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Journal articles on the topic 'Pediatrics, education'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Levy, R., M. Van Den Heuvel, T. Martimianakis, A. Atkinson, L. Ford-Jones, and M. Shouldice. "Social Pediatrics Education in Pediatric Residency Training." Paediatrics & Child Health 17, suppl_A (June 2012): 29A. http://dx.doi.org/10.1093/pch/17.suppl_a.29aa.

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2

Kordulová, Pavla. "Nursing education in pediatrics." Pediatrie pro praxi 18, no. 6 (December 1, 2017): 383–86. http://dx.doi.org/10.36290/ped.2017.076.

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Aldana, Philipp R., and Paul Steinbok. "Prioritizing neurosurgical education for pediatricians: results of a survey of pediatric neurosurgeons." Journal of Neurosurgery: Pediatrics 4, no. 4 (October 2009): 309–16. http://dx.doi.org/10.3171/2009.4.peds0945.

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Object Pediatricians play a vital role in the diagnosis and initial treatment of children with pediatric neurosurgical disease. Exposure of pediatrics residents to neurosurgical diseases during training is inconsistent and is usually quite limited. After residency, opportunities for pediatricians' education on neurosurgical topics are few and fall mainly on pediatric neurosurgeons. The American Association of Neurological Surgery/Congress of Neurological Surgeons Joint Section on Pediatric Neurological Surgery Committee on Education undertook a survey of practicing pediatric neurosurgeons to determine whether focused education of practicing pediatricians might lead to better patient outcomes for children with a sampling of common pediatric neurosurgical conditions. Methods An Internet-based 40-item survey was administered to practicing pediatric neurosurgeons from the US and Canada identified from the roster of the American Association of Neurological Surgeons/Congress of Neurological Surgeons Joint Section of Pediatric Neurological Surgery. Survey topics included craniosynostosis and plagiocephaly, occult spinal dysraphism and tethered cord, hydrocephalus and endoscopic third ventriculostomy, Chiari malformation Type I, mild or minor head injury, spastic cerebral palsy, and brain tumors. Most questions pertained to diagnosis, initial medical treatment, and referral. Results One hundred three (38%) of the 273 practicing pediatric neurosurgeons completed the survey. Two-thirds of the respondents had completed a pediatric neurosurgery fellowship, and two-thirds were in academic practice. Eighty-two percent of the respondents agreed that the care of pediatric neurosurgical patients could be improved with further education of pediatricians. In the opinion of the respondents, the 3 disease topics in greatest need of educational effort were craniosynostosis and plagiocephaly, occult spinal dysraphism and tethered cord, and hydrocephalus. Head injury and spasticity were given the lowest priorities. Conclusions This survey identified what practicing pediatric neurosurgeons perceive to be the most important knowledge deficits of their colleagues in pediatrics. These perceptions may not necessarily be congruent with the perceptions of practicing pediatricians themselves; nevertheless, the data from this survey may serve to inform conversations between neurosurgeons and planners of continuing medical education for pediatricians, pediatrics residency program directors, and medical school pediatrics faculty.

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Nader, Philip R., Jeffrey Kaczorowski, Sarah Benioff, Thomas Tonniges, Donald Schwarz, and Judith Palfrey. "Education for Community Pediatrics." Clinical Pediatrics 43, no. 6 (July 2004): 505–21. http://dx.doi.org/10.1177/000992280404300602.

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Bhatt-Mehta, Varsha, Marcia L. Buck, Allison M. Chung, Elizabeth Anne Farrington, Tracy M. Hagemann, David S. Hoff, Joseph M. LaRochelle, et al. "Recommendations for Meeting the Pediatric Patient's Need for a Clinical Pharmacist: A Joint Opinion of the Pediatrics Practice and Research Network of the American College of Clinical Pharmacy and the Pediatric Pharmacy Advocacy Group." Journal of Pediatric Pharmacology and Therapeutics 17, no. 3 (December 1, 2012): 281–91. http://dx.doi.org/10.5863/1551-6776-17.3.281.

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Children warrant access to care from clinical pharmacists trained in pediatrics. The American College of Clinical Pharmacy Pediatrics Practice and Research Network (ACCP Pediatrics PRN) released an opinion paper in 2005 with recommendations for improving the quality and quantity of pediatric pharmacy education in colleges of pharmacy, residency programs, and fellowships. While progress has been made in increasing the availability of pediatric residencies, there is still much to be done to meet the direct care needs of pediatric patients. The purpose of this Joint Opinion paper is to outline strategies and recommendations for expanding the quality and capacity of pediatric clinical pharmacy practitioners by 1) elevating the minimum expectations for pharmacists entering practice to provide pediatric care; 2) standardizing pediatric pharmacy education; 3) expanding the current number of pediatric clinical pharmacists; and 4) creating an infrastructure for development of pediatric clinical pharmacists and clinical scientists. These recommendations may be used to provide both a conceptual framework and action items for schools of pharmacy, health care systems, and policymakers to work together to increase the quality and quantity of pediatric training, practice, or research initiatives.

