Pediatric resident training in child sexual abuse: A scoping review
Bibliographic record
Abstract
Pediatric sexual abuse is prevalent and the skills to evaluate and manage suspected cases are necessary for all pediatricians. However, pediatric residents have variable clinical exposure to cases of sexual abuse and have reported limited didactic teaching. We aimed to describe the existing published educational strategies for training pediatric residents to assess and manage cases of suspected sexual abuse. MEDLINE, EMBase, PsychINFO and SCOPUS were searched with main clusters being “education” and “abuse” terms. To be eligible, studies needed to provide information about a sexual abuse educational resource or training for pediatric residents. All articles in the first and second stage screening were reviewed independently by two authors and data was extracted by one reviewer and independently verified by a second reviewer. Most pediatric residency programs report limited didactic and clinical teaching on child sexual abuse and many pediatric residents do not gain the skills necessary to assess and manage cases of suspected child sexual abuse. Educational interventions using a multi-faceted approach with a combination of self-study material, didactic lectures, case discussion, and simulation training or clinical placement have been effective in improving resident knowledge, skills and attitudes in assessing and managing cases of suspected child sexual abuse. We found few studies with reported outcome measures. Of those reported measures, knowledge gains waned several months following interventions and while knowledge scores in basic concepts increased, participants were not able to consistently apply the knowledge into interpretation of clinical cases. As a result, additional studies or strategies are needed to create effective educational interventions. • Pediatric residency programs have limited teaching on child sexual abuse. • Multi-faceted educational tools improve resident skills in managing sexual abuse. • More tools are needed to maintain knowledge gains and teach knowledge application.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".