title: Long-term pediatrician outcomes of a parent led curriculum in developmental disabilities.
abstract: Previous research has demonstrated high satisfaction and perceived relevance of Project DOCC (Delivery of Chronic Care), a parent led curriculum in developmental disabilities, across a sample of medical residents.
  
  
  OBJECTIVE
  The influence of such a training program on the clinical practices and professional activities of these residents once they are established in their careers as physicians, however, has not been studied; this was the aim of the present study.
  
  
  METHODS
  An anonymous follow-up survey was designed and disseminated to physicians who participated in Project DOCC during their one-month developmental disabilities rotation as part of their pediatrics or medicine/pediatric residency between 2002 and 2010. Fifty-eight physicians completed the survey.
  
  
  RESULTS
  The findings suggest that participation in a parent led curriculum during medical residency had a lasting impact on physicians' relationships with families. Specifically, a majority of the physicians espoused a family-centered approach to care, a sensitivity to the interactional effect that caring for a Child with Special Health Care Needs (CSHCN) has on family members, the need for physicians to have a prominent role in community resource coordination, and the importance of an integrated approach to health care provision.
  
  
  CONCLUSIONS
  Use of a parent led curriculum as a means to increase the provision of family-centered care by physicians is supported.
authors.affiliation: University of Tennessee Health Science Center, Boling Center for Developmental Disabilities, TN, United States. Electronic address: bkeislin@uthsc.edu.
authors.forename: Bruce L
authors.initials: BL
authors.lastname: Keisling
authors.affiliation: University of Tennessee Health Science Center, Boling Center for Developmental Disabilities, TN, United States.
authors.forename: Elizabeth A
authors.initials: EA
authors.lastname: Bishop
authors.affiliation: University of Tennessee Health Science Center, Boling Center for Developmental Disabilities, TN, United States.
authors.forename: David A
authors.initials: DA
authors.lastname: Kube
authors.affiliation: University of Tennessee Health Science Center, Boling Center for Developmental Disabilities, TN, United States.
authors.forename: Jenness M
authors.initials: JM
authors.lastname: Roth
authors.affiliation: University of Tennessee Health Science Center, Boling Center for Developmental Disabilities, TN, United States.
authors.forename: Frederick B
authors.initials: FB
authors.lastname: Palmer
mesh_terms: D001291:Attitude of Health Personnel; D003479:Curriculum; D003657:Decision Making; D002658:Developmental Disabilities; D005500:Follow-Up Studies; D006801:Humans; D007396:Internship and Residency; D010290:Parents; D010344:Patient Advocacy; D000072143:Pediatricians / Q000193:education; D010372:Pediatrics / Q000193:education*; D011368:Professional-Family Relations; D011795:Surveys and Questionnaires
keywords: Developmental disability; Family-centered care; Medical curriculum; Parent advocacy; Pediatrician; Resident education