Characterization of Multidisciplinary Programs for Abdominal Pain-Related Disorders of Gut-Brain Interaction.

IF 1 4区 医学 Q3 PEDIATRICS
Minna Rodrigo, Bruno P Chumpitazi, Erika A Chiappini, Melanie L Brown, Sofia Wicker Velez, Shaija Kutty
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引用次数: 0

Abstract

Abdominal pain-related disorders of gut-brain interaction (DGBIs) are common and challenging conditions affecting many children and adolescents. Multidisciplinary programs represent one promising approach to these complex disorders. However, the composition of these programs and the therapies offered is unknown. We sought to better understand characteristics of these multidisciplinary programs. A survey was taken of pediatric gastroenterologists in the United States who practice in multidisciplinary DGBI programs to determine the characteristics of currently available programs. Fourteen pediatric gastroenterologists reported caring for children with DGBI in multidisciplinary programs distributed across all regions of the United States. The number of disciplines varied from 2 to 5, with the most common aside from pediatric gastroenterologists being dietitians (in 79% of programs) and behavioral psychologists (57%). The least common included physical therapists (14%). The number of therapies offered varied from 2 to 10 and included pharmacologic therapy (100%), dietary therapy (93%), and psychotherapy (86%), among others. The number of patients seen per clinic session varied (range: <3 to 6) across programs, and 6 programs (43%) assessed outcomes using validated questionnaires. Future studies may evaluate patient outcomes to identify an ideal pediatric DGBI multidisciplinary approach (eg, program composition and therapies offered).

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来源期刊
Clinical Pediatrics
Clinical Pediatrics 医学-小儿科
CiteScore
2.10
自引率
6.20%
发文量
189
审稿时长
3-8 weeks
期刊介绍: Clinical Pediatrics (CLP) a peer-reviewed monthly journal, is a must read for the busy pediatrician. CLP contains state-of-the-art, accurate, concise and down-to earth information on practical, everyday child care topics whether they are clinical, scientific, behavioral, educational, or ethical.
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