Use of Age Cutoff Policies for Adolescents in Pediatric Practice: Report from the Upper Midwest Regional Physician Survey

PEDIATRICS ◽  
1983 ◽  
Vol 72 (3) ◽  
pp. 420-427
Author(s):  
Michael David Resnick
Keyword(s):  
Task Force ◽  
Adolescent Medicine ◽  
Physician Survey ◽  
Upper Midwest ◽  
Pediatric Practice ◽  
Task Force Report ◽  
American Academy Of Pediatrics ◽  
Pediatric Education ◽  
Age Limits ◽  
Age Range

Increased pediatric participation in the health and medical care of adolescents has been encouraged over the last several years, both through the redefinition of the age range of pediatric practice by the American Academy of Pediatrics, and by the 1978 Task Force Report on Pediatric Education. Whereas the Task Force Report enunciated a framework for pediatric leadership in adolescent medicine, little is known about the extent to which adolescents are actually included in pediatric practice. Based upon the findings of the 1980-1981 Upper Midwest Regional Physician Survey, the use of age "cutoff" policies for adolescents is explored. The various types of such policies are examined, in addition to reasons for their use and non-use, the characteristics of pediatricians who include and exclude adolescents from their practice, exceptions made to adolescent age limits, differential enforcement by patient and physician gender, and anticipated changes in cutoff policies in light of projected demographic changes for infants, children and youth, and physician supply.

Residency Training and Child Abuse

PEDIATRICS ◽  
1989 ◽  
Vol 83 (5) ◽  
pp. 805-806
Author(s):  
CHARLES P. JOHNSON
Keyword(s):  
Child Abuse ◽  
Child Maltreatment ◽  
Continuing Education ◽  
Residency Training ◽  
Task Force ◽  
Adolescent Medicine ◽  
Pediatric Practice ◽  
Pediatric Residency ◽  
Pediatric Education

The special pediatric practice issue of Pediatrics was an appropriate forum for the articles by Dubowitz and Chastain et al and the response by Morrow. In all three commentaries, various aspects of pediatric residency training were discussed, whereas the need for a "supplement" represented the overload of continuing education of the practitioner. Dubowitz suggested that there is a need for additional pediatric residency training in child maltreatment. Chastain et al questioned pediatricians about perceived increases in adolescent medicine skills acquired since the Task Force on Pediatric Education called for more emphasis on adolescent medicine during residency training.

A Survey of Pediatric Resident Training Programs 5 Years After the Task Force Report

PEDIATRICS ◽  
1984 ◽  
Vol 74 (4) ◽  
pp. 523-526 ◽  
Author(s):  
Howard L. Weinberger ◽  
Frank A. Oski
Keyword(s):  
Training Programs ◽  
Task Force ◽  
Resident Training ◽  
Adolescent Medicine ◽  
Pediatric Resident ◽  
Task Force Report ◽  
Pediatric Residency ◽  
Pediatric Education ◽  
Before And After ◽  
New Morbidity

Twenty-nine pediatric residency training programs responded to a survey with detailed descriptions of the scheduled rotations before and after the Report of the Task Force on Pediatric Education. This survey documented some changes in the overall structure of residency programming in that all programs demand 3 years of general pediatric training. Little if any changes were noted in the traditional emphasis on inpatient and neonatal training. Some changes in content area have been noted, namely a modest increase in the experiences in adolescent medicine. The survey failed to demonstrate any trend indicating increased emphasis on training experiences in the "new morbidity."

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.

Final Report of the FOPE II Pediatric Generalists of the Future Workgroup

PEDIATRICS ◽  
2000 ◽  
Vol 106 (Supplement_E1) ◽  
pp. 1199-1223 ◽  
Author(s):  
Laurel Leslie ◽  
Peter Rappo ◽  
Herbert Abelson ◽  
Renee R. Jenkins ◽  
Sydney R. Sewall ◽  
...  
Keyword(s):  
Young Adults ◽  
21St Century ◽  
Task Force ◽  
Care Delivery ◽  
Health Needs ◽  
Adolescents And Young Adults ◽  
Final Report ◽  
Pediatric Practice ◽  
Pediatric Education ◽  
The Future

