Pediatric Academic Societies and American Academy of Pediatrics Joint Meeting May 12-16, 2000 Hynes Convention Center, Boston

Friday, May 12

9:00 am - 12:00 noon - WORKSHOP

TICKETS NECESSARY FOR THIS EVENT. NO FEE IS REQUIRED BUT PRE-ENROLLMENT IS ESSENTIAL TO ATTEND.

WS03 The Inpatient Attending Physician Making The Most Of Teaching Opportunities In 2000
Many academic general and subspecialty pediatricians serve regularly as "Rotator Attending Physicians" or "Teaching Attending Physicians." These Attendings are assigned to a specific inpatient ward for a defined period (e.g., one month) during which they may assume supervisory patient care responsibilities for a panel of inpatients, or direct the educational program for that particular unit, or both. The inpatient setting offers unique opportunities for teaching because it provides multiple exposures over a short period of time to the same group of house officers and medical students. This facilitates the faculty member’s ability to determine and then meet educational, needs to evaluate performance and subsequently provide feedback, and to address general pediatric/primary care issues. The goal of this workshop, now in its sixth year, is to provide strategies for faculty members to become more effective clinical teachers during the inpatient attending month. The workshop will be structured as follows: first, participants will analyze, using a worksheet provided, the interrelated clinical, educational and administrative tasks that need to be accomplished during this on-service month. Second, we will identify how adult learning principles affect good teaching in practice during this month. Third, we will demonstrate several examples of effective teaching models that have been used in the inpatient setting. Some of these models make use of interactive techniques that incorporate general pediatrics/primary care issues. We will also discuss other educational fora, such as Work Rounds and Morning Report. Finally, we will review principles of feedback and their application in the inpatient setting. Participants will be asked to share their own insights, experiences and successful teaching strategies.

P.H. Kaleida, J.A. Lucas, and M.D. Bloom. Department of Pediatrics, University of Pittsburgh School of Medicine and Children’s Hospital of Pittsburgh, Pittsburgh and Department of Pediatrics, Albany Medical Center, Albany

9:00 am - 12:00 noon - SPECIAL INTEREST GROUP

TICKETS NECESSARY FOR THIS EVENT. NO FEE IS REQUIRED BUT PRE-ENROLLMENT IS ESSENTIAL TO ATTEND.

SG07 Pediatrics for Family Practice
Chair: David Estroff

At last year’s session, we developed goals and objectives for the SIG. This grew out of an APA collaboration with the AAFP that resulted in the publication in July 1998 by the AAFP of the Core Educational Guidelines for Family Practice Residents- Care of Infants and Children. This document can be viewed and downloaded from the AAFP web site at www.aafp.org/edu/guide/rep260.html. [Also, see the newly revised (2/99) version of the Core Educational Guidelines for Family Practice Residents: Adolescent Health at www.aafp.org/edu/guide/rep278.html].

The goal for the SIG is:
To develop new relationships and resources to support faculty who teach care of infants, children, and adolescents in family practice residencies. There are 475 (as of July 1998) accredited family practice residencies in the US, with over 10,600 residents in training.

All of these residents must receive training in patients in the pediatric age groups. Many FP residencies utilize pediatricians to help train their residents in their area of expertise, the care of infants and children both in the in and outpatient setting, both as attendings, preceptors, lecturers.

The objectives of the SIG are:
Resources to collect or gather and make available needs assessments, curricular resources, and evaluation resources to pediatric faculty working with FP residents, and to identify gaps in resources currently available. We will set priorities to fill these gaps, and try to help develop new resources to do so.

We hope to foster relationships and increase communication between concerned organizations; the APA, the AAP, the AAFP and STFM to assist in meeting our objectives. This will include supporting mechanisms for communication and collaboration between the organizations listed. These could include a list serve Internet discussion group and/or a Web site, a newsletter, applying for grants to support educational projects, and regional or local meetings like the SIG sessions where pediatric and FP faculty can work together to provide high quality training to FP residents.

We will continue discussions and review progress towards the goals and objectives mentioned above, and look forward to meeting with AAP colleagues who are invited to attend and participate in the SIG session during our joint meeting in Boston. Please contact David Estroff at e-mail, estrofda@u.washington.edu with suggestions for the session, questions, or comments, or to be added to the SIG mailing list.

