EDUCATIONAL SEMINARS

Early registration encouraged. Attendance limited to 50 participants per session. Many seminars are scheduled to be repeated two or three times. See times to the right of title. Individuals will be notified by April 15th whether or not they can be placed. Onsite registration is available only for sessions that do not fill. Seminars will be held at the Moscone Convention Center. Jointly sponsored by the Pediatric Academic Societies.

All seminars will be held on Saturday, May 1.
See listing of each seminar for time

1. Academic Leadership for Division Chiefs and Section Heads Catherine DeAngelis, Professor of Pediatrics, Johns Hopkins University- 1:00 pm - 3:00 pm

This interactive seminar will involve the following two main components:

1. Discussion sessions on the basic guidelines for managing job searches (from the employer and the employee perspective) and the basic concepts involved in leadership and management, including the differences between the two.
2. Basic concepts of leadership and management including the differences between the two. Discussion will also include the tasks and attributes of good leaders.

2. Leadership Skills: Vision, Mentoring, and Creativity - 10:00 am - 12:00 noon
Ed McCabe, Professor and Executive Chair, University of California, Los Angeles
Linda McCabe, Academic Coordinator, Department of Pediatrics, University of California, Los Angeles

Leadership is a learned skill, and is required for an effective team of three or 300 people. This interactive workshop will consider the characteristics and benefits of the emerging leadership model emphasizing shared governance and the nurturing of group members. We will discuss development of leadership skills and selection of leadership roles. We will focus on developing a vision for the group, sharing a common purpose and encouraging outcome thinking among group members. We will stress how to select mentors and how to determine the important qualities of good mentors. We will emphasize how your leadership can encourage creative behavior by the members of your group. Our goal is to prepare you to be an effective leader for any type of group activity.

3. Time Management for the Academic Physician - 10:00 am - 12:00 noon
Robert L. Chevalier, Benjamin Armistead Shepherd Professor, Chair, Department of Pediatrics, University of Virginia Medical Center

The academic physician embarking on a career in the 1990’s faces a variety of demanding tasks that requires effective time management. This can be accomplished by setting clear priorities that fit with both short-term and long-term objectives. A number of techniques can be used to increase the efficiency of carrying out daily activities. An essential feature of time management involves effective interactions with superiors, colleagues, staff, and trainees. Since an academic career depends on efficient management of the voluminous literature and authorship of scholarly publications, a disciplined pattern of reading and writing must be established. Finally, the faculty member’s time will be utilized most effectively by enlisting help from others. This requires skillful networking that can be rewarding both professionally and socially.

4. Career Paths in Academic Medicine: Basic Science - 10:00 am - 12:00 noon
Harvey J. Cohen, Professor and Chairman, Department of Pediatrics, Stanford University Medical Center

The physician scientist is the individual who is most responsible for helping translate the basic sciences into clinically important investigations. Given the increasing difficulties in obtaining funding as either a physician or a scientist, some people have questioned the viability of this hybrid. We will discuss the necessary background, environment, support and mentoring necessary to train and sustain the physician scientist in a complex and changing environment. Individuals choosing either laboratory or other basic sciences as major components of their career are encouraged to attend.

5. Career Paths in Academic Medicine: Clinical - 1:00 pm - 3:00 pm
Kathleen Nelson, Professor of Pediatrics, University of Alabama School of Medicine

Climbing the academic ladder with a primary emphasis in clinical education, research and/or service prose some particular challenges and opportunities for faculty members. this session is designed for fellows and faculty engaged in or contemplating academic careers and will discuss: (1) Tenure vs. non -tenure track decision making (2) Identifying and using appropriate mentors (3) Funding scholarly activities (4) Developing a portfolio of activities. Dr. Nelson is a former Division Director of General Pediatrics and former President of the Ambulatory Pediatric Association. Her present academic position is Professor of Pediatrics and she is Associate Dean at the University of Alabama School of Medicine.

6. Career Paths in Academic Medicine: Fellows/Clinical Research - 10:00 am - 12:00 noon
Janet Gilsdorf, Professor, Director of Pediatric Infectious Diseases, University of Michigan Medical Center
Ellen Wald, Professor, Department of Pediatrics, University of Pittsburgh School of Medicine

This workshop will focus on defining the career paths open to pediatricians in academic medicine, which generally fall into three roles - physician scientist, clinical scholar, and clinician educator. The responsibilities of these roles and the training required for success in these roles will be discussed. The importance of mentoring will be emphasized, along with the recognition of self-directed mentoring to acquire the skills necessary for academic pediatrics. The workshop leaders will draw on their many years of experience in guiding the career development of junior academic physicians and will encourage interactive discussions of how and why to pursue academic careers in pediatrics. We will provide handouts covering some of the elements of an academic career (writing grants, applying for NIH fellowships, teaching, etc.)

