The United States 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.
 

Clinical guidelines are a common vehicle used to promote health care processess and cost-effective practice. Workshop leaders will share their experiences with the process used at their institution in both the outpatient and inpatient arenas to develop evidence-based practice guidelines. Attendees will be asked to participate in a number of small group breakout sessions designed around the themes of: (1) developing consensus statements, (2) developing implementation strategies, and (3) designing outcomes measures and process improvement tools. Participants should be provided with the background to begin or improve upon the process currently being utilized at their own institutions.
 

In this workshop we will review some elegant observational designs and strategies that can provide a strength of causal inference close to that from randomized trials, much more quickly and less expensively. We will begin with an interactive discussion of some of these designs and strategies, presenting specific observational studies and trying to figure out what, if anything, makes them particularly convincing. In the second half of the workshop, participants will work together in small groups to design observational studies of research questions for which one or more of the covered designs or strategies might be suitable.

This is an intermediate-to-advanced workshop. Participants should already be familiar with basic observational study designs and multivariate analysis and concepts like bias, confounding and interaction.
 

Parents whose children have required intense or repeated health care encounters bring unique expertise and perspective to a research process, particularly in areas of inquiry such as patient/physician communication, parent/physician relationship and professionalism. The workshop presenters have involved parents in designing, implementing and interpreting research on topics such as competencies for medical education, shared medical decision-making, parent decision-making about complementary and alternative medicine and health-related quality of life. This workshop will explore topics of research that parents can inform and introduce participants to feasible research methodologies that involve parents as collaborators in designing research, generating data and interpreting results.
 

The attendees will learn how to prepare a manuscript for submission to a scientific journal. They will also learn about the review process and how to respond to the reviewers' comments.

Many new developments are confronting pediatric residents, faculty and educators interested in effective and appropriate training of the next generation of pediatricians. In particular, the impact of the new ACGME work duty hours regulations and the impending effects of the move to Core Competency assessments for residents present a new paradigm for pediatric resident education. These developments offer both a challenge and an opportunity for pediatric faculty to improve pediatric resident education.

Ingrid Philibert, ACGME Director of Field Staff, will present The New Work Duty Hours Standards—Genesis, Implementation and Future Directions; Susan Guralnick, Program Director at SUNY-Stony Brook, will discuss The New RRC Core Competencies and what these new methods mean for pediatrics; John D. Mahan, Program Director at Children's Hospital, The Ohio State University, will discuss The Pediatric Residency Programs of the Future: In This Brave New World. 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 pediatric residency education in the future. We look forward to a stimulating discussion and useful interchange.
 

This workshop will provide attendees with:

1. An overview of how manuscripts should be prepared for submission to the various jounals that publish pediatric papers,
2. A "behind the scenes" view of how manuscripts are handled by the various journals,
3. Clues regarding "dos and don'ts" in submitting and interacting with editors,
4. Ample time for asking questions.
    

The pipeline of new therapies flowing from the bench to the bedside is extremely long and tortuous, with many "valves" that must be opened. Expertise is required in both basic and clinical research to conduct Investigational New Drug-directed early phase human clinical trials or to become skilled in the design and implementation of pre-clinical studies necessary to effectively progress basic observations into human trials. For the academician, the challenges can be legion. This session will begin with an example of the infrastructure required for an academic center to foster translational research. The symposium will then cover three of the major aspects of new drug development. First, we will explore the preclinical selection of appropriate targets and the models in which to test them. Second, we will explore the pharmaceutical pipeline to give participantsknowledge of new clinical agents. Third, we will learn about coordinating the early stage clinical trials with regulatory agencies. We will close with an academician¹s perspective of the end of the pipeline based on recent gene therapy trials for hemophilia.

