The U.S. rapidly is growing more culturally diverse. In several cities, whites already are in the minority. Culture has a profound impact on pediatrics, affecting multiple aspects of clinical care, including outcomes, processes, quality, satisfaction, obtaining an accurate history and adherence. Cultural competency is the ability to recognize and appropriately respond to key cultural characteristics that affect clinical care in the major cultural groups seen in your practice. In this workshop, participants will learn about a model of cultural competency that can be applied to any cultural group that might be encountered by the pediatrician. This model is based on five aspects of culture that affect clinical care: 1) normative cultural values; 2) language issues; 3) folk illnesses; 4) parent beliefs; and 5) provider practices. The spectrum of the world’s cultures will be used to illustrate the most important ways that culture impacts pediatric care, drawing on the rich available literature and the personal experience of the workshop leaders.

Using an evidence-based approach derived from critical studies on Latino and African-American culture, workshop participants will learn and master the cultural competency model. Illustrative cases (including videotapes) will be presented to challenge participants and further solidify their skills. Participants can expect to acquire practical skills for recognizing and appropriately responding to crucial aspects of culture and language that affect pediatric care.

In this the second year of the Minority Faculty Development seminar/workshop, the leaders will review the probable career paths of clinical and basic research faculty. The session will begin with a detailed description of important considerations for young faculty when choosing their first position after residency/fellowship. The various promotion tracks and sampling of a number of institutions around the country will provide concrete examples. Strategies for time management, negotiating protected research time, special funding opportunities for minority faculty, and innovative funding sources will be discussed using an interactive format to allow interchange of information among junior, mid-career and more senior faculty. A special emphasis on mentoring and career development will be featured. Local and national support networks for faculty will be reviewed. The integration of the issues of race and medicine will be highlighted.

With an increasing emphasis on the training of pediatric residents within the community, curricular tools and strategies for educating and supporting residents in community-based projects are needed. This workshop will address the stages of project planning and implementation (needs assessment, engaging in true community partnerships and tools for asset mapping) in resident community-based projects. Faculty, community partners and residents from the Anne E. Dyson Community Pediatrics Training Initiative will share lessons learned for implementing community advocacy projects within their residency programs. Case presentations will illustrate a range of models. As a result of this workshop, participants will be able to: describe key elements in planning a resident community-based project, identify methods of needs assessment and asset mapping, understand common pitfalls, describe key components necessary from a resident training perspective, and identify resources available in their community.

To improve child health outcomes, pediatricians will need to expand their expertise to include population-based knowledge and skills. Collaboration with local health departments and public health practitioners can provide assets and resources to pediatricians to support them in these efforts. This workshop will: (a) establish a framework for linking pediatrics and public health on the local level; (b) identify and demonstrate the inventory, relevance and use of public health resources to child advocacy, clinical pediatrics and population-based child health; and (c) develop approaches for practitioners and pediatric educators that integrate pediatrics and public health to improve child health. Healthy People 2010 and Community Oriented Primary Care will be used to provide context to the discussion.

After an introductory didactic presentation, participants will be engaged in an interactive case study and scenario development process to demonstrate and generate potential strategies to improve child health. This will include: access to data relevant to clinical practice and child advocacy, introduction of population-based practices into clinical practice and the application of the principles and practice of public health to common health issues affecting children, e.g., asthma, obesity, diabetes, infant mortality, substance use. Names of local health officials in communities and a set of relevant websites will be provided.

As medical educators move toward observing and assessing competencies of trainees, many questions still remain. What assumptions can I make when teaching? How do I get faculty to understand and support assessing competencies? Can evidence-based teaching be taught? Our faculty development group has been exploring and experimenting in these areas of teaching and learning for some time. In this workshop, participants will investigate these and other questions through discussion, demonstration, video clips, reflective exercises and observational experiences. We will look at the assumptions teachers make when confronted with learners and how these affect our teaching. We will introduce and discuss a simplified, generalizable scheme of competency assessment called P.R.I.M.E. that will allow your faculty to observe performance and write evaluations in the language of competency. The workshop will also demonstrate some techniques to enhance evidence-based learning and make it fun. Time is reserved to discuss your experiences and anxieties as competency evaluation takes center stage in the assessment of learners from medical students to fellows.