The Future of Pediatric Education II (FOPE II) Project was a 3-year, grant-funded initiative, which continued the work begun by the 1978 Task Force on the Future of Pediatric Education. Its primary goal was to proactively provide direction for pediatric education for the 21st century. To achieve this goal, 5 topic-specific workgroups were formed: 1) the Pediatric Generalists of the Future Workgroup, 2) the Pediatric Specialists of the Future Workgroup, 3) the Pediatric Workforce Workgroup, 4) the Financing of Pediatric Education Workgroup, and 5) the Education of the Pediatrician Workgroup. The FOPE II Final Report was recently published as a supplement toPediatrics (The Future of Pediatric Education II: organizing pediatric education to meet the needs of infants, children, adolescents, and young adults in the 21st century.Pediatrics. 2000;105(suppl):161–212). It is also available on the project web site at: www.aap.org/profed/fope1.htm This report reflects the deliberations and recommendations of the Pediatric Generalists of the Future Workgroup of the Task Force on FOPE II. The report looks at 5 factors that have led to changes in child health needs and pediatric practice over the last 2 decades. The report then presents a vision for the role and scope of the pediatrician of the future and the core attributes, skills, and competencies pediatricians caring for infants, children, adolescents, and young adults will need in the 21st century. Pediatrics 2000;106(suppl):1199–1223;pediatrics, medical education, children, adolescents, health care delivery.

PRESIDENT'S ADDRESS

PEDIATRICS ◽  
1952 ◽  
Vol 9 (1) ◽  
pp. 1-6
Author(s):  
PAUL W. BEAVEN
Keyword(s):  
American Academy ◽  
Private Practice ◽  
Scientific Literature ◽  
Medical Schools ◽  
Public Welfare ◽  
Atlantic City ◽  
Pediatric Practice ◽  
Major Objective ◽  
American Academy Of Pediatrics ◽  
Pediatric Education

IT IS now, 21 years since the American Academy of Pediatrics was founded. It is not inappropriate at this time to call attention to this significant anniversary of our birth. In June 1930, at Detroit, its organization was completed and officers were elected. A year later, the first annual meeting was held in Atlantic City. It was made clear at that time that pediatricians were now convinced that a society was needed whose principal objective would be not solely to promote social and scientific needs of its members, but which would exist primarily to promote child welfare. The means by which this major objective would be gained would be to raise the standards of pediatric education and pediatric research; to encourage better pediatric training in medical schools and hospitals; to promote scientific contributions to pediatric literature; and to relate the private practice of pediatrics to the larger field of the welfare of all children. The society should cooperate with others whose objectives were similar, but would he the democratic forum for pediatric thought and endeavor. Following is a quotation from the constitution adopted at the first meeting: "The object of the Academy shall be to foster and stimulate interest in pediatrics and correlate all aspects of the work for the welfare of children which properly come within the scope of pediatrics. The Academy shall endeavor to accomplish the following purposes: to maintain the highest possible standards of pediatric education in medical schools and hospitals, in pediatric practice, and in research; ... to maintain the dignity and efficiency of pediatric practice in its relationship to public welfare; to promote publications and encourage contributions to medical and scientific literature pertaining to pediatrics."

AGE LIMITS OF PEDIATRICS

PEDIATRICS ◽  
1972 ◽  
Vol 49 (3) ◽  
pp. 463-463
Author(s):  
M. Harr Jennison ◽  
Allan B. Coleman ◽  
Richard B. Feiertag ◽  
Robert B. Kugel ◽  
William B. Forsyth ◽  
...  
Keyword(s):  
Child Health ◽  
American Academy ◽  
Childhood And Adolescence ◽  
Extensive Review ◽  
Executive Board ◽  
Pediatric Practice ◽  
American Academy Of Pediatrics ◽  
Official Policy ◽  
Growth Development ◽  
Age Limits