Introduction to Translational Research: Opening the Valves of the Pharmaceutical Pipeline
Timothy Cripe, Cincinnati Children's Hospital Medical Center, Cincinnati, OH

Pediatric Malignancies Provide Unique Cancer Therapy Targets
Jeffrey Toretsky, Lombardi Comprehensive Cancer Center, Washington, DC

Exploiting Genetic Defects for Targeting Oncolytic Viruses to Pediatric Cancers
Timothy Cripe, Cincinnati Children's Hospital Medical Center, Cincinnati, OH

Ask Not What CTEP Can Do for You…Moving Agents Through the Pipeline
Barry Anderson, National Cancer Institute, National Institutes of Health, Rockville, MD

Special Delivery: Novel Approaches and Challenges to Gene Delivery
Mark Kay, Stanford University Medical Center, Stanford, CA

What does success mean to you? Achieving academic success can be difficult owing to the multiple, conflicting personal and professional responsibilities that compete for our time. It is a challenge to develop and apply techniques and practices that allow us to effectively achieve balance in our lives. Participants in this workshop will define individual success, set personal and professional goals and explore innovative techniques to achieve them. Through round table and small group discussion and through individual exercises, participants will consider successful approaches to defining their professional efforts. We will discuss 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 successful negotiation techniques. Breakout sessions on individual topics provide opportunity to share experiences and problem solve. Creative ways to achieve success and maintain balance will be presented, discussed and practiced.
 

Humanism and professionalism are essential components of outstanding clinical work. The AAMC and ACGME have mandated they be explicitly included in medical student and resident curricula. Although schools and programs have begun to develop curricula to teach students and residents humane and professional behavior, evaluating these competencies has proven to be a difficulty challenge. A number of tools have been developed to assess the humanism and professionalism of individuals and of programs. These tools include competency-based checklists, which can be used to assess behavior in real life (bedside observations) and in standardized situations (OSCEs). There are also several different qualitative approaches, which use prompted collections of descriptions from multiple sources (patients, nurses, peers, faculty and self) to capture information that may be difficult to obtain from a checklist. Finally, there are tools that assess the humanism and professionalism within a particular program.

This workshop will identify a variety of different methods for evaluating humanism and professionalism. Working definitions for humanism and professionalism will be established through brainstorming and focused discussion. Competency-based checklists and qualitative assessments will be demonstrated and explored using videotape and paper case analysis. Participants will be challenged to develop short, written actions plans identifying how one or more of these assessment tools might be applied to their own programs and institutions.
 

Understanding the function of genes and other parts of the genome is known as functional genomics. The Human Genome Project is just the first step in understanding humans at the molecular level. Now that the sequencing phase of the human and mouse genomes is complete, many questions remain unanswered, including the function and regulation of most of the estimated 30,000–35,000 mouse and human genes. The mouse has a long and rich history in biological research and many consider it a model organism for the study of human development and disease. Over the past few years, exciting progress has been made in developing techniques for chromosome engineering, mutagenesis, mapping and maintenance of mutations and identification of mutant genes in the mouse. Additionally, whole genome sequence analysis of many different species is proving to be incredibly fruitful in identifying critical gene regulatory motifs. In this workshop, we will present a few of the techniques that are being applied to the daunting yet exciting task of functional genomic analysis in the mouse.
 

Develop animations with a little imagination and learn how to use it in various settings. Animations are exciting and offer visual enhancement of the learning process. Do animations really help learning? Hear from students and residents on the evaluation of animations as a teaching tool. This interactive workshop will cover an overview of animations as a teaching tool, view an animation entitled, "How does blood clot?" as well as "Understanding von Willebrand disease," and then go through the steps involved in developing animations. We will also teach you how to insert animations in PowerPoint presentations as well as how to further enhance your presentations by other means. 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. A new feature added this year will be some animations of laboratory tests.

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,
3. Learn about inserting animations into PowerPoint presentations as well as enhancing presentations.

The performance of minor procedures is important in pediatric residency and office practice. Training for these procedures varies between residency programs causing some residents and practitioners to avoid a procedure or call a consultant because they are uncomfortable with a procedure.

The goal of this workshop is to convey specific techniques and instruction methods for several minor office procedures. This hands-on workshop will demonstrate skills and allow practice as participants rotate through the following stations:

1. Wound repair (use skin glue, staples, sutures)
2. Foreign body removal from ears, nose, eyes. Reimplant avulsed teeth
3. Trouble-shoot G-tubes, trach tube complications
4. Vascular access (master IO lines, needleless systems and IV safety devices)
5. Skin extractions (embedded fishhooks, subungual hematomas, hair tourniquets
6. Genital issues—manage paraphimosis, rectal prolapse, zipper entrapment. Participants should become adept at several procedures and will be able to teach them to others.
    

