Announcements
April 2012 Newsletter Article
Congratulations to all the Award Winners
Health Care Delivery Award: John Cowden, MD
International Health Research Award: Prithi Inamdar, MD
Miller Sarkin Award: Fred Rivara, MD, MPH
Research Award: Glenn Flores, MD
Teaching Program Award: Office of Pediatric Medical Education at Duke University Medical Center
Program Directors: Kathleen A. McGann, MD and Shari A. Whicker, Med
Public Policy Award: Tina Cheng, MD, MPH
Student Research Award
Anna Ahn
Vanderbilt
Vikram Fielding-Singh
Stanford University School of Medicine
Michelle-Marie Pena, BS
Harvard Pilgrim Health Care Institute and Harvard Medical School
Nandini Govil, BA
New York University School of Medicine
Christian D. Pulcini, MEd, MPH
Harvard Medical School
Jessie Zhao, BA
University of Texas Southwestern Medical Center
Resident Research Award
Scott E. Hadland, MD, MPH
Boston Medical Center / Children's Hospital Boston
Laura Kair, MD
Oregon Health & Science University
Errol L. Fields, MD, PhD, MPH
Children's Hospital Boston and Boston Medical Center
Fellow Research Award
Fahd A. Ahmad, MD
Washington University in St. Louis
Stephen W. Patrick, MD, MPH, MSc
University of Michigan
Joni E. Rabiner, MD
Children's Hospital at Montefiore
Xiaozhong Wen, MD, PhD
Harvard Medical School and Harvard Pilgrim Health Care Institute
Manuel Jimenez, MD
University of Pennsylvania
Candice T. Lucas, MD, MPH
NYU School of Medicine/Bellevue Hospital Center
APA YIAs
Arlene Chung
University of North Carolina
Julia Kim
Johns Hopkins
Julia Morinis
University of Toronto
Greg Faris
University of Cincinnati
Chen Kenyon
University of Pennsylvania
Bright Futures YIA Award
Sheryl Levy
Tufts New England Medical Center
Anson Koshy
The Children's Hospital of Philadelphia
Katherine Connor
Johns Hopkins
Megan Tschudy
Johns Hopkins University School of Medicine
Inyang Isong
Harvard Medical School
Senbagam Virudachalam
University of Pennsylvania School of Medicine
Annie Laurie McRee
University of Minnesota
Primary Care Strategies for the Promotion of Early Literacy and School Readiness YIA
Teri DeLucca
New York University School of Medicine
APA Resident Investigator Award (RIA)
Anne Fuller
University of Toronto
Kariss Brazauskas
Massachusetts General Hospital
April 2012 Newsletter Article
Child Behavioral Assessment & Management in Primary Care: Theory & Practice
Carey WB & McDevitt SC. Published in 2012 by B-DI, Scottsdale AZ
Just published this year, this 67-page manual offers an improved way for pediatricians to be in touch and deal with the full range of behavior issues encountered in practice. This contrasts with the limited point of view now espoused by many academic advisors, that pediatricians should screen with some sort of questionnaire to detect children with problems sufficiently severe to require a referral to psychiatrists or other mental health experts. Finding such children is an important part of the clinician's role but it does nothing for understanding and helping the great majority (perhaps 90%) of parental concerns about behavior which may need attention but do not require referral.
"This book, written by two clinicians who have worked for many years in primary care, suggests that health care professionals should view children's behavior as a spectrum in which normal conflicts shade into problems and then disordered behavior, rather than making a categorical judgment about whether the symptoms presented are severe enough to diagnose and treat as an abnormal condition." (From the cover.)
Tables are offered to facilitate the evaluation of the broad scope of variations of temperament and adjustment.
The PDF version of this work is free. Visit www.b-di.com/CBAM.html to download a free copy. The paper version can be purchased.
