Pediatric Psychologists and Child Psychiatrists: Birds of a Different Feather

PEDIATRICS ◽  
1981 ◽  
Vol 68 (1) ◽  
pp. 142-143
Author(s):  
Glen P. Aylward
Keyword(s):  
Residency Program ◽  
Child Psychiatrist ◽  
Pediatric Practice ◽  
Residency Programs ◽  
Developmental Problems ◽  
Pediatric Residency ◽  
General Impression ◽  
Child Psychiatrists

Pierog and Hill's letter1 underscores the value of involving a pediatric psychologist in a pediatric residency program. Although I agree with their cònclusions, I feel that their apparent emphasis on substituting a pediatric psychologist for a child psychiatrist may leave the wrong general impression. I would therefore like to suggest why pediatric psychologists, on their own merit, should be involved in pediatric residency programs. As these authors state, in addition to physical ailments, a pediatric practice typically includes behavioral, social, and developmental problems.

THE RELATIONSHIP BETWEEN PSYCHIATRY AND PEDIATRICS: A DISPUTATIOUS VIEW

PEDIATRICS ◽  
1967 ◽  
Vol 39 (5) ◽  
pp. 645-647
Author(s):  
LEON EISENBERG
Keyword(s):  
Child Development ◽  
The State ◽  
Medical Psychology ◽  
Child Psychiatrist ◽  
Potential Contribution ◽  
Developmental Research ◽  
Pediatric Practice ◽  
The Relationship ◽  
Child Psychiatrists

THE Aldrich Award Address by Dr. Julius Richmond in this issue requires careful reading. Within its sober, low-keyed assessment of the state of developmental research in pediatrics is a perceptive critique of the present and an exciting preview of a possible future. Writing as a pediatrician, Dr. Richmond chides, but only gently, my psychiatric colleagues and indicates, but only modestly, the potential contribution of pediatrics. As a child psychiatrist not under (or at least not admitting to) such restraints, I feel freer to comment on certain aspects of the relationship between the two specialties. Child psychiatrists cite the importance of knowledge of child development for fully effective pediatric practice, bemoan the grossly inadequate training in medical psychology presently afforded pediatric house officers, had decry the unsympathetic reception they have receive from pediatrics faculties when they have ample justification.

scholarly journals Education in Professionalism: Results from a Survey of Pediatric Residency Program Directors

2012 ◽  
Vol 4 (1) ◽  
pp. 101-105 ◽  
Author(s):  
Jennifer C. Kesselheim ◽  
Theodore C. Sectish ◽  
Steven Joffe
Keyword(s):  
Residency Program ◽  
Educational Experiences ◽  
Core Competency ◽  
Program Directors ◽  
Residency Programs ◽  
Pediatric Residency ◽  
Written Curriculum ◽  
Residency Program Directors ◽  
Assessment Strategies ◽  
Published Research

Abstract Background The Accreditation Council for Graduate Medical Education (ACGME) requires pediatric residency programs to teach professionalism but does not provide concrete guidance for fulfilling these requirements. Individual programs, therefore, adopt their own methods for teaching and evaluating professionalism, and published research demonstrating how to satisfy the ACGME professionalism requirement is lacking. Methods We surveyed pediatric residency program directors in 2008 to explore the establishment of expectations for professional conduct, the educational experiences used to foster learning in professionalism, and the evaluation of professionalism. Results Surveys were completed by 96 of 189 program directors (51%). A majority reported that new interns attend a session during which expectations for professionalism are conveyed, either verbally (93%) or in writing (65%). However, most program directors reported that “None or Few” of their residents engaged in multiple educational experiences that could foster learning in professionalism. Despite the identification of professionalism as a core competency, a minority (28%) of programs had a written curriculum in ethics or professionalism. When evaluating professionalism, the most frequently used assessment strategies were rated as “very useful” by only a modest proportion (26%–54%) of respondents. Conclusions Few programs have written curricula in professionalism, and opportunities for experiential learning in professionalism may be limited. In addition, program directors express only moderate satisfaction with current strategies for evaluating professionalism that were available through 2008.

The Telephone Syndrome

PEDIATRICS ◽  
1979 ◽  
Vol 64 (5) ◽  
pp. 696-697
Author(s):  
Margaret C. Heagarty
Keyword(s):  
Health Care ◽  
Umbilical Cord ◽  
Health Professionals ◽  
Health Care Research ◽  
Pediatric Practice ◽  
Residency Programs ◽  
The Past ◽  
Pediatric Residency ◽  
The Subject ◽  
Young Physicians

Over the past ten years the telephone, that ubiquitous instrument of modern communication, has been the subject of several health care research studies. Perhaps because pediatricians, of all health professionals, are most closely bound by Ma Bell's umbilical cord, most of these studies have focused upon the use of the telephone in pediatric practice. The work of Levy et al1 and Strasser et al2 in this issue of Pediatrics represents examples of the continuing interest of health care researchers in this topic. On the basis of this as well as previous research at least one generalization can be made. Conventional pediatric residency programs do not seem to provide young physicians with adequate training and necessary experience to use the telephone effectively or perhaps even safely.