The American Thoracic Society recently sponsored a workshop examining current literature, specific data from the NIH, an extensive carefully

performed web-based survey and expert opinion in the area of physician-scientist training. This workshop will relay information including

data from the NIH, a "roadmap" to success and ideas from PhD training and from Internal Medicine physician-scientist training. The workshop is intended to provide fellows and junior faculty as well as senior leadership in pediatric departments guidelines to improve recruitment and retention of physician-scientists in pediatrics. Specific objectives are:

1. Educate physician-scientists early in training about expectations and realistic targets in the course of a career as a physician-scientist;
2. Assist senior administrative leaders in clinical departments to identify reasonable academic and research goals for junior physician scientists.
    

Teaching individuals, small groups and large groups requires the ability to focus the topic and produce a clear and coherent explanation that students can follow. The steps in producing an explanation and use of enhancements such as examples will be presented in this interactive workshop. Participants will work together to produce their own personal explanation. Lectures are often a series of explanations, and an introduction to the structuring of a lecture and its presentation will be discussed.
 

This mini course will set the stage for several discussions of particular issues of major importance and interest. What is "preparedness" and what are the real risks of continuing terrorism in the United States? What is the current status of preparedness in the U.S. hospital and public health systems? How do children differ from adults in terms of response to weapons of mass destruction (chemical, biological and radiological)? How do these differences matter in disaster planning? Are the needs of children being incorporated in local, state and federal disaster plans? Smallpox, anthrax and other biological threats: Where do we stand? What do we do? Nuclear power plants, nuclear weapons, dirty bombs and potassium iodide: What do we know? The mental health consequences of terrorism: What have we learned since 9/11, how do we prepare children for an increasingly vulnerable world, building resiliency and sustaining a positive vision. The new pediatric agenda: What do we have to teach students, residents and pediatricians about the pediatric aspects of terrorism planning. Children and exposure to weapons of mass destruction: science and the essential research agenda.

Introduction
Paul H. Saenger, Albert Einstein College of Medicine, Montefiore Medical Center, Bronx, NY

Welcome and Context
Irwin Redlener, National Center for Disaster Preparedness, Columbia University Mailman School of Public Health, New York, NY

Pediatric Preparedness for Terrorism and Disasters
David S. Markenson, Columbia University Mailman School of Public Health, New York, NY

Biological Weapons of Terror: What Pediatricians Need to Know
Theodore J. Cieslak, U.S. Army Research Institute of Infectious Diseases, Ft. Detrick, MD

Helping Children and Families Cope with Terrorism
David J. Schonfeld, Yale University School of Medicine, New Haven, CT

Radiologic Terrorism, Children and the Question of Potassium Iodide
Thomas P. Foley, University of Pittsburgh, Children's Hospital of Pittsburgh, Pittsburgh, PA

Many PAS members commit substantial effort to medical education, and many carry out innovative and imaginative strategies to enhance pediatric education. Nonetheless, publication of this work in peer-reviewed journals has been difficult. Ambulatory Pediatrics has a major commitment to publishing high-quality research in pediatric education. This workshop builds on the journal's experience in setting standards for educational research and in reviewing and publishing good manuscripts.

The workshop provides an overview of how to define research questions, qualitative and quantitative methods used in education research and presentation of methods and findings in research manuscripts. We will also use case examples from the journal files. Participants can bring their own research work for small group discussion, although the leaders will provide research questions and abstracts for participants to learn how to study the questions and how best to present the findings.
 

This workshop is intended to provide the foundation for understanding how to compose a grant to provide research education for postdoctoral fellows. The major issues that will be discussed related to the construction of the program and grant include:

1. Qualifications/responsibilities of faculty
2. Qualifications of the students/fellows
3. Types of research opportunities
4. Education related to academic development
5. Resources of the institution
6. The instructions
7. The interface with clinical education

We will also discuss the review process and factors that influence success of a new program or one undergoing competitive renewal.

The workshop is intended for Division Directors and mid-level-senior faculty who are constructing a training program or facing a competitive renewal of their current program.
 