Submitted by
William B. Carey
wbcarey@att.net
Sean McDevitt
smcd@b-di.com
April 2012 Newsletter Article
Electronic Options for Developmental Behavioral Surveillance & Screening
The need to convert to electronic records by 2014 is close at hand. This deadline means we should also think about electronic options for detecting developmental and behavioral problems, as well as social-emotional and mental health problems. Fortunately there is already help available. Table 1 lists several services providing electronic screening, via various approaches. But first we provide an example of how this works in many different clinics, highlighting the service we use.
Case Example
In our multi-satellite clinics, we opted to use PEDS Online. PEDS Online is a web-based service offering essential compliance with American Academy of Pediatrics policy on early detection. Included are Parents- Evaluation of Developmental Status (PEDS) that focuses on eliciting and addressing parents' concerns; PEDS: Developmental Milestones (PEDS:DM) which measures all developmental domains; and the Modified Checklist of Autism in Toddlers (MCHAT), which the AAP recommends at 18 and 24 months.. The PEDS and PEDS: DM measures are short-only 16 - 18 questions total. The site also has a parent portal to which we send parents before the visit to complete the various screens (parents don't see the results which are instead sent directly to our clinic).
Because some parents don't get their screens finished before the visit, the PEDS Online measures are still short enough that parents can complete them via paper-pencil in the waiting room or if literacy is a problem, staff or clinicians can administer the measures live, enter results into the website, and receive immediate results. PEDS Online results include a summary report for families, a referral letter if needed, and diagnostic and procedure codes. We organized our practice so that if parents have not completed the screens on their own, the med tech or other office staff interviews parents and enters responses into the website at the nursing station. In any case, we walk in the door prepared with the information we need to provide families, such as when:
- Parents have concerns, but the child's milestones are on track-meaning we know promptly who are "the worried well" -and exactly what such parents are worried about so we can figure out exactly what advice and information we need to provide.
- When children have apparent delays (e.g., parents have concerns and/or milestones are not being met)-meaning we know we need to refer to early intervention programs.
Once we have PEDS Online results up on our computer we can copy and paste them into "Notes" or other field for text, save them as an attachment to the patient record, or print them out to put in paper charts. We've found that online screening saves time (at least 3 or more minutes per visit), time that we now spend on developmental promotion and referral coordination. The unique database created for our clinic by PEDS Online is also enormously helpful so that we can view our progress at improving our detection and referral rates of developmental-behavioral problems. Finally, since we can bill about $8.00 per screen, (and PEDS Online only costs us about $2.50 for any or all screens) the service pays for itself and then some.
Table 1. Electronic Options for Screening and Surveillance with Quality tools (including online and other digital approaches to administration and scoring). Essential definitions are:Tablet PC- wireless, portable personal computer with a touch screen interface. This is simply a device that is smaller than a notebook/laptop computer, but larger than a smart phone, such as an iPad. Older versions require a stylus and do not have touch-screen capability. Smart Phone-A mobile phone that offers some advanced computing and connectivity. Online - meaning hosted on a website and thus requiring an internet connection, preferably high speed. Parent Portal - online applications wherein parents can complete measures but do not see results. Instead, an email notification is sent to a specified address that a screen has been completed. The user can then login securely and view results. Telephony -automated calling, often along with appointment reminder systems through which multiple-choice screens can be administered. Keyboards -approaches enabling users select multiple choice responses but also type in text-based answers to questions. Data Aggregation-almost all electronic applications create a database either online or on individuals' computers (in the case of CD-ROMs) where all administered screens can be viewed, overall results summarized, etc. Some web-based scoring services provide exported files (e.g., EXCEL, XML compatible) to allow users to view overall results. In all such applications, an administrator of multiple sites can view all results. Webcasts/webinars-:These are training options online, either live on a specific day or what? and eventually constantly available on publishers' websites. |
||
| Company | Training/ Support options | Description and Pricing |
| CHADIS (http://www.chadis.com/) ASQ, M-CHAT, PSC and other measures online for touch-screen, tablet PCs, keyboards, telephony and parent portal methods). | Downloadable guides, live training at exhibits, and other training services on request. | CHADIS also includes decision support for a large range of other measures, both diagnostic and parent/family focused, such as the Vanderbilt ADHD Diagnostic Rating Scale, and various parental depression inventories. CHADIS offers integration with existing EHRs. works with a range of equipment/applications, and automatically generates reports. Pricing is ~ $2.00 per use. |
| PEDS Online (www.pedstest.com) (PEDS, PEDS:DM, M-CHAT online , available in English and Spanish for PC/Mac, Tablets and Smart Phones. Includes a parent portal. | Slide shows, website FAQs, email support, online training videos, discussion list | This site offers PEDS, PEDS: Developmental Milestones, and the Modified Checklist of Autism in Toddlers (MCHAT).Offers a parent portal (wherein families do not see the results), etc. Scoring is instant and automated as are summary reports for parents, referral letters when needed, and diagnostic/procedure codes. In English and Spanish. HL-7/HPPA/FERPA/CCR compliant integration with electronic records is available as is data export and aggregate views of records. 2.00-$2.75 per use (depending on volume).
