This business breakfast will give the members a chance to meet with Council Members and Officers, bring up topics of interest to them, propose new program ideas or other SPR and APS initiatives, give feedback, find out about membership qualifications and volunteer for society activities and/or committees.
 

There are now unheralded opportunities in Adolescent Medicine to understand the relationship of biologic and behavioral processes during adolescence. For example, new functional magnetic resonance imaging provides data about the continued development of the adolescent brain that might provide insights into some aspects of adolescent behavior. The greatest intellectual gains in our understanding of adolescents will be made as a result of studies that include interdisciplinary teams of investigators from diverse biologic and behavioral backgrounds. Future academicians in Adolescent Medicine will be well-served by training with colleagues expert in the related sciences (neural sciences, endocrinology, immunology, behavioral sciences as examples). Discussion will focus on the challenges balancing never-ending clinical demands and on the pursuit of substantive science.

Adolescent Medicine—Unheralded Opportunities
Elizabeth R. McAnarney
 

Pediatric emergency medicine is a relatively new pediatric subspecialty. To this point the goals have been defining the field and developing a cadre of practitioners, teachers and researchers. But where do we go from here? What are the challenges and new directions facing our specialty?

Pediatric Emergency Medicine—Where Have We Been; Where Are We Headed?
Stephen Ludwig, Children's Hospital of Philadelphia, Philadelphia, PA
 

Dr. Castle is a pediatric hematologist/oncologist and is chair of the Department of Pediatrics at the University of Michigan. She will discuss opportunities in academic pediatrics with special emphasis on careers in the subspecialties.

Academic Pediatrics: Challenges and Opportunities
Valerie P. Castle, C.S. Mott Children's Hospital, Ann Arbor, MI
 

This session is designed to provide trainees and junior faculty with insight and advice concerning the pursuit of an academic career in pediatric infectious diseases. Specific attention will be given to describing approaches to obtaining the best possible training in clinical infectious diseases, epidemiology, as well as in basic and applied research in the field of pediatric infectious diseases. An overview will be provided of this rapidly evolving field and a 40-year historical perspective of advice concerning how to incorporate both basic and applied research into an academic career most effectively also will be discussed.

Meet the Professor ~ Infectious Diseases
Ralph D. Feigin, Baylor College of Medicine and Texas Children's Hospital, Houston, TX
 

The discussion will focus on advances in the diagnosis and treatment of neonatal jaundice as a means to understanding an investigative career in academic neonatology.

A Neonatologist and Newborn Jaundice: Reflections on an Academic Career
David K. Stevenson, Stanford University School of Medicine, Palo Alto, CA
 

The goals of this informal session are to have a give-and-take discussion about balancing opportunism and careful planning in executing a career in academic medicine, with a special emphasis on neonatology.

The Academic Balancing Act—A Perspective from 20 Years in Neonatology
Samuel Hawgood, University of California Medical Center, San Francisco, CA
 

Pain that is recurrent or persistent can create difficulties in diagnosis and treatment. Since research in pediatric pain is relatively recent but expanding, physicians may not have sufficient state of the art knowledge upon which to evaluate and treat their patients with chronic pain. There have been significant advances in the neurobiology of pain and the many factors that magnify and maintain the pain experience, pain behaviors and pain pathophysiology. The interface between mind, body and the environment, as well as new diagnostic tools, is creating new paradigms in our understanding of pain. For example, barostat and imaging studies have revealed new models for thinking about irritable bowel syndrome (IBS) as a condition of neuroenteric dysfunction. Other conditions, such as juvenile fibromyalgia and myofascial syndromes, are thought to be caused by central neurodysregulation. Many of these conditions are magnified and confounded by co-morbid anxiety disorders, learning disabilities and family system issues, among other factors. Why do some children with chronic pain develop a downward spiral of decreasing function and develop PADS? These conditions are not as difficult to evaluate and treat once they are understood from a biopsychosocial perspective. We will discuss the neurobiology, clinical assessment and approach to treatment of chronic pain and PADS, using IBS, juvenile fibromyalgia and myofascial pain as examples.

