SYLLABUS
College of Medicine
AY 2015-2016
Course title and number
MPED 831-00T Developmental-Behavioral Pediatrics
Term (e.g., Fall 200X)
All year
Arranged –Please contact Kristen Randolph for information
Meeting times and location
8:00 a.m. McLane Children’s Specialty Clinic 4th Floor
Course Description and Prerequisites
The goal of the elective is the enhancement of skills in identifying typical from atypical development and
behaviors in infants and children. The student will have the opportunity to participate with the faculty in
the assessment and diagnosis of children presenting with developmental delays and/or behavioral
problems. The student will encounter a wide spectrum of developmental disabilities, including Autism
Spectrum Disorders, ADHD, Language Disorders, Learning Disabilities, Intellectual Disabilities (formerly
mental retardation), genetic syndromes, behavioral health disorders like anxiety and depression, among
others. The student will also become familiar with the role of medications in children with disabilities.
The student will be assigned key reading material as part of independent study, and may be required to
prepare a 30-minute presentation at the end of the rotation depending on the length of the elective.
http://www.tamhsc.edu/education/catalog/
Instructor Information
Elective Director
Nhung T. Tran, MD,
Name
FAAP
254-935-5109
Telephone number
vtran@sw.org
Email address
By Appointment
Office hours
Pediatric Specialty
Clinic
Office location
1901 SW H.K. Dodgen
Loop Temple, TX
76502
Name
Coordinator
KRISTEN RANDOLPH
Telephone number
Email address
Office hours
Office location
254-935-5008
KRANDOLPH@sw.org
By Appointment
Pediatric Specialty
Clinic
1901 SW H.K. Dodgen
Loop
Temple, TX 76502
Learning Outcomes & Objectives
COM Competency Based Learning Objectives: http://medicine.tamhsc.edu/academicaffairs/curriculum/objectives/
Principles and Guidelines for Curriculum Development:
http://medicine.tamhsc.edu/policies/pdf/curriculum-principles-guidelines.pdf
Date Created/Revised: _____ By: _____
Course Objective:
Improve skills in obtaining a
complete developmental, behavioral
and psychosocial history and
physical examination
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Begin to differentiate typical from
atypical development and behaviors
Begin to demonstrate knowledge of
the differential diagnosis of common
developmental and behavioral
problems
Demonstrate understanding of the
impact of medical and psychosocial
risk factors on the development and
behaviors in young children, such as
abuse and neglect, prenatal
substance exposure, parental mental
illness, etc.
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Date Created/Revised: _____ By: _____
COM Competency
Based Learning
Objectives
(CBLO):
PC1: Obtain both
complete and
system-focused
medical histories
that include
psychosocial and
behavioral
determinants of
health
PC2: Perform
both complete
and systemfocused physical
examinations
MK1:
Demonstrate
knowledge of
normal human
structure and
function at the
organ-system,
tissue, cellular
and molecular
level; and of the
interaction of
human systems in
maintaining
homeostasis
PC3: Develop
appropriate
differential
diagnoses by
integrating
collected clinical
information
MK3:
Demonstrate an
understanding of
how healthy
lifestyles,
psychosocial
factors, and
behavioral factors
influence heath
MK6:
Demonstrate
knowledge of
common societal
problems such as
domestic violence
and substance
abuse, including
diagnosis,
prevention,
Taught (T)
and/or
Evaluated (E):
Evaluation:
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
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Become familiar with the evaluation
approach of children with
developmental and behavioral
problems
Become familiar with common
disabilities including Autism
Spectrum Disorder, ADHD,
Language Disorders, Learning
Disabilities, and Intellectual
Disabilities
Improve skills in interviewing,
listening empathetically, and
communicating information
including delivery of “bad news”
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Demonstrate sensitivity and
professionalism in all interactions
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reporting, and
treatment
CC1:
Demonstrate an
understanding of
the manner in
which diverse
cultures and
belief systems
perceive health
and illness and
respond to
various
symptoms,
diseases, and
treatments.
