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Resident Training in Developmental/Behavioral Pediatrics: Where Do We Stand?

Department of Pediatrics, College of Medicine, Children’s Hospital, The Ohio State University, Columbus, Ohio

Michael C. Thomasgard, MD

Department of Pediatrics, College of Medicine, Children’s Hospital, The Ohio State University, Columbus, Ohio

Soledad A. Fernandez, PhD

Center for Biostatistics, The Ohio State University, Columbus, Ohio

Daniel L. Coury, MD

Department of Pediatrics, College of Medicine, Children’s Hospital, The Ohio State University, Columbus, Ohio

Approximately 25% to 30% of all complaints to a general pediatrician are developmental or behavioral in origin. Despite this, residency education in developmental/behavioral pediatrics has consistently been rated poorly. Changes were set forth in 1997 to include a mandatory 1-month block rotation in developmental/behavioral pediatrics. This study was a nationwide, cross-sectional, self-administered, mailed survey of pediatricians who completed residency either before or after these changes went into effect. Overall, pediatricians’ comfort level in developmental/behavioral pediatrics was unchanged in the 2 groups. Certain areas (behavior problems, learning disabilities, sleep, and depression/anxiety) of developmental/behavioral pediatrics had lower comfort scores. Our data provide direction for the ongoing refinement of pediatric education that is based on feedback from currently practicing pediatricians.

Key Words: developmental/behavioral pediatrics • residency training • Accreditation Council for Graduate Medical Education

Clinical Pediatrics, Vol. 46, No. 2, 135-145 (2007)
DOI: 10.1177/0009922806290456


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