Overview of Pain Systems: A Mind–Body Perspective
Lonnie K. Zeltzer, David Geffen School of Medicine at UCLA, Mattel Children's Hospital, Los Angeles, CA

Neurobiology of Chronic Pain: Irritable Bowel Syndrome as a Model
Carlo Di Lorenzo, University of Pittsburgh School of Medicine, Children's Hospital of Pittsburgh, Pittsburgh, PA

How Do We Understand Disorders Such as Fibromyalgia and Myofascial Pain?
David D. Sherry, University of Pennsylvania School of Medicine, Children's Hospital of Philadelphia, Philadelphia, PA

Pain-Associated Disability Syndrome (PADS): What Is It and How To Evaluate and Treat It
Brenda Bursch, David Geffen School of Medicine at UCLA, UCLA Neuropsychiatric Institute & Hospital, Los Angeles, CA

Discussion
 

Micronutrients are essential to normal growth and development in infancy. Preterm and small-for-gestational-age infants are especially vulnerable to deficiencies. This symposium will focus on two fundamental nutrients: zinc and iron. Michael Hambidge will discuss the physiologic and metabolic importance of zinc during the perinatal period and the methods that can be used to assess zinc requirements. Nancy Krebs will discuss recent information about zinc homeostasis and requirements in premature and small-for-gestational-age infants. Stanley Zlotkin will discuss the etiology of iron deficiency in preterm infants during the first year of life and interventions to prevent it.

The Importance of Zinc in the Perinatal Period: An Overview
Kenneth Michael Hambidge, University of Colorado Health Sciences Center, Denver, CO

Zinc Requirements in Premature and Small-for-Gestational-Age Infants
Nancy F. Krebs, University of Colorado Health Sciences Center, Denver, CO

Meeting the Iron Needs of the Preterm Infant Throughout the First Year of Life
Stanley H. Zlotkin, The Hospital for Sick Children, Toronto, Canada

TLRs (Toll-like receptors) are a family of transmembrane germ line coded pattern recognition receptors that bind structural motifs common to pathogenic organisms. These structural motifs include endotoxin, products of gram+ organisms, fungi and mycobacteria, as well as DNA and RNA structures common to bacteria and virus but not mammalian cells. The TLRs are expressed by diverse cell types. TLR signaling initiates the innate immune/inflammatory host response to pathogens and also initiates antigen processing for acquired immunity.

Moshe Arditi will review the recent progress in understanding how children respond to pathogens. Maria Abreau will explore how immune signaling is central to both the maintenance of normal gut function and how chronic GI disease may develop. Christopher Karp will then explore how immune signaling relates to the hygiene hypothesis regarding the striking increase in the prevalence of both allergic and autoimmune diseases in children in Westernized countries over recent decades. The goal is to provide an update about newly described mechanisms signaling inflammation/immunity that are central to multiple homeostatic and disease processes in children.

Toll Like Receptors—Bridging Innate and Adaptive Immunity
Moshe Arditi, Cedars-Sinai Medical Center, UCLA School of Medicine, Los Angeles, CA

TLR Signaling in the Gut in Health and Disease
Maria Abreu, Cedars-Sinai Medical Center / UCLA School of Medicine, Los Angeles, CA

Signaling the Hygiene Hypothesis
Christopher Karp, Cincinnati Children's Hospital Medical Center, Cincinnati, OH

Children who are victims of violent behavior or merely observers of violence may learn destructive or self-destructive patterns of behavior. Violence is a major public health problem. This symposium will focus on breaking the cycle of violence and will showcase speakers who are working on violence prevention in the pediatric emergency department, school and community. The speakers will demonstrate what can be done by physicians who see the importance of this issue and the ways in which we can make a difference.

Violence Prevention in Primary Care: Moving from Public Health to Private Practice
Robert D. Sege, Tufts-New England Medical Center, Boston, MA

Beyond Treat and Street: Violence Prevention in the Emergency Department
Joel Fein, The Children’s Hospital of Philadelphia, PA

Efforts in the Community
Sheryl A. Ryan, University of Rochester School of Medicine, Rochester, NY

Discussion

The symposium will provide the state of the art approach to these two common and intimately related conditions. The session will start with discussion of the genetics and embryology of vesicoureteral reflux and their implications in its management. New observations on the modes of treatment and the imaging studies indicated in the infant and child with UTI will be addressed next. As those requiring long-term intervention are mostly children with vesicoureteral reflux, a pediatric urologist point of view of it will follow. Both, long-term medical and surgical management will be reviewed, and the new information on the use of non-surgical endoscopic intervention as a new tool to treat vesicoureteral reflux will be discussed. Finally, our increasing understanding of the role of bladder function and dysfunction in the development, progression and resolution of vesicoureteral reflux and urinary tract infections will be reviewed.

