Dr. Rivara's area of research for the past two decades has been injury control and prevention. He will discuss his thoughts on keys to success for academic pediatricians, including role of mentors, focus of one's research career and tips for successful publishing.
 

Dr. Dover's background has been in hematology, genetics and clinical trials. He is now a Department Chair and will discuss the future of academic pediatrics in regard to subspecialists, especially those in hematology.

In this session the speaker will use a randomized placebo controlled vaccine efficacy trial to demonstrate the needed elements of a well conducted clinical trial. In addition to discussing the fundamental elements of a clinical trial, the speaker will also discuss the practical implications of clinical research in one's career, how one integrates clinical studies into the broader context of academic life and how one prepares for such a career. Ample time for discussion will be available to the participants about all phases of the presentation.

While most of medicine must deal primarily with injury and aging, neonatology deals with the newborn and developing systems. The new biology is being applied to how the infant develops and how injury can be avoided. Wonderful research opportunities span the range from basic research to translational studies to clinical research. The challenge is to get the training necessary to answer the multiple questions for which we need answers.

An informal, friendly discussion on how to succeed in academic neonatology.

Pulmonary edema remains a significant problem in acute and chronic lung diseases of the newborn. This session will review our current understanding of the importance of lung fluid balance and respiratory health and provide new insights about this relationship. Dr. Jain will review the role of Na reabsorption and fluid clearance across the respiratory epithelium of the alveolar space with a focus on molecular regulation. Dr. Barker will provide an overview of our understanding of the importance of the airway epithelium in regulating fluid and ion transport. Dr. Bland will discuss new insights on lung fluid balance in evolving and established bronchopulmonary dysplasia.

The purpose of this symposium is to describe the benefits to pediatricians of collaborating with public health specialists and to offer examples of some effective collaborations. Speakers will identify resources available to pediatricians who want to engage in public health efforts.

This program will give a "pediatric perspective" to smallpox bioterrorism preparedness planning efforts now under way within federal, state and local public health agencies. It will include a review of smallpox epidemiology, clinical disease, smallpox (vaccinia) vaccine and lessons learned from the WHO Smallpox Eradication Program. The nature of the current threat and responses to that threat will be discussed.

Sponsored Jointly with the Pediatric Infectious Diseases Society
 

This session will delineate the patterns of academic clinical practice. Co-led by a general pediatrician and pediatric subspecialist, the session will address the following topics.

1. How do I decide if I want to pursue a career in academic medicine or in community practice?
2. Are there models of practice that allow me to combine academic medicine and community practice?
3. How do I decide if I want to become a general pediatrician or want to subspecialize?
4. What are the requirements for a career in general academic pediatrics? What for subspecialists?
5. How and when do I apply for fellowships?
6. Who in my institution can help me with these career decisions?

With increased pressures to treat patients as efficiently as possible, teaching of medical students and residents has become more of a burden or even an afterthought and less of a major priority in the clinical setting. Effective, efficient and innovative teaching strategies are needed. This workshop will provide participants with such strategies that will in turn aid in the recruitment, faculty development and retention of receptors. Mock teaching codes, videotapes and other live demonstrations will be used to highlight the techniques and innovations to be introduced. Content areas will focus on the importance of a good orientation, feedback, evaluation and creative teaching techniques that will make teaching fun and a true learning experience for all involved.
 

American Indians and Alaska Natives (AI/AN) represent the smallest ethnic group in the United States. Large disparities exist between child health status indicators in this population and the rest of the U.S. population. The AI/AN population is also unique in that tribally enrolled AI/AN members have access to a unique healthcare system sponsored by the federal Indian Health Service (IHS). Increasingly, the IHS is turning over control of Indian health care to tribal health entities, thereby encouraging autonomy and self-determination. A consequence of this transfer of responsibility, IHS is providing fewer centralized administrative and consultative services to independent tribes. As a result, tribes will become increasingly reliant on alternative sources of assistance. Potentially rewarding new opportunities exist for pediatricians from universities and pediatric organizations to provide clinical and public health consultation to these newly independent tribes and their regional consortia. This workshop is aimed at clinician-teachers and investigators interested in developing closer ties to tribes and urban Indian organizations in their area. The following topics will be discussed during the session: 1. The evolution and devolution of the IHS: a contextual history of health services for AI/AN’s (didactic); 2. community-based participatory research in Indian communities: tribal expectations (panel discussion); 3. creating and optimizing educational opportunities for medical students and residents in AI/AN health sites (panel discussion). 4. advocacy for Native American health: how can we help? (interactive presentation).
 