The critical role of mentoring will be discussed from both the perspective of the mentor and the mentee. The workshop will provide an opportunity for personal reflection. The format will be an interactive discussion with the intention of engaging all participants and encouraging them to share their own experiences. The intended outcome for participants is the identification and implementation of suggestions for improving their own mentor–mentee realtionships. The dynamics of the mentor–mentee relationship will be explored in the context of characteristics that facilitate and impede the development of a successful relationship. The facilitators will provide a framework for the discussion based on the literature, their own experiences and lessons learned from facilitating previous workshops on mentoring.
 

This workshop is aimed at the M.D. junior faculty member or fellow in a department of pediatrics. The goals of the workshop will address:

1. 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.
 

The process of applying for and negotiating a faculty and/or clinical position is often a new experience for fellows, residents and, sometimes, junior faculty. This interactive workshop explores the practical and strategic aspects of this process. Participants will learn the functional stages and how to prepare for the process, what is negotiable and the elements of successful negotiation. The workshop is structured to allow discussion of pragmatic issues relevant to the participants' experiences. Handouts, including model offer letters, and role play, both demonstration and direct involvement, will be used to illustrate key concepts.
 

This workshop will:

1. Review the contents of national public-use databases, such as the National Health Interview Survey, National Ambulatory Medical Care Survey, National Hospital Discharge Survey and vital statistics databases; and
2. Discuss types of questions that can be answered through analysis of these databases.

Examples from recent literature will be examined. Use of administrative and clinical databases for research also will be presented, along with discussion of data validation issues for these. Participants will develop a concept for a research project using a national database, starting with identification of a question of interest and the primary outcome and predictor variables for the question that are contained in a particular database.
 

Although the number of women entering medical school has increased considerably over the past 30 years, the number of women in academic medicine is still low, and the number of women promoted to more senior ranks is even more alarming. This workshop will provide an overview of some of the roadblocks and unwritten rules of academics as well as address strategies to overcome these. Participants will be encouraged to share in the discussion and provide their unique insight. Traditional and less traditional approaches to success will be discussed as well as balancing strategies for women with complex lives. The goal is to allow for support and networking as well as to identify and facilitate mentoring opportunities within the Pediatric Academic Societies.
 

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

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.
 

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.
 

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.
 

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/.

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

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.
 

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 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.
 

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 goal of this workshop is to provide practical guidance for composing a manuscript. All parts of a manuscript will be discussed (Abstract, Introduction, Methods, Results, Discussion, References, Figures, Tables). Other topics will be journal selection, authorship and the review process. Questions to be addressed will include:

1. Is the study important?
2. Is the study new or confirmatory?
3. Is the main question clearly stated?
4. Is the question answered?
5. Are the assumptions, methods and data suitable?
6. Are the figures and tables clear? Are they redundant?
7. Are the statistics suitable?
8. Are the references adequate?
9. Is there information that is irrelevant to the purpose of the study?
10. Does the discussion contain smoke screens, straw men, omit alternate theories or contrary evidence?
11. Is the manuscript easy to read and prepared carefully?

A textbook reference list will be provided to participants.
 

The application of imaging technologies to solving questions in biology and medicine is revolutionizing medicine by accelerating analyses in situ and in vivo and providing new perspectives on biological processes as diverse as development, neoplasia and injury repair. In this plenary session, three internationally recognized speakers will focus on developmental processes and discuss how these new imaging technologies are providing dynamic insights into the genetic and epigenetic mechanisms that underpin hematopoiesis and vascular development.

Introduction
Lisa M. Guay-Woodford, University of Alabama at Birmingham, Birmingham, AL

Dynamic Imaging of Fluid Forces in Developing Mouse Vasculature
Mary Dickinson, Beckman Institute–Caltech, Pasadena, CA

Microscopic Imaging of Angiogenesis
Donald M. McDonald, University of California, San Francisco, CA

Watching Hematopoietic Stem Cell Engraftment and Hematopoiesis in Living Animals
Christopher H. Contag, Stanford University School of Medicine, Stanford, CA

Questions from the audience
 

Vaccines have an important function in preventing birth defects. The most obvious one is rubella vaccine and its application for the purpose of preventing congenital rubella syndrome (CRS) will be discussed. In addition, prospects of the development of other relevant vaccines will be presented. These will include: cytomegalovirus, parvovirus, herpes simplex and malaria. The first three, because they affect the fetus directly; the last, because of its adverse effect on pregnancy that results in small-for-gestational-age newborns.

