[et_pb_section fb_built=”1″ fullwidth=”on” _builder_version=”3.22″ background_color=”#961622″][et_pb_fullwidth_header title=”Curriculum Objectives” _builder_version=”3.18.4″ title_font=”||||||||” title_text_align=”center” title_font_size=”36px” background_color=”rgba(255, 255, 255, 0)” max_width_tablet=”50px” button_one_text_size__hover_enabled=”off” button_two_text_size__hover_enabled=”off” button_one_text_color__hover_enabled=”off” button_two_text_color__hover_enabled=”off” button_one_border_width__hover_enabled=”off” button_two_border_width__hover_enabled=”off” button_one_border_color__hover_enabled=”off” button_two_border_color__hover_enabled=”off” button_one_border_radius__hover_enabled=”off” button_two_border_radius__hover_enabled=”off” button_one_letter_spacing__hover_enabled=”off” button_two_letter_spacing__hover_enabled=”off” button_one_bg_color__hover_enabled=”off” button_two_bg_color__hover_enabled=”off”][\/et_pb_fullwidth_header][\/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”3.22″ background_color=”#ffffff”][et_pb_row _builder_version=”3.25″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”4_4″ _builder_version=”3.25″ custom_padding=”|||” custom_padding__hover=”|||”][et_pb_toggle title=”Medical Expert” _builder_version=”4.0.3″ background_position=”top_left” z_index_tablet=”500″ hover_enabled=”0″]The student is able to:<\/i><\/p>\n
Demonstrate proficiency in acquiring a complete and accurate paediatric history with consideration of the child\u2019s age, development, and the family\u2019s cultural, socioeconomic and educational background.<\/p>\n
Describe differences between the medical management of paediatric patients versus adult patients.<\/p>\n
Recognize an acutely ill child.<\/p>\n
Demonstrate an approach (the generation of a differential diagnoses, appropriate initial diagnostic investigations, and management plan) to the following core clinical paediatric presentations:<\/p>\n
Abdominal Pain & Abdominal Mass
\nAcutely Ill Child
\nAdolescent Health Issues
\nAltered Level of Consciousness
\nBruising \/ Bleeding
\nDehydration
\nDevelopment \/ Behavioural \/ Learning Problems
\nDiarrhea
\nEdema
\nEye Issues
\nFever
\nGenitourinary Complaints
\nGrowth Problems
\nHeadache
\nInadequately explained injury
\nLimp \/ Extremity Pain
\nLymphadenopathy
\nMental Health Concerns
\nMurmur
\nNeonatal Jaundice
\nNewborn
\nPallor \/ Anemia
\nRash
\nRespiratory distress \/ Cough
\nSeizure \/ Paroxysmal event
\nSore Ear
\nSore Throat \/ Sore Mouth
\nVomiting
\nWell Child Care<\/p><\/blockquote>\nDemonstrate physical examination skills that reflect consideration of the clinical presentation as well as the comfort, age, development, and cultural context of the infant, child, or adolescent.<\/p>\n
Demonstrate competence with the following paediatric physical examination skills in addition to general physical examination skills:<\/p>\n
Position and immobilize patient for certain physical exam skills
\nMeasure and interpret height, weight, head circumference (incl. plotting on growth curve and calc. of BMI)
\nMeasure and interpret vital signs
\nPalpate for fontanelles and suture lines
\nPerform red reflex and cover-uncover test
\nPerform otoscopy
\nInspect for dysmorphic features
\nElicit primitive reflexes
\nPerform infant hip examination
\nAssess the lumbosacral spine for abnormalities
\nAssess for scoliosis
\nPalpate femoral pulses
\nExamine external genitalia
\nAssess for sexual maturity rating (Tanner staging)<\/p><\/blockquote>\nResources<\/b><\/p>\n
Bates\u2019 Guide to Physical Examination and History-Taking<\/b>
\nLynn Bickley, Peter G. Szailagi
\nLippincott Williams & Wilkins <\/p>\nTextbook of Physical Diagnosis: History and Examination<\/b>
\nMark Swartz
\nElsevier Canada<\/p>\nUniversity of Toronto Hub-Paediatrics Well Child Care-Physical Exam Videos<\/a><\/b><\/p>\n
Bates Physical Exam Videos (subscription needed)<\/a><\/b><\/p>\n
Rourke Baby Record<\/b>
\nEnglish<\/a><\/b>
\nFrench<\/a><\/b><\/p>\nGreig Health Report: Preventive health care visits for children and adolescents aged 6 to 17 years<\/a><\/b><\/p>\n
Pedscases: Taking a History<\/a><\/b>[\/et_pb_toggle][et_pb_toggle title=”Professional” _builder_version=”4.0.3″ background_position=”top_left” z_index_tablet=”500″ hover_enabled=”0″]The student is able to:<\/i><\/p>\n
