Pediatric Residency Education: Is Sports Medicine Getting Its Fair Share?

Demorest, Rebecca A.; Bernhardt, David T.; Best, Thomas M.; Landry, Gregory L.

doi:10.1542/peds.2004-0266

Cited by 37 publications

(30 citation statements)

References 17 publications

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“…This study involved pediatric residency programs in the United States and concluded that sports medicine education, including the teaching of concussion management, was deficient. 7 It has been suggested that the medical school curriculum should be an important source of concussion education. 8 No studies have evaluated the amount and type of concussion teaching in North American medical schools.…”

Section: Original Articlementioning

confidence: 99%

Deficiencies in Concussion Education in Canadian Medical Schools

Burke

Chundamala²,

Tator³

2012

Can. J. Neurol. Sci.

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Concussion is currently an important public health issue in Canada. There are concerns about the knowledge-base of those involved with the diagnosis and management of concussions. Previous studies have identified deficiencies in the knowledge of concussion of coaches, athletic trainers and the general public.1-3 The present research focuses on the concussion education of medical students because physicians play a critical role in concussion diagnosis and management, including guidelines for return to play, work and/or school.Recent studies and consensus panel statements suggest that physician knowledge of the identification and management of concussion is inadequate. [4][5][6] However, research into the reasons for such knowledge gaps is limited. For example, there is minimal information on the amount and type of concussion ABSTRACT: Background: Recent reports raise concern that physician knowledge of the identification and management of concussion may be deficient. There is little information known about the adequacy of concussion education provided to physicians or medical students. The present study assesses the concussion curriculum offered at medical schools in Canada. Methods: We asked all 17 Canadian medical schools to complete a questionnaire on their concussion curriculum, including the following: year of medical school offered; format/setting; and estimated teaching hours. The responses were organized into three categories: (1) concussion-specific education; (2) head injury education incorporating a concussion component; and (3) no concussion education. Results: Replies were received from 14 (82%) of the 17 medical schools in Canada. Of the 14 responding schools, four (29%) provided concussion-specific education, six (43%) offered head injury education that incorporated a concussion component, and four (29%) reported no concussion teaching in their curriculum. Conclusion: We found deficiencies in the concussion education curriculum provided in the majority of Canadian medical schools. To address this issue, we recommend that all medical schools should, at a minimum, include a one-hour formal concussion-specific teaching session in an early year of their curriculum to be followed by clinical exposure to concussed patients in the later years of medical school. Future studies will be necessary to evaluate if these recommended curricular enhancements are effective in remedying the reported gaps in physicians' concussion knowledge and whether the improved curriculum translates into better care for patients suffering concussion. RÉSUMÉ: Lacunes dans l'enseignement dispensé dans les facultés de médecine au Canada sur la commotion cérébrale.Contexte : Des rapports récents soulèvent des inquiétudes au sujet de lacunes dans les connaissances des médecins concernant le diagnostic et la prise en charge de la commotion cérébrale. Il existe peu d'information à savoir si l'enseignement fait aux médecins et aux étudiants en médecine sur la commotion cérébrale est adéquat. Cette étude évalue le curriculum sur la commot...

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Section: Original Articlementioning

confidence: 99%

Deficiencies in Concussion Education in Canadian Medical Schools

Burke

Chundamala²,

Tator³

2012

Can. J. Neurol. Sci.

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“…In this regard, practitioner surveys have consistently identified areas of residency training judged in retrospect to have been inadequate. [10][11][12][13][14] We surveyed generalists and subspecialists within the first 5 years of practice and found that 91% of generalists and 84% of subspecialists would have configured their residency differently if given the opportunity with 6 to 12 months of flexible time. 15,16 It is possible, however, that during residency many residents prefer a set, structured curriculum to one in which they have greater responsibility for choosing educational experiences.…”