This workshop is aimed at the M.D. junior faculty member (or fellow) in a department of pediatrics. The goals of the workshop will be to: (1) Review career paths in academic medicine, focusing on career decisions that are key to developing an independent research program; (2) Choosing a research project (asking a good question); (3) Carrying out a research project during the earliest stages of one’s career (taking advantage of opportunities and surmounting obstacles); (4) Moving beyond a "research project" to development of a research program. In anticipation of the workshop, participants are encouraged to reflect on the career choices and research decisions they have already made and to come prepared to participate in an open discussion about these choices.
 

Participants in this seminar will receive information on how the NIH receives, assigns, reviews and funds applications for support of various types of research, training and career development. The variety of support mechanisms available at different career stages will be described, along with areas of special current research interest to the National Institute of Child Health and Human Development.
 

This session will provide participants with the necessary background for developing and conducting successful multi-site collaborative research projects in inpatient and outpatient settings. The co-leaders, who have overseen numerous, diverse multi-site clinical trials and observational studies, will begin the session with a focused presentation outlining the rationale for multi-site collaborations, the principles of successful collaboration, and the potential pitfalls of this type of research, answering questions about these issues. Subsequently, they will lead the participants in a step-by-step exercise of planning, developing and implementing a multi-site collaborative study suggested by the audience.
 

The use of psychopharmacologic agents in children and adolescents has increased significantly over the past decade. Clinicians are becoming more involved in using these various medications, and this trend will continue in the future. What is the evidence-based medicine (EBM) for these medications as they apply to children and adolescents? This mini course will review the current research as applied to antidepressants, stimulants, mood stabilizers and antipsychotics. Applications to mental disorders in children and adolescents will be discussed. Questions from the audience will be encouraged.

Since 1989 New York State has had regulations that specifically prescribe resident work hours. Now, legislation that restricts resident work hours is being considered in many states and on the national level. In addition, the ACGME has instituted new regulations to take effect in July 2003. Clearly such regulations will have an impact on the structure of most residency training programs. The goals of this workshop are to explain the regulations and learn ways to accommodate to the regulations—not only meeting the work hour limits but how to continue to incorporate teaching in the lives of the residents. The presenters are all experienced New York residency directors who have taken different approaches to meeting the 405 regulations. After an introduction reviewing the regulations the presenters will explain some specific methods that have been successfully used, including creative scheduling, night float systems, and the incorporation of additional providers. The attendees will then break into small groups to work on the challenge of meeting the regulations in their own programs, facilitated by the presenters. The session will end with each small-group sharing their ideas. This workshop is intended for anyone involved in residency training. The presenters have no conflicts of interest to declare.

into small groups to work on the challenge of meeting the regulations in their own programs, facilitated by the presenters. The session will end with each small-group sharing their ideas. This workshop is intended for anyone involved in residency training. The presenters have no conflicts of interest to declare.
 

Approximately 60% of families have concerns about children’s development and behavior, yet almost half do not share these concerns spontaneously, suggesting that they need to be actively elicited. While many concerns lack significance in terms of serious clinical diagnoses, they provide opportunities for parent support, an important intervention that may lead to improved outcomes. Best results are likely to be achieved by deploying a systems approach through which community agency involvement is well coordinated with health professionals. Working within a systems approach and collaborating with non-medical professionals present many challenges for pediatricians.

In this workshop, participants will be introduced to new models of working with families focusing on eliciting parent concerns. These models use a broader approach than the dichotomous pass/fail limitations of basic screening tests. A parent elicitation tool (PPDS) is a vehicle for parent support and a platform for communication and family/agency collaboration. Participants will also engage in an interactive community mapping exercise for improved collaboration with non-medical providers. Finally, the workshop will address organizational issues important to successful practice change. Drawing upon a model with demonstrated effectiveness, participants will work in small groups as they undertake a step-by-step planning exercise applying change principles to guide practice change in their own settings.
 

