LEADING ARTICLE
Teaching medical students
Teaching medical students to examine children
1 Department of Paediatrics, John Radcliffe Hospital, Oxford, UK
2 Department of Public Health and Primary Health Care, University of Oxford, The Ethox Centre, Oxford
Correspondence to:
Correspondence to:
J Craze
Department of Paediatrics, Level 4, John Radcliffe Hospital, Oxford OX3 9DU, UK; janet.craze@orh.nhs.uk
Accepted 17 July 2006
| The first 150 words of the full text of this article appear below. |
In most medical schools in the UK, 7 or 8 weeks of the clinical course are devoted to the study of paediatrics and child health. The syllabus to be covered during this relatively short time is vast. Students quickly realise that the (by now well-practised) skills of adult history taking and physical examination are not entirely applicable to children; so perhaps it is not surprising that many students look forward to paediatrics, but approach it with some trepidation.1 For students, the idea of examining children is daunting. Most recognise that they cannot necessarily follow the familiar sequence of examination and that adaptability is needed. Many lack confidence in their ability to win over a shy or unwilling child. Others fear causing pain or distress—as one student recently explained to me "I’m afraid I might break one". Paediatricians acknowledge that children do not always wish to be examined,
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