Vesicoureteral Reflux as a Developmental Disorder
Anthony Atala, Children's Hospital, Boston, MA

Acute Urinary Tract Infection—Evaluation and Treatment
Alejandro Hoberman, University of Pittsburgh School of Medicine, Pittsburgh, PA

Surgical and Non-surgical Management of Vesicoureteral Reflux
Linda Shortliffe, Stanford University, Stanford, CA

Dysfunctional Voiding
Seth L. Schulman, Children's Hospital of Philadelphia, Philadelphia, PA
 

The 21st century heralds a paradigm shift in medical education with a focus turned to competence and outcomes. 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.

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.
 

Timely and objective feedback to learners and teachers has been an ongoing problem in medical education despite efforts to teach these skills through faculty development efforts. In this workshop the traditional feedback paradigm as described by Jack Ende in the 1980s will be briefly reviewed. This process basically represents a checklist to determine which of the characteristics of feedback occur in the interaction. The facilitator will then present a qualitative approach to providing feedback based on Bloom's taxonomy. This process helps to assess what is the cognitive level of feedback. Interactive scenarios to compare both processes will include the use of videotapes, reflection and role plays.
 

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, having a better understanding of specific faculty development activities and the evidence for the effectiveness of these activities;
5. Have a better understanding of the evaluation of teachers and how these evaluations are used for faculty development and promotion;
6. 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 senior faculty and administrators responsible for supporting junior faculty in the areas of teaching and education.
 

Many new developments in hand-held technology or personal digital assistants (PDA) can positively impact on medical education and medical care. As the technology improves and interfaces with internet-based information and electronic medical records become available, the potential for improving access to information and defining standards of care are clear. Residency programs have utilized PDAs for provision of program information, documentation of procedures/patient panels and access to medical references and information. PDAs have proved useful in a variety of applications in residency program administration. The ability to access medical information from PDA formularies, medical texts and internet sites is now changing the ability of pediatricians to obtain relevant information in a timely manner. Interfaces with electronic medical records offer new opportunities for clinical decision making, documentation and billing.

This workshop will review the trends in the use of the PDA in these areas and demonstrate the use of the PDA in patient tracking, residency program documentation, access to formularies and medical references, searches of medical literature and office and hospital documentation. Participants will be asked to provide feedback and, after discussion in small group settings, will provide a series of recommendations from pediatric faculty regarding the direction of PDA development for pediatric medical education and care and emphasis for PDA applications in the future. We look forward to a stimulating discussion and useful interchange.
 

The Nutrition Friendly (NF) school process has been developed to help address the rising rates of childhood overweight. It is an ecological model based on the coordinated school health model, which impacts the entire school environment including students, staff and families to prevent the development of overweight in children. School community stakeholders in collaboration with the UCLA School of Public Health Nutrition Friendly Schools and Communities Group developed the NF school certification process and self-evaluation tool.

The goal of the workshop is to report on the continued development and preliminary results of the NF School pilot study and introduce the NF School model to any new participants. Participants will also gain an understanding of the participatory action research method used to develop the NF School model.
 

Leadership positions arise at multiple levels, and career paths often take different trajectories. There is no single game plan to ensure academic success or professional prominence.

This workshop will highlight the personal experiences of four nationally prominent pediatricians as a means of illustrating both the differences in career progression and the similarities that are present in the stories of successful leaders in the field of medicine. Means by which one can get involved in national organizations will also be discussed. Participants are encouraged to bring specific issues related to barriers to success to the group.
 

The events of September 11, 2001, have focused the need for emergency planning. Schools must be prepared to prevent and respond to a number of possible incidents, including shootings, terrorism and natural disasters.

The purpose of this workshop is to examine and discuss preparedness measures for disasters, mass casualty incidents and bioterrorism in schools. The session will focus on the need for a school disaster/mass casualty prevention and response plan, the major elements of such a plan and the role of the emergency medical system in such planning.
 

The BIOECOGRAM is a tool used to record child, family, social and environmental factors in a standardized method, placing the child at the very center of the consultation. The workshop will review the AAP recommendations for family-centered care and offer a number of case studies to help participants to use this graphic tool in their day-to-day practice when challenged by both simple and complex behavioral and developmental problems.
 