Objectives: 1) increase and promote skill acquisition on cultural competency among health care providers, 2) increase understanding of cultural values and health beliefs/practices among a culturally diverse populations. Participants will be given a brief introductory quiz to assess their previous experience on the subject. An ethnicity/cultural awareness exercise will follow. Video clips of case scenarios highlighting cultural issues and health practices, which may become important during a well-child visit, will be shown. Information on cultural education/training issues, culture-specific terminologies, common pitfalls for cultural bias/misunderstandings and practical ways to improve cultural sensitivity/proficiency will be offered. Demographic characteristics of the U.S. populations, guidelines for using interpreters and culture-bound syndromes will be reviewed. Participants will then divide into three stations to gain exposure to three featured cultures: Islamic, African-American and Hispanic. They will experience culture-specific items and participate in role-playing. The three groups will meet again for a panel discussion and problem-solving exercises. In conclusion, participants will summarize the propositions to employ the culturally specific therapies.
 

Previously offered and well received at PAS. The BaFa BaFa simulation will: (1) provide an immersion experience in the challenges and rewards of cross-cultural interaction, (2) highlight the importance to medicine of such qualities as self-awareness; willingness to try to "see through others' eyes" when differences in values and expectations make interaction or understanding difficult and the capacity to act upon these in formulating workable action plans; and (3) provide facilitator training to participants. Format: Participants divide into two fictitious cultures, moving into separate locations to learn the basic values and behavioral norms of their new cultures. Following a brief enculturation period, the groups exchange teams of visitors who interact in their host cultures and attempt to describe to their co-culturists their experiences and interpretations of the "others." When all players have had a chance to visit, the groups reunite in a final hour plenary to debrief and discuss their experiences, insights and impressions. Plenary includes practical and logistical information to facilitate importation of BaFa BaFa to participants' home institutions. Both entertaining and insight-producing, this unique exercise is readily adaptable to a variety of medical educational purposes and settings. *Note: The simulation cannot accommodate late arrivals once enculturation stage has begun (about 15 minutes p start).
 

Participants at this workshop will learn about several models of Faculty Development (FD) appropriate for pediatric educators and will engage in discussion of perceived needs and challenges related to FD.

Several invited presenters, representing different models, will share FD successes through platform presentations or through interactive poster presentations. The presenters have been competitively selected by workshop leaders after review of invited submissions. They have been asked to address challenges and solutions, design of curricular materials and evaluation methods. Workshop leaders will facilitate an interactive review of each model and will present a summary of basic principles for successful FD implementation.

This combination of platform presentations, posters and interactive discussions will allow participants to pool creative ideas and curricular materials, to network with FD experts and to consider ways to implement FD at their own institutions.
 

This invitational workshop for incoming chief residents (CRs) is designed to 1) augment environmental health educational activities in residency programs and 2) increase awareness of the AAP Handbook of Pediatric Environmental Health. The COEH conducted similar sessions during the 2000, 2001 and 2002 PAS meetings. We have targeted CRs because of their roles in directing educational activities for junior housestaff. CRs are divided into 8 groups; each group is charged with developing a 10-minute presentation on an assigned topic (e.g., mercury, air pollutants, endocrine disruptors), using Powerpoint software. Each group is given the Handbook, articles, and a faculty mentor as resources. Presentations are then given to the entire group by a CR representative from each group; Q&A follows. This hands-on teaching method has been successful as judged by overwhelmingly positive CR evaluations. CRs are subsequently sent copies of all slide presentations to use in teaching; the COEH follows up with CRs during the year.

The COEH has held workshops for more than 120 CRs in the past 3 years. Building on our experience, we aim to hold a session for ~40 incoming CRs to be conducted over 6 hours (2 3-hour workshop slots were utilized last year). In keeping with previous goals, CRs will be asked to conduct one or more environmental health education activities in their program during their chief residency year.

Funded by the Office of Children’s Health Protection at the US Environmental Protection Agency.
 

