The document provides guidance on taking a pediatric history, including focusing the history on the chief complaint, birth and medical history, developmental milestones, vaccinations, family history, and social factors. It also outlines the approach to performing a physical examination of children, with tips on techniques for different age groups and examining individual body systems in a sensitive manner. The goal is to obtain relevant information to identify health issues while maintaining the comfort, safety and dignity of pediatric patients.
2. Differences
Birth history and impact
of children’s growth and
development
Often distracted by
presence of the child
Need to be flexible
Maintain a sense of
humour
3. Chief Problem/Presenting
Complaint
Who is Giving the History?
Listen to the mother,
What are her worries?
What does she think is the problem?
Ask her to define her terms
Quote verbatim what she says.
Understand her idioms.
4. Presenting Complaint & History of
Presenting Complaint
Presenting Complaint
use patient’s/parents own words
History of Presenting Complaint
Sequence of events - what happened next? when was
he last well? - what was the first thing you noticed
wrong?
Follow-up enquiry ,
eg pain - site, nature, frequency, radiation, aggravating &
relieving factors, associated features
eg seizure – onset, characteristics, duration, post episode
5. Taking a Paediatric History
Previous History - Medical & Surgical
Neonatal History
Nutrition History
Developmental History
Vaccination History
Family History
Social History
Medications & Allergies
6. Natal / Neonatal History
Neonatal History
- pregnancy/antenatal
complications
- gestation, mode of delivery –
Why?
-birth weight, (AGA, SGA, LGA)
Apgar scores
Neonatal problems,
-jaundice, transfusions, sepsis
Feeding
Respiratory problems,
-ventilated – why & how long
for?
Congenital defects
Did the baby go home with you?
7. Nutritional History
Nutrition/Feeding History
- breast /bottle,
-weaning (when?, amount
& type of feeds)
Major food groups
- likes, dislikes
-idiosyncrasies
Special diets - why?
Adherence/compliance, e.g
diabetes- diabetic
exchanges,PKU, Coeliac
disease
8. Development & Growth
Developmental History
- major milestones achieved i.e age smiled,
sat, crawled, walked, first words
- vision, hearing speech, motor skills, social
skills
- comparison with sibs
- school performance
Growth
- does mother think child is growing
- ask about puberty if appropriate to child’s
age
9. Vaccinations
Vaccination History
- BCG,
- 5 in 1( dip, pertussis, tetanus, Hib, ipv)
and Meningococcus C ( 2, 4 and 6 months)
- MMR ( 12 – 15 months)
- Boosters
-special cases e.g pneumococcal vaccine,
varicella vaccine, Hepatitis A & B
* if no vaccinations always ask why
10. Taking a Paediatric History
Family History
Asthma, eczema, diabetes, cystic fibrosis
specific enquiries from pc
11. Family History (I)
Useful to draw family
tree (pedigree)
Siblings – age and
health
Any deaths ( incl SIDS,
recurrent miscarriages)
Specific enquiries
related to presenting
complaint ( parental
heights, head size etc.)
Level of education
achieved by parents
( useful in developmental
histories)
Consanguinity
13. Taking a Paediatric History
Social History
marital status, supports, occupation
siblings age & health
any pets, smoking
carers - who cares for the child by day
14. Taking a Paediatric History - Social
History contd.
School
Type of school, class, progress
interaction with peers, bullying
amount of school missed (chronic disease)
chronic disease - disease impact on family & sibs.
Cares, who, when, how, duration
Travel - when & where
Disease contact
15. Medications
Medications
- Dose, frequency, mode of administration
-Compliance or adherence – How often would
you forget?
- Who administers or supervises?
Allergies
16. Taking a Paediatric History
Systems Review
not exhaustive, always include general questions on
energy, appetite, growth, bladder and bowel habit,
behaviour
Should be age-appropriate.
Should be tailored to the visit.
19. Introduction to the Clinical
Examination of Children
The care and safety of the children in our
Hospitals is the prime concern for their
parents and for those working with children
People need to know who you are - please
wear your name badge & display it
prominently at all times, introduce yourself &
explain the purpose of your visit
20. Introduction to the Clinical
Examination of Children
Prior to examining any child -
Seek permission of the senior nursing staff, the parents and
when the child is old enough her/himself
Remember people have the right to refuse - Be Nice
The well-being of the child takes precedence over any
personal learning objective
21. Introduction to the Clinical
Examination of Children
The well being of the child is the responsibility of the examining
medical student - leave the child in comfort with the cot sides
up
Respect the privacy and dignity of the child at all times -
Intimate examinations, such as, palpation of the breasts or
genital examination in a pubertal child should not be
performed. Examination for UDT in a male infant is an
important part of the clinical exam and this should be explained
to parents.