Conducting research as a community-based pediatrician provides unique challenges and rewards. Most community-based faculty members have extensive experience as clinicians, educators and often as secondary participants in the research projects of institutional-based faculty. The community-based pediatrician's daily working environment generates research ideas that are more readily applicable in the clinical setting. However, pediatricians practicing in the community often lack the time, training and/or experience needed to serve as principal investigators. Participants in this workshop will be asked to bring a research idea that they would like to develop into a reserach plan, and several of these ideas will be selected as examples. These examples will be developed into working proposals during small group sessions. Emphasis will be placed on:

1. Feasibility,
2. Finding a mentor,
3. Partnering with non-community-based researchers and community stakeholders,
4. Funding opportunities and
5. Protecting the interests of patients and principal investigators.
    

Participants will utilize the APA's web-based Educational Guidelines for Residency Training in Pediatrics to identify specific educational topics relevant to the continuity experience. Four preventive screening topics will be used as the educational goals. Participants, working in small groups, will determine in which of the six ACGME competencies the educational goals fit best. Practice-based learning and systems-based practice will be emphasized. Guidelines for teaching and evaluating resident competencies will be developed. The teaching and assessment tools developed will be generalizable to other curriculum topics, including QI projects.
 

This grantsmanship session will describe the process of applying for research support from the NIH, how review is done and funding decisions made and how to enhance the likelihood of success. Mechanisms available for support at various stages of a career will be reviewed, as well as current research topics of special interest to NICHD.
 

This 3-hour session will review the "dos and don'ts" of abstract writing. Using an interactive format, the facilitators will review suggested practices for abstract writing, focusing on producing clear and effective titles and abstracts. After review of suggested practices, participants will review and discuss examples of titles and abstracts both submitted to meetings and published. Participants will review a manuscript and write their own "Objective" and "Method" sections of an abstract to accompany the manuscript as if it were their own work. Examples from the participants' abstracts will be anonymously reviewed with the group to illustrate effective abstract writing principles.
 

Last year's Developmental-Behavioral SIG held in Seattle covered a variety of developmental and behavioral screening tests and methods of developmental surveillance. This year's SIG will expand on this theme and address broader mental health issues in primary care through the use of the Bright Futures materials.

Bright Futures provides health care providers with a framework and tools for identifying and treating the mental health needs of their patients and families and utilizes a strength-based approach. The goal of this skill-building session is to inform health care providers about the essentials of mental health promotion including monitoring for, preventing and identifying psychosocial problems and providing appropriated follow-up. Participants will be able to identify available tools and resources and how health care providers can utilize them. Bright Futures materials, including the Bright Futures in Practice: Mental Health practice guide and the accompanying tool kit, will be shared. The session will use the Bright Futures Mental Health materials to assist participants in addressing the mental health needs of children and their families. Session participants will work in small groups while applying these screening, care management and health education tools to a variety of case studies. Incorporating this information into residency training programs will also be discussed. The presenters will include Joseph Hagan, chairperson of AAP's Bright Futures Education Center; Paula Duncan, chairperson of the AAP Bright Futures Pediatric Implementation Project; and Michael Jellinek, editor of Bright Futures in Practice: Mental Health practice guide
 

This year the Ethics SIG will discuss two different but important topics:

1. Ruth Etzel, from the Alaska Native Medical Center, will present the draft version of a code of ethics for general pediatric research which was developed by the Ambulatory Pediatric Association in cooperation with the Association of American Medical Colleges.
2. James Jarvis, from the University of Oklahoma, will discuss autonomy and the enlightenment origins of medical ethics.
    

The newly formed Fellowship Directors' SIG welcomes directors of General Pediatrics fellowship programs throughout the United States and Canada to this inaugural meeting. The SIG is designed to offer a forum for fellowship directors to discuss their common goals and challenges. The agenda will include discussions of recruitment, program funding, fellow performance feedback and review and relationships with Divisions of General Pediatrics and other academic units. We will also hold breakout sessions for directors whose programs predominantly focus on different training areas: clinical expertise, medical education and research.
 

The Literacy Development Programs in Primary Care SIG provides information, support and networking for clinicians interested either in research or implementation projects related to pediatric interventions to encourage or support early childhood literacy. The SIG is an opportunity to review research in progress, stimulate new research directions, including collaborative and multisite projects, and enhance provider training and knowledge related to early literacy and to the Reach Out and Read (ROR) model of intervention. This year we will focus on new research directions in early literacy and learning and in closely related areas, with presentations on current research and on techniques for addressing promising new questions. The session will also include a discussion of new directions and initiatives for Reach Out and Read.
 