The Institute of Medicine has challenged health care leaders to redesign health care systems to achieve care that is more patient centered, timely, efficient, effective, equitable and safe (in "Crossing the Quality Chasm: A New Health System for the 21st Century"). Dramatic improvements in patient care, in alignment with the IOM challenge can be made with innovative clinical models. At the Open Access Workshop at the 2002 PAS meeting, the basics of the Open Access concept were presented. Improvements include increased access to care and productivity, optimal utilization, decreased urgent care visits and improved preventative health care outcomes. At this session, participants will understand the Open/Advanced Access model applications. Lessons learned from the Institute for Healthcare Improvement (IHI) National Initiatives, along with Mayo Clinic experience in primary care and specialty care areas, will be shared. Implementation in primary care and specialty clinics, as well as academic settings, will be reviewed. The format for the session will be highly interactive with the understanding that many pediatricians already have substantial understanding and experience with the Open/Advanced Access model of care.
 

Today's medical students represent tomorrow's resident teachers. Although many residency-training programs have incorporated curricula to enhance the teaching skills of residents, few describe how faculty are preparing medical students for their role as resident teachers. Programs that do exist describe their participants as receptive to learning theory and enthusiastic about their teaching roles.

This workshop will review current literature, demonstrate existing models, and assist participants in identifying important considerations in developing a model student-as-teachers programs in their own institutions. Participants will work in small groups to identify possible mechanisms to prepare medical students for their role as future resident teachers and to reflect upon methods for introducing them into curriculum at their institutions. Participants will view and discuss videotapes of medical students from different programs in the various teaching roles that they can assume. After viewing the videotapes, interactive breakout sessions will allow participants the opportunity to review observations, needs and strategies for program development. Provisions will be made for ongoing interaction post-workshop to assist individuals interested in initiating a similar program in their own institution.
 

It is assumed that when we teach, learning is also taking place, but often examinations show that our students "didn't get it." The recognition of large gaps between what was taught and what was learned is often too late to provide effective help for the students. Trainees can appear busy and active, yet the quality and quantity of their learning is not assessed in real time. A practical way to measure student understanding, self-confidence and learning quality could allow effective formative feedback, permit remedial teaching of misunderstood or poorly learned topics and address problems before the final exam.

Classroom assessment techniques are fast, easy, rapidly scored evaluations of student knowledge, skills and attitudes and can provide students with an opportunity for self-evaluation, reflection and feedback. At our site we have incorporated classroom assessment techniques into our pediatric clerkship. This session will describe seven techniques, outline the strengths and pitfalls of each, describe their use in a pediatric clerkship and present the results of our site's experience. Methods that assess background knowledge and understanding, pinpoint student attitudes and define study and application skills will be presented. Given a topic from the COMSEP generalist curriculum and using one or more of the techniques described, small groups will practice developing focused strategies for assessing student knowledge, skills, or attitudes. Attendees will evaluate the workshop using an eighth assessment technique.
 

This workshop will equip participants with the skills and knowledge to perform Structured Clinical Observations (SCOs), a tool used to optimize immediate, formative feedback to medical students and residents. After assessing participants’ learning goals, we will view two videotapes, a traditional oral presentation followed by observation of the same patient encounter and then discuss differences in insights gained about the learner from the two different perspectives. We will then provide a brief didactic presentation that describes the SCO as an observation and feedback tool. Facilitators will then address participants’ learning goals in a small group discussion, including why and how to do SCOs, how this tool can assist mentors with critical observation and feedback, how SCOs add focus and efficiency to a teaching environment and how the SCO differs from other feedback tools. Participants will perform three SCOs (data gathering, physical examination and information giving) while viewing videotaped provider/patient interactions. Roundtable discussions with facilitators will follow each encounter regarding the participants’ observations during the SCO and the feedback they will offer the videotaped learner. Finally, we will discuss potential applicability of the SCO for assessing competencies in professionalism, patient care, and communication.
 

The Women in Medicine SIG will focus on the topic of part-time employment, with participation by women who have and do work part-time. The group will also discuss what the current research agenda is, vis a vis women in pediatrics, including the pediatric workforce and pediatric subspecialties.
 