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Reilly, M. "(A231) Deficiencies in the Preparedness of Emergency Medical Services Providers for Terrorist Incidents Involving Children." Prehospital and Disaster Medicine 26, S1 (May 2011): s63. http://dx.doi.org/10.1017/s1049023x11002172.

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IntroductionRecent studies have discussed major deficiencies in the preparedness of emergency medical services (EMS) providers to effectively respond to disasters, terrorism and other public health emergencies. Lack of funding, lack of national uniformity of systems and oversight, and lack of necessary education and training have all been cited as reasons for the inadequate emergency medical preparedness in the United States.MethodsA nationally representative sample of over 285,000 emergency medical technicians (EMTs) and Paramedics in the United States was surveyed to assess whether they had received training in pediatric considerations for blast and radiological incidents, as part of their initial provider education or in continuing medical education (CME) within the previous 24 months. Providers were also surveyed on their level of comfort in responding to and potentially treating pediatric victims of these events. Independent variables were entered into a multivariate model and those identified as statistically significant predictors of comfort were further analyzed.ResultsVery few variables in our model caused a statistically significant increase in comfort with events involving children in this sample. Pediatric considerations for blast or radiological events represented the lowest levels of comfort in all respondents. Greater than 70% of respondents reported no training as part of their initial provider education in considerations for pediatrics following blast events. Over 80% of respondents reported no training in considerations for pediatrics following events associated with radiation or radioactivity. 88% of respondents stated they were not comfortable with responding to or treating pediatric victims of a radiological incident.ConclusionsOut study validates our a priori hypothesis and several previous studies that suggest deficiencies in preparedness as they relate to special populations - specifically pediatrics. Increased education for EMS providers on the considerations of special populations during disasters and acts of terrorism, especially pediatrics, is essential in order to reduce pediatric-related morbidity and mortality following a disaster, act of terrorism or public health emergency.

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Dhari, Ranjit, Maura MacPhee, and Matthew Pixton. "Social pediatrics in a baccalaureate nursing curriculum." Journal of Nursing Education and Practice 11, no. 7 (March 18, 2021): 32. http://dx.doi.org/10.5430/jnep.v11n7p32.

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This paper describes the use of social pediatrics in one baccalaureate nursing curriculum. Social pediatrics is a conceptual model that considers health as physical health and the social determinants of health. Social pediatrics focuses on community-based primary healthcare services for at-risk children and their families. The social pediatrics model is used by community early childhood education StrongStart sites in one Canadian province; these sites are collaborations between early childhood educators and public health nursing teams for children from infancy through five years of age. Acute care clinical placements are becoming too complex and limited in number to accommodate large undergraduate nursing cohorts. Our undergraduate nursing program recently shifted acute care pediatric placements to StrongStart sites, combining community pediatric and public health nursing learning objectives and learning activities that foreground social pediatrics. The acute care component of pediatric nursing includes classroom theory, clinical laboratory and virtual simulations. This paper describes social pediatrics integration within our undergraduate curriculum between 2018-2019; and a qualitative evaluation of our social pediatrics approach in 2019-2020. We used content analysis to identify common themes from interviews with key actors, including students’ clinical instructors, StrongStart sites’ early childhood educators and managers, and public health nurse managers affiliated with StrongStart sites. Common themes were related to social pediatrics learning opportunities and drawbacks; social pediatrics knowledge, skills and attitudes; and recommendations for curriculum enhancement.

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Olson, C. A., J. Stoddard, and G. DeMuri. "A community pediatrics/public health rotation for pediatric residents." Academic Medicine 73, no. 5 (May 1998): 598–9. http://dx.doi.org/10.1097/00001888-199805000-00068.

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Boyer, Debra, Josh Gagne, and Jennifer C. Kesselheim. "Defining Service and Education in Pediatrics." Clinical Pediatrics 56, no. 13 (December 26, 2016): 1193–200. http://dx.doi.org/10.1177/0009922816684604.

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Program directors (PDs) and trainees are often queried regarding the balance of service and education during pediatric residency training. We aimed to use qualitative methods to learn how pediatric residents and PDs define service and education and to identify activities that exemplify these concepts. Focus groups of pediatric residents and PDs were performed and the data qualitatively analyzed. Thematic analysis revealed 4 themes from focus group data: (1) misalignment of the perceived definition of service; (2) agreement about the definition of education; (3) overlapping perceptions of the value of service to training; and (4) additional suggestions for improved integration of education and service. Pediatric residents hold positive definitions of service and believe that service adds value to their education. Importantly, the discovery of heterogeneous definitions of service between pediatric residents and PDs warrants further investigation and may have ramifications for Accreditation Council for Graduate Medical Education and those responsible for residency curricula.