The Environmental Health SIG is looking forward to another excellent and informative meeting at the Pediatric Academic Societies' Annual Meeting in San Francisco. In keeping with the tradition of past Environmental Health SIG meetings, leading experts in children’s environmental health will give presentations on important and timely issues. Building on the success of last year’s meeting, we will again invite the APA Environmental Health Fellows to present their research works in progress. Further program details are forthcoming. Please see the PAS meeting website for an agenda as the meeting approaches. We hope to see you in San Francisco and sustain the momentum of increasing attendance annually at our sessions!
 

TITLE TO COME
Paul H. Saenger, Albert Einstein College of Medicine, Montefiore Medical Center, Bronx, NY
 

10:15am
APS Presidential Address
Larry J. Shapiro, Dean, School of Medicine, Washington University, St. Louis, MO

10:45am
52nd Annual John Howland Award

11:15am
Joseph W. St. Geme Jr. Leadership Award*

*Presented by the Federation of Pediatric Organizations on behalf of the
Ambulatory Pediatric Association, American Academy of Pediatrics, American Board of Pediatrics, American Pediatric Society, Association of Medical School Pediatric Department Chairmen, Association of Pediatric Program Directors and the Society for Pediatric Research
 

Available for Viewing: 9:00am–3:00pm
Author Attendance: 11:45am–1:45pm

Drs. Thomas Boat and David Williams, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, will discuss a proposal for the establishment—on a national scale—of Pediatric Centers of Research Excellence.

Pediatric Centers of Research Excellence
Thomas F. Boat, Cincinnati Children's Hospital Medical Center, Cincinnati, OH
David A. Williams, Cincinnati Children's Hospital Medical Center, Cincinnati, OH

Contact for information:
Nina F. Schor, M.D., Ph.D.
Phone: (412) 692-6182
Email: nfschor@pitt.edu
 

Contact for information:
David Kaufman, M.D.
University of Virginia Children’s Medical Center
Phone: (434) 924-9114
Email: davidkaufman@virginia.edu
 

Magnesium—Is There a Role?
Abbot R. Laptook

Hypothermia—What, Where and Why?
Alistair J. Gunn

Blocking Apoptotic Pathways—Is It Feasible?
Frances J. Northington, Johns Hopkins University, Baltimore, MD

Contact for information:
Jeff Perlman, M.D.
University of Texas Southwestern Medical Center
Phone: (214) 648-2060
Email: jeffery.perlman@utsouthwestern.edu
 

The session addresses AAP Guidelines on breastfeeding, current research findings and applications to pediatric practice.

The AAP Breastfeeding Policy Statement: The 2004 Version
Lawrence M. Gartner, University of Chicago, Chicago, IL

Breastfeeding: Does it Protect Against Obesity in Childhood?
Kathryn Dewey, University of California at Davis, Davis, CA

Contact for information:
Ardythe L. Morrow, Ph.D.
Cincinnati Children’s Hospital Medical Center
Phone: (513) 636-7626
Email: Ardythe.Morrow@chmcc.org
 

All PAS attendees are invited to an informational session on the ABP's Revised Subspecialty Training Requirements, which will apply to fellows beginning training July 1, 2004, and thereafter.

An overview of the changes will be provided by ABP staff. Ample time for questions will be allowed. The session will be useful for program directors, department chairs and trainees planning subspecialty careers.

Blood vessels perfuse all tissues in the body and play a vital function in mediating the exchange of metabolites between the tissues and the blood. However, recent experimental evidence indicates that endothelial cells play an important signaling role during embryonic development and cell differentiation. Understanding the nature of the interaction between endothelial cells and the surrounding cells and tissues will provide valuable insight into normal developmental mechanisms and may lead to important therapeutic approaches for a variety of diseases. In this symposium, we will discuss endothelial signaling in early organ development with a particular focus on the interactions that occur between airway and vascular cells during lung organogenesis and how these interactions are perturbed in lung injury and repair. In addition, we will discuss the biology of a molecule critical to development, VEGF, and its role during angiogenesis.