Demonstrate professional behaviours in practice including: honesty, integrity, commitment, compassion, respect and altruism.<\/p>\n
Demonstrate a commitment to perform to the highest standard of care through the acceptance and application of performance feedback.<\/p>\n
Recognize and respond to ethical issues encountered in clinical practice.<\/p>\n
Fulfill legal obligations as they pertain to paediatric practice (reporting child maltreatment).<\/p>\n
Recognize the principles and limits of patient confidentiality as it pertains to paediatrics (age of consent, emancipated minors, disclosure of suicidal\/homicidal intent, and disclosure of abuse).<\/p>\n
Balance personal and professional responsibilities to ensure personal health, academic achievement, and the highest quality of patient care.<\/p>\n
Recognize factors such as fatigue, stress, and competing demands\/roles that impact on personal and professional performance. Seek assistance when professional or personal performance is compromised.<\/p>\n
Resources<\/b><\/p>\n
CMA Code of Ethics and Professionalism<\/a><\/b>
\nSummary of virtues exemplified by the ethical physician, fundamental commitments of the medical profession, and professional responsibilities. Excellent pictorial review.<\/p>\nCFMS position statement on professionalism adapted from CanMEDS 2015.<\/a><\/b><\/p>\n
How to ask for and act on feedback: practical tips for medical students<\/a><\/b><\/p>\n
Ethics for the Pediatrician<\/a><\/b><\/p>\n
Medical decision-making in paediatrics: Infancy to adolescence<\/a><\/b>
\nA review of the ethical principles around decision-making in paediatrics including provincial laws around age of consent and advance directives.<\/p>\nChild Maltreatment: A “What to Do” Guide for Professionals Who Work With Children<\/a><\/b>
\nPrimer on duty to report for suspected child maltreatment including diagnosing, legal implications, prevention and intervention, and implications for practitioners.<\/p>\nAge of consent for sexual activity and duty to report<\/a><\/b>
\nCMPA summary of Canadian law around age of consent for sexual activity and duty to report.<\/p>\nCFMS: Wellness<\/a><\/b>
\nOutstanding CFMS resource on student wellness with numerous relevant modules.
\n[\/et_pb_toggle][et_pb_toggle title=”Communicator” _builder_version=”4.0.3″ background_position=”top_left” z_index_tablet=”500″ hover_enabled=”0″]The student is able to:<\/i><\/p>\nDemonstrate communication skills that convey respect, integrity, flexibility, sensitivity, empathy, and compassion.<\/p>\n
Communicate using open-ended inquiry, listening attentively and verifying for mutual understanding.<\/p>\n
Demonstrate a patient-centered and family-centered approach to communication which requires involving the family and patient in shared decision making, and involves gathering information about the patients\u2019 and families\u2019 beliefs, concerns, expectations and illness experience.<\/p>\n
Acquire and synthesize relevant information from relevant sources including: family, caregivers, and other health professionals.<\/p>\n
Demonstrate organized, complete, informative, legible, and accurate written\/electronic information related to clinical encounters (such as: admission histories, progress notes, and discharge summaries).<\/p>\n
Demonstrate clear, legible, and accurate \u2018doctors orders\u2019 <\/i>(such as investigations, medication orders and outpatient prescriptions).<\/p>\n
Demonstrate organized, complete, informative and accurate information in verbal patient presentations.<\/p>\n
Respect patient confidentiality, privacy and autonomy.<\/p>\n
Acknowledge\/demonstrate the principals of dealing with challenging communication issues including: obtaining informed consent, delivering bad news, disclosing adverse medical events, and addressing anger, confusion, and misunderstanding.<\/p>\n
Resources<\/b><\/p>\n
Acad. Med. 2001;76:390\u2013393. Essential Elements of Communication in Medical Encounters: The Kalamazoo Consensus Statement.<\/a><\/b><\/p>\n
Communication in Acute Ambulatory Care Marleah Dean, PhD, John Oetzel, PhD, MPH, and David P. Sklar, MD. Academic Medicine, Vol. 89, No. 12 \/ December 20141618.<\/a><\/b><\/p>\n