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Lopreiato, Joseph O., and Taylor Sawyer. "Simulation-Based Medical Education in Pediatrics." Academic Pediatrics 15, no. 2 (March 2015): 134–42. http://dx.doi.org/10.1016/j.acap.2014.10.010.

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D'Sa, Viren A., and Pamela C. High. "Resident Education in Developmental-Behavioral Pediatrics." Journal of Developmental & Behavioral Pediatrics 27, no. 5 (October 2006): 445–46. http://dx.doi.org/10.1097/00004703-200610000-00066.

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Kuo, Alice A., Rashmi Shetgiri, Alma D. Guerrero, Patricia M. Barreto, Victor H. Perez, Karen Fond, and Wendelin Slusser. "A Public Health Approach to Pediatric Residency Education: Responding to Social Determinants of Health." Journal of Graduate Medical Education 3, no. 2 (June 1, 2011): 217–23. http://dx.doi.org/10.4300/jgme-d-10-00150.1.

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Abstract Objective To evaluate the impact of a public health approach to pediatric residency education on learner knowledge, skills, attitudes, beliefs, and career choice. Background Incorporating public health principles into traditional residency education can give pediatricians the population-oriented perspective to address social determinants of health. Methods The Community Health and Advocacy Training (CHAT) program is an educational intervention with a public health framework. From 2001–2007, 215 categorical pediatric residents and 37 residents in the CHAT program were evaluated by using an annual survey of community pediatrics exposure, knowledge, attitudes, and beliefs. American Board of Pediatrics (ABP) examination passage rates for both groups were also examined, as was career choice after graduation. Results While interns in both the categorical and CHAT programs scored similarly on attitudes, beliefs, skills, and knowledge of community pediatrics, the postgraduate level-3 (PL-3) year CHAT residents scored higher in attitudes (P < .001) and skills (P < .05). Exposure to both didactic (P < .05) and practical (P < .001) community pediatrics curricular experiences were higher for CHAT residents than for categorical residents. No significant differences between ABP examination scores were found for the 2 groups, although 100% of CHAT graduates passed on the first try compared to 91% of categorical graduates during this time period. A greater percentage of CHAT graduates (82%) than categorical graduates (53%) reported pursuing careers in primary care. Conclusion With a public health approach to residency education, residents gain the knowledge, attitudes, and skills to address child health problems from a population perspective. Participation in such a curriculum still resulted in high passage rates on the ABP examination.

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Mulvey, Holly J., Ethan A. B. Ogle-Jewett, Tina L. Cheng, and Robert L. Johnson. "Pediatric Residency Education." Pediatrics 106, no. 2 (August 1, 2000): 323–29. http://dx.doi.org/10.1542/peds.106.2.323.

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SMITH, JEAN C., WILLIAM L. COLEMAN, CATHERINE L. GRUS, and ADRIAN D. SANDLER. "PEDIATRIC EDUCATION." Journal of Developmental & Behavioral Pediatrics 17, no. 1 (February 1996): 65–66. http://dx.doi.org/10.1097/00004703-199602000-00021.

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&NA;, &NA;. "PEDIATRIC EDUCATION." Journal of Developmental & Behavioral Pediatrics 18, no. 1 (February 1997): 69. http://dx.doi.org/10.1097/00004703-199702000-00027.

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Mineyko, A., L. Day, E. Kumbakumba, D. Santorino, and D. Boctor. "P.069 Pediatric neurology subspecialty education development in a resource limited setting." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 46, s1 (June 2019): S33. http://dx.doi.org/10.1017/cjn.2019.169.

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Background: In 2013, the University of Calgary (UofC) - Mbarara University of Science and Technology (MUST) Pediatric Education Program was established when the Pediatric Department in Mbarara, Uganda identified a need for enhanced education in pediatric subspecialty areas. We report on the experience of developing the pediatric neurology subspecialty curriculum. Methods: Pre-visit meetings established mutually agreed upon objectives and learning activities that were implemented over 2-week periods in 2015 and 2018. Pre and post-tests were administered to MUST Pediatric residents. Mean differences in test scores were compared using a Student t-test. Residents provided written feedback following the end of the second visit. Results: A pediatric neurologist (AM) visited MUST (2015 and 2018) to deliver the curriculum. The second visit was accompanied by a senior UofC Pediatrics resident (LD). Eight and 14 residents at MUST participated in the curriculum in 2015 and 2018, respectively. Neurology test scores improved in 2015 from a mean of 43% to 61% (p = 0.011) and in 2018 from 53% to 84% (p < 0.00001). Teaching sessions were well received by MUST residents. Conclusions: Collaboration between UofC faculty and MUST established an effective pediatric neurology curriculum that was well-received by residents.

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Al’bitskiy, V. Yu, N. V. Polunina, A. S. Sozinov, and M. Yu Abrosimova. "To the 85th anniversary of the pediatric education in Russia." Kazan medical journal 96, no. 4 (August 15, 2015): 692–96. http://dx.doi.org/10.17750/kmj2015-692.

