This site contains more than 30 self-contained educational modules, covering important topics in child growth, development, behavior, and adolescent health. The materials have been written and edited by faculty from Children's Hospital in Boston and Harvard Medical School and by expert faculty from other medical schools and academic centers who volunteered their time. The original curriculum and methodology were reviewed by nationally recognized experts, and pilot-tested and evaluated in pediatric residency programs across the U.S.
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Each module contains a 2-3 part case narrative, handouts, clinical pearls, knowledge questions and answers, an annotated bibliography, and a comprehensive facilitator's (or teacher's) guide specific to the individual case. The materials are designed in a manner that allows teaching sessions to be conducted by either faculty or properly prepared trainees or to be used for individual learning and remote access.
Teaching pediatric residents about development, behavior, and psychosocial problems: Meeting the new challenge. Archives of Pediatrics and Adolescent Medicine 153. Use of an Online Pediatric Curriculum. Presented at the annual meeting of the Society of Adolescent Health and Medicine, New Orleans, LA, 2012.
The past two decades have witnessed major changes in pediatric training, with a greater emphasis being placed on the biopsychosocial issues facing children, adolescents, and their families. A number of professional groups have published health supervision guidelines, including Bright Futures Guidelines for Health Supervision, Guidelines for Adolescent Preventive Services (GAPS), Putting Prevention into Practice, and the U.S. Taskforce Clinical Preventive Services.
Many physicians and other health care providers use case-based teaching in clinical settings, but until recently, case discussions were not commonly used in conference settings. Although clinical vignettes are sometimes inserted into lectures as enticing introductions to provide clinical relevance, the most common conference teaching style has been the "traditional" lecture approach.
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