Editorial PREP Is For You!!!

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.

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Residency Training and Continuing Medical Education in School Health

PEDIATRICS ◽

10.1542/peds.92.3.495 ◽

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.

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CONTINUING MEDICAL EDUCATION FOR PEDIATRICIANS

PEDIATRICS ◽

10.1542/peds.52.1.140 ◽

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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Types of educational and professional tasks used for doctors’ training

Samara Journal of Science ◽

10.17816/snv201874302 ◽

2018 ◽

Vol 7 (4) ◽

pp. 293-299

Author(s):

Svetlana Yurievna Astanina

Keyword(s):

Public Health ◽

Health Care ◽

Medical Education ◽

Molecular Biology ◽

Medical Care ◽

Continuing Medical Education ◽

Educational Needs ◽

Educational Process ◽

Basic Sciences

The paper deals with the problem of the fundamental training of doctors on the basis of solving various groups of educational and professional tasks in continuing medical education. Analysis of various scientists views allowed the authors to determine that the continuity and integrity of education is ensured by continuity in solving educational and professional tasks, formed from professional tasks. Due to the fact that in health care there is a fairly rapid introduction of the basic sciences (molecular biology, biophysics, biochemistry) achievements results into the processes of medical care, the knowledge-intensiveness of labor functions increases, their diversity increases, which leads to an increase in professional tasks. The interrelation of types and classes of educational and professional tasks ensures the continuity of the content of the fundamental training of doctors. Intra-subject relationships are formed between groups of educational and professional tasks (invariant and variable), ensuring the integrity of the content of the biological training of doctors. Division of educational and professional tasks into classes and types allows to systematize the content of fundamental training of doctors in accordance with the actual educational needs of the trained doctors and the requirements of practical public health, which in turn ensures continuity, expressed in the sequence and consistency of the content, forms and methods of the educational process; in the consistency and coherence of training at various stages of medical education.

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THE PEDIATRICIAN AND THE PUBLIC

PEDIATRICS ◽

10.1542/peds.2.2.222 ◽

1948 ◽

Vol 2 (2) ◽

pp. 222-227

Author(s):

PAUL HARPER

Keyword(s):

Medical Education ◽

Child Health ◽

American Academy ◽

Medical Training ◽

Advisory Council ◽

Executive Board ◽

The Public ◽

Medical Centers ◽

American Academy Of Pediatrics ◽

Pediatric Education

The recommendations that federal tax funds be used for the support of pediatric education which were prepared by the Committee for Improvement of Child Health and approved by the Executive Board of the American Academy of Pediatrics are supported with the following reservations: a. The recommendations of the Academy should acknowledge the need to strengthen the entire field of medical education while maintaining the Academy's qualification to speak for the pediatric aspects. b. The recommendations should more clearly emphasize the desirability of extending medical training by an affiliation between outlying hospitals and medical centers. The purpose is more and better training in pediatrics for general practitioners as well as for pediatricians. c. The recommendations should be amended to strengthen the position of the proposed advisory council on medical education and to require that there shall be no interference with academic freedom to develop medical education and to investigate disease.

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EDUCATION

PEDIATRICS ◽

10.1542/peds.15.3.337 ◽

1955 ◽

Vol 15 (3) ◽

pp. 337-338

Author(s):

Russell J. Blattner

Keyword(s):

Medical Education ◽

American Academy ◽

Residency Training ◽

Training Programs ◽

Standard Form ◽

Residency Programs ◽

American Academy Of Pediatrics ◽

Considerable Confusion ◽

Standardize Terminology

BECAUSE of the great variation and considerable confusion in designating the years of training in Intern and Residency Training Programs throughout the country, it was suggested by the Committee on Medical Education of the American Academy of Pediatrics, that a survey be undertaken to determine preference, if any, for a more standard form of nomenclature. Accordingly, an enquiry was sent to the Chiefs of Pediatrics of all hospitals listed in the Residency and Intern Number of the Journal of the A.M.A. (Sept. 26, 1953). The message sent out was: "There is need to standardize terminology used in designatimig the years of training in Intern and Residency Programs.

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CONTINUING MEDICAL EDUCATION THROUGH SELF-EVALUATION

PEDIATRICS ◽

10.1542/peds.45.5.729 ◽

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.

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SUMMARY OF THE ANNUAL BUSINESS MEETING

PEDIATRICS ◽

10.1542/peds.11.2.154 ◽

1953 ◽

Vol 11 (2) ◽

pp. 154-160

Keyword(s):

Medical Education ◽

American Academy ◽

Annual Meeting ◽

Business Meeting ◽

Annual Business ◽

Business Operation ◽

American Academy Of Pediatrics ◽

Executive Secretary

The Annual Business Meeting of the American Academy of Pediatrics was held at the Palmer House, Chicago, at 2:10 p.m., Wednesday, Oct. 22, 1952. Dr. Warren W. Quillian, President of the Academy presided. It was moved, seconded and carried that the reading of the minutes of the last meeting be dispensed with and that they be approved as published. Dr. Lee Forrest Hill was appointed to serve as parliamentarian of the meeting. President Quillian paid tribute to the industry and efforts of the Board, and mentioned the following highlights from the abstracted report of the meeting: A tentative plan for life membership, as proposed by the Committee on Life Membership, was approved by the Board and definite plans will be available to the membership after the semi-annual meeting of the Board in 1953, so that those members 50 years of age and over, who wish to avail themselves of life membership classification, will have that privilege. The Board is thoroughly aware of the inadequacy of pediatric training in internship and discussed this question at length, and went on record as approving the Medical Education Committee's efforts toward making improvements. The report of the Executive Secretary was read by the Executive Secretary, Dr. E. H. Christopherson, as follows: "The American Academy of Pediatrics has just concluded a successful year when judged by standards of business operation; increase in membership; the activity of the officers, state chapters, Academy committees and Liaison Representatives; the success of the meetings and of Pediatrics and our relationships with other organizations.

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