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Aim. To illustrate the role of pediatric education in establishing the public health care system for children. Methods. Historical-genetic and historical-comparative methods were used. Results. Pediatrics in the second half of the nineteenth century was formed as an independent science and the subject of teaching, Departments of childhood diseases were opened in Russian universities. Among the factors that contributed to the formation of the state system of pediatric care, was a critical situation in the children healthcare of the Russian Empire and the high level of children mortality. In the early twentieth century, medical and social measures to solve this problem were introduced in the country. Immediately after the October Revolution, the construction of the Soviet system of motherhood and childhood protection started. Basics of creating pediatric education in Russia are connected with the establishment of the Faculty of maternal, infant and child health at the Second Moscow Medical Institute in 1930 and the Leningrad Pediatric Medical Institute in 1935, which were World’s pioneers in pediatric training. Pediatric faculty of the Kazan State Medical University opened in 1933. In 80-s of the twentieth century, pediatricians were prepared by 57 pediatric faculties all over the Soviet Union. Conclusion. Due to the large and fruitful work of graduates of pediatric faculties, there was a significant improvement in children health, manifested primarily as the significant decrease in infant mortality.

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Ovsyannikov, Dmitry Yu, Svetlana S. Paunova, Marina G. Kantemirova, Yulia Yu Novikova, and Maxim A. Karpenko. "Alexander Andreevich Kisel: contribution to the development of Russian pediatrics." Russian Pediatric Journal 24, no. 1 (March 12, 2021): 66–70. http://dx.doi.org/10.46563/1560-9561-2021-24-1-66-70.

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In a brief outline of the activities of the outstanding domestic pediatrician A.A. Kisel, his unique contribution to medical education and the development of pediatrics is described. His connection with contemporary scientists is determined, the significance of scientific research publications is analyzed. There are discussed views of A.A. Kisel on general issues of pathology and therapy, his unique contribution to pediatric phthisiology and rheumatology.

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Dodson, Nancy A., Hina J. Talib, Qi Gao, Jaeun Choi, and Susan M. Coupey. "Pediatricians as Child Health Advocates: The Role of Advocacy Education." Health Promotion Practice 22, no. 1 (June 9, 2020): 13–17. http://dx.doi.org/10.1177/1524839920931494.

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In this article, we discuss the role of formal advocacy education with high-effort advocacy activities among pediatricians. We discuss the historical role of advocacy in the field of pediatrics and the changing role of advocacy education in pediatric training programs. We describe our survey of pediatricians in New York, in which we asked about a history of formal child health advocacy education, current high- and low-effort advocacy activities, perceived barriers to advocacy work, and child health advocacy issues of interest. Our findings demonstrate an association between a history of formal child health advocacy education and recent participation in high-effort advocacy activities on behalf of children’s health. We also found that practicing pediatricians were more likely to participate in high-effort advocacy work than individuals still in pediatric residency training. Our findings imply that education in child health advocacy should be considered an important part of pediatric training. Advocacy education should not only be included in residency and fellowship training programs but also made available as part of continuing medical education for pediatricians. Time for professional advocacy work should be allotted and encouraged.

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Singh, Arun L., Jeffrey C. Klick, Courtney E. McCracken, and Kiran B. Hebbar. "Evaluating Hospice and Palliative Medicine Education in Pediatric Training Programs." American Journal of Hospice and Palliative Medicine® 34, no. 7 (April 26, 2016): 603–10. http://dx.doi.org/10.1177/1049909116643747.

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Background: Hospice and Palliative Medicine (HPM) competencies are of growing importance in training general pediatricians and pediatric sub-specialists. The Accreditation Council for Graduate Medical Education (ACGME) emphasized pediatric trainees should understand the “impact of chronic disease, terminal conditions and death on patients and their families.” Currently, very little is known regarding pediatric trainee education in HPM. Methods: We surveyed all 486 ACGME-accredited pediatric training program directors (PDs) - 200 in general pediatrics (GP), 57 in cardiology (CARD), 64 in critical care medicine (CCM), 69 in hematology-oncology (ONC) and 96 in neonatology (NICU). We collected training program’s demographics, PD’s attitudes and educational practices regarding HPM. Results: The complete response rate was 30% (148/486). Overall, 45% offer formal HPM curriculum and 39% offer a rotation in HPM for trainees. HPM teaching modalities commonly reported included conferences, consultations and bedside teaching. Eighty-one percent of all respondents felt that HPM curriculum would improve trainees’ ability to care for patients. While most groups felt that a HPM rotation would enhance trainees’ education [GP (96%), CARD (77%), CCM (82%) and ONC (95%)], NICU PDs were more divided (55%; p < 0.05 for all comparisons vs. NICU). Conclusion: While most programs report perceived benefit from HPM training, there remains a paucity of opportunities for pediatric trainees. Passive teaching methods are frequently utilized in HPM curricula with minimal diversity in methods utilized to teach HPM. Opportunities to further emphasize HPM in general pediatric and pediatric sub-specialty training remains.

