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.

scholarly journals Medical Education Transformation: Lifestyle Medicine in Undergraduate and Graduate Medical Education, Fellowship, and Continuing Medical Education

2021 ◽  
pp. 155982762110066
Author(s):  
Brenda Rea ◽  
Shannon Worthman ◽  
Paulina Shetty ◽  
Megan Alexander ◽  
Jennifer L. Trilk
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Curriculum Reform ◽  
Continuing Medical Education ◽  
Task Force ◽  
Lessons Learned ◽  
Lifestyle Medicine ◽  
Medical Specialties ◽  
Graduate Medical ◽  
Second Tier

A gaping void of adequate lifestyle medicine (LM) training exists across the medical education continuum. The American College of Lifestyle Medicine’s (ACLM’s) undergraduate medical education (UME) Task Force champions the need for widespread integration of LM curriculum in UME by sharing ideas for catalyzing success, lessons learned, and publishing standards and competencies to facilitate curriculum reform. When it comes to graduate medical education and fellowship, the ACLM and American Board of Lifestyle Medicine have made great strides in filling the void, developing both Educational and Experiential Pathways through which physicians may become certified LM Physicians or LM Specialists (LMSs). The Lifestyle Medicine Residency Curriculum meets the Educational Pathway requirements and prepares resident graduates for the LM Physician board certification. LMS is the second tier of LM certification that demonstrates expertise in disease reversal. The LMS Fellowship is an Educational Pathway intent on American Board of Medical Specialties recognition of LM as a new subspecialty in the near future. Finally, continuing medical education and maintenance of certification equip physicians with LM training to support knowledge, application, and certification in LM.

scholarly journals Graduate Medical Education on the Frontlines during the COVID-19 Pandemic in New York City- A Response to Promote Well-being

2021 ◽  
Vol 3 (2) ◽  
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Health Program ◽  
Mental Health Program ◽  
Well Being ◽  
The United States ◽  
Personal Factors ◽  
Graduate Medical

Introduction: The COVID-19 pandemic has driven many health care institutions in the United States beyond their capacity. Physicians-in-training in graduate medical education programs have suffered the strain of providing patient care during this unprecedented time of crisis. The significant prevalence of pre-existing resident and fellow burnout and depression makes the need for action by institutions to support the well-being of residents and fellows even more urgent. We aim to describe innovative adaptations our Office of Graduate Medical Education implemented with the support of institutional leadership as responses to promote the well-being of residents and fellows on the frontlines during the COVID-19 pandemic. Methods: The Office of Graduate Medical Education (GME), in collaboration with the Office of Well-being and Resilience, developed a set of resources and interventions to support trainees during the pandemic based on four major categories: workplace culture, personal factors and health, mental health support, and workplace efficiency and function. Examination of the capacity of existing services and gaps that needed to be filled in the rapidly evolving early days of the COVID pandemic led to a robust growth in resources. For example, the already established Student and Trainee Mental Health program was able to expand and adapt its role to serve trainee needs more effectively. Results: We expanded resources to target trainee well-being across a broad array of domains within a short time frame. With investment in access to the Student and Trainee Mental Health program, utilization increased by 25.7%, with 1,231 more visits in 2020 compared to the number of visits in 2019, prior to the COVID-19 pandemic. The creation of Recharge Rooms had a positive impact on the well-being of health care workers. After a single fifteen-minute experience in the Recharge Room, an average 59.6% reduction in self-reported stress levels was noted by users. Other interventions were noted to be helpful in regular town hall meetings with trainees. Conclusion: Addressing trainee well-being is an essential aspect of a crisis response. The Mount Sinai Health System was able to care for the physical, mental, psychosocial, and safety needs of our trainees thanks to the collaborative effort of a pre-existing institutional well-being program and the GME Office. The ability to implement such a response was enabled by our well-being foundation, which allowed leadership at the highest institutional level and the Office of GME to provide support in response to this unprecedented crisis.

Raising Pediatric Fees

PEDIATRICS ◽  
1959 ◽  
Vol 23 (5) ◽  
pp. 1011-1013
Author(s):  
JAMES L. WILSON
Keyword(s):  
American Academy ◽  
Well Being ◽  
Important Influence ◽  
Good Thing ◽  
Pediatric Practice ◽  
The Public ◽  
American Academy Of Pediatrics ◽  
Modern Development ◽  
Professional Teacher

This letter is written to support the idea that it would be a good thing for the children of this country if pediatricians raised their fees. This bald and mercenary-like statement can be made particularly by me without question of a selfish motive, and I make it only to emphasize certain trends in pediatric practice which I think are not to the advantage of the public or of the pediatricians. Most pediatricians work too hard and see too many patients. I assume the privilege of a confirmed professional teacher of pediatricians with a background approaching 30 years, to "point with pride" and "view with alarm" certain trends in pediatric practice. I believe we can name hardly any more important influence for the well-being of the children in this country than the modern development of the practice of pediatrics as influenced by the American Board of Pediatrics and the American Academy of Pediatrics.

scholarly journals Educating Tomorrow's Cardiac and Thoracic Surgeons in Canada: An Evolving Process

1996 ◽  
Vol 2 (1) ◽  
Author(s):  
David S. Mulder
Keyword(s):  
Medical Education ◽  
Cardiac Surgery ◽  
Thoracic Surgery ◽  
Graduate Medical Education ◽  
Royal College ◽  
General Surgery ◽  
Task Force ◽  
Graduate Medical ◽  
The Past ◽  
Primary Specialty

Societal (1), technological, organizational (2), and educational developments during the past ten years havebrought about increasing pressures for change in the graduate medical education of cardiac and thoracicsurgeons (3). These changes effectively lengthened their training to eight years and created a double standardfor the education of a thoracic surgeon. A task force mandated by the Royal College of Physicians andSurgeons of Canada nucleus committees in both cardiac and thoracic surgery, with the support of theCanadian Society of Cardiovascular and Thoracic Surgeons, addressed these issues and made the followingrecommendations: cardiac surgery and thoracic surgery should each become a primary specialty with its ownnucleus committee. Each specialty would require six years of training, with the possibility of obtainingcertification in both specialties after an additional eighteen months of training. Each specialty could also beentered after the completion of full training in general surgery. In addition, the task force urged thedevelopment of a curriculum to guide educational objectives in each specialty. These changes promise tocreate a flexible, shorter, and more focused program for cardiac and thoracic surgeons in both university andcommunity settings.

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.

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