Posters Available for Viewing: 11:00am–3:00pm
Author Attendance: 11:45am–1:45pm
 

Lessons Learned from a Chronic Sublethal Hypoxic Animal Model
Laura Ment, Yale University School of Medicine, New Haven, CT

Hypoxix Preconditioning—The Role of Hypoxic Inducible Factor
Donna Ferreiro, University Of California, San Fransisco, CA

Hypoxia,Erythropoeitin and Brain Injury—Is There a Link?
Sunny Juul, University Of Washington, Seattle, WA

Contact for information:
Jeff Perlman, M.D.
Department of Pediatrics
University of Texas Southwestern Medical Center
5323 Harry Hines Blvd., Dallas, TX 75235-9063
Phone: (214)648-2060 Fax: (214)648-2481
Email: jperlm@mednet.swmed.edu
 

Presented by Mark Denison, Vanderbilt, Nashville, TN

Dr. Denison, an expert in coronaviruses, will share up to the minute information on the epidemiology and clinical manifestations of SARS and the role of coronaviruses in the epidemic. A brief question and answer period also will be held.

Jointly sponsored by the Pediatric Academic Societies & the Pediatric Infectious Diseases Society
 

Organ transplantation remains the final therapeutic option for many patients with chronic diseases of many organ systems. Extraordinary advances in molecular and cellular biology have led to new immunological approaches which should make the holy grail of immune tolerance a reality for the 21st century. This symposium will focus on the exciting advances in four areas of pediatric solid organ transplantation: pancreatic organ and islet transplantation as a cure for diabetes, hepatic transplantation for chronic hepatic and metabolic disease, renal transplantation for end stage renal disease and small bowel transplantation for previously untreatable catastrophic bowel injury. This symposium is proudly sponsored by the American Society of Pediatric Nephrology (ASPN), the North American Society of Pediatric Gastroenterology, Hepatology and Nutrition (NASPGHAN), and the Lawson Wilkins Pediatric , and supported by funding from the American Society of Transplantation and the Juvenile Diabetes Research Foundation International

This workshop will discuss academic leadership. There will be three distinct perspectives presented: (1) leadership at an institutional level—climbing the academic ladder; (2) leadership at an organizational level—opportunities to become involved with national organizations such as the American Academy of Pediatrics, the Ambulatory Pediatric Association, American Pediatric Society; and (3) networking: differences in gender styles and opportunities. There will be a panel discussion following individual presentations and an opportunity for workshop participants to discuss their personal experiences. The discussion will also include differentiating leadership from positions of leadership.
 

Receive helpful pointers to make your talks memorable and useful. This session will introduce methods of planning and organizing presentations, preparing and designing visual aids, handouts and clear delivery.
 

This invitational workshop for incoming chief residents (CRs) is designed to 1) augment environmental health educational activities in residency programs and 2) increase awareness of the AAP Handbook of Pediatric Environmental Health. The COEH conducted similar sessions during the 2000, 2001 and 2002 PAS meetings. We have targeted CRs because of their roles in directing educational activities for junior housestaff. CRs are divided into 8 groups; each group is charged with developing a 10-minute presentation on an assigned topic (e.g., mercury, air pollutants, endocrine disruptors), using Powerpoint software. Each group is given the Handbook, articles, and a faculty mentor as resources. Presentations are then given to the entire group by a CR representative from each group; Q&A follows. This hands-on teaching method has been successful as judged by overwhelmingly positive CR evaluations. CRs are subsequently sent copies of all slide presentations to use in teaching; the COEH follows up with CRs during the year.

The COEH has held workshops for more than 120 CRs in the past 3 years. Building on our experience, we aim to hold a session for ~40 incoming CRs to be conducted over 6 hours (2 3-hour workshop slots were utilized last year). In keeping with previous goals, CRs will be asked to conduct one or more environmental health education activities in their program during their chief residency year.

Funded by the Office of Children’s Health Protection at the US Environmental Protection Agency.
 

Are you feeling lately like you are herding cats—frustrated in attempts to get a group of faculty together for a workshop or residents for conference? Medical education has classically been synchronous/face-to-face in nature, but new mandates in health care delivery and an explosion in medical knowledge necessitate a new approach to clinical teaching/ faculty development. One way to adapt is to take advantage of self-directed, AL through interactive web or CD-ROM based computer programs. The goal of this workshop is to help faculty develop an idea for an interactive AL module. Participants should come prepared to discuss and develop an idea for an AL program. During the interactive workshop participants will learn key principles needed to design an effective AL program and about the pros/cons of software programs for the non-computer programmer clinician-teacher. Participants will gain "hands-on experience" incorporating multimedia to build an interactive AL module using Powerpoint, Dreamweaver, Authorware, and Flash programs. Workshop leaders will share their experiences with innovative strategies for using AL to teach basic science, clinical reasoning skills, faculty development and CME.

