To assess knowledge of the Denver II, the revised developmental screening tool recommended by the American Academy of Pediatrics, in residents and faculty, and to evaluate a teaching intervention for incoming postgraduate year 1 (PGY-1) trainees.
A cross-sectional test of knowledge for all subjects and pretesting and posttesting of the incoming PGY-1 trainees.
University of Texas–Houston Medical School Department of Pediatrics.
Faculty (n=9) and residents (n=78), including an intervention group (n=45), of incoming PGY-1 trainees over 2 years.
Postgraduate year 1 trainees in both 1994 through 1995 and 1995 through 1996 viewed the Denver II training videotape on entry into a continuity clinic. Trainees were encouraged to perform Denver II evaluations on at least 1 appropriate patient at each pediatric clinic session and had access to Denver II support materials.
Main Outcome Measures
Scores on the Denver II Proficiency Written Test, self-reported measures of comfort, and number of Denver II evaluations performed.
The mean (SD) test scores for incoming, preintervention PGY-1 trainees (n=45) (41.3 [9.6]) did not differ from scores for outgoing PGY-1 trainees (n=13) (38.5 [10.4]) who had not received the intervention. Postintervention PGY-1 test results were significantly improved (59.4 [10.6]) (P<.001). Test scores for upper-level residents who had participated in the developmental pediatrics rotation (n=14) were better (55.3 [9.3]), but all scored below passing. Residents who had not yet participated in the developmental pediatrics rotation (n=19) and members of the general pediatric faculty (n=9) had scores similar to those of PGY-1 trainees (40.9 [13.4] and 39.0 [15.1], respectively).
Residents had a greater knowledge of the Denver II after completing a developmental pediatrics rotation. Our intervention produced significant improvement in PGY-1 trainees' knowledge, raising it to levels similar to those of upper-level residents exposed to developmental pediatrics. Faculty were not expert in using the Denver II.