE for findings of no difference for BVM versus ETI in adult and mixed-age cardiac arrest patients. There was low SOE for no difference in these patients for BVM versus SGA and SGA versus ETI. There was low SOE for all three comparisons in pediatric cardiac arrest patients, and low SOE in adult trauma patients when BVM was compared with ETI. • For neurological function, there was moderate SOE for no difference for BVM compared with ETI in adults with cardiac arrest. There was low SOE for no difference in pediatric cardiac arrest for BVM versus ETI and SGA versus ETI. In adults with cardiac arrest, neurological function was better for BVM and ETI compared with SGA (both low SOE). • ROSC was applicable only in cardiac arrest. For adults, there was low SOE that ROSC was more frequent with SGA compared with ETI, and no difference for BVM versus SGA or BVM versus ETI. In pediatric patients there was low SOE of no difference for BVM versus ETI and SGA versus ETI. • For successful advanced airway insertion, low SOE supported better first-pass success with SGA in adult and pediatric cardiac arrest patients and adult patients in studies that mixed emergency types. Low SOE also supported no difference for first-pass success in adult medical patients. For overall success, there was moderate SOE of no difference for adults with cardiac arrest, medical, and mixed emergency types. • While harms were not always measured or reported, moderate SOE supported all available findings. There were no differences in harms for BVM versus SGA or ETI. When SGA was compared with ETI, there were no differences for aspiration, oral/airway trauma, and regurgitation; SGA was better for multiple insertion attempts; and ETI was better for inadequate ventilation. Conclusions. The most common findings, across emergency types and age groups, were of no differences in primary outcomes when prehospital airway management approaches were compared. As most of the included studies were observational, these findings may reflect study design and methodological limitations. Due to the dynamic nature of the prehospital environment, the results are susceptible to indication and survival biases as well as confounding; however, the current evidence does not favor more invasive airway approaches. No conclusion was supported by high SOE for any comparison and patient group. This supports the need for high-quality randomized controlled trials designed to account for the variability and dynamic nature of prehospital airway management to advance and inform clinical practice as well as emergency medical services education and policy, and to improve patient-centered outcomes.

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