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The Level of Knowledge of Clinicians On The Classification of Childhood Movement Disorders and The Contribution of A Training Program

Objective: To assess the level of knowledge on the classification of childhood movement disorders (MDs) and to investigate the contribution of a training program (TP). Methods: The TP consisted of a 90-minute presentation with 122 slides and 63 videos. Twenty videos including hyperkinetic MDs which were reviewed by a senior MD specialist (JWM) were used. Sixty-four participants were included in the study. Group-I: Pediatric residents in the first two years of residency(n=18), Group-II: Pediatric residents in the 3rd-4th years of residency(n=24), Group-III: Pediatric neurology specialists(n=22) were asked to answer the following questions prior to and at the 3rd month of the TP: Q1.Is there more than one MD? Q2.What is the [predominant] MD? Q3.What other MDs are present? Results: The correct answer rates for Q1 and Q2 increased significantly following the TP in the whole group (p<0.05). However, the ability to define the accompanying MD (Q3) did not increase in any of the study groups (p>0.05) (Table1). All groups had a higher rate of correct answers to all questions when there is a single MD (p<0.05). Dystonia-athetosis was the most consistently recognized MD while the least recognizable MD was tremor. The most confused MDs with each other were myoclonus and tremor. Conclusion: A standardized TP for childhood MDs can increase the knowledge of all clinicians with varying degrees of experience. When there is more than one MD, it is even difficult to define the MD precisely for child neurology specialists. The pediatric neurologists can benefit from a more advanced TP.