Brief Interventions and Motivational Interviewing With Children, Adolescents, and Their Parents in Pediatric Health Care Settings. A Review. Sarah J. Erickson, PhD; Melissa Gerstle, BA; Sarah W. Feldstein, MS<\/a><\/b><\/p>\n
Communicating With Children and Families: From Everyday Interactions to Skill in Conveying Distressing Information. Marcia Levetown, MD, and the Committee on Bioethics. PEDIATRICS Volume 121, Number 5, May 2008 e1441<\/a><\/b>[\/et_pb_toggle][et_pb_toggle title=”Collaborator” _builder_version=”3.21.4″ background_position=”top_left” z_index_tablet=”500″]The student is able to:<\/i><\/p>\n
Work effectively, respectfully, and appropriately in an inter-professional healthcare team.<\/p>\n
Demonstrate understanding of roles and responsibilities in an inter-professional health care team; recognizing his\/her own responsibilities and limits.<\/p>\n
Effectively collaborate\/consult\/participate with members of the inter- and intra-professional team to optimize the health of the patient\/family.<\/p>\n
Effectively work with other health professional to prevent, negotiate, and resolve inter- and intra-professional conflict.<\/p>\n
Resources<\/b><\/p>\n
CPS<\/a><\/b>
\nPosition statement on specific role of paediatricians in coordinated approach to care.<\/p>\nQueens Online Learning Module<\/a><\/b>
\nOnline Learning module of collaborator role by Queen’s University<\/p>\nCollaborative Care: A Medical Liability Perspective<\/a><\/b>
\nCollaborative Care Summary article from CMPA<\/p>\nCollaborative Care Summary<\/a><\/b>
\nArticle from CMPA on collaborative care specifically with a medical liability perspective.<\/p>\nArticles on how to critically appraisal different types of studies\/articles:<\/b>
\nCritical Appraisal Checklists<\/a><\/b>
\nEBM Tools<\/a><\/b>
\n[\/et_pb_toggle][et_pb_toggle title=”Leader” _builder_version=”3.21.4″ background_position=”top_left” z_index_tablet=”500″]The student is able to:<\/i><\/p>\nDemonstrate priority setting, and time management skills that balance patient care, academic responsibilities, and personal well being.<\/p>\n
Employ information technology to maximize patient care.<\/p>\n
Demonstrate a rationale approach to finite resource allocation in patient management; apply evidence in cost-effective care.<\/p>\n
Develop management plans that demonstrate due attention to discharge planning, and recognition of key community resources to support the family once out of hospital.
\n[\/et_pb_toggle][et_pb_toggle title=”Health Advocate” _builder_version=”3.21.4″ background_position=”top_left” z_index_tablet=”500″]The student is able to:<\/i><\/p>\nEngage in advocacy, health promotion and disease prevention with patients and families including: mental health, child maltreatment, healthy active living, safety, and early literacy support.<\/p>\n
Identify emerging and ongoing issues for paediatric populations who are potentially vulnerable or marginalized including: First Nations People, new immigrants, children with disabilities, children living in poverty, and children with gender identity, sexual orientation, or mental health concerns.<\/p>\n
Identify determinants of health for paediatric populations and the physician\u2019s role and points of influence in these issues.<\/p>\n
Identify barriers that prevent children from accessing health care including: financial, cultural, and geographic.<\/p>\n
Resources<\/b><\/p>\n
Canadian Paediatric Society \u2013 Policy & Advocacy -> Advocacy Center<\/a><\/b>
\nProvides a tool kit for how to advocate, links to advocacy tools and specific initiative the CPS has undertaken <\/p>\nCanMeds Health Advocate Role:<\/a><\/b>
\nRoyal College definition and description of the health advocate role<\/p>\nCMPA: The physician voice: When advocacy leads to change<\/a><\/b>
\nCanadian Medical Protection Agency view and tips on physician advocacy<\/p>\nCFMS Advocacy Toolkit<\/a><\/b>
\nAdvocacy toolkit developed by the Canadian Federation of Medical Students. Includes links to position papers.<\/p>\nThe Health of Canada\u2019s Children and Youth<\/a><\/b>
\nProvides graphs and tables on the health and wellbeing of Canadian children. Contains specific modules on at risk population (Indigenous children, Refugee and Immigrant Children).<\/p>\nAdvocacy and the Paediatrician<\/a><\/b>
\nArticle providing case scenarios of paediatric advocacy at work
