Scholarly Activity Training in Pediatric Pulmonology Fellowship Programs

Neonatal-perinatal medicine (NPM) trainees are expressing an increased interest in global health. NPM fellowship programs are tasked with ensuring that interested fellows receive appropriate training and mentorship to participate in the global health arena. Global health engagement during fellowship varies based on a trainee’s experience level, career goals, and academic interests. Some trainees may seek active learning opportunities through clinical rotations abroad whereas others may desire engagement through research or quality improvement partnerships. To accommodate these varying interests, NPM fellows and training programs may choose to explore institutional partnerships, opportunities through national organizations with global collaborators, or domestic opportunities with high-risk populations. During any global health project, the NPM trainee needs robust mentorship from professionals at both their home institution and their partner international site. Trainees intending to use their global health project to fulfill the American Board of Pediatrics (ABP) scholarly activity requirement must also pay particular attention to selecting a project that is feasible during fellowship and also meets ABP criteria for board eligibility. Above all, NPM fellows and training programs should strive to ensure equitable, sustainable, and mutually beneficial collaborations.

Download Full-text

Use of a Structured Template to Facilitate Practice-Based Learning and Improvement Projects

Journal of Graduate Medical Education ◽

10.4300/jgme-d-11-00195.1 ◽

2012 ◽

Vol 4 (2) ◽

pp. 215-219 ◽

Cited By ~ 4

Author(s):

Elizabeth K. McClain ◽

Stewart F. Babbott ◽

Terance T. Tsue ◽

Douglas A. Girod ◽

Debora Clements ◽

...

Keyword(s):

Core Competency ◽

Scholarly Activity ◽

Educational Tool ◽

Residency Programs ◽

Institutional Level ◽

Program Leaders ◽

Process Documentation ◽

Fellowship Programs ◽

Project Characteristics ◽

Program Information

Abstract Background The Accreditation Council for Graduate Medical Education (ACGME) requires residency programs to meet and demonstrate outcomes across 6 competencies. Measuring residents' competency in practice-based learning and improvement (PBLI) is particularly challenging. Purpose We developed an educational tool to meet ACGME requirements for PBLI. The PBLI template helped programs document quality improvement (QI) projects and supported increased scholarly activity surrounding PBLI learning. Methods We reviewed program requirements for 43 residency and fellowship programs and identified specific PBLI requirements for QI activities. We also examined ACGME Program Information Form responses on PBLI core competency questions surrounding QI projects for program sites visited in 2008–2009. Data were integrated by a multidisciplinary committee to develop a peer-protected PBLI template guiding programs through process, documentation, and evaluation of QI projects. All steps were reviewed and approved through our GME Committee structure. Results An electronic template, companion checklist, and evaluation form were developed using identified project characteristics to guide programs through the PBLI process and facilitate documentation and evaluation of the process. During a 24 month period, 27 programs have completed PBLI projects, and 15 have reviewed the template with their education committees, but have not initiated projects using the template. Discussion The development of the tool generated program leaders' support because the tool enhanced the ability to meet program-specific objectives. The peer-protected status of this document for confidentiality and from discovery has been beneficial for program usage. The document aggregates data on PBLI and QI initiatives, offers opportunities to increase scholarship in QI, and meets the ACGME goal of linking measures to outcomes important to meeting accreditation requirements at the program and institutional level.

Download Full-text

Calendar of international pediatric pulmonology and allergology meetings. Prepared by the International Pediatric Respiratory and Allergy Forum (IPRAF)

Pediatric Allergy and Immunology ◽

10.1034/j.1399-3038.2001.012002113.x ◽

2001 ◽

Vol 12 (2) ◽

pp. 113-114

Keyword(s):

International Pediatric ◽

Pediatric Pulmonology

Download Full-text

APA Fellowship Programs

PsycEXTRA Dataset ◽

10.1037/e411102005-019 ◽

1997 ◽

Author(s):

Keyword(s):

Fellowship Programs

Download Full-text

The Association of Pediatric Critical Care Medicine Training Programs with Research Publication Productivity and Employment Outcomes of Their Graduates

Journal of Pediatric Intensive Care ◽

10.1055/s-0040-1721732 ◽

2020 ◽

Author(s):

Sonali Basu ◽

Robin Horak ◽

Murray M. Pollack

Keyword(s):

Critical Care ◽

Intensive Care ◽

Medical School ◽

Training Programs ◽

Fellowship Training ◽

Publication Productivity ◽

Research Publication ◽

Pediatric Critical Care ◽

Publication Success ◽

Fellowship Programs

AbstractOur objective was to associate characteristics of pediatric critical care medicine (PCCM) fellowship training programs with career outcomes of PCCM physicians, including research publication productivity and employment characteristics. This is a descriptive study using publicly available data from 2557 PCCM physicians from the National Provider Index registry. We analyzed data on a systematic sample of 690 PCCM physicians representing 62 fellowship programs. There was substantial diversity in the characteristics of fellowship training programs in terms of fellowship size, intensive care unit (ICU) bed numbers, age of program, location, research rank of affiliated medical school, and academic metrics based on publication productivity of their graduates standardized over time. The clinical and academic attributes of fellowship training programs were associated with publication success and characteristics of their graduates' employment hospital. Programs with greater publication rate per graduate had more ICU beds and were associated with higher ranked medical schools. At the physician level, training program attributes including larger size, older program, and higher academic metrics were associated with graduates with greater publication productivity. There were varied characteristics of current employment hospitals, with graduates from larger, more academic fellowship training programs more likely to work in larger pediatric intensive care units (24 [interquartile range, IQR: 16–35] vs. 19 [IQR: 12–24] beds; p < 0.001), freestanding children's hospitals (52.6 vs. 26.3%; p < 0.001), hospitals with fellowship programs (57.3 vs. 40.3%; p = 0.01), and higher affiliated medical school research ranks (35.5 [IQR: 14–72] vs. 62 [IQR: 32, unranked]; p < 0.001). Large programs with higher academic metrics train physicians with greater publication success (H index 3 [IQR: 1–7] vs. 2 [IQR: 0–6]; p < 0.001) and greater likelihood of working in large academic centers. These associations may guide prospective trainees as they choose training programs that may foster their career values.

Download Full-text