10. Pediatrics
Nick Southorn
Be a child, it helps!
The first thing to remember is that children are not merely “little adults.” They respond differently in almost every way to almost everything you do. It all begins at the first meeting. Stay with me here: shrink down to about 4 feet tall – doesn’t everything seem so much more imposing all of a sudden? Maybe even a little scary … Now walk about your neighborhood at this height: people going about their business as normal, barely noticing you as they rush on by. Now imagine you are attending a hospital appointment because someone noticed you aren’t quite the same as other kids your age … and a strange adult bursts into the room and begins talking. Now imagine you are the adult walking into that room – what do you do? Even if they have seen many clinicians before you, when you first meet that child you must make a good impression, gain trust and settle nerves (that also applies to the parent/carer attending with the child).
How you treat children also differs from adults. Although in adults we attempt to encourage self-efficacy combined with manual techniques, a lot of treatment is “passive” (i.e. the therapist does the work) as that appears to do the trick. It is well established that many childhood conditions, such as cerebral palsy, may require more intensive treatment and as therapy contact may be limited, we must alter our treatment pattern. In each year there are approximately 8736 hours and even if a patient receives physiotherapy for an hour a day through the working week (which is considerably more than the majority actually get), they will only have 260 therapy hours per year! So what do we do? Two things: educate the parents/carers to help perform the exercises and continue to monitor to ensure they are doing it correctly and issue progression if necessary; and if the child is old enough/has adequate cognitive skills, teach the exercises in a fun and enjoyable way to the child. This goes a long way to give ownership of the treatment to the child and perhaps decrease the dependence on health professionals.
I’m going to ask you to use your imagination again now. You are working full time (not as a health professional, as something else) to pay the bills as we all do throughout our life. You also have a 2-year-old child in whom the health visitor has spotted suspicious symptoms and so has referred you to a pediatrician. You have no idea what the implications are, what the possible conditions are, etc.; you just know that your precious child could be seriously ill. You attend the appointment on Monday afternoon, taking time off work, and the consultant refers your child for further assessment/investigations which could include speech and language therapy, occupational therapy, physiotherapy, blood tests, audiologist, optician, dietician, etc. All of these appointments you have to attend for the sake of your child’s health. Children are usually seen by myriad professionals, for good reason, but the burden on the parents is immense – please consider this. Many centers now employ an integrated appointment to reduce the number of visits but you could still ease the load slightly by encouraging home treatment by the parents/carers or synchronizing physio appointments with other health providers.
Learning about pediatrics is a case of knowing about normal child development. Of course, there is the obvious motor and psychologic development that is used to define how a child is doing in relation to the norm (such as absence of head lag when pulled to sit at 4 months, sitting unsupported at 6 months, etc.) and you should become familiar with these but what about anatomic and physiologic differences in terms of cardiorespiratory, bone, nerves, etc.? Knowing about the “normal” child will allow you to determine a degree of severity/prognosis for any pathology. A great book that remains the guide on development is From birth to five years by Mary D Sheridan: Sheridan, Sharma & Frost (1997).
Childhood diseases
There are many syndromes and diseases that you will come across in pediatrics. You should begin with the more common conditions and develop a solid knowledge of these, such as cerebral palsy (CP), cystic fibrosis (CF), Down’s syndrome, spina bifida, and a handful of degenerative muscular conditions such as Duchenne muscular dystrophy. Some conditions not seen by the adult physiotherapist 20 or 30 years ago are making the transition to adult care as more and more patients with these conditions make it to their second and third decades of life and therefore may arrive on your patient list even if you are not a pediatric physiotherapist. Alternatively, someone you are treating has a child with one of these conditions; would you know instinctively how the child’s care is affected by your patient’s condition? The answer – learn about them! The exact pathophysiologic processes of a lot of these conditions (as with many neurologic conditions) can be vague at times so a “physiologic leap of faith” is needed but only if the safety net of your existing knowledge of the healthy body is in place – get the basics down first!
How to assess a child patient
I recommend two books relating to the general physiotherapy of children, including great sections on assessment: Physical management in neurological rehabilitation (Stokes 2004) and Physiotherapy for respiratory and cardiac problems (Pryor & Prasad 2002). The assessment is immensely important in pediatric physiotherapy (mostly in relation to neurologic conditions) as it forms part of a bigger picture. As such, you must dedicate time to understanding the principles of assessment.
You will need to create a concise and conclusive report that is used to either facilitate or confirm a diagnosis. This is very different from, say, orthopedics in which you assess and diagnose freely – in pediatrics everyone involved has an opinion that has implications for their colleagues, the patient and their parents/carers. Things that you should consider when learning how to perform a subjective assessment include the following (you are expected to research and understand the implications of each of these).
Subjective assessment
HISTORY
• Did the child reach full term?*