CONTINUING MEDICAL EDUCATION FOR PEDIATRICIANS

PEDIATRICS ◽  
1973 ◽  
Vol 52 (1) ◽  
pp. 140-140
Author(s):  
William Gene Klingberg ◽  
John Bailey ◽  
William Reed Bell ◽  
McLemore Birdsong ◽  
Arthur C. Cherry ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Education ◽  
American Academy ◽  
Continuing Education ◽  
Continuing Medical Education ◽  
American Academy Of Pediatrics ◽  
Legitimate Concern ◽  
Optimal Health

Recognizing the paramout importance of optimal health care for all children as a legitimate concern of pediatricians and of all society, the American Academy of Pediatrics reiterates its long-standing commitment to pediatric education in its broadest sense including undergraduate, graduate, and continuing medical education. Several approaches to assure the quality of such care, such as peer review, evidence of participation in continuing education activities, and recertification have been suggested by a variety of governmental and other nonprofessional agencies. The Academy believes strongly that such undertakings must remain the responsibility of appropriate medical organizations and that the appropriate organization in all affairs related to the health of children is the American Academy of Pediatrics. The Academy desires, therefore, to assist its members in maintaining and improving their expertise and in preparing them to demonstrate their ability to respond to the demands of a changing society. Recognizing that society will require demonstration of expertise and ability to maintain quality of health care, the Academy has assumed the initiative in developing methods for the determination of competency. Vital to the maintenance of such competency is the level of continuing education. The Academy reaffirms its determination to assist the pediatrician in maintaining and demonstrating his competence.

Residency Training and Continuing Medical Education in School Health

PEDIATRICS ◽  
1993 ◽  
Vol 92 (3) ◽  
pp. 495-496
Author(s):  
Keyword(s):  
Medical Education ◽  
American Academy ◽  
Graduate Medical Education ◽  
Continuing Medical Education ◽  
School Health ◽  
Task Force ◽  
Well Being ◽  
Pediatric Practice ◽  
Graduate Medical ◽  
American Academy Of Pediatrics

Children between the ages of 5 and 18 spend a significant amount of their time in school. School health is a vital part of pediatric practice and an important concern for pediatric graduate medical education. There are few substantiated data, however, to suggest that residents entering pediatric practice or academic medicine are exposed to school health in a significant way. Many pediatricians, upon entering practice, find that they are consulted by school systems and parents whose children have problems related to school. Pediatricians find themselves unprepared for this new role and express the need for postgraduate education in school health.1-4 The American Academy of Pediatrics Task Force on Pediatric Education5 and the most recent report from the Pediatric Residency Review Committee have both underscored the appropriateness and importance of education in school health as an important part of the residency curriculum.6 The American Academy of Pediatrics believes that education in school health should be an important part of graduate medical education for pediatric residents and of continuing medical education for practicing pediatricians. Many advances in pediatrics that affect the well-being of the child relate directly to the school setting. Increased attention to federal legislation (Section 504 of PL 93-112, the Rehabilitation Act of 1973; parts B and H of PL 102-119, the Individuals with Disabilities Education Act), health education including education about the prevention of drug and alcohol abuse and acquired immunodeficiency syndrome, new approaches to screening and health services in the schools, immunization requirements, physical fitness, and knowledge about the school environment—all are important aspects of school health and areas in which many residents and/or pediatricians have had little or no training or experience.

Currency, Competency, and Credibility: New Directions for Pediatric Continuing Education

PEDIATRICS ◽  
1986 ◽  
Vol 78 (2) ◽  
pp. 369-369
Author(s):  
MARTIN H. SMITH
Keyword(s):  
American Academy ◽  
Continuing Education ◽  
Educational Needs ◽  
Educational Programs ◽  
Department Of Education ◽  
Pediatric Care ◽  
Search Committee ◽  
American Academy Of Pediatrics ◽  
New Directions

One of the historic cornerstones of the American Academy of Pediatrics has been the development of educational programs designed to assure the highest quality of pediatric care. Although our commitment to this goal remains unwavering, changes in the manner in which pediatric care is—and will be—rendered demand that we constantly look for new and better ways to satisfy the educational needs of the membership. Toward that end, the Academy recently has embarked on a nationwide search for a director of the Department of Education at the Academy's Elk Grove Village, IL, headquarters. A search committee comprised of Blair E. Batson, MD, Floyd W. Denny, Jr, MD, and Doris A. Howell, MD, has been appointed to pursue this effort.

Editorial PREP Is For You!!!

1980 ◽  
Vol 1 (7) ◽  
pp. 195-195
Author(s):  
NED W. SMULL
Keyword(s):  
Medical Education ◽  
American Academy ◽  
Continuing Medical Education ◽  
Half Life ◽  
Educational Process ◽  
Sense Of Purpose ◽  
American Academy Of Pediatrics ◽  
Historic Landmark

A half life for the first year's curriculum will have passed as you read this commentary. Since thoughtful communication is fundamental to education, re-enforcement for the purposes of PREP seems most appropriate at this time. The American Academy of Pediatrics in active cooperation and coordination with the American Board of Pediatrics has embarked upon a historic landmark in continuing medical education. While this may sound like a global term to some, I can assure you that PREP has been developed with the pediatric practitioner in mind. PREP is, indeed, designed for you!!! The purpose of this discussion is not to dwell on the recertification issus—understandably sensitive and I would emphasize voluntary—but to try to communicate a realistic sense of purpose of why we feel this educational process is important.

scholarly journals Continuing Medical Education

1987 ◽  
Vol 11 (2) ◽  
pp. 38-42 ◽  
Author(s):  
Peter Brook ◽  
Richard Wakeford
Keyword(s):  
Medical Education ◽  
Quality Of Care ◽  
Continuing Education ◽  
Health Professionals ◽  
Continuing Medical Education ◽  
Research Literature ◽  
General Interest ◽  
Positive Effects ◽  
The Subject

Despite some general interest in the development and evaluation of continuing education for health professionals, the voluminous research literature on the subject is unfortunately equivocal as to exactly what approaches work and in which situations. In 1977, Bertram and Brookes-Bertram reviewed 113 studies of continuing medical education (CME): they found that three out of the eight studies which they judged as acceptably designed showed persistent positive effects. More recently, of six studies which examined the effect of CME upon the quality of care, half reported positive effects and half reported no effect, although all the studies demonstrated cognitive improvements.

CONTINUING MEDICAL EDUCATION THROUGH SELF-EVALUATION

PEDIATRICS ◽  
1970 ◽  
Vol 45 (5) ◽  
pp. 729-731
Author(s):  
C. W. Daeschner ◽  
Gerald E. Hughes
Keyword(s):  
Medical Education ◽  
Continuing Education ◽  
Continuing Medical Education ◽  
American Psychiatric Association ◽  
Educational Opportunity ◽  
Postgraduate Education ◽  
Self Evaluation ◽  
American Academy Of Pediatrics ◽  
American Society ◽  
American Society Of Anesthesiologists

In the late spring of 1970 the American Academy of Pediatrics will offer to its Fellows (and to interested nonmembers) a new continuing educational opportunity. Similar programs have been developed by other specialty societies for their members (American College of Physicians, American Psychiatric Association, and American Society of Anesthesiologists). Parenthetically, it should be explained that the more familiar term, postgraduate education, is now generally reserved for house staff-oriented, hospital-based programs, while continuing medical education is the preferred term for educational offerings directed to the practitioner. Behind a broad resurgence of interest in the continuing education of the practitioner lies a growing body of criticism from professional and lay groups.

Sign in / Sign up

Export Citation Format

Share Document