Assessing Education and Training of Developmental Screening Tools Among Residents in a Southern Academic Medical Center

Background: Developmental disabilities are highly common. Early identification of developmental disabilities is critical, but many practitioners, including those in Southern U.S. states like Mississippi, do not utilize developmental screening tools. Purpose: We aimed to identify modifiable targets within resident training experiences and their correlates using a quality improvement approach to serve as a baseline for intervention efforts. Methods: Medical residents (N = 57) in pediatrics (n = 26), combined medicine-pediatrics (n = 12), and family medicine (n = 19) completed a survey assessing training, attitudes, practices, and perceived barriers regarding using screening tools. Perceived barriers were modeled after the American Academy of Pediatrics (AAP) Periodic Survey. Results: Approximately 70% used tools at well-child visits, and 52% had received prior training. Resident comfort with screening processes declined from implementation to administrative aspects of screening. Frequently reported barriers included lack of time and knowledge/training with tools and billing. Increased comfort with administration and interpretation correlated with resident familiarity and training during residency. Conclusions: Results identify modifiable targets for resident education in developmental screening tools. Barriers identified largely mirrored prior AAP physician surveys, suggesting negative attitudes for some are developed prior to workforce entry. Implications for resident education, including available emerging models of physician education in Mississippi, are discussed.