ABP Child Abuse Pediatrics study plan

Build a bruising differential that maps lesion morphology, pattern, and location onto developmental mobility stages from non-cruising infant through ambulatory school-age child

Classify skeletal injuries into high, moderate, and low specificity for abuse, and state the biomechanical reasoning behind each designation

Apply a head-to-toe documentation routine that records measurement, border, color, and photographic standards for every cutaneous finding

Differentiate accidental from inflicted fracture patterns using location, age, and associated soft-tissue findings, and name the three findings that should trigger skeletal survey

Distinguish abusive head trauma from accidental and medical mimics by tracing the pathophysiology of each component of the classic triad and explaining why none is pathognomonic

Interpret retinal and neuroimaging findings in terms of biomechanical forces and timing of injury

Sequence the mandated reporting workflow from suspicion through CPS intake, including what must be documented and what must not be promised to a family

Write a CPS report narrative that separates observed facts, quoted statements, and clinical opinion

Describe the anogenital examination sequence for prepubertal and pubertal patients, including positioning, traction technique, and the limits of what can be visualized

Sort anogenital findings into the standard diagnostic categories from normal variants through definitive evidence of trauma, and justify each assignment

Explain the diagnostic significance and legal implications of each sexually transmitted infection detected in a child at different ages

Analyze disclosure dynamics, including delayed, recanted, and gradual disclosure, and connect them to interview timing

Differentiate sexual exploitation modalities, including image-based abuse, online solicitation, and trafficking, by their recognition features and reporting pathways

Apply the structure of a forensic interview to predict which questions are developmentally appropriate at each age

Evaluate the roles and information boundaries of each multidisciplinary team member during a sexual abuse investigation

Compare the clinician's documentation obligations when a child discloses during a medical visit versus during a forensic interview

Compute and interpret weight-for-age, length-for-age, and weight-for-length z-scores to distinguish growth faltering from constitutional small stature

Assemble a staged evaluation of growth faltering that orders laboratory, nutritional, and psychosocial assessments by yield and cost

Construct a decision framework that separates medical neglect from poverty, cultural preference, and caregiver incapacity

Evaluate supervisory neglect scenarios by applying a developmentally calibrated standard of adequate supervision

Categorize psychological maltreatment into its recognized subtypes and match each to observable caregiver behaviors and child outcomes

Apply the diagnostic criteria for factitious disorder imposed on another to a case narrative, distinguishing it from anxiety-driven overmedicalization

Build a differential for repeated unexplained illness that includes genuine disease, caregiver-induced illness, and laboratory or history fabrication

Design a safety plan that addresses the child's removal from the source of harm while preserving engagement with the treating team

Structure expert testimony to present findings as probabilistic rather than conclusive, and rehearse responses to cross-examination challenges on differential diagnosis

Explain how consent, confidentiality, hearsay, and mandatory reporting statutes shape what a clinician may disclose and to whom

Map the roles of CPS, law enforcement, medical, and advocacy partners across the investigation timeline, identifying the handoff points where cases stall

Identify at least three evidence-supported prevention strategies and the population-level mechanism each relies on

Integrate all five domains by resolving mixed-presentation vignettes that combine physical injury, neglect, and disclosure elements

Audit the error log from prior weeks and re-drill only the high-miss concepts to closure

Simulate a timed full-length examination under test-day conditions to calibrate pacing

Rehearse one high-yield summary per domain aloud to verify retrieval without notes