9:00 am - 3:00 pm - EDUCATIONAL SEMINAR

TICKETS NECESSARY FOR THIS EVENT. NO FEE IS REQUIRED BUT PRE-ENROLLMENT IS ESSENTIAL TO ATTEND.

ES01 Approaches to Teaching in the Ambulatory Setting (Session limited to 35)

This workshop will focus on teaching approaches that have been advocated in the ambulatory setting. Participants will have the opportunity to role play, discuss in groups and choose from a series of teaching models that best fit what they do in their home environment. It is anticipated that they will leave with new or reinforced skills, knowledge and attitudes about ambulatory teaching.

Richard Sarkin, Associate Professor of Clinical Pediatrics, Children’s Hospital of Buffalo, Buffalo and Larrie Greenberg, Professor, Department of Pediatrics, The George Washington University School of Medicine and Health Science, Washington D.C.

10:00 am - 12:00 noon - EDUCATIONAL SEMINAR

TICKETS NECESSARY FOR THIS EVENT. NO FEE IS REQUIRED BUT PRE-ENROLLMENT IS ESSENTIAL TO ATTEND.

ES07 Effective Teaching in Office Settings
With more and more emphasis being placed on students and residents learning in office settings, effective, efficient and innovative teaching strategies are needed. This seminar will provide participants with such strategies while also providing methods to insure adequate recruitment, faculty development and retention of preceptors. "Mock teaching codes," videotapes, and other live demonstrations will be used to highlight the innovations to be introduced. Content areas will include a focus on importance of a good orientation, feedback, evaluation, and creative solutions to time constraints. Participants will also be given the tools needed to conduct a similar workshop in their own office setting.

Lewis First, Professor & Chair, Department of Pediatrics, University of Vermont – College of Medicine, Burlingto

1:00 pm - 3:00 pm - EDUCATIONAL SEMINARS

TICKETS NECESSARY FOR THIS EVENT. NO FEE IS REQUIRED BUT PRE-ENROLLMENT IS ESSENTIAL TO ATTEND.

ES25 Residents as Teachers: Moving Toward Relational Teaching (Session limited to 30)
Residents as teachers are essential to the education of medical students and interns. Renewed interest in improving residents’ teaching skills has generated interest in ‘residents as teachers’ curricula. The challenge is to identify core teaching concepts that can be flexibly integrated into residency programs.

This "hands-on" seminar employs a "train the trainer" model. The goals are to provide participants with the opportunity to be learners in teaching module focusing on the student-teacher relationship; to analyze how to teach the concepts; and to explore implementation strategies for a participant’s own institution.

Core skills and competencies for resident teaching will be discussed. Participants will explore strategies that facilitate learning. We will describe program designs in which the module could be integrated. Written materials will be provided that participants can use in their own residency programs.

Elizabeth A. Rider, Clinical Instructor in Pediatrics and Instructor in Medical Education, Harvard Medical School, Chestnut Hill and Janet P. Hafler, Assistant Professor of Pediatrics, Harvard Medical School, Boston

ES27 Subspecialists as General Attendings: Improving Teaching Skills
Subspecialist pediatricians, and particularly pediatric cardiologists, participate to a varying degree in general pediatric attending in children’s hospitals. This session will explore the most useful of two alternative ways to utilize subspecialists in the pediatric setting as general attendings and present how the attending may improve his/her teaching skills during such a rotation. Two methods will be addressed:

"Blend in" method – Pediatric subspecialists should try to emphasize their roles as general pediatricians and consciously avoid teaching their own subspecialty during general ward attending rotations.

"Teach them what you know" method – Pediatric subspecialists should focus on the basics of their subspecialty while teaching residents and students during general ward attending rotations.

Steps in improving skills will be suggested including preparation for the rotation, getting to know the residents and students, goal-setting, types of teaching cases, use of the Socratic method, and evaluation.

James C. Huhta, Clinical Professor of Pediatrics, University of South Florida School of Medicine, Tampa
and Wallace D. Wilcox, Professor and Vice Chairman, Academic Affairs, Department of Pediatrics, Emory University, Atlanta

1:00 pm - 4:00 pm - EDUCATIONAL SEMINAR

TICKETS NECESSARY FOR THIS EVENT. NO FEE IS REQUIRED BUT PRE-ENROLLMENT IS ESSENTIAL TO ATTEND.