To all who would like to attend Educational Workshop 4661: We are requesting that you bring a laptop, with a Windows 98, 2000 or XP operating system and Powerpoint. We will provide any additional software needed.
 

Many of the leading causes of childhood illness and death are potentially preventable. Yet knowledge of how to encourage healthier behaviors has lagged behind knowledge of potential therapies and prevention strategies. Community intervention trials are the "gold standard" for large-scale health behavior change.

This workshop is designed for those interested in conducting community interventions. The workshop will have three sections: The first section discusses the design of intervention trials, including theory-based strategies, selection of relevant control groups and effectiveness measures. The second section reviews successful implementation strategies with illustrative examples. The third section reviews the evaluation of community trials, including the analysis of clustered data and time trends. Participants will work in teams to develop intervention trials to illustrate the concepts presented. Participants can expect to acquire practical skills and resources to aid in conducting a community intervention.
 

Pediatricians need to actively promote and help manage breastfeeding as recommended by the American Academy of Pediatrics and Healthy People 2010. Data show that residents are not adequately trained for this role and that 43% of responding residency programs rate their breastfeeding curriculum as inadequate or needing improvement.

The goal of this workshop is to give participants the tools necessary to design and implement a resident breastfeeding curriculum for their institution. Participants will discuss the status of breastfeeding education and the barriers to the education found in their institutions. A didactic presentation will cover new draft RRC guidelines, assessment tools, web-based learning modules, video excerpts, cases for discussion or role play and community resources. Use of live mothers and babies will be demonstrated. Participants in small groups will begin designing their curriculum and overcoming barriers in their program under direction of a workshop leader. All registered participants will get a notebook with resources.
 

The performance of minor procedures is an important part of pediatric residency and office practice. However, training and performance of certain procedures varies between residency programs. Because of limited exposure, pediatric residents and practitioners may avoid a procedure, or call a consultant, when uncomfortable with a technique. The goal of this workshop is to convey specific techniques and instruction methods for minor office procedures. This hands-on workshop will demonstrate skills and afford practice as participants rotate through the following stations:

1. Newer concepts in wound repair—use of glue, fast absorbing sutures, staples.
2. Remove foreign bodies from ears, nose, eyes; reimplant an avulsed tooth.
3. Troubleshoot gastrostomy tube and tracheostomy tube complications.
4. Skin extrications: embedded fishhook, subungual hematomas, hair tourniquet.
5. Vascular access—learn the technique and new indications for intraosseous infusions; master new needleless systems and safety devices for IV.
6. Genital issues: fix paraphimosis, zipper entrapment, rectal prolapse.

Workshop leaders will underscore the importance of learning technical skills in pediatrics. Participants should become adept at several procedures and will be able to teach them to others. The participants will also be asked to share their ideas and experiences in teaching and practicing common technical procedures.
 

Over 132,000 children from 36 countries have been adopted by U.S. families since 1991. It is likely, therefore, that most pediatricians will encounter internationally adopted children in their practice. Prior to international adoption, parents tend to seek out expert pediatric advice regarding the health of their prospective child. However, addressing complicated pre-adoption issues with prospective parents, especially in the age of evidence-based medicine, can be extremely challenging. This workshop is designed to: 1) educate participants about issues critical to review with families at a pre-adoption visit; 2) identify the adoptee's unique medical needs; 3) clarify roles for practitioners caring for the internationally adopted child before and after adoption. Using an interactive approach, the workshop will address: 1) the pre-adoptive visit—keys to interpreting medical records/photos/video of the child from abroad, and how to counsel parents regarding specific issues such as FAS and HIV/Hepatitis B; 2) post-adoptive medical screening, diagnoses and treatment of medical conditions; 3) practice guidelines regarding immunizations; 4) assessment of growth, development and nutrition; and 5) guidance on adjustment problems, developmental delays and identifying more complex behavioral and developmental concerns.
 