Elimination of Rubella from the Americas by the Year 2010
Mirta Roses Periago, Director of PAHO, Panamerican Health Organization (PAHO), Washington, DC

Prevention of CRS by Universal Application of the Rubella Vaccine
Susan E. Reef, Center for Disease Control, Atlanta, GA

Prospects for a Vaccine Against Cytomegalovirus
Stanley A. Plotkin, Aventis Pasteur and the University of Pennsylvania, Doylestown, PA

Prospects for a Vaccine Against Herpes Simplex
Richard J. Whitley, University of Alabama at Birmingham, Children's Hospital, Birmingham, AL

Prospects for a Vaccine Against Parvovirus B-19
Neal S. Young, National Institutes of Health, Bethesda, MD

Prospects for a Vaccine Against Malaria
N. Regina Rabinovich, Bill & Melinda Gates Foundation, Seattle, WA

Discussion

The aim of this workshop is to enable individuals and groups to understand options and make effective choices in launching or enhancing careers and programs in child health services research. Topics include:

1. Finding new opportunities in child health services research;
2. Assessing infrastructure and capacity for health services research;
3. Mentorship in child health services research;
4. Designing research partnerships with health plans;
5. Getting started in child health services research: a division chief's perspective;
6. Top 10 tips for new investigators in child health services research.

Format includes ample time for interaction and group discussion. Presenters represent both new and established investigators and programs at three hospitals and four universities.
 

This workshop will focus on available simulation technology and its application to pediatrics. The incorporation of a pediatric human patient simulator (METI), with the ability to respond in real-time fashion to student interventions, will be the basis of the workshop. Minilectures and demonstrations will clarify educational theory and the required elements for simulation program development. Small and large group activities will concentrate on practical aspects of simulation use including resource allocation, financing, scenario development, competency-based evaluation and incorporation of simulation technology in a pediatric educational program. Videos (DVDs) will be used to demonstrate the use of a patient simulator as well as generate discussion of its utility and application to pediatrics.

The participant will:

1. Be able to describe various types of medical simulation.
2. Be able to describe the capabilities of the pediatric human patient simulator, a computerized life size simulated pediatric patient. The simulator can reproduce normal and abnormal breath sounds, heart sounds, pulses, papillary responses and cardiac rhythms. In addition it responds in real time to student interventions such as medication or fluid administration and physiologic states such as hypoxia, hypercarbia and shock. The student can also perform endotracheal intubation (with and without a difficult airway), defibrillation and cardioversion.
3. Understand the educational theory behind simulation technology—why it works.
4. Understand the elements required to develop and sustain a successful simulation program including issues of personnel, utilization and financing.
5. Be able to summarize methods in which simulation technology can be incorporated into medical education including incorporation into existing classes, development of effective teaching scenarios and the use of simulation in competency-based evaluations.
6. Discuss methods of evaluation of the effectiveness of simulation technology in the medical educational setting.

Participants will be encouraged to adapt this information to their own environment.
 

Faculty often find it difficult to provide feedback about unprofessional behaviors to learners. Finding the right words and being able to explicitly identify the problem exacerbate the discomfort of providing criticism.

This workshop will focus on three components of addressing professionalism:

1. Defining the elements of professionalism,
2. Operationalizing these elements and
3. Crafting feedback to learners that is explicit.

After a brief presentation of the elements of professionalism, small groups will discuss examples of unprofessional behavior, identify the specific problem and then create feedback using explicit language to highlight what breach has occurred and how to resolve it. The results will be discussed with the entire group, and additional strategies identified.
 

Being an effective leader requires tremendous self-awareness. This workshop will challenge you to move in this direction, to think seriously about what motivates you, what you value and your vision for your future. Your "take away" will be a personal strategic plan, created through hard work that will "pay" tremendous benefits. In this session you will:

1. Create or refine a personal mission statement,
2. Compare and contrast your values and mission with those of your organization,
3. Assess your current activities in light of your mission and values,
4. Discuss strategies for dealing with the differences you discover (if any) and
5. Develop a personal strategic plan.

Come prepared to be engaged in the discussions, being honest with yourself and others. In addition, bring along the mission statement of your organization for comparison and discussion. If this is not available, take a few minutes beforehand to write down what you believe the mission of your organization is so you can compare it with your own mission statement.