|
| Patient Tools (www.patienttools.com) M-CHAT, ASQ, ASQ:SE and others measures online for tablet, i.e., touch-screen PCs) |
Webcast/webinars, live support by phone, email | Patient tools offers the MCHAT, PSC, the Vanderbilt ADHD Scales and a wide range of behavioral/mental health measures in multiple languages for adolescents and adults. A practice-based approach provides access in the office via dedicated Survey Tablet equipment, wireless tablet PCs and kiosk PC; or online from home with results available in the office. Access fees are $132.00 per month for ongoing hosting, data storage, reporting, custom programming, telephone technical & installation support. Uses clients PCs or alternately Survey Tablet equipment including docking stations are rented ($74/mon), lease-purchased (12 payments of $143), or purchased ($1320). Quantity and group discounts are available.
|
| Ages and Stages-3™ and ASQ:SE (www.agesandstages.com) online administration and separately on a CD-ROM. Offline administration for keyboards and tablet PCs. | Live training, online training | Web-based management system will offer automated scoring, reporting, referral tracking, and customizable letters for parents/providers for ASQ-3 and ASQ:SE. ASQ Pro is designed for single-site programs ($149.95 annual subscription, plus quarterly billing for screens used) and ASQ Enterprise is designed for multisite programs ($499.95 annual subscription, plus quarterly billing for screens used). Online questionnaire completion available through ASQ Family Access ($349.95 annual subscription). ASQ Family Access provides programs with a secure, customizable website for parent completion of questionnaires.
|
| Brigance Early Childhood Screens-II. (www. cainc.com) Online |
Live training, online training, email and phone support, customer suggestion box | This web-based service provides clickable data sheets which automatically calculate chronological age, and test scores including age equivalents, quotients, progress indicators, at-risk cutoff scores quotients etc. Aggregated reports and administrative access are available through the online service. An age and a score calculator are also freely available online. $8.00 per child per year.
|
Submitted by
Frances Page Glascoe
Frances.P.Glascoe@Vanderbilt.edu
April 2012 Newsletter Article
The Educational Guidelines for Pediatric Residency: Calling all Educators for Scholarship Opportunities
Are you searching for ways to help facilitate promotion of your career and establish a national presence in education? Is educational scholarship and networking with colleagues something that sounds exciting and rewarding? Then the Educational Guidelines in Residency education can help you achieve your goals! The ACGME has proposed changes to the program requirements for pediatric residency training. In anticipation of these changes, the Education Committee and the APA Educational Guidelines team are seeking volunteers to work on updating the online resources included in the Educational Guidelines.
The Educational Guidelines Working Group in collaboration with the Education Committee is looking for volunteers to update or build new resource lists. We have currently enlisted approximately 100 APA members in the process but we still need your help if you haven't already signed up. This is a great opportunity for senior APA members to mentor junior faculty or for junior APA members to get actively involved in the APA. Joe Gigante has agreed to be the Lead Resource Editor for the project and he is very excited to be working with such a great group of individuals.