Through this interactive session, the participants will 1) identify the factors that influence the mentor/mentee relationship, 2) prioritize which factors are necessary in creating and sustaining a successful relationship, and 3) problem-solve vignettes that illustrate common pitfalls in mentor–mentee relationships. The goal of this workshop is to utilize the collective experience we have all gained as mentors and/or mentees to raise awareness of what makes for a successful and productive mentor–mentee relationship. The intended outcome is the incorporation of new strategies for creating and sustaining these relationships.

Back by popular demand, this seminar uses multiple real examples from the pediatric literature to teach participants how to be more discriminating consumers of statistics. Topics to be covered include standard deviation vs. standard error of the mean, commonly violated assumptions of statistical tests, including normality and independent sampling, between- vs. within-groups comparisons, "type 3" (dumb or careless) errors, odds ratios versus risk ratios, relative versus absolute effect sizes and multiple comparisons. In the last part of the seminar, participants will have the opportunity to test what they’ve learned on a set of "unknown" examples.

This seminar is intended to help pediatric fellows and young junior faculty with challenges they face at each stage of their training including: how to identify worthwhile research projects, how to apportion time between research and course work, how to choose and work with a mentor, how to complete projects during one's fellowship, when and how to write grants, how to get and negotiate a job, how to balance career and family and how to transition to life as a junior faculty member. This workshop will be of particular interest to current pediatric fellows of any year, but it will also provide useful insights for those who recently completed or are considering a fellowship. The facilitators will include faculty at all stages of their career and will include both clinician-scientists and clinician-educators. There will be ample time for open discussion and question and answer.

The goal of this interactive workshop is for participants to improve their teaching skills as they strive for teaching excellence. The characteristics of outstanding teachers will be defined and applied to a variety of different teaching scenarios. Several teaching methods used by expert instructors will be presented and discussed. Opportunity for practice will be provided. Participants will be challenged to apply what they have learned to their own teaching settings.

In the current climate of funding opportunities, the ability to successfully obtain extramural support involves applying for grants that are appropriate for an investigator's career stage and drafting a clear and focused application. In this session, we will discuss career-stage-appropriate funding opportunities from the NIH. We will also address how to write a grant application, focusing on strategies with proven success. The working of NIH study sections will be reviewed along with how to best address the concerns of review panels. We will also focus on how to obtain funding for fellowship postdoctoral training and early stages of an academic career.

The Accreditation Council for Graduate Medical Education (ACGME) requires that residents achieve competencies in patient care, medical knowledge, communication and interpersonal skills, practice-based improvement, professionalism and systems-based learning. The language of competency-based evaluation is new in graduate medical education. However, faculty must be knowledgeable of these competencies and possess strategies to measure outcomes effectively in order to ensure that pediatricians are qualified upon completion of their training.

During this workshop, participants will interact with a residency program director, faculty developers and a resident evaluator to understand how to measure and document competencies required by the ACGME. This workshop will utilize a series of teaching exercises, video reviews and short didactic sessions so that participants will be able to: 1) list the key components of a site review; 2) improve skills in learner observation and evaluation; and 3) discuss the pros and cons of different evaluation methods. All attendees will acquire practical tools and resources to improve their confidence and ability to determine whether or not learners are competent.

Cultural competence in medical practice implies the effective interaction of the cultures of patients and providers. However, medical training programs often focus solely on the culture of patients, assuming that providers maintain value neutral systems. This cultural competency curriculum is located at two urban hospitals affiliated with Columbia University and is unique in that it incorporates self-reflection regarding personal cultural backgrounds as well as a critical understanding of medical culture. Training spans all three years of residency and focuses on: community asset mapping and language skills development; provider and patient cultures; and cross cultural communication. Rather than utilizing passive didactic methods, this curriculum uses multiple innovative teaching methodologies such as: resident-initiated projects, interactive workshops, discussions of films, reading of narrative texts, service learning and home visits. Learning occurs both in the traditional clinical setting and at community-based organizations. Pediatrics and public health faculty, as well as partners from community-based organizations, are vital in teaching. Residents from various cultural backgrounds and two culturally disparate hospitals participate in the curriculum. Self-reflective exercises allow residents to document, share and learn from these activities. This educational workshop will be a "training of trainers" session on cultural competency that will demonstrate effective training methodologies and allow participants to share strategies to create their own curricula. The session will be led by faculty members, community partners and pediatric residents.

