Pediatric

Resident Physician Sa0sfac0on with a

Case-based Online Au0sm Training Curriculum
Toni M. Whitaker, MD and Frederick B. Palmer, MD
Boling Center for Developmental Disabili7es
University of Tennessee Health Science Center, Memphis, TN
Background

Methods

The Au(sm Case Training (ACT): A Developmental-Behavioral Pediatrics

Physician Comments

The modular online CE version of the ACT curriculum was used for training

Good modules with easy-to-navigate and engaging presenta(on.

Curriculum" developed by the Centers for Disease Control and Preven(on (CDC)

within the required Behavioral and Developmental 1-month rota(on of the

The videos were especially helpful.

is a case-based curriculum for resident physicians and other healthcare

pediatric residency program at a large urban University.

Acknowledging family concerns is key.

providers. It provides educa(on on iden(fying, diagnosing, and managing

- Second and third year resident physicians

Highligh(ng strengths and weaknesses of children is helpful.

Au(sm Spectrum Disorders. The Curriculum is available for use live by a

- Two to three per month over 2 years = total 52 residents

It was helpful to have examples of how to approach discussions with families.

facilitator and in a modular online Con(nuing Educa(on (CE) format

Residents were asked to view one or more of the three ACT modules.

(h#p://www.cdc.gov/ncbddd/actearly/au7sm/case-modules/index.html).
The ACT Curriculum is a component of the CDCs Learn the Signs. Act Early.

- Iden(fying, Diagnosing, and Managing Au(sm Spectrum Disorders

Comple(on of the brief ques(onnaire was requested but not required

(94% of residents did) and individual ques(ons could be skipped.

(LTSAE) program, a na(onal eort to help parents Learn the Signs of healthy
development and Act Early when they have a concern. LTSAE aims to improve

It showed a good example of introducing the possible diagnosis to a family and

explaining the next steps.
If I can discuss resources, I think parents may feel less alienated right away.
Good to hear the parents perspec(ve on gedng the [au(sm] diagnosis.
Even as a specialist, it is important to be aware you may be the rst to no(ce
something and point the family to further evalua(on.

early iden(ca(on of children with au(sm and other developmental disabili(es

so children and families can get the services and support they need as early as
possible. Free parent-friendly, research-based, adaptable, and easily accessible
resources are available for professionals and families.

Results

All (100%) of the residents who completed the ques(onnaire at the

conclusion of their training rota(on reported that the informa(on provided
in the curriculum will be useful in their prac(ce (Yes/No, with comments).

Objec0ves
To determine pediatric residents sa(sfac(on and opinions about the
curriculums usefulness to their future medical prac(ces.

Conclusions
Pediatric residents indicated high levels of sa(sfac(on and perceived usefulness
for their future medical prac(ce with the online CE version of the ACT

Though some residents completed only the minimum number of modules

Curriculum. Pediatric residency programs should be encouraged to oer this

required, many completed more voluntarily. Of those who did, many (40%)

curriculum for physicians in training. Other health professions trainees may also

recommended future residents complete all three modules.

benet from use of the ACT Curriculum. Dierences between the online and

Residents who completed more than a single module reported the greatest

live version of the same curriculum were not examined.

sa(sfac(on with Module 1 (Iden(fying, preferred by 51%), followed by

Module 3 (Managing, preferred by 40%).

Op(onal freeform comments were usually listed (94%) and highly posi(ve

Acknowledgements

overall (similari(es noted for preferred content, though variety described).

U.S. Department of Health & Human Services (HHS), Centers for Disease Control and Preven(on (CDC),
Na(onal Center on Birth Defects and Developmental Disabili(es (NCBDDD)