Assessment of Pediatric Residents’ and Undergraduate Students’ Knowledge about Infants’, and Toddlers’ Neurodevelopment: an Intervention Study

Document Type : Original Article

Authors

1 Department of Pediatrics, Faculty of Medicine, Ain Shams University

2 department of pediatrics ,faculty of medicine , Ain shams university

3 Department of Pediatrics, Faculty of Medicine, Ain Shams University

4 Department of pediatrics, Ainshams university

10.21608/asmj.2025.355692.1377

Abstract

Background: pediatricians are acting as a first contact for children and their families in the event of illness. These physicians
also provide follow-up care, regular physical exams, and ill child evaluations. The pediatrician has the satisfaction of following
a child from birth through late adolescence and is often the first adult outside of family members with whom the child establishes
a social relationship.
Objectives: To assess the knowledge of first year Pediatric residents and undergraduate students, who are joining pediatric
round, regarding infant and toddler neurodevelopment.
Methods: This interventional study involved 90 undergraduate students and 20 pediatric residents. Data were collected using
pre and post-test to assess four domains of development (Gross and Fine Motor, Language and social interaction and cognitive
development).
Results: 110 participants completed pre and post-test. Pretest results showed that 20 residents and 90 students got a mean total
pretest score [13.6 ± 2.21] and [11.61 ± 2.72] respectively. Also, post-test results showed considerable improvement for both
residents and students with mean total post-test results [22.55 ± 6.99] and [16.64 ± 5.17] respectively.
Conclusion: Our results demonstrated that educating pediatric residents and undergraduate students on developmental
milestones showed significant, quantifiable gains in knowledge following a fertile lecture.

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