7. Career Paths in Academic Medicine: Fellows/Basic Research - 1:00 pm - 3:00 pm
Fred Suchy, Professor of Pediatrics, Mount Sinai Medical Center

The purpose of this seminar will be to inform fellows about key issues to be considered in selecting a faculty position in an academic department. Topics to be considered include the ideal research environment, members, protected research time, the initial grant submission, the recruitment package and academic promotion.

8. Career Paths in Academic Medicine: Residents - 1:00 pm - 3:00 pm
Margaret K. Hostetter, Professor of Pediatrics, Yale University School of Medicine

Residents interested in careers in academic pediatrics will meet with representatives from bench-based and patient-based tracks to discuss fellowship, selection of a mentor, appropriate grant submissions, assembly of a curriculum vitae, and balancing personal and professional commitments. The fundamental nature of research scholarship and its integral relationship to both research and clinical tracks will be emphasized.

9. Career Paths in Academic Medicine: Women - 10:00 am - 12:00 noon
Carol Berkowitz, Professor of Clinical Pediatrics, Harbor UCLA Medical Center

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

10. The Clinical Research Project - Start to Finish - 10:00 am - 12:00 noon
Theresa A Schlager, Associate Professor of Pediatrics and Emergency Medicine, University of Virginia Health System
Stephen M. Borowitz, Professor of Pediatrics, University of Virginia Health System

This educational seminar will focus on "the start to finish" requirements of a successful clinical research project. In a discussion format; the organization, implementation and completion of a clinical research project will be reviewed. Specifically, we will address forming a hypothesis, organization and maintenance of the research team, grant funding, use of consultants, IRB approval as well as potential problems and how to avoid them. Collaboration with other departments/academic centers as well as presenting your research at grand rounds, regional and national meetings will be discussed. Plenty of "real life" examples will be presented. Seminar is directed toward fellows and junior faculty.

11. Designing a Clinical Research Study - 1:00 pm - 3:00 pm
Michael S. Kramer, Professor, Department of Pediatrics, Epidemiology and Biostatistics, McGill University

This workshop will provide participants with an overview of the essential components necessary to design a clinical research study. The content will include material on descriptive vs. analytic (comparative) studies, experimental studies (randomized trials), and observational cohort, case-control, and cross-sectional studies. The major emphasis will be on design aspects that minimize systematic error (bias) and random error. The first two-thirds of the workshop will be informally didactic with ample opportunities for questions, clarifications, and examples. In the latter third, we will discuss participants’ responses to exercises to be distributed during the session.

12. Design and Execution of Randomized Clinical Trials - 10:00 am - 12:00 noon
Mark A. Klebanoff, Research Medical Officer, NICHD, NIH

Randomized, controlled trials are the gold standard for determining which treatments are superior. More and more, clinicians of all specialties are demanding that randomized trials show new treatments, such as surfactant and ECMO, to be superior to current therapy (or no therapy) before the new treatments are adopted.

This workshop will cover principles of clinical trials including defining the question, assessing outcomes, defining the study and control treatments, single versus multi-center trials, reasons for and methods of randomization, eligibility and exclusions, blinding, analysis strategies, and early stopping. The format will be didactic with extensive open discussion. Real world examples of "what can happen if you don’t watch out" will be utilized. Participants are encouraged, although not required, to bring an idea for a possible clinical trial. We will use these ideas as examples during the discussion. Statistical knowledge is definitely not required.

13. Applying for Basic Research Grants - 1:00 pm - 3:00 pm
Scott Rivkees, Associate Professor of Pediatrics, Yale School of Medicine

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

14. Non-NIH Sources of Funding - Basic & Clinical Research - 1:00 pm - 3:00 pm
Dennis Black, Professor of Pediatrics, Research Director, Crippled Children Foundation Research Center
A. Wesley Burks, Professor of Pediatrics, Arkansas Children’s Hospital

Funding for basic and clinical research through the NIH and other federal agencies continues to become more difficult to obtain. This seminar will familiarize young investigators with sources of research funding (private, foundation, commercial, etc.) available outside of the traditional NIH pathways. The workshop will focus on identification of prospective funding sources (including internet databases), how to proceed with the initial contact, preparation of a proposal, and how to present the proposal to maximize potential for funding.

15. Research Funding Sources: Clinical - 10:00 am - 12:00 noon
Marie C. McCormick, Professor, Harvard School of Public Health

At this workshop, representatives of major public and private organizations which fund child health research will present their organizations’ priorities and discuss application procedures. Organizations in this program include the Packard Foundation, Centers for Disease Control, National Institute of Child Health and Human Development, the Agency for Health Care Policy and Research, among others.