This workshop is designed to help pediatricians identify and address common causes of adverse outcomes and threats to patient safety. A pediatric department’s experience at an academic medical center will be described and its methods for reviewing and aggregating data about causes of adverse events will be taught. Claims files opened by the institution’s insurer were analyzed to determine causes of pediatric adverse outcomes. Files were reviewed by a committee including a pediatrician and nurse risk managers. Events and outcomes for each file were outlined on a "cause-effect" diagram to identify events associated with adverse outcomes. Codes were assigned by consensus for each contributor to the event. Codes were analyzed via descriptive statistics. Poor communication, medication errors, housestaff supervision and IV monitoring were associated with a large proportion of adverse outcomes and risk management activity.

Following description of the methods, workshop participants will be assigned to small groups where they will identify, aggregate and analyze patterns of causes of adverse events associated with six hypothetical cases derived from actual files. A subsequent large group session will address how solutions to problem patterns might be achieved. Reviews of risk management files offer one source of data for driving patient safety and quality improvement efforts and, perhaps, reducing malpractice risk in pediatrics.
 

Psychosocial problems (e.g., ADHD, school learning difficulties, somatic complaints, parent-child conflict, child and parent depression and adverse family relationships) constitute about 20% of all pediatric visits for 4- to 15-year olds, a 2.5 fold increase in the past 17 years. These problems impact family functioning and children’s behavior, development and mental health. When these problems prove resistant (recur or intensify) to traditional child-symptom interventions, clinicians should consider an approach that assesses the problem and develops solutions within the family context, which is the clinicians’ greatest resource. However, family systems interviewing skills are seldom or inadequately taught in resident training programs.

This workshop provides clinicians/educators with a primary care educational model for teaching family-oriented concepts and techniques for evaluating and treating these problems. The model is divided into six units for convenient teaching in the clinical setting, e.g., identifying suitable problems, specific interviewing techniques, making mental health referrals and dealing with difficult families. The workshop format will be short didactics, case studies, videotapes of family interviews, extensive interactive discussions and a teaching syllabus.
 

The 2001 World Trade Center and anthrax attacks established terrorism as a reality in this country. In addition to anthrax, critical biological agents include smallpox, plague, tularemia, botulinum toxin, and viral hemorrhagic fever. Release of sarin nerve gas in the Tokyo subway system by the Aum Shinrikyo cult in 1995 resulted in some 5,000 casualties, including 12 deaths, and the threat of a radiation incident perpetrated by terrorists is also real. Pediatricians have a key role in the management of illness after a terrorist incident, including biological, chemical or nuclear releases. Effective preparedness requires an increased index of suspicion for unusual diseases or clusters of illness, with prompt reporting to public health authorities to facilitate recognition of an outbreak and subsequent intervention. Psychological effects of a domestic terrorist disaster on children will also need to be managed appropriately. This workshop will address the epidemiologic, clinical, preparedness and response issues relevant to biological, chemical and nuclear threats to children, who are especially vulnerable. Specific and detailed diagnostic and management information will be provided, as well as emergency contact and educational resource information.
 

Physicians are frequently asked to shoulder administrative responsibilities in addition to their more traditional clinical and teaching duties. Balancing these new responsibilities can be a challenge. Often, time does not permit formal preparation and training for these duties. This workshop provides a formal preparation and training for these duties. This workshop provides a "hands-on" practical overview of basic skills needed for effective administrative leadership.

Using an interactive format, the workshop will begin with a general approach to administration looking at fiscal, personnel and quality improvement issues. Participants will review standard financial reports such as program profit/loss (P&Ls) and budget vs. actual variance reports. Participants will discuss how to use the information from these basic reports to manage a budget or cost center. After developing familiarity with fiscal issues, participants will discuss human resource issues such as job descriptions and evaluations. Finally the value of a quality improvement (QI) process will be discussed. At the conclusion of the workshop, participants will have used real-life examples to gain experience that is applicable to their own program and that will help them review standard reports and manage a budget, recruit and retain staff and participate in QI efforts.
 

Objective: Enable clinicians to evaluate and interpret results of studies which utilize mulitvariate regression techniques. Introduction: Medical journals increasingly publish studies which utilize complex statistical analyses. Because treatment recommendations may be based on such studies, clinicians need to understand the principles of multivariate regression to evaluate and interpret these results. Course: This workshop will utilize a case-based teaching approach to illustrate how multivariate regression techniques work and are interpreted. Emphasis will be on evaluation and interpretation rather than conducting a multivariate analysis. Necessary skills in c