Overview
Clifford W. Bogue, Yale University School of Medicine, New Haven, CT

Endothelial Signaling During Embryonic Development
Ondine Cleaver, Harvard University, Cambridge, MA

Impaired Vascular and Alveolar Interactions in the Pathogenesis of Bronchopulmonary Dysplasia
Steven H. Abman, The Children's Hospital, Denver, CO

Extracellular Matrix Imbalance and Abnormal Lung Morphogenesis
Mala Chinoy, Penn State University College of Medicine, Penn State Hershey Medical Center, Hershey, PA

New Insights in the Regulation of Angiogenesis by VEGF and Other Mediators
Napoleone Ferrara, Genentech, Inc., San Francisco, CA

Discussion
 

The National Children’s Study is a national prospective, longitudinal study of environmental effects, including physical, chemical, biological and psychosocial effects, on child health and development. The goal of the study is to improve the health and well-being of children. The study will examine these environmental effects on the health and development of more than 100,000 children across the United States, following them from before birth until age 21. The study is led by a consortium of federal agency partners: the U.S. Department of Health and Human Services, including the National Institute of Child Health and Human Development (NICHD); the National Institute of Environmental Health Sciences (NIEHS); the Centers for Disease Control and Prevention (CDC); and the U.S. Environmental Protection Agency (EPA). For additional information, visit the website at http://www.nationalchildrensstudy.gov/.

Introduction
Elena Fuentes-Afflick, University of California, San Francisco, CA

The National Children’s Study—An Overview
Duane Alexander, NICHD, National Institutes of Health, Bethesda, MD

The National Children’s Study—Methods
Peter C. Scheidt, National Institutes of Health, Bethesda, MD

Children’s Health and Environmental Exposures: The Most Important Unanswered but Answerable Questions
Michael Weitzman, The AAP Center for Child Health Research at the University of Rochester, Rochester, NY

Discussion

Despite the dramatic increase in patient and graft survival following solid organ transplantation over the past decade, complex and potent immunosuppressive regimens have led to significant complications. In this multidisciplinary symposium, the pathophysiology and therapy of infections, lymphoproliferative disease and growth abnormalities following solid organ transplantation will be reviewed. In addition, the problem of non-compliance with complex immunosuppressive regimens—a major cause of organ loss/dysfunction post transplantation—will be reviewed.

Infections Following Solid Organ Transplantation
Michael Green, University of Pittsburgh School of Medicine, Pittsburgh, PA

Post-transplant Lymphoproliferative Disease: Pathophysiology and Treatment
Vikas R. Dharnidharka, University of Florida Health Science Center, Gainesville, FL

Growth Disorders Following Solid Organ Transplantation
Leona Cuttler, Case Western Reserve University, Cleveland, OH

Compliance with Complex Medical Regimens Post-transplantation: Anticipatory Therapies
Robert Wells, Children's Hospital Central California, Fresno, CA

Tom Tonniges will provide some background on the evolution of the relationship between the Department of Community Pediatrics at the American Academy of Pediatrics and the ABCD Institute of Northwestern University. He will give a brief introductory presentation on ABCD Principles and its applications to the health care arena. The ABCD Model essentially promotes the concept of recognizing and identifying the inherent assets in each community, in the form of community-based organizations (CBOs) and the need to integrate those assets into community improvement efforts.

Andrew Gold will discuss his involvement with the Community Child Health Partnership (CCHP) Collaboratives and his perspective on the applications of ABCD to achieving child health outcomes.

Richard Pan will provide insight into how he used ABCD principles as the basis for the advocacy program he developed (Community Partnerships with Pediatricians for Healthy Children) for pediatric residents at University of California, Davis Medical School. Specifically, he will discuss the merits of using the ABCD as the basis for fulfilling the ACGME Requirements in Community Experiences for pediatric residents.

Tom Tonniges will then ask participants to break into small groups and complete the following exercises:

1. List the associations that you belong to (not as a part of your job).
2. List the professional associations you belong to.
3. Describe one way you could use your association relationship to address one child health issue (ex. Obesity).

This workshop will address the following questions:

1. Do you think ABCD methodologies provide a useful framework for:
   1. pediatric resident community projects?
   2. Practicing pediatricians?
2. How can ABCD Concepts be used to promote the practice of Community Pediatrics?
3. How does the ABCD Concept help to identify and establish effective partnerships with Community Based Organizations(CBOs)?

