Medical staff have also been suggested as useful sources of information regarding the HRQOL of their pediatric patients ( Feeny et al., 1992). Medical professionals are familiar with the symptoms and functional limitations associated with childhood diseases and illnesses. On the other hand, medical staff do not have first-hand exposure to the child's life in school, relationships with peers, and feelings about their health condition ( Eiser, 1995).
Children spend a great deal of time in school. For this reason, teachers have been suggested as possible sources of information about the HRQOL of children, especially in the domains of intellectual and social functioning ( Eiser, 1995). Teachers have experience with large numbers of children and have the opportunity to observe the child out of the family context. On the other hand, limitations in experience, exposure to children with physical conditions, and/or knowledge regarding the child's condition and treatment may hinder the accuracy of teacher reports. There is clearly much to consider in choosing measures of HRQOL for children and adolescents and in evaluating the information obtained in these studies. Subsequent chapters focus on these issues.
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