16. Effective Teaching - 10:00 am - 12:00 noon
Lewis R. First, Professor and Chairman, University of Vermont College of Medicine

This seminar will provide participants with practical and innovative teaching techniques that will improve the effectiveness, efficiency, and creativity of one’s teaching. Emphasis will be placed on one-on-one and small group learning activities. "Mock teaching codes," videotapes, and other live demonstrations will be used to highlight the innovations to be introduced. Content areas will focus on strengthening orientation, feedback, evaluations, and creative solutions to time constraints. Participants will also be given the tools needed to conduct a similar workshop in their home setting.

17. Can We Make Evaluating Medical Learners Easy and Fun? - 9:00 am - 3:00 pm (extended session)
Richard Sarkin, Director of Pediatric Medical Student Education, Children’s Hospital of Buffalo
Larrie Greenberg, Vice Chair of Education, Children’s National Medical Center

Perhaps the most difficult aspect of clinical teaching is to provide meaningful evaluations and effective feedback to medical learners. This interactive session will concentrate on training participants to become more skillful in writing evaluations and giving feedback. Through the use of brainstorming, mini-lectures, videotape analysis and role play, we will define the problem, explore solutions and provide opportunities for practice of new skills. Participants will be encouraged to discuss their own difficulties with evaluation and feedback and will be challenged to apply what they learn in this session to their own settings.

18. Teaching in Office Practice - 1:00 pm - 3:00 pm
Thomas G. DeWitt, Director and Professor, Children’s Hospital Medical Center, Cincinnati
Kenneth Roberts, Director, Pediatric Training Program, Moses Cone Health System

Effective and efficient teaching of students, residents and fellows in ambulatory settings, where there is often a significant volume of patients, has become a vital skill in current academic environments. Teaching ability is a critical component of the promotion process and is often neglected in traditional fellowship training programs. Through brief presentations, guided discussions, and small group role plays, participants of this seminar will: (1) examine the structure of their teaching encounters, (2) learn core educational concepts, particularly adult learning theory and the educational planning process, and (3) apply concepts acquired to stimulate ambulatory educational encounters. Issues of effectiveness and efficiency, including teaching-learning dissociation, will be considered as an integral component of the discussions. As an interactive session, the seminar is designed to encourage participation by faculty at all levels.

19. Increasing Skills in Giving and Receiving Feedback - 1:00 pm - 3:00 pm
John M. Leventhal, Professor of Pediatrics, Yale University School of Medicine
Mary Anne Johnston, Assistant Professor, Department of Pediatrics, University of Colorado Health Science Center

The purpose of this educational workshop is to provide an opportunity for participants to increase their comfort in giving and receiving feedback. Video vignettes, personal experiences, and role-playing will be used to highlight the value of giving and receiving constructive feedback in a professional setting.

20. Manuscript Writing - 10:00 am - 12:00 noon
Birt Harvey, Professor of Pediatrics, Emeritus, Stanford University

This session will be a discussion of how an editor of a pediatric journal handles a submitted manuscript and decides upon its disposition. Examples of common problems that authors of manuscripts should avoid so as to increase the likelihood of acceptance will be presented. There will be a review of issues involved in writing manuscripts as well as specific information about what does and does not belong in the Introduction, Methodology, Discussion, and Abstract. Additionally, proper use and structure of tables, figures, and references will be covered. There will be ample opportunity for questions from and dialogue with attendees.

21. Preparation, Submission and Peer Review of a Scientific Manuscript - 1:00 pm - 3:00 pm
George Lister, Professor of Pediatrics & Anesthesia, Yale University School of Medicine & Editor of Pediatric Research

The aims of this session are to discuss (1) preparation of a scientific manuscript for submission; (2) the peer review process and (3) means for responding to criticism. We will consider strategies in composing the manuscript and presenting data in written, tabular and graphic form, and will compare styles and formats. We will review common flaws that interfere with understanding or acceptance of the paper. We will discuss how a manuscript is processed during the review and rebuttal. And, we will consider the responsibilities of authors, reviewers and editors in the overall process. No preparation for the seminar is required.

22. Reviewing Peer-Review Manuscripts - 10:00 am - 12:00 noon
Howard C. Bauchner, Professor of Pediatrics and Public Health, University School of Medicine
Patricia Shiono, The David and Lucile Packard Foundation

Reviewing articles for peer-reviewed journals combines many skills, including knowledge of the area of investigation, methodology, epidemiology, statistics and the scientific context of the research being reviewed. Judging one’s peers and colleagues is difficult and represents an important aspect of the scientific method. Unfortunately, there is little "formal" teaching of this activity.

