Please use this identifier to cite or link to this item: https://scholarhub.balamand.edu.lb/handle/uob/1862
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dc.contributor.authorKhoury, Joey Elen_US
dc.contributor.authorOjaimi, Modeen_US
dc.contributor.authorFadous Khalife, Marie Claudeen_US
dc.contributor.authorM, Valerieen_US
dc.contributor.authorM, Ishaken_US
dc.contributor.authorS, Josephineen_US
dc.date.accessioned2020-12-23T09:01:30Z-
dc.date.available2020-12-23T09:01:30Z-
dc.date.issued2018-
dc.identifier.urihttps://scholarhub.balamand.edu.lb/handle/uob/1862-
dc.description.abstractBackground & Objective: Physical examination is the cornerstone for correct patient diagnosis. Examination of a pediatric patient requires additional skills related to patient– doctor interaction. Therefore, performing an accurate and complete physical examination of a child may be a challenging if not an impossible mission for unexperienced medical students during their pediatric internship. Having a pediatric-adjusted clinical approach might be the solution. Methods: A Cohort study was done in our university hospital "Notre Dame des Secours". All Med III students27 received a supplementary 3-hours presentation with instructional videos regarding pediatric physical exam (P/E) approach. This was followed by a Q/A session with a pediatric attending and 1-week rotation on the pediatric floor and pediatric ER. Pediatric residents supervised them during daily rounds and staff meetings. Students were afterwards asked to fill a questionnaire focusing on different pediatric physical exam skills. The same questionnaire was filled by the same medical students at the completion of their pediatric Med III scheduled rotation. The control group consisted of the Med III students29 - who did not receive the supplementary presentation – after completing their pediatric rotation. Control group was asked to fill the same questionnaire. We used the "Statistical Package for the Social Sciences" (SPSS) version 22 as a statistics analysis tool. Results: After comparing the two groups, 19.6 % and 39.3% OF Med III students in intervention group felt respectively that "if a child cries it is their fault (p=0.023) and that "the childs mother is always right until proven otherwise" (p=0.000) vs 7.1% and 14.3 % in controls. Regarding the childs comfort, the intervention group learned that" if the child is ticklish, their own hands can be used to palpate the abdomen" (p=0.000). However, questions regarding starting with ENT exam and using firm tone or skipping parts of examination were .en_US
dc.format.extent7 p.en_US
dc.language.isoengen_US
dc.subjectClinical Formationen_US
dc.subjectPediatric Approachen_US
dc.subjectPediatric Populationen_US
dc.subject.lcshPhysical Examinationen_US
dc.titleDoes clinical training in pediatrics improve med III students approach to children ?en_US
dc.typeJournal Articleen_US
dc.contributor.affiliationFaculty of Medicineen_US
dc.description.volume15en_US
dc.description.issue1en_US
dc.description.startpage1en_US
dc.description.endpage7en_US
dc.date.catalogued2018-10-24-
dc.description.statusPublisheden_US
dc.identifier.OlibID186766-
dc.identifier.openURLhttps://www.wjmer.co.uk/library/downloads/articles/1521454617.pdfen_US
dc.relation.ispartoftextWorld journal of medical education and researchen_US
dc.provenance.recordsourceOliben_US
Appears in Collections:Faculty of Medicine
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