PC4: Develop
contextual and
individualized
diagnostic and
treatment plans
based upon
collected clinical
information
MK1:
Demonstrate
knowledge of
normal human
structure and
function at the
organ-system,
tissue, cellular
and molecular
level; and of the
interaction of
human systems in
maintaining
homeostasis
ICS1:
Demonstrate
effective listening
skills
ICS2: Discuss
diagnostic and
treatment options
in a manner
comprehensible
to the patient
ICS3:
Communicate
effectively with
patients, patients'
family members,
peers, and other
members of the
health care team
PROF4: Treat
patients and
patients' family
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Documentation
Review
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Clinical
Performance
Rating/Checklist
with families and health care team
members
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Arrive promptly and prepare
adequately for all activities
Demonstrate areas for improvement
in medical knowledge and clinical
skills, and ask questions to further
learning
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Complete assigned independent
study and end-of-elective
presentation
Understand the role of the
pediatrician for children with
developmental and/or behavioral
disabilities
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Date Created/Revised: _____ By: _____
members
respectfully and
compassionately,
regardless of age,
disability, gender,
race, ethnicity,
culture, religion,
sexual preference,
and socioeconomic status
PROF5: Respect
the privacy of
patients
PROF6: Work
with other health
professionals in a
collaborative
fashion
PROF12: Project
a professional
image in
demeanor and
personal
appearance
PROF2: Display
honesty, integrity
and ethical
behavior
PBLI1: Identify
and rectify
deficiencies in
their knowledge
base and skill set
PBLI2:
Incorporate
formative
feedback into
personal
performance
PBLI3:
Accomplish
learning and
improvement
goals with
appropriate selfdirected activities
SBP1: Apply
knowledge of
health care
systems to
improve and
optimize patient
care
PROF1:
Demonstrate an
understanding of
legal and ethical
principles
governing the
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
physician-patient
relationship
Understand how to effectively use
referrals to specialist and mental
health providers, ECI, rehabilitative
therapy, school resources,
specialized equipment,
organizations, support groups,
public service programs, internet,
and medications in the care of
children with developmental and/or
behavioral disabilities
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Recognize the diversity of systems
involved in providing care for
children with developmental and/or
behavioral disabilities and how to
advocate for them
SBP1: Apply
knowledge of
health care
systems to
improve and
optimize patient
care
SBP6: Utilize
information
technology in
providing medical
care for
individuals
SBP7: Recognize
health care
system
deficiencies
regarding social
needs, access to
care issues, and
health disparities
when they arise
and develop
strategies for
optimal care of
each individual
patient.
PROF4: Treat
patients and
patients' family
members
respectfully and
compassionately,
regardless of age,
disability, gender,
race, ethnicity,
culture, religion,
sexual preference,
and socioeconomic status
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Textbook and/or Resource Material
Independent study – The student will be assigned core reading material (below) as the foundation of
understanding typical development and the most commonly encountered developmental disabilities,
specifically Autism Spectrum Disorders, Learning Disabilities and ADHD. For those students who
choose a 4-week elective, additional reading material will be required.
Pre and Post-Tests – The student will be evaluated on their growth in medical knowledge by the use of
pre-rotation test on the first day of the elective and a post-rotation test on the last day of the elective.
The results will be used to provide feedback for areas of improvement as the student moves through the
remainder of his/her training in pediatrics.
Date Created/Revised: _____ By: _____
End-of-elective presentation – For those students who choose a 4-week elective, the student will
prepare a 20-minute presentation to the faculty of the Division of Child Development on a
developmental-behavioral topic of the student’s interest with approval from the faculty.
Textbooks (Required and Recommended Resources)
The following will be required reading on elective:




Children with Disabilities, Seventh Edition. Ed. Mark Batshaw, Paul H. Brookes Publishing Co,
2012. The chapters on Early Intervention, Attention Deficits and Hyperactivity, and Specific
Learning Disabilities will be assigned reading.
Infant growth and development. Pediatrics in Review, 1997, 18(7), 224-242.
Toddler development. Pediatrics in Review, 1997, 18(8), 255-259.
School failure: assessment, intervention, and prevention in primary pediatric care. Pediatrics in
Review, 2005, 26(7), 233-241.
The following will be available for the student for quick reference in the clinic:

Developmental and Behavioral Pediatrics: A Handbook for Primary Care. Eds. Steven Parker,
Barry Zuckerman, and Marilyn Augustyn. Lippincott Williams & Wilkins, 2004.
Grading Policies
GRADING SCALE
Satisfactory
70-100
Unsatisfactory
69 and below
Should the course director determine remediation is required, the remediation plan will be at the
discretion of the course director and on a case by case basis depending on the issues involved.
Remediation plans could entail some (or all) of the following examples: Additional clinical shifts,
research papers, presentations, article reviews, exams, directed reading, web-based modules, etc. If the
student performance results in a failure of the elective, it will be recommended that the elective be taken
again in its entirety.
Attendance and Make-up Policies
http://student-rules.tamu.edu/rule07.
Date Created/Revised: _____ By: _____
Course Topics, Calendar of Activities, Major Assignment Dates
Course Schedule (may include in Appendices if available)
Pediatric Developmental-Behavioral is a 2 week rotation. Student will adhere to the same work schedule
as the attending and/or resident.
Patient Encounter Logs: (N/A if this does not apply)
Students are required by TAMU COM to log all patient encounters during this elective.
Other Pertinent Course Information
Policies and Procedures (generic information for all campuses)
Professionalism and Ethics: Students are expected to uphold and adhere to the ethical and behavioral
standards of the profession of medicine. Information /sources on ethics in pediatrics and general
medicine are included below.