\nWaterson, T and Haroon, S. Advocacy and the Pediatrician. Paediatrics and Child Health 18(5): 213-218, 2008 (PDF)<\/i><\/p>\nPedsCases: Advocacy 101 \u2013 Series of 3 podcasts on creating an advocacy project<\/b>
\nPart 1: Generating a “Good” Idea<\/a>
\nPart 2: Designing and Planning Your Project<\/a>
\nPart 3: Implementing and Evaluating Your Project<\/a><\/b>
\n[\/et_pb_toggle][et_pb_toggle title=”Scholar” _builder_version=”4.0.3″ background_size=”%22%22%22%22""&quot;&amp;quot;initial&amp;quot;&quot;""%22%22%22%22″ background_position=”%22%22%22%22""&quot;&amp;quot;top_left&amp;quot;&quot;""%22%22%22%22″ background_repeat=”%22%22%22%22""&quot;&amp;quot;repeat&amp;quot;&quot;""%22%22%22%22″]The student is able to:<\/i><\/p>\nEngage in self-directed lifelong learning strategies.<\/p>\n
Engage in self assessment through reflective practice.<\/p>\n
Apply the principals of critical appraisal of the literature to guide evidenced based patient care.<\/p>\n
Demonstrate integration of new learning into practice.<\/p>\n
Demonstrate effective teaching\/learning strategies and content that facilitate the learning of others (peers, patients, families, allied health professionals).<\/p>\n
Resources<\/b><\/p>\n
Articles on how to critically appraisal different types of studies\/articles:<\/b>
\nCritical Appraisal Checklists<\/a><\/b>
\nEBM Tools<\/a><\/b>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”3.22″ background_color=”#eeeeee”][et_pb_row _builder_version=”3.25″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”4_4″ _builder_version=”3.25″ custom_padding=”|||” custom_padding__hover=”|||”][et_pb_cta title=”Clinical Presentations” button_url=”https:\/\/www.pupdoc.ca\/abdominal-pain-abdominal-mass\/” button_text=”Get Started” _builder_version=”3.16″ use_background_color=”off” background_size=”initial” background_position=”top_left” background_repeat=”repeat” custom_button=”on” button_text_color=”#ffffff” background_layout=”light” button_text_size__hover_enabled=”off” button_one_text_size__hover_enabled=”off” button_two_text_size__hover_enabled=”off” button_text_color__hover_enabled=”off” button_one_text_color__hover_enabled=”off” button_two_text_color__hover_enabled=”off” button_border_width__hover_enabled=”off” button_one_border_width__hover_enabled=”off” button_two_border_width__hover_enabled=”off” button_border_color__hover_enabled=”off” button_one_border_color__hover_enabled=”off” button_two_border_color__hover_enabled=”off” button_border_radius__hover_enabled=”off” button_one_border_radius__hover_enabled=”off” button_two_border_radius__hover_enabled=”off” button_letter_spacing__hover_enabled=”off” button_one_letter_spacing__hover_enabled=”off” button_two_letter_spacing__hover_enabled=”off” button_bg_color__hover_enabled=”off” button_one_bg_color__hover_enabled=”off” button_two_bg_color__hover_enabled=”off”]The canuc-paeds curriculum is comprised of 29 clinical presentations and their corresponding key conditions.
\n[\/et_pb_cta][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"The student is able to: Demonstrate proficiency in acquiring a complete and accurate paediatric history with consideration of the child\u2019s age, development, and the family\u2019s cultural, socioeconomic and educational background. Describe differences between the medical management of paediatric patients versus adult patients. Recognize an acutely ill child. Demonstrate an approach (the generation of a differential […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"class_list":["post-40","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.pupdoc.ca\/en\/wp-json\/wp\/v2\/pages\/40","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.pupdoc.ca\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.pupdoc.ca\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.pupdoc.ca\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.pupdoc.ca\/en\/wp-json\/wp\/v2\/comments?post=40"}],"version-history":[{"count":5,"href":"https:\/\/www.pupdoc.ca\/en\/wp-json\/wp\/v2\/pages\/40\/revisions"}],"predecessor-version":[{"id":2478,"href":"https:\/\/www.pupdoc.ca\/en\/wp-json\/wp\/v2\/pages\/40\/revisions\/2478"}],"wp:attachment":[{"href":"https:\/\/www.pupdoc.ca\/en\/wp-json\/wp\/v2\/media?parent=40"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}