For those not familiar with the Educational Guidelines for Pediatric Residency (EG), this online resource was published by the APA in 2004; it has been and continues to be extensively used by residency programs. The EG is a resource for building customized, competency-based curricular documents, using a comprehensive database of goals and objectives, tutorials describing steps of competency-based curriculum development, procedure lists, resident evaluation forms, and tools for rotation and program planning. All of these tools can be downloaded for further adaptation. In addition, the website offers search functions to help programs plan special learning experiences, and resource lists of educational materials. We anticipate that the Guidelines will continue to be useful in light of new proposed ACGME program requirements that mandate all programs to have a comprehensive curriculum that includes competency-based goals and objectives, educational methods, and the evaluation tools.
The Education Committee is looking for volunteers to update or build new resource lists (Click here for a list of job descriptions of Section Editors and Contributors). We are in current need of 4 Section Editors (~40-60 hours of time over a 15-18 month period) and 50 more contributors (~20 hours/topic over 15-18 months) for Subspecialty rotations (e.g. Cardiology, Dermatology, Endocrinology, Nephrology) as well as some of the supplemental learning experiences (e.g. cultural sensitivity, nutrition, pharmacology, procedures, research, telephone medicine, and violence) Click here to see a list of topics remaining. (Those topics highlighted in green have the greatest need for volunteers).
Additionally, we are recruiting an individual with expertise in information technology who is excited not only about this resource project but also the future of the Educational Guidelines. This is an OUTSTANDING opportunity for an APA member to be mentored and build his or her educational career!
This is an excellent opportunity to be involved in a highly visible and influential national level project, and also to network with a wonderful group of educators across the medical education continuum. You do not have to be intimately involved in residency education or be an expert in the content area to volunteer (although if you are, do join us!). EG Contributors may sign up for 1-3 resource topic areas. We are seeking eager and willing participants to commit to finding and collating resources for learners and those who teach them.
Proposed Timeline for the Project
4/12: Organize Section Editors
4/12: at PAS Education Committee - solicit further participants for any gap areas and get feedback on the outline for the resources and recommend any changes in the framework
5/12 - 8/12: Contributors collect and submit resource lists to section editors
9/12 - 11/12: Section editors review all sections
12/12 - 1/13: Contributors revise and refine section
2/1 - 4/13: Section editors review
5/13 - 8/13: Lead editor reviews, compiles and submits
9/13: APA Staff post resources on website
Those interested in any of these roles should contact Teri Turner [tturner@bcm.edu].
To view the Educational Guidelines' Topic Resources go to the home page of the website http://www.academicpeds.org/egwebnew/index.cfm and click on Resources in upper left corner (you do not need to log on first).
Submitted by
Maryellen Gusic
mgusic@iupui.edu
April 2012 Newsletter Article
Global Health Task Force Meeting
Session on Faculty Development
Sunday, April 29, 2012, (9 am - noon)
Boston Marriott Copley Place Salon I
Boston, Massachusetts
Participants: faculty with experience in global child health
Objective for the meeting: To discuss and develop the range of competencies needed to thrive as a faculty in global health; specifically addressing the areas of education, research, and patient care
Long Range Goal: Develop a document outlining areas in which faculty must be competent, methods to develop and achieve competency in each area, and a plan to provide mentorship to younger faculty to promote their academic career in the context of global health
Method:
- Introduction: "Faculty Development in GCH- The Big Picture": 10-15 minutes (see outline below)
- Brief presentation in each competency area (education, research, clinical care): 20-25 minutes
- Small group discussion in each of the three competency areas: 60 minutes
- Feedback from each small group: 45 minutes
- Summary and plan: 10 minutes
- Brief presentations: to set the stage for each small group discussion.