In this workshop we will review the process of peer review and discuss those areas that reviewers are usually asked to comment on, including: importance and originality; validity of data; clarity of manuscript; importance for readers; and assignment of priority. Samples of checklists that some journals provide for reviewers will be distributed and discussed. Participants will be asked to review a brief manuscript and formulate their opinions during the workshop. The manuscript and reviews will then be discussed. Finally, sample reviews will be distributed and participants will be asked to assess how helpful the review would be for both the editors as well as the authors. Areas that are most subjective, such as importance for practitioners and scientists and assigning priority will be discussed, with particular attention paid to each participant’s own biases.

There is little formal instruction in the peer-review process - an important aspect of academic medicine. This workshop should help faculties who are beginning to be peer-reviewers.

23. Preparation & Presentation of Abstracts - 10:00 am - 12:00 noon
Sherin Devaskar, Professor of Pediatrics, Ob/Gyn and Reproductive Sciences, Chief of Pediatrics, Director of Neona-tology and Developmental Biology, Magee-Women’s Hospital, University of Pittsburgh
Dale L. Phelps, Professor Pediatrics and Ophthalmology Chief, Division of Neonatology, Children’s Hospital at Strong

This session will provide valuable information regarding how to make a successful scientific presentation. Attendees will learn how to present important concepts, results, and the essential message to the audience. The dos and don’ts when preparing such a presentation will also be detailed. This will include issues pertaining to the outline of the talk, slide making, pointer use, microphone use, and general poise during the presentation. At the end of the session, attendees will be able to independently prepare an abstract for presentation at any scientific meeting.

24. Preparation & Presentation of Abstracts - 1:00 pm - 3:00 pm
Edward S. Ogata, Chief Medical Officer, Children’s Memorial Hospital
Rebecca Simmons, Assistant Professor of Pediatrics, University of Pennsylvania

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

25. Statistics: Lies and Damned Lies - 1:00 pm - 3:00 pm
Thomas Newman, Professor of Epidemiology, Biostatistics and Pediatrics, University of California, San Francisco
Barbara E. Mahon, Assistant Professor of Pediatrics, UMDNJ - Robert Wood Johnson Medical School

Mark Twain once wrote "There are three kinds of lies: lies, damned lies, and statistics." Indeed, statistics can be misleading, either deliberately or accidentally. In this workshop, we’ll review some of the tricks that producers of statistics (e.g., researchers) use to make their results look better than they really are. In addition, we’ll review some tricks that consumers of statistics can use to avoid being misled.

Topics to be covered include standard deviation vs. standard error of the mean, commonly violated assumptions of some statistical tests, including normality and independent sampling, "type 3" (dumb or careless) errors, odds ratios versus risk ratios, and relative versus absolute effect sizes. The approach will include no Greek letters and only a minimum amount of mathematics. Instead, the concepts will be illustrated with multiple real examples from the pediatric literature. (Please forgive us if we use your work as an example!)

26. Research and Child Health Advocacy: From Community to Congress - 1:00 pm - 3:00 pm
Abraham Bergman, Professor of Pediatrics, University of Washington
Myron Genel, Professor of Pediatrics, Yale University
Karen M. Hendricks, Washington Coordinator, Public Policy Council

The workshop is aimed at helping academicians to become more comfortable in approaching public officials as well as learning some techniques that enhance the odds of success for those encounters. The Washington DC "scene" will be reviewed with an update on issues relevant to academic pediatrics. We will also emphasize advocacy efforts at the local and state levels. A program for training pediatric residents in child advocacy will be described. A series of illustrative case examples will be presented. Participants are encouraged to bring "dreams" that might be brought to fruition.

27. Personal Problems of Physicians - 1:00 pm - 3:00 pm
Robert Brent, Distinguished Professor of Pediatrics, duPont Hospital for Children

Prepare faculty to develop a course for their medical students and residents that deals with raising the level of sophistication of trainees in the areas of financial matters, credit card usage, investing, insurance, wills, borrowing, consumerism, marriage, parenting, prenuptial agreements, malpractice, (being a defendant or expert witness), ethical transgressions, becoming a quack, medical and personal etiquette. The basis of this course is that young professionals are unsophisticated in many worldly areas because they have been concentrating their energies on becoming a physician. The result is that they are medically trained but are naive and vulnerable in many other areas. Physicians are notorious for making poor financial decisions and for dealing with their own and their families’ emotional problems. The physician is unprepared to deal with the allegation of malpractice and is no less vulnerable to divorce, parenting problems, suicide, drug addiction, sexual transgressions, fraud and psychiatric illness. The response to this course has been overwhelmingly positive. A primer for developing this course at the workshop attendee’s institution will be presented using a survey of the students’ pre-course knowledge, student evaluations, the course syllabus, sample presentations and slides and video tapes used in the course. The basis of this course is that you cannot be a good physician if your personal life is in disarray!

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Last Modified: April 06, 2000