Academic medicine offers an exciting variety of career paths for pediatricians. During this workshop, which is designed to help with decision-making on the part of residents and will be interactive in its execution, participants will explore a menu of options, both for the generalist and the subspecialist. The interplay of research, teaching, clinical medicine, administration and advocacy in academics will be discussed. Markers of satisfaction and success within academic medicine will be included. Co-presenters will assist the workshop leader.

Pediatricians bring a unique mix of legitimacy, prestige and expertise to advocacy work. Many pediatricians know the benefits of advocacy to themselves, their patients and their communities but are unable to incorporate advocacy into busy clinical practices or academic career development. Of the 28 physicians funded by the OSI Soros Advocacy Fellowship, 10 are pediatricians. Workshop leaders will facilitate small group brainstorming sessions on advocacy skills such as communicating with media and policy makers, using research for advocacy and integrating practical advocacy experience into medical education. Participants will discuss areas of interest for advocacy and potential projects and community partners.

This workshop is intended for physicians at all stages in their careers with experience, insight or interest in advocacy and public policy.
 

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 preceptors. Content areas will focus on the importance of a good orientation, feedback, evaluation and creative teaching techniques that will resolve conflicts with time constraints and make teaching fun and a true learning experience for all involved.
 

Practicing evidence-based medicine (EBM) is an essential competency for lifelong learning and critical thinking among pediatric residents and practicing pediatricians. Yet, with multiple demands on curricular planning, programs have found it difficult to make time and space to incorporate this material. Drawing on our successful teaching of EBM to students, residents and faculty in a variety of settings and sharing what we have learned from the occasional misstep, we have developed an interactive workshop to simplify the development and evaluation process for others wishing to launch a similar curricular program. Throughout the workshop, participants will work in small groups to:

1. Identify practical ways of integrating key EBM competencies into a variety of educational venues,

2. Develop a focused curriculum to teach EBM to students or residents in a specific setting at their home institution and

3. Explore and discuss methods to evaluate this important competency.

The session will conclude with a participant-generated discussion of useful pearls for teaching and evaluating evidence-based medicine skills. Participants will receive sample curricular materials, examples of evaluation methods and a list of resources that can foster the teaching and practice of EBM.
 

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 workshop 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.
 

The Minority Faculty Development workshop will engage junior, mid-career and senior faculty in the discussions of how to promote and actively support minority faculty in choosing academic careers and/or sustaining them through the academic promotion system. In this, the third year of this workshop, prominent faculty at institutions from around the country will respond to key questions on mentorship, success in obtaining research and program funding and maintaining focus on the commitment to medicine and community. The panelists will also emphasize leadership in academics, presented against the backdrop of the current AAMC statistics on minority faculty. As in the previous two years, this workshop will be highly interactive with participants actively engaged in discussions with the moderators and the panelists.
 

This workshop 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 vs. relative risks, relative vs. absolute effect sizes and multiple comparisons. In the last part of the seminar, participants will have the opportunity to test what they have learned on a set of "unknown" examples.
 

The ACGME has instituted new resident work hours regulations to take as of July 2003. Clearly such regulations will 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.
 

International child health work can take many forms, and there are an endless number of agencies involved. This workshop is meant to be an introduction to acquaint the pediatrician with what the options are and how to prepare for an experience in a third world country. Several pediatricians will discuss their experience in teaching and in international pediatric health care provision in developing countries. The presentations will include (1) what it takes to be prepared to go to international emergency situations, (2) what is needed to prepare for a longer-term experience in teaching or providing health care in a developing country, (3) what preparation is needed for a two week or one month "vacation" work experience in a developing country, and 4) what some of the agencies are that provide the options.

Most formal instruction in professionalism and communication occurs in the pre-clinical years of medical school, with an acknowledged need to fortify and apply these competencies during the clinical years. Role modeling provides a powerful way to teach professionalism, particularly when mentors identify specific learning goals and focus the learner's observations. This workshop will teach participants a process called the Students' Clinical Observations of Preceptors (SCOOP), which reverses the traditional direction of structured observations. With written cues to focus their observations, students observe their preceptors, who intentionally model professionalism and communication during clinical encounters. Students and preceptors discuss the observed patient/physician interaction during post-encounter sessions. Film clips, video presentation, group discussion and role play will be utilized to ensure participants gain the knowledge and skills necessary to perform SCOOPs.
 

The use of rubrics for performance-based (competency-based) assessment is widely used in the social