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.
 

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.
    

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.
 

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

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 relationships. 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.
 

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

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.
 

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.
 

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.
    

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.
 

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.
 

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.

Sponsored by the American Pediatric Society
 

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
 

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.
 

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.

Genetics and molecular medicine have revolutionized medicine in the past decade. Rapid advances have posed a challenge for faculty who are charged with teaching and role modeling how to incorporate molecular medicine into everyday practice.

This workshop will engage participants to develop a framework that they can use at their home institutions to both train faculty and model for students and residents, how to incorporate these principles for all patients. We will then share a framework, conceived at a national conference of experts in genetics and medical education and adapted from the model used at Montefiore by Bob Marion, and have participants develop a process for incorporating this into their home settings.
 

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, Santa Monica, CA and 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

This workshop grows out of our 20 years of experience in running a clinical ethics consult service at an academic pediatric medical center. We will present audience participants with several consultations that we have evaluated at our hospital and elicit from the participants various strategies to deal with these consults. We will guide the discussion toward solutions and methods that we have found successful, while pointing out pitfalls that we have learned to avoid.

In addition, with the willing participation of the audience, we will induce several of the more important "framing issues" upon which modern clinical medical ethics stands (autonomy, informed consent, beneficence, distributive justice, etc.). We will attempt to demonstrate clinical situations in which some of these concepts appear to dominate and others where they appear to come into conflict. We will provide an intellectual framework that will allow the audience participants to feel comfortable not just "answering" consults, but teaching others why some "answers" are better than others.

We will offer specific methods for participants to create programs in clinical ethics at their own institutions, and specific suggestions for how clinical ethics programs can be evaluated, both by their creators and by other "outside" educators and administrators.
 

Giving bad news is an essential skill that all pediatricians should master. Unfortunately, it appears that most pediatricians receive little formal training in this critical area. To better prepare residents for practice, an innovative small group seminar utilizing a standardized patient (SP) case has been instituted at UCLA. The goal of this workshop will be to help participants develop the skills required to design and implement a similar seminar at their own institution. The workshop will include a demonstration of giving bad news to an SP with audience members playing the roles of the residents. A description of the process of case development and training of the SP will also be presented. Finally, barriers and challenges to implementation will be discussed.
 

Working part time (PT) is a component of both general and subspecialty pediatrics. Professional as well as personal goals can be met successfully in the context of PT work making working PT a consideration in overall career planning. While the number of pediatricians choosing this career path is increasing, unless an individual is lucky enough to have a local mentor, there is little guidance in making this career decision. There are three components in making the decision to work PT: (1) discovery, (2) strategy/implementation and (3) living with the decision. Discovery is one of the key but frequently neglected components in the decision-making process. Discovery includes both identifying the practical considerations that make PT work either desirable or necessary and the self-assessment of the suitability of one's emotional, academic and professional needs for PT work. Even in those selecting PT work, the lack of strategies for negotiation and implementation may limit one's success. Detailed attention to implementation can increase the coherence of the needs and wants of the physician with those of the workplace, increasing likely success. The objectives of the workshop are to:

1. Allow participants to assess the issues involved with working PT and evaluate the appropriateness of PT work in their life situation and
2. Enable participants to identify strategies for negotiation and paprameters of successful implementation of PT work.