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Cohen, Sarah P., Jonathan H. Pelletier, Jennifer M. Ladd, Colby Feeney, Victoria Parente, and Sophie K. Shaikh. "Success of a Resident-Led Safety Council: A Model for Satisfying CLER Pathways to Excellence Patient Safety Goals." Journal of Graduate Medical Education 11, no. 2 (April 1, 2019): 226–30. http://dx.doi.org/10.4300/jgme-d-18-00459.1.

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ABSTRACT Background The Accreditation Council for Graduate Medical Education (ACGME) Clinical Learning Environment Review (CLER) program focuses on aspects of the graduate medical education learning environment, such as patient safety. Data from CLER site visits reveal that many resident physicians do not receive adequate training on patient safety. Objective We evaluated a pediatric resident-led safety council as a method to meet CLER Pathways to Excellence patient safety objectives. Methods The Duke Pediatric Residency Safety Council (PRSC) created an infrastructure for residents to participate in department safety efforts, review safety events, and act as leaders for safety initiatives. Annual surveys were distributed to graduate medical education trainees through the institution's patient safety center and the PRSC. Survey results of safety attitudes were compared over time within the pediatrics program and between pediatrics and nonpediatrics trainees at the institution. Resident-submitted safety reports were tracked through an institutional safety event repository. Results From 2013 to 2017, the percentage of residents who strongly agreed that they could submit a safety report doubled (from 35% [6 of 17] to 73% [22 of 30], P = .011). The average number of safety reports submitted by a pediatrics resident per year did not significantly change during this period (from 3.0 to 3.8, P = .11). In 2017, 90% of pediatrics residents (27 of 30) agreed or strongly agreed that their concerns would be addressed if they entered a safety report. Conclusions The council addressed 5 of the 7 CLER Pathways to Excellence in patient safety.

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Sarkin, Richard T. "Council on Medical Student Education in Pediatrics." Journal of Pediatrics 139, no. 1 (July 2001): 1–2. http://dx.doi.org/10.1067/mpd.2001.115895.

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Andrews, John S., James F. Bale, Jennifer B. Soep, Michele Long, Carol Carraccio, Robert Englander, and Deborah Powell. "Education in Pediatrics Across the Continuum (EPAC)." Academic Medicine 93, no. 3 (March 2018): 414–20. http://dx.doi.org/10.1097/acm.0000000000002020.

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Gold, Zachary, and Stephanie Umaschi‐Shepard. "Medical school education in pediatrics: Training parents." Brown University Child and Adolescent Behavior Letter 37, no. 4 (March 9, 2021): 1–4. http://dx.doi.org/10.1002/cbl.30532.

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Sadova, N. G., E. V. Krukovich, L. E. Matienko, and I. D. Mostovaya. "Modern pedagogical approaches to clinical training of students majoring 31.05.02 “Pediatrics” as a part of their independent activity." Pacific Medical Journal, no. 1 (March 28, 2020): 80–84. http://dx.doi.org/10.34215/1609-1175-2020-1-80-84.

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Objective: The objective is to analyze the organization of independent activity of students (IAS) as a part of training of pediatric students in a medical higher educational institution, to structure and to improve pedagogical techniques and to manage this activity.Methods: The study object was a management of clinical training for future professionals of the training program “Pediatrics” in Institute of pediatrics, PSMU.Results: The structure of IAS studying at clinical bases of Institute of Pediatrics includes three interconnected components: motivation and goal setting, independent activity and its management. The organization of IAS as a part of training of pediatric students in a medical higher educational institution was assessed. Pedagogical settings conducive to the development of professional competences in IAS of a medical higher educational institution exemplified by studying clinical disciplines of the specialty «Pediatrics».Conclusions: The efficacy of rational organization of IAS includes, primarily, formation of self-developing personality of a future professional able to solve urgent problems in their field, organize process of self-education.

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Markel, H. "Academic pediatrics." Academic Medicine 71, no. 2 (February 1996): 146–51. http://dx.doi.org/10.1097/00001888-199602000-00017.

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Courtlandt, Cheryl, Laura Noonan, Maureen Walsh Koricke, Philip Sanford Zeskind, Sarah Mabus, and Leonard Feld. "Pediatrics Residents' Confidence and Performance Following a Longitudinal Quality Improvement Curriculum." Journal of Graduate Medical Education 8, no. 1 (February 1, 2016): 74–79. http://dx.doi.org/10.4300/jgme-d-15-00032.1.