All academic pediatricians are involved in writing scientific papers. This workshop will explore how to become more involved in both scientific and creative writing. Pediatricians who have become more involved in writing and/or editing will share their experiences. Panelists will discuss how to get your foot into the door, practical aspects of learning the trade, writing creatively, writing more effectively scientifically, editing and publishing. This is a 'how-to' workshop in order to help the pediatrician who has never focused on this type of work see whether it could be a new career or hobby. Sponsored by the American Pediatric Society.
 

This workshop 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.

Worldwide, more than 1,500 children per day become infected with HIV through mother-to-child transmission. Currently there are 2.7 million children living with HIV infection across the globe, >90% of whom reside in developing countries. While there have been enormous successes in the prevention and treatment of pediatric AIDS in the United States and Europe, it remains an open question as to how effectively these public health gains can be replicated in the poor countries of the world, which bear the greatest burden of disease. Efforts to develop an HIV vaccine appropriate for preventing infection among the world's children and adolescents are finally under way on a global scale. We will discuss these issues and accompanying controversies as they apply to the children of the developing world.

AIDS in Children—A Global Public Health Crisis
David L. Pugatch, Hasbro Children's Hospital and Brown Medical School, Providence, RI

Preventing Mother-to-Child Transmission of HIV in Developing Countries—Successes, Failures and Challenges
Catherine M. Wilfert, Elizabeth Glaser Pediatric AIDS Foundation, Washington, DC

HIV Treatment for Children—Can the Successes of Rich Countries Be Duplicated in Resource-Poor Settings?
Mark W. Kline, Baylor College of Medicine, Houston, TX

Finding an AIDS Vaccine That Works for the World's Children
Richard A. Koup, Vaccine Research Center, National Institutes of Health, Bethesda, MD

Patient safety has become a national focus and initiative from government to regulatory/accreditation bodies to institutions. A substantial proportion of the initial efforts are on understanding epidemiology and risk factors and developing organizational models and tools for identifying concerns and fostering safety improvements. Research to date has identified that children do experience medical errors, these events have unique risk factors and while some types of errors are comparable to adult populations, other types are unique to children. In this session we will examine several key elements in efforts to address safety now and in the future: how to tackle patient safety in real time and create cultural change, role of information technology, how to create and promote metrics to measure performance and sources of funding for ongoing work.

In specific, we will examine one institution’s successes and lessons learned from implementing a combined ‘top down’ and ‘bottom up’ system of teams to address safety. We will examine the history of information technology and hear work evaluating the use of information technology in the primary care setting. Next we will examine national efforts to create pediatric-specific measures of quality of care and how these measures are being promoted and implemented nationwide. Last we will hear an overview of research findings to date from the Agency for Healthcare Research and Quality’s $165 million investment in patient safety research and explore new and ongoing funding sources for this research.

The Josie King Patient Safety Program at Johns Hopkins University
Marlene R. Miller, Johns Hopkins University, Baltimore, MD

Role of IT in Patient Safety
Kevin B. Johnson, Vanderbilt University Medical Center, Nashville, TN

PediQS and National Efforts To Promote Measurement of Children’s Healthcare
Stephen Lawless, Nemours Foundation, Wilmington, DE

AHRQ’s Patient Safety Initiative and Findings to Date
Dan Stryer, Agency for Healthcare Research and Quality, Rockville, MD

Discussion

ACGME rules for residency hours have created new challenges in the development of residency curricula. New models for service coverage, pediatric residency education, and outcome measurements have been implemented in many residency programs. Many of these models have resulted in residents spending more time on "night coverage." Residents consequently have limited access to attending staff and traditional teaching venues.

This workshop will focus on how three residency programs are working collaboratively to develop a curriculum and a competency-based evaluation system specific for the "night owl." The workshop will include a short didactic review of an approach to overcoming the obstacles of educating and evaluating the night owl. Non-traditional venues, such as videotaped conferences and web-based cases, will be discussed. The participants will break into small groups to identify unique curricular needs and expand upon the curriculum developed by the three residency programs. Night owl curriculum will include sign-in/sign-out techniques, oral presentations on morning rounds, clinical decision-making with a skeleton crew, appropriate use of faculty consultation in clinical decision-making during the night