Preliminary Validation of a Parent-Child Relational Framework for Teaching Developmental Assessment to Pediatric Residents

Abstract Objective A parent–child relational framework was used as a method to train pediatric residents in basic knowledge and observation skills for the assessment of child development. Components of the training framework and its preliminary validation as an alternative to milestone-based approaches are described. Methods Pediatric residents were trained during a 4-week clinical rotation to use a semistructured interview and observe parent–child behavior during health visits using clinical criteria for historical information and observed behavior that reflect developmental change in the parent–child relationship. Clinical impressions of concern versus no concern for developmental delay were derived from parent–child relational criteria and the physical examination. A chart review yielded 330 preterm infants evaluated using this methodology at 4 and 15 months corrected age who also had standardized developmental testing at 6 and 18 months corrected age. Sensitivities and specificities were computed to examine the validity of the clinical assessment compared with standardized testing. A subset of residents who completed 50 or more assessments during the rotation was timed at the end of 4 weeks. Results Parent–child behavioral markers elicited from the history and/or observed during the health visit correlated highly with standardized developmental assessment. Sensitivities and specificities were 0.72/0.98 and 0.87/0.96 at 4 to 6 and 15 to 18 months, respectively. Residents completed their assessments Conclusions A parent–child relational framework is a potentially efficient and effective approach to training residents in the clinical knowledge and skills of child development assessment.