Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-g7gxr Total loading time: 0 Render date: 2024-11-16T17:59:47.015Z Has data issue: false hasContentIssue false

40 - How to set up a service: how to teach and train

from Part III - Management of specific disorders

Published online by Cambridge University Press:  04 May 2010

Jane MacDougall
Affiliation:
Current Chair of the British Society for Paediatric and Adolescent Gynaecology and Addenbrooke's Hospital, Cambridge, UK
Adam H. Balen
Affiliation:
Leeds Teaching Hospitals, University Trust
Sarah M. Creighton
Affiliation:
University College London Hospitals
Melanie C. Davies
Affiliation:
University College London
Jane MacDougall
Affiliation:
Addenbrooke's Hospital, Cambridge
Richard Stanhope
Affiliation:
Great Ormond Street Hospital
Get access

Summary

Introduction

Preceding chapters have discussed the specialist management of paediatric and adolescent patients with gynaecological problems. They have also addressed some of the generic issues associated with their care. When many of us began to be interested in this area of gynaecological care, we did not fully appreciate its breadth. Adolescent and paediatric gynaecology covers any gynaecological condition presenting in a girl less than 19 years of age and includes intersex, developmental and endocrine disorders as well as menstrual dysfunction, infection, vulval disorders and the sequelae of oncological treatment of childhood tumours.

In the past, children with complex problems who outgrew the paediatric clinic were either discharged to their general practitioners (GPs) or care was transferred to a variety of adult clinics. Many of these adolescents have gynaecological problems. These require a specific approach, both in consultation and subsequent management, that involves an understanding of both gynaecology and the specific needs of adolescents. The adolescent gynaecologist acts as a transitional carer between the paediatricians and the adult physician and needs to act in liaison with both. Some adolescents with gynaecological problems, and in particular those with genetic problems, also need to see a variety of other specialists. A lack of coordinated care and multiple visits has negative implications both socially and emotionally. Throughout this book we have, therefore, advocated a multidisciplinary approach to our patients.

Type
Chapter
Information
Paediatric and Adolescent Gynaecology
A Multidisciplinary Approach
, pp. 533 - 540
Publisher: Cambridge University Press
Print publication year: 2004

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abercrombie M L J (1969). The Anatomy of Judgement. Free Association, London
Ashley, E A (2000). Medical education-beyond tomorrow? The new doctor — Asclepiad or Logiatros?Med Educ 34, 455–459CrossRefGoogle ScholarPubMed
Aynsley-Green, A, Barker, M, Burr, S et al. (2000). Who is speaking for children and adolescents and for their health at the policy level?Br Med J 321, 229–232CrossRefGoogle ScholarPubMed
Balen, A H, Fleming, C, Robinson, A (2000). Health needs of adolescents in secondary gynaecological care: results of a questionnaire survey and a review of current issues. Human Fertil 5, 127–132CrossRefGoogle Scholar
Blake, K, Greaven, S (1999). Adolescent girls as simulators of medical illness. Med Educ 33, 702–703CrossRefGoogle ScholarPubMed
Byron, M, Madge, S (2001). Transition from paediatric to adult care: psychological principles. J Roy Soc Med 94(Suppl. 40), 5–7CrossRefGoogle Scholar
Dart B (1997). Learners' metacognitive behaviour in higher education. In Adult Learning: A Reader, Sutherland P, ed., pp. 30–57. Kogan Page, London
Grant, J (1998). Training the Trainers. Lancet 352(Suppl IV), 19CrossRefGoogle ScholarPubMed
Hall, D M B (1999). Children in an ageing society. Br Med J 319, 1356–1358CrossRefGoogle Scholar
Hanson A (1996). The search for a separate theory of adult learning. Does anyone really need andragogy? In Boundaries of Adult Learning, Edwards R, Hansom A, Raggatt P, pp. 99–108. Routledge, London
Hargreaves D H, Bowditch M G, Griffin D G (1997). On the Job Training for Surgeons. Royal Society of Medicine Press, London
Hargreaves D H, Stanley P, Ward S (1998). Getting the Best out of your Training. A Practical Guide for Trainees. Association for the Study of Medical Education, Edinburgh
House of Commons Select Committee on Health (1997). Fifth Report: Hospital Services for Children and Young People. HMSO, London
Knowles M (1996). Andragogy. An emerging technology for adult learning. In Boundaries of adult learning, Edwards R, Hansom A, Raggatt P, pp. 82–98. Routledge, London
Kurtz S, Silverman J, Draper J (1998). Teaching and Learning Communication Skills in Medicine, pp. 186–91. Ratcliffe Medical Press, Abingdon, UK
MacFarlane, A, Blum, R W (2001). Do we need specialist adolescent units in hospitals? [Editorial]Br Med J 322, 941–942CrossRefGoogle Scholar
Nias J (1987). Seeing Anew: Teachers' Theories of Action. Deakin University Press, Victoria
Viner, R (1999). Transition from paediatric to adult care. Bridging the gaps or passing the buck?Arch Dis Child 81, 271-275CrossRefGoogle ScholarPubMed
Viner, R (2001a). National survey of use of hospital beds by adolescents aged 12–19 in the United Kingdom. Br Med J 322, 957-958CrossRefGoogle Scholar
Viner, R (2001b). Barriers and good practice in transition from paediatric to adult care. J Roy Soc Med 94(Suppl. 40), 2–4CrossRefGoogle Scholar
Watson, S (1998). A ward of their own. Nurs Stand 12, 12Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×