Using the Ages and Stages Questionnaire to teach medical students developmental assessment: a descriptive analysis

Pam Nicol

doi:10.1186/1472-6920-6-29

Abstract

BackgroundAfter a survey of medical graduates' skills found a lack of confidence in developmental assessment, a program was introduced with the broad aims of increasing medical student confidence and respect for the parents' role in childhood developmental assessment. Research has shown that parents' concerns are as accurate as quality screening tests in assessing development, so the program utilised the Ages and Stages Questionnaire, a parent completed, child development assessment tool.MethodTo evaluate the program, an interpretative analysis was completed on the students' reports written during the program and a questionnaire was administered to the parents to gain their perception of the experience. As well, student confidence levels in assessing growth and development were measured at the end of the paediatric term.ResultsAlthough there was an increase in student confidence in developmental assessment at the end of the term, it was not statistically significant. However the findings indicated that students gained increased understanding of the process and enhanced recognition of the parental role, and the study suggested there was increased confidence in some students. Parents indicated that they thought they should be involved in the teaching of students.ConclusionThe ASQ was shown to have been useful in an education program at the level of advanced beginners in developmental assessment.

Highlights

After a survey of medical graduates' skills found a lack of confidence in developmental assessment, a program was introduced with the broad aims of increasing medical student confidence and respect for the parents' role in childhood developmental assessment
Developmental assessment is a core learning outcome for paediatric and child health students, so when a survey of medical graduates' skills identified a lack of confidence in this area, a program was developed with the aims of increasing both confidence and respect for the parental role
Collaborative patient-centred practice is emerging as a framework for interdisciplinary education [2]

Summary

Introduction

After a survey of medical graduates' skills found a lack of confidence in developmental assessment, a program was introduced with the broad aims of increasing medical student confidence and respect for the parents' role in childhood developmental assessment. Developmental assessment is a core learning outcome for paediatric and child health students, so when a survey of medical graduates' skills identified a lack of confidence in this area, a program was developed with the aims of increasing both confidence and respect for the parental role. Collaborative patient-centred practice is emerging as a framework for interdisciplinary education [2] For these frameworks to be successful, interpersonal competence, which includes an appreciation of the skill and uniqueness of all individuals involved, is required [3]. The development of these attitudinal and communication attributes in health care practitioners is one of the chal-

Methods

Results

Discussion

Conclusion