McFadden Family Part 2 IF Maternal and Child Health Risks
Activity
Tutorial
Tutorial
Marie is brought in periodically to the office by Claire and is 2 months behind on routine 1-year vaccinations at 14 months of age. At today’s visit she is brought in by Claire’s aunt. Her aunt asks you if you have heard the latest? Child Protection Services (CPS) is now involved as Dave “hit the baby” and caused a nosebleed and a small bruise to her forehead. Marie was seen at the Urgent Care as it was a Sunday, and the physician there notified CPS. Dave has now moved out of the home and will only be allowed supervised visitation if he completes anger management counselling and parenting classes. “Finally, he will get the help he needs!” the aunt exclaims. You ask about Claire and her aunt says she is exhausted and asked her aunt to bring Marie to this appointment. Claire’s aunt wonders if Claire is also embarrassed by the breakdown of her relationship with Dave, and feels guilty that she could have done more to protect Marie.
Curriculum Block
Integration Foundation / Maternal Health Risks/Aging-Related Care / Part 5 / Week 2
- Indicates most relevant
Objectives
General Objectives
- Identify and describe the risks of intimate partner violence, and the obligations of the healthcare team in assessment and management of a family at risk.
- Identify some of the main risks for child maltreatment and explain when to involve child protection professionals.
- Explain the impact of adverse childhood experiences on lifelong health and opportunity and discuss strategies to mitigate the impact of such adverse experiences.
Tags
Basic Sciences
Classification
Diagnosis
Curriculum Block
Integration Foundation
Maternal Health Risks/Aging-Related Care
Part 5
Week 2
Curriculum Week
IF
Week 11
Discipline
Family medicine
Pediatrics
Psychiatry
MCC Blueprint
Assessment/Diagnosis
MCC Presentations
Attention, Learning and School Problems
Child Abuse
Developmental Delay
Legal system
The Well Child and Adolescent
McMaster Program Competencies
2.1 Demonstrate an understanding of what knowledge is, the strengths and limitations of different ways of knowing, and how knowledge is created in historical, cultural and social contexts.
2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resource allocation, and disease prevention/health promotion efforts for patients and populations
2.5 Apply principles of socio-behavioural sciences to the provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care-seeking, care concordance, care adherence and barriers to and attitudes toward care.
4.3 Demonstrate sensitivity, honesty, and compassion in difficult conversations, including those about death, end of life, adverse events, bad news, disclosure of errors, and other sensitive topics
5.7 Demonstrate the application of ethical principles to commonly encountered ethical issues such as the provision or withholding of care, confidentiality, informed consent, and including compliance with relevant laws, policies, and regulations
6.1 Understand the systems of healthcare, including federal, provincial, municipal and local, and the influences they have on the health of individuals and populations
MeSH
Mass Screening [N02.421.726.233.443]
Autism Spectrum Disorder [F03.625.164.113]
Bias (Epidemiology) [N05.715.350.150]
Child Abuse [I01.880.735.900.350.250]
Child Abuse [I01.880.787.293.292]
Child Development [F01.525.200]
Child Development [G07.345.374.750]
Developmental Disabilities [F03.625.421]
Diagnosis, Differential [E01.171]
Mandatory Reporting [I01.880.604.583.080.134.300]
Trauma and Stressor Related Disorders [F03.950]