22. Introduction to the Clinical
Examination of Children
Measurement of blood pressure or
examination of the fundi is not required in
your clinical exam - but you must refer to
them as necessary
23. Introduction to the Clinical
Examination of Children
Examine in groups of 2
Use the written guidelines for examination as
an aid to help each other
See children ASAP after admission as
children go home quickly
24. Physical Examination
Must be able to examine the ‘four ages of
childhood’
- newborn
- infant
-toddler
- older child/ adolescent
26. TIPS FOR A SUCCESSFUL (AND TEARLESS)
PAEDIATRIC PHYSICAL EXAM
Be friendly
Have equipment ready but
not prominent
Size up the child’s likely
reaction - Mum helpful
Use games, let child handle
instruments
Keep up a conversation -
distracts child
WARM HANDS
BE GENTLE
Sometimes helpful to show what you plan
to do e.g finger-nose testing
Key to success is patience
Tell the child what you are going to do -
offer choices
27. Be observant and make the best of
unexpected opportunities
Position
Birth-6m: On familiar blanket on
exam table or cot
6m-2y: Mother’s lap when
possible
3y and up: Sitting or lying on bed
28. THE PHYSICAL EXAMINATION
“Don’t touch the patient – state first what
you see; cultivate your powers of
observation”
Sir William Osler
42. LUNGS
Inspiration and Expiration
Chest size and symmetry
Bell or diaphragm (warm first)
Breath sounds harsher in infants and young
children
- tracheal, bronchial and adventitial
Distinguish lower from transmitted upper
airway sounds
Abnormalities - decreased BS, crackles,
wheeze, stridor, rate, retractions
(distinguish IC from SC)
43. CARDIOVASCULAR
Pulses
Apical pulse - varies with age
Rate and rhythm
Sinus arrhythmia common
S3 common
Premature ventricular contractions common
Functional murmur in 1/2 to 2/3
44. FUNCTIONAL MURMURS
No cardiac symptoms
Low intensity
Usually midsystolic
Change with position
Still’s murmur louder supine
Venous hum diappears supine
Do not radiate
Systolic - never diastolic
45. ABDOMEN
Warm hands, palpate gently
Look at Face not hands
Kneel down
Spleen tip and liver edge commonly palpable in
infancy
If abdomen tense, try flexing legs at hip
Look For:
Masses, lesions, discolorations
Distention, fluid
Liver, spleen, kidneys
Abdominal aorta
Large bowel
Bladder
46. SPINE
Lumbar lordosis in toddler
Screen at all ages for scoliosis,
especially just before onset puberty at
which time may dramatically increase
Look for shoulder/scapular height,
spine, arm/torso triangle, pelvis tilt,
height of posterior ribs (spine flexed)
48. NEUROLOGIC
Similar to adult
Extent of neurologic
exam dictated by
history and index of
suspicion
Much of the usual
neurologic
examination is done
by observation wrt
age
Level of
consciousness
Mental status –
cognitive appropriate
Cranial nerve
examination
Sensory examination
Motor examination
Deep tendon
reflexes
49. DEVELOPMENTAL
Majority done by observation
4 domains (Gross motor, vision & fine motor,
hearing/speech, social)
maternal history
Use of a tool (e.g. Denver ) allows better quantitation but
not really necessary at student stage
Express in developmental age
50.
51. Summarise History and
Examination
Summarise after presentation the findings of clinical
examination
Include relevant positive and negative findings of history
and examination
Formulate a problem list
Include a diagnosis ( if reached)
OR a differential diagnosis
Outline proposed investigation and a management Plan
Example: An eight month old boy, previously well and fully immunised,
admitted with a two day history of fever unresponsive to erythromycin and
paracetamol and progressive drowsiness. Examination reveals irritability, neck
stiffness, a full fontanelle and a purpuric rash.
Meningitis, probably meningococcus is the likely diagnosis