This workshop will address multiple aspects of publication in scientific journals. Presenters will discuss preparation of materials, including the initial decision that the data are sufficient to justify publication. Issues related to manuscript writing will include length, focus, adherence to journal formats and referencing. The editorial process, from submission to publication, will be described in depth, with particular attention to ways in which authors can interact with journal editors. Another section of the workshop will cover ethical issues in publication including review boards, authorship, duplicate publication, intellectual property rights and conflict of interest. There will be open discussion of sample cases and questions derived from the experiences of the participants.

What does success mean to you? Academic success can be difficult in our current society due to multiple, conflicting personal and professional responsibilities that compete for our time. Developing effective techniques to achieve "balance" in our lives can be challenging. Participants in this workshop will define individual success, set personal and professional goals and develop innovative techniques to achieve them. Through round table and small group discussions, individual exercises and role plays, participants will explore successful approaches to working with a reduced FTE ("part-time"), developing an educator’s portfolio, establishing a relationship with a mentor, tackling the promotion and tenure process and negotiating with supervisors. Breakout sessions on individual topics will allow participants ample time to share experiences and problem solve. Creative ways to achieve success and maintain balance in life will be presented, discussed and practiced.

Pediatricians are in a unique position to identify and advocate for children's health care needs. To do so, pediatricians need to understand the psychosocial, economic and cultural forces that affect the health of their patients. Community-based training provides residents with the opportunity to gain firsthand knowledge and experience of these forces and, importantly, gives them the basis from which to identify and mobilize community resources to enhance health outcomes. The goals of this workshop are to 1) improve the participant's knowledge of innovative community-based curricula and 2) discuss strategies for successful implementation of these experiences. Using an interactive format, representatives from The Initiative's programs will discuss components of their advocacy and community-based curricula. Participants will be encouraged to share their experiences of similar efforts. Specific community pediatrics' competencies will be described in conjunction with training efforts designed to achieve them. Workshop participants will divide into small groups to discuss implementation of community pediatrics block rotations, longitudinal residents' projects and cultural competence experiences. At the closing, participants will review and reflect on key issues raised during this session.

The process of interviewing and negotiating for a faculty position is a common experience of most fellows and many residents and junior faculty. There is little, if any, training in this process. This seminar will 1) identify key concepts of the interviewing and negotiation process, 2) increase the awareness of residents, fellows and junior faculty of these concepts when applying for positions in academic medicine and 3) develop skills in utilizing them. These concepts include preparation for, and elements of, the first and subsequent interviews, stages and styles of the negotiation process and core issues such as compensation, office space, research resources, promotion guidelines and family considerations. Brief didactic presentations and case-directed discussions will highlight these concepts. Participants will have the opportunity to apply concepts learned to simulated interview situations.

This seminar will focus on the unique issues related to the challenges of women in academic medicine. The first topic will be the various tracks within the academic community and the expectations related to promotion within these tracks. The second topic to be discussed will be maintaining a balance between professional and personal life, and the presentation will include a discussion of the pros and cons and ups and downs of part-time employment. The last issue to be discussed will be negotiation skills for women in academia. Problematic scenarios will be presented and strategies for solutions will be proposed.
 

The core of the academic meeting is the dissemination of new information through abstracts. This session will provide the young investigator with an approach to the preparation and presentation of abstracts. Innovative science requires crafting an innovative abstract to ensure program selection. Points concerning abstract presentation to enhance acceptance and the dos and don'ts of platform and poster presentations will be presented in depth.

Clinician-educators are those physicians whose career activities combine patient care and teaching and whose scholarly activities promote excellence in medical education. With this interactive workshop, it is expected that participants will learn a practical approach to their career development and will:

1. have a better understanding of the motivations, career plans and challenges of clinician-educators;
2. be able to develop a career ‘map’ for junior clinician-educators;
3. learn how a mentoring program can help the clinician-educator plan and develop his/her career, including suggestions on how mentors and ‘mentees’ can contribute to enhancing professional academic skills;
4. be able to identify faculty development needs and participate in useful and effective faculty development activities, having a better understanding of specific faculty development activities and the evidence for the effectiveness of these activities; and
5. have a better understanding of the evaluation of teachers and how these evaluations are used for faculty development and promotion and will learn guidelines for developing an effective Teaching Dossier.

This workshop will be of interest to both junior faculty with an interest in developing their academic careers as clinician-educators and to administrators responsible for supporting junior faculty in the areas of teaching and education.