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ABSTRACT Background Quality improvement (QI) training is an integral part of residents' education. Understanding the educational value of a QI curriculum facilitates understanding of its impact. Objective The purpose of this study was to evaluate the effects of a longitudinal QI curriculum on pediatrics residents' confidence and competence in the acquisition and application of QI knowledge and skills. Methods Three successive cohorts of pediatrics residents (N = 36) participated in a longitudinal curriculum designed to increase resident confidence in QI knowledge and skills. Key components were a succession of progressive experiential projects, QI coaching, and resident team membership culminating in leadership of the project. Residents completed precurricular and postcurricular surveys and demonstrated QI competence by performance on the pediatric QI assessment scenario. Results Residents participating in the Center for Advancing Pediatric Excellence QI curriculum showed significant increases in pre-post measures of confidence in QI knowledge and skills. Coaching and team leadership were ranked by resident participants as having the most educational value among curriculum components. A pediatric QI assessment scenario, which correlated with resident-perceived confidence in acquisition of QI skills but not QI knowledge, is a tool available to test pediatrics residents' QI knowledge. Conclusions A 3-year longitudinal, multimodal, experiential QI curriculum increased pediatrics residents' confidence in QI knowledge and skills, was feasible with faculty support, and was well-accepted by residents.

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Hamilton, Kree. "Family Education: Development of a Formal Education Process to Ensure Quality Education Prior to Discharge." Journal of Pediatric Nursing 26, no. 2 (April 2011): e3. http://dx.doi.org/10.1016/j.pedn.2010.12.022.

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Hallas, D., J. B. Fernandez, N. G. Herman, and A. Moursi. "Identification of Pediatric Oral Health Core Competencies through Interprofessional Education and Practice." Nursing Research and Practice 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/360523.

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Over the past seven years, the Department of Pediatric Dentistry at New York University College of Dentistry (NYUCD) and the Advanced Practice: Pediatrics and the Pediatric Nurse Practitioner (PNP) program at New York University College of Nursing (NYUCN) have engaged in a program of formal educational activities with the specific goals of advancing interprofessional education, evidence-based practice, and interprofessional strategies to improve the oral-systemic health of infants and young children. Mentoring interprofessional students in all health care professions to collaboratively assess, analyze, and care-manage patients demands that faculty reflect on current practices and determine ways to enhance the curriculum to include evidence-based scholarly activities, opportunities for interprofessional education and practice, and interprofessional socialization. Through the processes of interprofessional education and practice, the pediatric nursing and dental faculty identified interprofessional performance and affective oral health core competencies for all dental and pediatric primary care providers. Students demonstrated achievement of interprofessional core competencies, after completing the interprofessional educational clinical practice activities at Head Start programs that included interprofessional evidence-based collaborative practice, case analyses, and presentations with scholarly discussions that explored ways to improve the oral health of diverse pediatric populations. The goal of improving the oral health of all children begins with interprofessional education that lays the foundations for interprofessional practice.

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Fond, Karen, Margaret Hicks, Carol A. Rudy, and Barbara Dunn. "Pediatric nurse practitioner education." Journal of Pediatric Health Care 3, no. 5 (September 1989): 283–84. http://dx.doi.org/10.1016/0891-5245(89)90019-9.

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Carraccio, C., and R. Englander. "Innovation in Pediatric Education: The Path to Transforming Pediatric Graduate Medical Education." PEDIATRICS 125, no. 4 (March 22, 2010): 617–18. http://dx.doi.org/10.1542/peds.2009-3654.

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Fuller, Jackie C., and Mary C. Ottolini. "Motivators and Incentives of Pediatric Medical Educators in an Academic Hospital Setting in the United States." International Journal of Translational Medical Research and Public Health 2, no. 2 (January 12, 2019): 25–28. http://dx.doi.org/10.21106/ijtmrph.51.

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Graduate medical education (GME) has undergone a phenomenal transformation aimed at aligning medical education and the learning environment with educational outcomes and quality patient care. The Accreditation Council for Graduate Medical Education (ACGME) has challenged faculty to adapt novel teaching methodologies. However, there are limited studies about motivational factors that impact pediatric graduate medical educators. This article brings an insight to these motivators from the perspectives of teaching and clinical pediatric educators at an academic teaching hospital. Key words: Graduate Medical Education • GME • Pediatrics • Medical Educators • Clinical Teachers • Motivators • Incentives • Hospital • Faculty Copyright © 2018 Fuller et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Echeverry, Piedad. "Reflexion about Pediatrics, Anesthesia and Education in Pediatric Anesthesia in Colombia and South America." Pediatrics and Neonatal Nursing - Open Journal 2, no. 1 (April 15, 2015): 37–42. http://dx.doi.org/10.17140/pnnoj-2-107.

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Kaye, Joanne, and Emma Elizabeth Scotter. "Standardized Bronchiolitis Education." Journal of Pediatric Nursing 25, no. 2 (April 2010): e17-e18. http://dx.doi.org/10.1016/j.pedn.2009.12.055.

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Aslam, Anoshé, Giselle Melendez, Min Wang, Frederic Stell, Paulette Kelly, James Killinger, Aimee Dannaoui, et al. "Enhanced Cleaning and Education to Prevent Transmission of Clostridium difficile in Pediatrics." Open Forum Infectious Diseases 4, suppl_1 (2017): S406. http://dx.doi.org/10.1093/ofid/ofx163.1016.