Resources:
Texas A&M Health Science Center Medical Student Handbook
Recommended core ethical values at WWW.niee.org/case_of_the_month/ethics3.cfm
AMA Principle of Medical Ethics at www.ama-assn.org/ama/pub/category/2512.html
AMA virtual Mentor at www.ama-assn.org/ama/pub/category/3040.html
Bioethics in Pediatric Practice at www.emedicine.com/PED/topic2769.html
Dress and Appearance: In order to be accepted as a member of the health care team, it is important to
assume the same basic manner of dress, appearance and conduct as the other members of the team.
A picture name identification tag must be readily visible on your shirt or coat collar, with introduction of
your full name including “Ms.” or “Mr.” or “medical student”. If the parent/patient refers t the student as a
“doctor”, it is the student’s duty to correct this error. One should not misrepresent his/her role.
Remembering that you are serving as a role model for children should help one determine an
appropriate appearance. With approval from you attending, scrubs may be worn only in the PICU, NICU
or on call after 5:00 pm. They are not ideal attire for outpatient clinic visits.
Resource: Texas A&M Health Science Center Medical Student Handbook.
Americans with Disabilities Act (ADA)
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides
comprehensive civil rights protection for persons with disabilities. Among other things, this legislation
requires that all students with disabilities be guaranteed a learning environment that provides for
reasonable accommodation of their disabilities. If you believe you have a disability requiring an
accommodation, please contact Disability Services, in Cain Hall, Room B118, or call 845-1637. For
additional information visit http://disability.tamu.edu
Any student with a disability who needs accommodation should inform the instructor at the beginning of
the course.
Academic Integrity
Date Created/Revised: _____ By: _____
For additional information please visit: http://aggiehonor.tamu.edu
“An Aggie does not lie, cheat, or steal, or tolerate those who do.”
College of Medicine
Professionalism and integrity Statement (Academic Honesty and Plagiarism)
All College of Medicine students are required to comply with the student code of conduct and the academic integrity and
honesty standards published in each component’s Student Handbook. Disciplinary action will be taken in accordance with
the policies of each component. Students found guilty of Academic Dishonesty will receive an “F”/Unsatisfactory in the
course. For a full list of actions qualifying as academic dishonesty, please review the College of Medicine Student
Handbook at http://medicine.tamhsc.edu/student-affairs/docs/handbook.pdf.
According to the Aggie Honor System Office, plagiarism is defined as the appropriation of another person's ideas,
processes, results, or words without giving appropriate credit. Intentionally, knowingly, or carelessly presenting the work of
another as one’s own (i.e., without crediting the author or creator). Plagiarism and other academic misconduct definitions
can be viewed on the Aggie Honor System Office website;
http://aggiehonor.tamu.edu/RulesAndProcedures/HonorSystemRules.aspx#definitions.
E-mail Access and FERPA
The College of Medicine is communicating all official information to students through the students’ TAMHSC e-mail
accounts. Please check the account frequently during the semester for updates.
This course is supported with web-based and/or e-mail activities. In order to take advantage of these additional resources
and participate fully in the course, you have been assigned an e-mail address by the Texas A&M Health Science Center.
This e-mail address is for internal use only, so that faculty may communicate with you and the entire class. By registering
for this course, you are agreeing to allow your classmates to have access to this e-mail address. Should you have any
questions, please contact the TAMU’s Office of the Registrar at 979-845-1031.
The Family Educational Rights and Privacy Act of 1974 (FERPA), which the HSC complies fully, is intended to protect the
privacy of education records, to establish the rights of students to inspect and review their education records and to
provide guidelines for the correction of inaccurate or misleading data through informal and formal hearings. Students also
have the right to file complaints with the Family Educational Rights and Privacy Act Office of the Department of Education
in Washington, D.C., concerning alleged failures by the HSC to comply with the act.
Mistreatment of Students
The College of Medicine is committed to providing a positive learning environment in which students can meet their
academic goals based on mutual respect in the teacher/learner relationship. Both parties must be sensitive to the needs
of others and differences in gender, race, sexual orientation, religion, age or disability. As outlined in the Student
Handbook under the section titled Standards of Conduct in the Teacher-Learner Relationship, belittlement, intimidation
and humiliation are unacceptable for effective learning and undermine self-esteem. Breaches involving student
mistreatment may result in a faculty or staff member being sanctioned or the loss of faculty and/or staff appointment.
These policies address student mistreatment involving College of Medicine employees, residents, affiliate staff, or
patients. Mistreatment may be reported through the College of Medicine telephone hotline, 1(855)-397-9835 or through
an online form at http://medicine.tamhsc.edu/current/student-mistreatment-form.html. For a full list of reporting avenues,
please refer to the Student Handbook under the Mistreatment Policy.
Exposure and Occupational Hazard
The Needle Stick Policy and Bloodborne Pathogen Exposure information for Medical Students may be accessed in the
Student Handbook at: http://medicine.tamhsc.edu/student-affairs/docs/handbook.pdf
Note: More information is available on the aforementioned topics to all students on the College of Medicine website.
Date Created/Revised: _____ By: _____