Primary Care Pediatricians

PEDIATRICS ◽  
1994 ◽  
Vol 93 (2) ◽  
pp. 343-343
Author(s):  
Anthony P. DeSpirito ◽  
Sarah E. Brotherton
Keyword(s):  
Primary Care ◽  
American Academy ◽  
Board Of Directors ◽  
Pediatric Practice ◽  
Residency Programs ◽  
Pediatric Residency ◽  
American Academy Of Pediatrics ◽  
The Board Of Directors ◽  
Primary Care Pediatricians ◽  
Primacy Care

Lately, the relatively low proportion of physicians who practice primacy care medicine has concerned many, yet exact figures are lacking, given the variation in the methods used for calculation. To this end, we recently surveyed US pediatric residency programs about their residents who finished training in 1992. This was accomplished through the aid of many of the program directors and of members of the Board of Directors of the American Academy of Pediatrics. Through our correspondence, 60% of the programs provided the following information: approximately 55% of graduating residents were planning to enter pediatric practice directly and 42% were planning to enter a subspecialty fellowship.

scholarly journals Utilizing Quality Improvement Methods to Improve Patient Care Outcomes in a Pediatric Residency Program

2009 ◽  
Vol 1 (2) ◽  
pp. 299-303 ◽  
Author(s):  
Ralitsa B. Akins ◽  
Gilbert A. Handal
Keyword(s):  
Quality Improvement ◽  
Patient Care ◽  
Residency Program ◽  
Improve Patient Care ◽  
Resident Training ◽  
Lessons Learned ◽  
Residency Programs ◽  
Pediatric Residency ◽  
Care Outcomes ◽  
Improve Patient

Abstract Objective Although there is an expectation for outcomes-oriented training in residency programs, the reality is that few guidelines and examples exist as to how to provide this type of education and training. We aimed to improve patient care outcomes in our pediatric residency program by using quality improvement (QI) methods, tools, and approaches. Methods A series of QI projects were implemented over a 3-year period in a pediatric residency program to improve patient care outcomes and teach the residents how to use QI methods, tools, and approaches. Residents experienced practice-based learning and systems-based assessment through group projects and review of their own patient outcomes. Resident QI experiences were reviewed quarterly by the program director and were a mandatory part of resident training portfolios. Results Using QI methodology, we were able to improve management of children with obesity, to achieve high compliance with the national patient safety goals, improve the pediatric hotline service, and implement better patient flow in resident continuity clinic. Conclusion Based on our experiences, we conclude that to successfully implement QI projects in residency programs, QI techniques must be formally taught, the opportunities for resident participation must be multiple and diverse, and QI outcomes should be incorporated in resident training and assessment so that they experience the benefits of the QI intervention. The lessons learned from our experiences, as well as the projects we describe, can be easily deployed and implemented in other residency programs.

Child Neurology Education for Pediatric Residents:

2016 ◽  
Vol 32 (3) ◽  
pp. 293-300 ◽  
Author(s):  
Dara V. F. Albert ◽  
Anup D. Patel ◽  
Maria Behnam-Terneus ◽  
Beatriz Cunill-De Sautu ◽  
Nicole Verbeck ◽  
...  
Keyword(s):  
Further Education ◽  
Child Neurology ◽  
Pediatric Practice ◽  
Case Scenario ◽  
Pediatric Residents ◽  
Residency Programs ◽  
Current State ◽  
Pediatric Residency ◽  
Recent Graduates ◽  
Degree Of Confidence

The aim of this study was to evaluate whether the current state of child neurology education during pediatric residency provides adequate preparation for pediatric practice. A survey was sent to recent graduates from 3 pediatric residency programs to assess graduate experience, perceived level of competence, and desire for further education in child neurology. Responses from generalists versus subspecialists were compared. The response rate was 32%, half in general pediatric practice. Only 22% feel very confident in approaching patients with neurologic problems. This may represent the best-case scenario as graduates from these programs had required neurology experiences, whereas review of Accreditation Council of Graduate Medical Education–accredited residency curricula revealed that the majority of residencies do not. Pediatric neurologic problems are common, and pediatric residency graduates do encounter such problems in practice. The majority of pediatricians report some degree of confidence; however, some clear areas for improvement are apparent.

scholarly journals Guiding Residency Program Educational Goals Using Institutional Keyword Reports from the Ophthalmic Knowledge Assessment Program Examination

2020 ◽  
Vol 12 (02) ◽  
pp. e234-e238
Author(s):  
Isdin Oke ◽  
Steven D. Ness ◽  
Jean E. Ramsey ◽  
Nicole H. Siegel ◽  
Crandall E. Peeler
Keyword(s):  
Residency Program ◽  
High Variability ◽  
Knowledge Assessment ◽  
Data Driven ◽  
Educational Goals ◽  
Residency Programs ◽  
Percent Correct ◽  
Self Evaluation ◽  
Assessment Program ◽  
Significant Difference