- Small group discussion: each table would have a designated facilitator from those of us planning this and a scribe with a list of questions to discuss. (Professionalism and interpersonal communication will transcend each area, and we may want to highlight the necessity of being competent in both)
- Feedback: Each group will provide feedback to the larger group
- Summary and plan: Deliverables would include a written summary and action plan for the GHTF to address how we move forward. Each small group might continue to work together to further draft competencies and faculty development activities to achieve these.
- Faculty development in GCH: The Big Picture
(done during the introduction)
Brief presentation by members of GHTF and discuss this as a large group- What does it mean to be global health faculty?
- What are the minimum or essential requirements to be competent and successful faculty in global child health?
- How do we promote scholarship in teaching global health?
- Should the GHTF focus on activities, which improve faculty skills in GH education or should we also focus on patient care and research competencies in global health (separate from knowledge and skills necessary to implement curriculum and be a competent teacher at home and abroad)?
- Developing Competencies in GH Education
Brief presentation:
Potential examples: Teaching: Mike Pitt (Northwestern) and Cindy Howard (University of Minnesota). Cindy: challenges; and Mike: innovations- Determine faculty competencies necessary to teach GCH
- Consider educational/teaching standards / methods for GH faculty
- Collaborate in educational research to determine best practices in GH education, including implementation, monitoring and evaluation.
- Should pediatricians have specific training, orientation or both prior to traveling abroad to teach?
- Should faculty have specific experience working with pediatric residents prior to teaching abroad?
- Discuss faculty development activities needed to implement global health curricula.
- Developing competencies in GH research
Brief presentation
Potential examples: Research: Chandy John (University of Minnesota) and Bob Opoka (Makerere University). (Chandy and Bob are co-PIs working in Kampala, working in the area of cerebral malaria).
Questions to consider:
- What kind of training in the ethics of research in a low-income setting should be required for research, if any?
- Should all research projects have a colleague from the country as a co-investigator? Co-author on publications?
- Research comprises a broad spectrum of activities across all areas of health? How can we assess competency in this area? Is competency as judged by a professional US/Canadian organization sufficient? What partner organizations (e.g., ASTMH, CUGH, CDC & EIS at the CDC) might we involve in development of competency assessment in this area?
- What pathways are there in research training for global health research work, including training in infectious and non-infectious diseases?
- What are potential funding sources for global health research?
- Developing Competencies in GH patient care
Brief presentation:
Potential examples: Patient Care: Yvonne Vaucher (UCSD) and Margaret Nakakeeto (Makerere University). Medical care for the child in a low-income country in the tropics or sub-tropics / resource limited settings
Questions to consider:- What level of expertise in diseases of infants and children in the sub-tropics and tropics is necessary to work in resource limited settings?
- Should faculty have experience in low-income countries?
- Should programs assign a mentor to faculty without previous experience?
- Should faculty have a temporary license or approval from the Ministry of Health in the country where they are providing mentorship and teaching?
Things to consider down the road but unlikely to have time to discuss in this meeting…
Career development:- What are the various career paths in global child health (e.g., academics, government, non-profit/civic organizations, private sector)?
- Define the necessary fundamentals to have a career in global health.
- What are the criteria for career advancement?
- What resources are available for young faculty wishing to incorporate global health into their careers?
Mentorship:
- What does it mean to be a global health mentor?
- Resident mentoring
- Peer mentoring
- Being mentored by an international colleague
- What are the minimum requirements to be a mentor in global health?
Submitted by
Ruth Etzel
retzel@earthlink.net
April 2012 Newsletter Article
TIDE (Teaching Immunization Delivery Evaluation)
TIDE (Teaching Immunization Delivery Evaluation) The APA is pleased to announce availability of a revised and redesigned website including a wonderful new module addressing vaccine safety. This site is designed as a flexible tool for faculty to teach and practitioners to learn immunization delivery and evaluation. Please visit the new TIDE website at: http://tide.musc.edu. Click on register in the upper left corner to begin.