In 1938 the American Academy of Pediatrics took formal action and defined the age limits of pediatric practice as follows (Journal of Pediatrics, 13:127 and 13:266, 1938): The practice of pediatrics begins at birth and extends well into adolescence and in most cases it will terminate between the sixteenth and eighteenth year of life. In 1969, the Council on Pediatric Practice asked the Executive Board to up date this statement, and the Executive Board referred it to the Council on Child Health. After extensive review of several statements proposed by the Committee on Youth, the Council on Child Health recommended the following statement, which has been approved by the Executive Committee of the Academy for publication as official policy of the American Academy of Pediatrics. PEDIATRICS The purview of pediatrics includes the growth, development, and health of the child and therefore begins in the period prior to birth when conception is apparent. It continues through childhood and adolescence when the growth and developmental processes are generally completed. The responsibility of pediatrics may therefore begin during pregnancy and usually terminates by 21 years of age.

Questions Improvement!

PEDIATRICS ◽  
1993 ◽  
Vol 92 (2) ◽  
pp. 303-303
Author(s):  
VICTOR C. STRASBURGER
Keyword(s):  
American Academy ◽  
Residency Training ◽  
Training Programs ◽  
Task Force ◽  
Psychosocial Problems ◽  
Good Sense ◽  
Pediatric Residency ◽  
American Academy Of Pediatrics ◽  
Pediatric Education

To the Editor.— Cheers to Dr Wender et al1 for having the good sense to update the survey of pediatricians originally undertaken by the 1978 American Academy of Pediatrics Task Force on Pediatric Education, but their concept of what constitutes "significant improvement" leaves me mystified! In their sample of graduates of pediatric residency training programs since 1984, the following percentages of physicians found their residency training experiences to be insufficient: Care of adolescents, 50.9% Psychosocial problems, 50.1% Interviewing and counseling, 33.3%

The Task Force Report

PEDIATRICS ◽  
1979 ◽  
Vol 63 (6) ◽  
pp. 935-937 ◽  
Author(s):  
Robert J. Haggerty
Keyword(s):  
United States ◽  
Education Research ◽  
Task Force ◽  
Presidential Address ◽  
The United States ◽  
Single Group ◽  
Task Force Report ◽  
Pediatric Society ◽  
Pediatric Education ◽  
The Future

The Future of Pediatric Education,1 a report by a special Task Force under Dr. C. Henry Kempe, has been widely circulated to practitioners and academicians since its publication in the spring of 1978. Dr. Kempe summarized its recommendations in his presidential address to the American Pediatric Society.2 The Task Force consisted of 17 members representing most of the constituent societies responsible for pediatric education, research, and service in the United States. They worked for two years, commissioned two surveys—one of parents and one of 7,000 recent (since 1964) graduates of pediatric residencies— and met with numerous consultants. Of the 11 recommendations, most have resulted in little disagreement, perhaps in part because no single group was forced to change its behavior as a result of the study.

Pediatric Residency Training: Ten Years After the Task Force Report

PEDIATRICS ◽  
1992 ◽  
Vol 90 (6) ◽  
pp. 876-880
Author(s):  
Esther H. Wender ◽  
Polly E. Bijur ◽  
W. Thomas Boyce
Keyword(s):  
Residency Training ◽  
Positive Impact ◽  
Task Force ◽  
Adolescent Medicine ◽  
Training Experience ◽  
Task Force Report ◽  
Pediatric Residency ◽  
Behavioral Pediatrics ◽  
Education Report ◽  
The One

A sample of 3000 pediatricians who had completed their residency training in 1978 or later were surveyed regarding the perception of the adequacy of their residency training in specific aspects of pediatric practice and in a number of subspecialty areas. The survey was almost identical with the one that formed the basis for the American Academy of Pediatrics Task Force on Pediatric Education report in 1978. The results revealed relatively little change in the high rates of perceived "insufficient training" in all the areas of pediatrics described as "underemphasized" in the Task Force report. However, those residents who received their training during the second half of the 10 years since the Task Force survey reported significant improvement in the previously underemphasized areas of developmental and behavioral pediatrics and adolescent medicine. Results also revealed a significant increase in the number of pediatricians who identify either a subspecialty interest or subspecialty practice in developmental or behavioral pediatrics. The increase in pediatric subspecialists and the improved training experience since 1984 indicate that the Task Force report may have had a positive impact on residency training in developmental and behavioral pediatrics.

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