Abstract Introduction Residency programs receive an institutional keyword report following the annual Ophthalmic Knowledge Assessment Program (OKAP) examination containing the raw number of incorrectly answered questions. Programs would benefit from a method to compare relative performance between subspecialty sections. We propose a technique of normalizing the keyword report to determine relative subspecialty strengths and weaknesses in trainee performance. Methods We retrospectively reviewed our institutional keyword reports from 2017 to 2019. We normalized the percentage of correctly answered questions for each postgraduate year (PGY) level by dividing the percent of correctly answered questions for each subspecialty by the percent correct across all subsections for that PGY level. We repeated this calculation for each PGY level in each subsection for each calendar year of analysis. Results There was a statistically significant difference in mean performance between the subspecialty sections (p = 0.038). We found above average performance in the Uveitis and Ocular Inflammation section (95% confidence interval [CI]: 1.02–1.18) and high variability of performance in the Clinical Optics section (95% CI: 0.76–1.34). Discussion The OKAP institutional keyword reports are extremely valuable for residency program self-evaluation. Performance normalized for PGY level and test year can reveal insightful trends into the relative strengths and weaknesses of trainee knowledge and guide data-driven curriculum improvement.

scholarly journals Teaching Ethics and Professionalism: A National Survey of Ophthalmology Residency Program Directors

2021 ◽  
Vol 13 (01) ◽  
pp. e88-e94
Author(s):  
Alyssa M. Kretz ◽  
Jennifer E. deSante-Bertkau ◽  
Michael V. Boland ◽  
Xinxing Guo ◽  
Megan E. Collins
Keyword(s):  
Residency Program ◽  
Online Survey ◽  
Optimal Strategies ◽  
Program Directors ◽  
Global Evaluation ◽  
Teaching Ethics ◽  
Residency Programs ◽  
Unprofessional Behavior ◽  
Residency Program Directors ◽  
Trainee Competence

Abstract Background While ethics and professionalism are important components of graduate medical education, there is limited data about how ethics and professionalism curricula are taught or assessed in ophthalmology residency programs. Objective This study aimed to determine how U.S. ophthalmology residency programs teach and assess ethics and professionalism and explore trainee preparedness in these areas. Methods Directors from accredited U.S. ophthalmology residency programs completed an online survey about components of programs' ethics and professionalism teaching curricula, strategies for assessing competence, and trainee preparedness in these areas. Results Directors from 55 of 116 programs (46%) responded. The most common ethics and professionalism topics taught were informed consent (38/49, 78%) and risk management and litigation (38/49, 78%), respectively; most programs assessed trainee competence via 360-degree global evaluation (36/48, 75%). While most (46/48, 95%) respondents reported that their trainees were well or very well prepared at the time of graduation, 15 of 48 (31%) had prohibited a trainee from graduating or required remediation prior to graduation due to unethical or unprofessional conduct. Nearly every program (37/48, 98%) thought that it was very important to dedicate curricular time to teaching ethics and professionalism. Overall, 16 of 48 respondents (33%) felt that the time spent teaching these topics was too little. Conclusion Ophthalmology residency program directors recognized the importance of an ethics and professionalism curriculum. However, there was marked variation in teaching and assessment methods. Additional work is necessary to identify optimal strategies for teaching and assessing competence in these areas. In addition, a substantial number of trainees were prohibited from graduating or required remediation due to ethics and professionalism issues, suggesting an impact of unethical and unprofessional behavior on resident attrition.

scholarly journals Validation of an informatics tool to assess resident’s progress in developing reporting skills

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Facundo N. Diaz ◽  
Marina Ulla
Keyword(s):  
Communication Skills ◽  
Residency Program ◽  
Preliminary Report ◽  
Objective Assessment ◽  
Final Report ◽  
Residency Programs ◽  
Case Based Learning ◽  
Radiology Residency ◽  
Clinically Significant ◽  
Diagnostic Capabilities

Abstract Background Diagnostic radiology residency programs pursuits as main objectives of the development of diagnostic capabilities and written communication skills to answer clinicians’ questions of referring clinicians. There has been also an increasing focus on competencies, rather than just education inputs. Then, to show ongoing professional development is necessary for a system to assess and document resident’s competence in these areas. Therefore, we propose the implementation of an informatics tool to objectively assess resident’s progress in developing diagnostics and reporting skills. We expect to found decreased preliminary report-final report variability within the course of each year of the residency program. Results We analyzed 12,162 evaluations from 32 residents (8 residents per year in a 4-year residency program) in a 7-month period. 73.96% of these evaluations belong to 2nd-year residents. We chose two indicators to study the evolution of evaluations: the total of discrepancies over the total of preliminary reports (excluding score 0) and the total of likely to be clinically significant discrepancies (scores 2b, 3b, and 4b) over the total of preliminary reports (excluding score 0). With the analysis of these two indicators over the evaluations of 2nd-year residents, we found a slight decrease in the value of the first indicator and relative stable behavior of the second one. Conclusions This tool is useful for objective assessment of reporting skill of radiology residents. It can provide an opportunity for continuing medical education with case-based learning from those cases with clinically significant discrepancies between the preliminary and the final report.

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