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Abstract Background Transmission of healthcare-associated Clostridium difficile infection (HA-CDI) has been shown to occur directly or indirectly through a contaminated environment. At a tertiary-care cancer center, HA-CDI rates were higher for pediatric units than for other general oncology units. To address the problem, a multidisciplinary team, including Infection Control, Nursing, and Environmental Services (EVS), was convened and identified refusals and room clutter as barriers to proper cleaning of rooms on the unit. Aim: The aim of this study seeks to reduce HA-CDI in the inpatient pediatrics setting through environmental and educational interventions. Methods In the first phase of the study from February to April 2016, a baseline assessment of prevalent environmental disinfection practices was made among Nursing, EVS, Physicians, and Patient Representatives. Based on this feedback, the following were implemented during Phase 2, from June through October 2016: 1) Unit-wide disinfection with bleach twice a day including common and high traffic areas; 2) Initiation of a “preferred time for cleaning” program to engage families; 3) Enhanced visitor and family education on PPE use; 4) Creation of a communication plan in case of refusal to clean rooms; and 5) Dedicated use of diaper scales. Results During the first phase of the study, the following barriers to cleaning were identified: 1) High refusal rate as cleaning was perceived as inconvenient by families due to timing; 2) Common perception among EVS staff that multiple requests for cleaning the room may appear intrusive to the families; 3) Excessive clutter in the room; 4) Lack of education regarding PPE use; and 5) Shared equipment for diapers. To overcome these barriers, several interventions as outlined in methods were implemented. In Phase 2, there were 0 cases of HA-CDI identified in pediatric patients starting in July through October, 2016. Conclusion Control of CDI on pediatric units poses unique challenges. Engagement of key stakeholders is essential to identify and meet these challenges and to devise effective strategies that will ultimately lead to reduced hospital-based transmission of CDI. Disclosures All authors: No reported disclosures.

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Dutile, Colleen, Nancy Wright, and Michelle Beauchesne. "Virtual Clinical Education: Going the Full Distance in Nursing Education." Newborn and Infant Nursing Reviews 11, no. 1 (March 2011): 43–48. http://dx.doi.org/10.1053/j.nainr.2010.12.008.

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Norlin, Chuck, Katherine Fleming-Dutra, Jeff Mapp, Jennifer Monti, Allison Shaw, Monina Bartoces, Kevin Barger, Suzanne Emmer, and Judith C. Dolins. "A Learning Collaborative to Improve Antibiotic Prescribing in Primary Care Pediatric Practices." Clinical Pediatrics 60, no. 4-5 (March 25, 2021): 230–40. http://dx.doi.org/10.1177/00099228211001623.

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An American Academy of Pediatrics State Chapter organized a 6-month, mostly online quality improvement learning collaborative to improve antibiotic prescribing and patient education for upper respiratory infection (URI) and acute otitis media (AOM). Practices submitted data on quality measures at baseline, monthly, and 4 months post-project. Fifty-three clinicians from 6 independent, private primary care pediatric practices participated. Use of first-line antibiotics for AOM increased from 63.5% at baseline to 80.4% 4 months post-project. Use of safety-net antibiotic prescriptions (SNAP) for AOM increased from 4.5% to 16.9%. Educating patients about management for URI increased from 66.1% to 88.0% and for AOM from 20.4% to 85.6%. Practices maintained high performance for not prescribing antibiotics for URI (94.4% to 96.2%). Leveraging local relationships and national resources, this replicable antibiotic stewardship project engaged independent private practices to improve patient education for URI and AOM and prescribing and use of SNAP for AOM.

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Trachtman, H. "Pediatrics and research." Academic Medicine 69, no. 2 (February 1994): 129. http://dx.doi.org/10.1097/00001888-199402000-00016.

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Kaplan, L., and G. Porway. "Entry Level Education Inadequate for Practice in Pediatrics." American Journal of Occupational Therapy 42, no. 5 (May 1, 1988): 329–30. http://dx.doi.org/10.5014/ajot.42.5.329b.

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Epps, S., J. Pergam, K. Heil, and N. Marron. "Analysis of nursesʼ participation in pediatrics residentsʼ education." Academic Medicine 67, no. 5 (May 1992): 349. http://dx.doi.org/10.1097/00001888-199205000-00020.

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Ergun-Longmire, Berrin, Ethel Clemente, Patricia Vining-Maravolo, Cheryl Roberts, Koby Buth, and Donald E. Greydanus. "Diabetes education in pediatrics: How to survive diabetes." Disease-a-Month 67, no. 8 (August 2021): 101153. http://dx.doi.org/10.1016/j.disamonth.2021.101153.

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Johnston, Starr V., and Nancy T. Browne. "Pediatric Obesity Education Educational Components." Journal of Pediatric Surgical Nursing 8, no. 1 (2019): 3–6. http://dx.doi.org/10.1097/jps.0000000000000200.