The publication and dissemination of new knowledge has long been the gold standard of academic pediatrics. However, inertia remains a substantial barrier to successful publications and presentations for many faculty. A well-organized and systematic approach to the presentation of scientific data can substantially reduce the impediments to success and lead to high-quality and well-received efforts. This seminar will take a practical and focused approach to the conceptualization, derivation and presentation of scientific material to be presented as a manuscript, abstract or oral presentation. Group discussions, critique and analysis will be an inherent component of this seminar.

Develop animations with a little imagination and learn about digital collaboration. This interactive workshop will cover an overview of animations as a teaching tool; view an animation entitled "How does blood clot? Hemostasis and pathophysiology of hemostatic disorders"; and then go through the steps involved in developing animations. On what subject do you spend the most time in your practice explaining to students, residents and patients? Can it be animated? Come with your ideas, and we will explore how to develop an animation. Mr. Saveen Reddy, lead program manager from Microsoft Corporation, will discuss digital collaboration. We are surrounded by a powerful fabric of technology that isn't woven together well. We don't necessarily know how to take advantage of it; sometimes we don't know it exists. This presentation will point out the pieces and show how to tie them together so that people can work collaboratively to a common goal. The presentation and demonstration includes: real-time transmission of data, instant review of documents (images, reports, etc.) and using publishing tools to keep a team working together (Blogs, etc.).

By the end of the workshop, the participant will 1) learn the various steps involved in making animations, 2) be able to identify topics that may be presented using animations, and 3) learn about digital collaboration.

The 21st century heralds a paradigm shift in medical education with a focus turned to competence and outcomes. The Accreditation Council for Graduate Medical Education (ACGME) is spearheading a competency-based system of graduate medical education coincident with the American Board of Pediatrics’ (ABP) initiative to transition from periodic "recertification" to "maintenance of certification." Our greatest challenge as educators lies in developing tools to evaluate competence during training and to equip all trainees with the skills necessary to achieve quality continuous professional development in order to maintain their certification in pediatrics.

The overarching goal of this workshop is to explore the value of using technology as a tool for promoting self-assessment and lifelong learning in continuous professional development. We will demonstrate how physicians can use an innovative web-centered tool to document competence in practice-based learning and improvement. Participants will discover how to create and manage a personal list of educational needs based on their professional experiences, develop individualized learning plans to address these needs and then document the impact of learning on their practice.

The outcome of implementing this web-based technology will be the ability to demonstrate competence of our trainees in the domain of practice-based learning and improvement to the ACGME and the preparation of tomorrow’s physicians to demonstrate evidence of continuous professional development in maintaining their certification.

As healthcare organizations become more complex, quality leadership is an increasingly precious resource. Many health systems are turning to physician leaders because they are uniquely qualified to integrate clinical, educational, research and administrative functions. To be successful, these physician leaders must build and sustain high performance teams.

Teams are successful when the right people are working together to do the right job with the right outcomes. Leaders must: (1) create the vision and scope, (2) determine what and to whom to delegate, (3) remove the barriers by dealing with the difficult people and situations and (4) specify the metrics and hold the team accountable. Building upon the 2002 Physician Leadership PAS education seminar, the focus for this workshop will be on delegation and dealing with difficult people and situations.

Career and program development in pediatric departments is increasingly tied to the generation of resources that support these efforts as well as cost-containment efforts. This seminar will address the application of business principles and approaches that should be useful to current directors of programs, or those who aspire to be directors, as they plan and manage these programs. Concepts to be introduced in a case discussion format include cost analyses, longitudinal budgeting, mission-based budgeting, business plan development and productivity analysis and enhancement.

5:15pm–7:15pm
Poster Session I
Original Science Abstracts – Poster Session

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.

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.

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).

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.

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.

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.

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.

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.

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.

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.

Keen observation is the essence of clinical medicine. The astute clinician must interpret visual cues to make accurate diagnoses and assessments. However, observational skills are rarely explicitly taught to medical students and residents. Physical diagnosis courses teach students to recognize normal and abnormal findings, especially the cardinal signs and symptoms of disease, but do not emphasize the actual skill of careful looking in itself. Looking is often assumed.

The goal of this workshop is to explore how fine art can be used to teach medical learners to become better observers. Two different programs will be presented that incorporate fine art to teach medical students to "learn to look." Through the use of visual materials, demonstrations and small group discussions, pa