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.

Questions Improvement!

PEDIATRICS ◽  
1993 ◽  
Vol 92 (2) ◽  
pp. 303-304
Author(s):  
ESTHER H. WENDER
Keyword(s):  
Residency Training ◽  
Recent Article ◽  
Task Force ◽  
Adolescent Medicine ◽  
Psychosocial Issues ◽  
Task Force Report ◽  
Pediatric Residency ◽  
The Right

In Reply.— Dr Strasburger is correct to be appalled at the continuing high rates of perceived inadequacy of pediatric residency training in psychosocial issues and in adolescent medicine, as was documented in our recent article.1 But our study did reveal that there has been movement in the right direction during the 10 years of pediatric training since the Task Force report, especially in the five most recent years of training. Our figures showed, for example, that in 1978, when pediatricians were surveyed for the Task Force report, 66% felt that their training in adolescent medicine was insufficient.

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."

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.

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%

scholarly journals Using a 360-degree assessment of pediatric residency training: experience at Prince of Songkla University, Thailand

2014 ◽  
Vol 8 (1) ◽  
pp. 105-110
Author(s):  
Somchit Jaruratanasirikul ◽  
Wassana Khotchasing
Keyword(s):  
Medical Students ◽  
Residency Training ◽  
Staff Nurses ◽  
Average Score ◽  
Training Experience ◽  
Pediatric Residents ◽  
Pediatric Residency ◽  
Prince Of Songkla University ◽  
The Mean ◽  
Attending Physicians

Abstract Background: The Department of Pediatrics, Prince of Songkla University (PSU) with 7-10 pediatric residents per year has implied a 360-degree evaluating instrument for residency training since 2007. Objective: We determined the competency ratings of pediatric residents during their training. Methods: During 2007-2011, 23 pediatric residents finished the pediatric residency program. At each ward rotation, each pediatric resident was rated for competency skills by four different categories of raters: attending staff, nurses, medical students, and the patients’ parents. The average score of each competency given by each category of raters was calculated, and was compared to scores of multiple-choice questions (MCQ) and constructed response questions (CRQ) of Thai Board of Pediatric Examination. Results: The mean overall scores of each resident rated by the attending staff, nurses, medical students, and patients’ parents increased with year of residency training. The mean overall scores of each resident rated by attending physicians were positively correlated with the MCQ (r = 0.42, p = 0.04) and CRQ (r = 0.71, p < 0.001) scores of the Thai Board of Pediatrics Examination. Conclusion: The 360-degree assessments with ratings by attending physicians during the pediatric training are reliable for assessment the medical knowledge of the residents.

Challenge of Pediatric Education

PEDIATRICS ◽  
1983 ◽  
Vol 71 (3) ◽  
pp. 442-443 ◽  
Author(s):  
JOSEPH W. ST. GEME
Keyword(s):  
Data Base ◽  
Residency Training ◽  
Practice Patterns ◽  
Task Force ◽  
Pediatric Practice ◽  
Professional Discipline ◽  
Pediatric Residency ◽  
Pediatric Education

The paper by Starfield1 is provocative and discomforting to all pediatricians whether clinician-practioner or academician-educator. She issues a keen challenge to us, and that is healthy for any professional discipline, certainly for a specialty discipline characterized by optimism and resilience. The data base for Starfield's analysis of pediatric practice is limited by confinement to the conclusion of an era of more abbreviated or traditional subspecialty-oriented graduate pediatric training. She reflects about the practice patterns of pediatricians who were trained before the seminal deliberations and conclusions of the Task Force on Pediatric Education.2 The Task Force and the certifying and accrediting arms of American pediatrics initiated sweeping changes in the philosophy and structure of pediatric residency training.

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