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PEDIATRIC HISTORY & PHYSICAL EXAM
(CHILDREN ARE NOT JUST LITTLE ADULTS)
-HISTORY -
Learning Objectives :
- To understand the content differences in obtaining a medical history on a pediatric patient compared to an adult. a. To understand how the age of the child has an impact on obtaining an appropriate medical history.
- To understand all the ramifications of the parent as historian in obtaining a medical history in a pediatric patient.
- To understand the appropriate wording of open-ended and directed questions, and appropriate use of each type of question.
- To develop an awareness of which clinical settings it is appropriate to obtain a complete medical history compared to a more limited, focused history.
Competencies:
- To obtain an accurate and complete history of a pediatric patient in different age groups (<1 year; 1-5 years; > 5 years).
Differences of a Pediatric History Compared to an Adult History : I. Content Differences A. Prenatal and birth history B. Developmental history C. Social history of family - environmental risks D. Immunization history
II. Parent as Historian A. Parent’s interpretation of signs, symptoms
- Children above the age of 4 may be able to provide some of their own history
- Reliability of parents’ observations varies
- Adjust wording of questions - “When did you first notice Johnny was limping”? instead of “When did Johnny’s hip pain start”? B. Observation of parent-child interactions
- Distractions to parents may interfere with history taking
- Quality of relationship C. Parental behaviors/emotions are important
- Parental guilt - nonjudgmental/reassurance
- The irate parent: causes
Outline of the Pediatric History: I. Chief Complaint A. Brief statement of primary problem (including duration) that caused family to seek medical attention
II. History of Present Illness A. Initial statement identifying the historian, that person’s relationship to patient and their reliability B. Age, sex, race, and other important identifying information about patient C. Concise chronological account of the illness, including any previous treatment with full description of symptoms (pertinent positives) and pertinent negatives. It belongs here if it is relates to the differential diagnosis for the chief complaint.
III. Past Medical History A. Major medical illnesses B. Major surgical illnesses-list operations and dates C. Trauma-fractures, lacerations D. Previous hospital admissions with dates and diagnoses E. Current medications F. Known allergies (not just drugs) G. Immunization status - be specific, not just up to date
IV. Pregnancy and Birth History A. Maternal health during pregnancy: bleeding, trauma, hypertension, fevers, infectious illnesses, medications, drugs, alcohol, smoking, rupture of membranes B. Gestational age at delivery C. Labor and delivery - length of labor, fetal distress, type of delivery (vaginal, cesarean section), use of forceps, anesthesia, breech delivery D. Neonatal period - Apgar scores, breathing problems, use of oxygen, need for intensive care, hyperbilirubinemia, birth injuries, feeding problems, length of stay, birth weight
V. Developmental History A. Ages at which milestones were achieved and current developmental abilities - smiling, rolling, sitting alone, crawling, walking, running, 1st word, toilet training, riding tricycle, etc (see developmental charts) B. School-present grade, specific problems, interaction with peers C. Behavior - enuresis, temper tantrums, thumb sucking, pica, nightmares etc.
VI. Feeding History A. Breast or bottle fed, types of formula, frequency and amount, reasons for any changes in formula B. Solids - when introduced, problems created by specific types C. Fluoride use
- To complete a thorough physical examination on a pediatric patients in different age groups. Two of these should be supervised by the attending staff in Clinic 6.
Differences in Performing A Pediatric Physical Examination Compared to an Adult: I. General Approach A. Gather as much data as possible by observation first B. Position of child: parent’s lap vs. exam table C. Stay at the child’s level as much as possible. Do not tower!! C. Order of exam: least distressing to most distressing D. Rapport with child
- Include child - explain to the child’s level
- Distraction is a valuable tool E. Examine painful area last-get general impression of overall attitude F. Be honest. If something is going to hurt, tell them that in a calm fashion. Don’t lie or you lose credibility! G. Understand developmental stages’ impact on child’s response. For example, stranger anxiety is a normal stage of development, which tends to make examining a previously cooperative child more difficult.
II. Vital signs A. Normals differ from adults, and vary according to age
- See “code card” for charts of age-adjusted normals B. Temperature
- Tympanic vs. oral vs. axillary vs. rectal C. Heart rate
- Auscultate or palpate apical pulse or palpate femoral pulse in infant
- Palpate antecubital or radial pulse in older child D. Respiratory rate -Observe for a minute. Infants normally have periodic breathing so that observing for only 15 seconds will result in a skewed number. E. Blood pressure
- Appropriate size cuff - 2/3 width of upper arm
- Site F. Growth parameters - must plot on appropriate growth curve
- Weight
- Height/length
- OFC: Across frontal-occipital prominence so greatest diameter (Occipital Frontal Circumference) III. Unique findings in pediatric patients (See outline below)
Outline of a Pediatric Physical Examination I. Vitals - see above
II. General A. Statement about striking and/or important features. Nutritional status, level of consciousness, toxic or distressed, cyanosis, cooperation, hydration, dysmorphology, mental state B. Obtain accurate weight, height and OFC
III. Skin and Lymphatics
A. Birthmarks - nevi, hemangiomas, mongolian spots etc B. Rashes, petechiae, desquamation, pigmentation, jaundice, texture, turgor C. Lymph node enlargement, location, mobility, consistency D. Scars or injuries, especially in patterns suggestive of abuse
IV. Head A. Size and shape B. Fontanelle(s)
- Size
- Tension - calm and in the sitting up position C. Sutures - overriding D. Scalp and hair
V. Eyes A. General
- Strabismus
- Slant of palpebral fissures
- Hypertelorism or telecanthus B. EOM C. Pupils D. Conjunctiva, sclera, cornea E. Plugging of nasolacrimal ducts F. Red reflex G. Visual fields - gross exam
VI. Ears A. Position of ears
- Observe from front and draw line from inner canthi to occiput B. Tympanic membranes C. Hearing - Gross assessment only usually
V. Nose A. Nasal septum B. Mucosa (color, polyps) C. Sinus tenderness D. Discharge
VI. Mouth and Throat A. Lips (colors, fissures) B. Buccal mucosa (color, vesicles, moist or dry) C. Tongue (color, papillae, position, tremors) D. Teeth and gums (number, condition) E. Palate (intact, arch) F. Tonsils (size, color, exudates) G. Posterior pharyngeal wall (color, lymph hyperplasia, bulging) H. Gag reflex
V. Neck
- Deformity
- Symmetry
- Edema
- Clubbing E. Gait
- In-toeing, out-toeing
- Bow legs, knock knee a. “Physiologic” bowing is frequently seen under 2 years of age and will spontaneously resolve
- Limp F. Hips
- Ortolani’s and Barlow’s signs
X. Neurologic - most accomplished through observation alone A. Cranial nerves B. Sensation C. Cerebellum D. Muscle tone and strength E. Reflexes
- DTR
- Superficial (abdominal and cremasteric)
- Neonatal primitive
XI. GU A. External genitalia B. Hernias and Hydrocoeles
- Almost all hernias are indirect
- Can gently palpate; do not poke finger into the inguinal canal C. Cryptorchidism
- Distinguish from hyper-retractile testis
- Most will spontaneously descend by several months of life D. Tanner staging in adolescents - See Tanner Staging handouts E. Rectal and pelvic exam not done routinely - special indications may exist