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Freed, Gary L., Kelly M. Dunham, and Kara E. Lamarand. "Hospitalistsʼ Involvement in Pediatrics Training: Perspectives From Pediatric Residency Program and Clerkship Directors." Academic Medicine 84, no. 11 (November 2009): 1617–21. http://dx.doi.org/10.1097/acm.0b013e3181bb1f0d.

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Coyne, Kelly D., Katherine A. Trimble, Ashley Lloyd, Laura Petrando, Jennie Pentz, Kari Van Namen, Andrea Fawcett, and Catherine M. Laing. "Interventions to Promote Oral Medication Adherence in the Pediatric Chronic Illness Population: A Systematic Review From the Children’s Oncology Group." Journal of Pediatric Oncology Nursing 36, no. 3 (April 4, 2019): 219–35. http://dx.doi.org/10.1177/1043454219835451.

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Pediatric oncology protocols frequently include multiple oral medications administered at varied dosing schedules, often for prolonged periods of time. Nonadherence to protocol-directed oral medications may place patients at increased risk for morbidity and mortality. The purpose of this systematic review was to evaluate the existing body of evidence to determine best-practice recommendations regarding interventions for oral medication adherence in children and adolescents with cancer. Twenty-four articles were systematically reviewed and evaluated according to the Grading of Recommendations, Assessment, Development, and Evaluation criteria; 2 studies focused on the pediatric oncology population, and the remaining 22 studies focused on other chronic illnesses of childhood. A variety of interventions to increase oral medication adherence in children were identified, including pill swallowing, technology, incentivization, education-based intervention, psychosocial support-based intervention, and combination intervention. Most interventions were shown to have some benefit in pediatrics, most in the non-oncology setting. The overall synthesis of the literature indicates that nonadherence to oral medications is a prevalent problem in pediatrics, and much work is needed to address this problem, particularly in pediatric oncology.

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Savenkova, Nadezhda D., and Dmitry O. Ivanov. "Mikhail stepanovich maslov – outstanding scientist, pediatrician, teacher (towards 135th anniversary)." Pediatrician (St. Petersburg) 11, no. 4 (December 8, 2020): 91–98. http://dx.doi.org/10.17816/ped11491-98.

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The editorial presents medical, scientific, pedagogical activity academician of the USSR Academy of Medical Sciences, Honored Scientist of the RSFSR Mikhail Stepanovich Maslov (18851961). Mikhail Stepanovich Maslov Founder and Head of the Pediatrics Department of the Leningrad pediatric medical Institute (19301961). Academician of the USSR Academy of Medical Sciences Michael Stepanovich Maslov has made a great contribution in the development in domestic pediatrics. The head of the Department of faculty Pediatrics of LPMI, аcademician M.S. Maslov went down in history as a great scientist, one of the founders of the Russian scientific pediatric school, as a teacher who brought up several generations of pediatricians and scientific personnel, as a doctor who restored the health of hundreds of thousands of sick children. Academician M.S.Maslov is the author of more than 200 scientific works, including 16 monographs and 8 textbooks. Under the guidance of academician M.S. Maslov, 36 dissertations of the candidate of medical Sciences were completedand defended, 10 dissertations of doctors of science were prepared with scientific advice. The great scientist, teacher, doctor and public figure Mikhail Stepanovich Maslov is the pride of Russian pediatric science, education and healthcare.

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Albert, Dara V. F., Anup D. Patel, Maria Behnam-Terneus, Beatriz Cunill-De Sautu, Nicole Verbeck, Alisa McQueen, H. Barrett Fromme, and John D. Mahan. "Child Neurology Education for Pediatric Residents:." Journal of Child Neurology 32, no. 3 (December 20, 2016): 293–300. http://dx.doi.org/10.1177/0883073816680758.

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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.

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Ottolini, Mary C. "Pediatric Hospitalists and Medical Education." Pediatric Annals 43, no. 7 (July 1, 2014): e151-e156. http://dx.doi.org/10.3928/00904481-20140619-08.

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Clark, David A., and Allen Burkowsky. "Education of New Pediatric Providers:Chiropractors!" Pediatric Research 45, no. 4, Part 2 of 2 (April 1999): 121A. http://dx.doi.org/10.1203/00006450-199904020-00722.

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Maniscalco, Jennifer, and Erin Stucky Fisher. "Pediatric Hospital Medicine and Education." JAMA Pediatrics 167, no. 5 (May 1, 2013): 412. http://dx.doi.org/10.1001/jamapediatrics.2013.370.

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Sandberg, Elizabeth S., Steven Weinberg, Zachary Smith, Emily Vander Schaaf, and Sue Tolleson-Rinehart. "Pediatric Residency Transgender Education Initiative." Academic Pediatrics 18, no. 5 (July 2018): e31. http://dx.doi.org/10.1016/j.acap.2018.04.086.

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