mentioning

confidence: 99%

General Pediatrics Resident Perspectives on Training Decisions and Career Choice

et al. 2009

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OBJECTIVE. Little is known regarding at what point during the training period residents in pediatrics make decisions on their future career choices. As part of a dedicated process of reexamining the structure of residency training in pediatrics, the American Board of Pediatrics sought information to better understand the influences, process, and sequencing of both residency program selection and career decision-making among residents.METHODS. All pediatrics resident physicians in all training programs in the United States and Canada (N ϭ 8290) received the survey as part of the general pediatrics in-training examination. The survey focused on exploring how and when pediatrics residents make career choices and assessed perceived flexibility of their individual pediatrics residency program.RESULTS. The response rate was 95%. Location was the most important factor in selecting a residency program for 42% of all residents. Almost half of the pediatrics residents planned to pursue fellowship training after residency, a proportion that changed little across the 3 training years (level 1: 47%; level 2: 49%; level 3: 47%). Those who planned to pursue a general pediatrics career (either with or without inpatient care) were more likely than those who intended to pursue fellowship training to report that lifestyle was the most important factor in their career choice (63% vs 21%).CONCLUSIONS. Not surprisingly, different priorities motivate pediatricians to pursue specific programs for training and specific career options. The finding that those with the highest priority regarding lifestyle are more likely to pursue generalist training has implications for the generalist workforce, because those persons may also be more likely to seek part-time employment. Lifestyle concerns may need to be addressed in subspecialty training and subsequent subspecialty careers to ensure a continued flow of residents into fellowship training. Pediatrics 2009;123:S26-S30 T HE DECISION-MAKING PROCESS of residents regarding their future career paths is believed to be associated with a variety of factors. Little is known regarding at what point during the training period residents in pediatrics make decisions on their future career choices. Previous studies have attempted to examine potential predictors during medical school through residency. [1][2][3] It is likely that there are particular subgroups of residents for whom specific influences and experiences have greater influence than others.It is also unknown whether residents choose specific training programs because of their perceived flexibility, whether they desire additional flexibility in their training experiences, and whether such flexibility would have an affect on career choice and the decision to pursue subspecialty fellowship training.Residency training, with respect to duty hours, has changed considerably with the advent of the 80-hour workweek requirements. However, the fundamental structure of pediatrics programs, their mix of inpatient and outpatient care, and their degre...

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“…5 Even as this problem increases, there are concerns that pediatric residents are receiving minimal education in the field of sports medicine during both medical school and residency. 6 Although the focus of pediatric sports medicine is typically proper training and managing common injuries, an emerging issue is learning about the drugs that are chosen by young athletes to improve athletic performance. This article is intended to educate pediatricians, the most common medical contact for young athletes, about several drugs that commonly are used, with particular attention to their physiology, effects, adverse effects, legal and sporting implications, and the incidence of each drug's use.…”

mentioning

confidence: 99%

Popular Ergogenic Drugs and Supplements in Young Athletes

2006

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Ergogenic drugs are substances that are used to enhance athletic performance. These drugs include illicit substances as well as compounds that are marketed as nutritional supplements. Many such drugs have been used widely by professional and elite athletes for several decades. However, in recent years, research indicates that younger athletes are increasingly experimenting with these drugs to improve both appearance and athletic abilities. Ergogenic drugs that are commonly used by youths today include anabolic-androgenic steroids, steroid precursors (androstenedione and dehydroepiandrosterone), growth hormone, creatine, and ephedra alkaloids. Reviewing the literature to date, it is clear that children are exposed to these substances at younger ages than in years past, with use starting as early as middle school. Anabolic steroids and creatine do offer potential gains in body mass and strength but risk adverse effects to multiple organ systems. Steroid precursors, growth hormone, and ephedra alkaloids have not been proven to enhance any athletic measures, whereas they do impart many risks to their users. To combat this drug abuse, there have been recent changes in the legal status of several substances, changes in the rules of youth athletics including drug testing of high school students, and educational initiatives designed for the young athlete. This article summarizes the current literature regarding these ergogenic substances and details their use, effects, risks, and legal standing.www.pediatrics.org/cgi

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Pediatric Residency Education: Is Sports Medicine Getting Its Fair Share?

Abstract: SM education is deficient in US pediatric residency programs. Standardized curricula should be developed with a focus on hands-on training as a means for teaching SM to pediatric residents.

Cited by 37 publications

References 17 publications

Deficiencies in Concussion Education in Canadian Medical Schools

Deficiencies in Concussion Education in Canadian Medical Schools

General Pediatrics Resident Perspectives on Training Decisions and Career Choice

Popular Ergogenic Drugs and Supplements in Young Athletes

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