ES28 Increasing Skills in Giving and Receiving Feedback (Session limited to 25)
The purpose of this seminar, which is designed for junior faculty, fellows, and residents, is to provide an opportunity for participants to increase their comfort in giving and receiving feedback in an educational setting. Although physicians are expected to give and receive feedback throughout their experiences as students, teachers, researchers, and clinicians, these skills are seldom discussed as components in the process of teaching and learning. This session will include self-reflective, interactive, and role-playing exercises.

John Leventhal, Professor of Pediatrics, Yale University School of Medicine, New Haven and MaryAnne Johnston, Assistant Professor, Department of Internal Medicine, University of Colorado Health Science Center, Denver

1:00 pm - 4:00 pm - APA COMMITTEE

Education Committee
Chair - Lindsey K. Grossman, MD

The Education Committee will feature reports on some of the many activities the APA is involved in relative to education. These will include AAP Council on Pediatric Education, the Future of Pediatric Education II, COMSEP, UME-21, American Academy on Physician and Patient and the APA/HRSA Faculty Development Project. Opportunities for involvement in the many APA educational activities will be discussed. Email lgrossma@hsc.vcu.edu with any topics for discussion at the committee meeting. Please join us!

1:00 pm - 4:00 pm - WORKSHOPS

TICKETS NECESSARY FOR THIS EVENT. NO FEE IS REQUIRED BUT PRE-ENROLLMENT IS ESSENTIAL TO ATTEND.

WS07 A Single, Simple Method For Reviewing Study Results: A Useful Tool For Evidence-Based Medicine
Clinical readers who seek to apply the principles of evidence-based medicine often find the guidelines taught for critiquing individual studies too difficult to learn and use. These guidelines suffer a major shortcoming in that they are often goal-specific or methodology-specific. Diagnostic studies call for a set of guidelines that differ from therapeutic studies. Case-control studies call for a set of guidelines that differ from those for prospective cohorts. The workshop leader teaches a single method for detecting bias and generalizability problems as well as for evaluating the study objective and the comparative strategy. The workshop’s objectives include: 1) learning how to diagram the architecture of a study to identify its major components and 2) learning how to critique the 4 major issues with a study: the basic objective of the study, the strategy of comparison, the potential for biases, and the problems with generalizability. The workshop leader will present didactic materials on diagramming a study and critiquing the 4 major issues with a study. The participants will then break into small groups to apply this approach to examples drawn from several recently published clinical pediatric studies. The participants will then reconvene as a large group to discuss the small-group analysis and conclusions.

R. M. Jacobson, Department of Pediatrics and Adolescent Medicine, Mayo Clinic, Rochester

WS10 Consent And Confidentiality – Teaching Housestaff To Respect The Rights Of Others
Procedural skills are an important part of housestaff training. Unfortunately, residents often learn the technical skills but are less aware of how and when to obtain proper consent or to communicate effectively with families. Likewise, some fail to appreciate the need to keep information private.

This workshop will focus on common, important issues that arise in pediatric training such as:
1. Appropriate discussion of risks and benefits before a procedure.
2. How to deal with religious objections.
3. Managing the patient or parent who wants to leave "AMA".
4. Testing for HIV – to help the patient, or to help the staff after needle injury.
5. Caring for a pregnant adolescent who doesn’t want her parents to know.
6. The dangers of "elevator talk".
7. Sensitive management of suspected child abuse.
8. What is the role of "advance directives" in pediatrics?

Workshop leaders will facilitate a discussion of the legal and ethical principles involved in considerations of consent and confidentiality, and on methods to effectively teach these issues to housestaff. Participants will then have the opportunity to engage in practical application of teaching techniques through the use of case scenarios, and role playing in small group sessions.

S. Selbst, K. Palmer, M. Gorelick, Division of Emergency Medicine, A.I. duPont Hospital for Children, Wilmington, DE, Jefferson Medical College, Philadelphia

WS13 Games Residents (And Students!) Play
Residents and students are bombarded with conferences, rounds and lectures. Games are useful adjuvants to these formats, taking advantage of the learner’s competitive nature and gamesmanship to reinforce topics and aid in evaluation.

We have developed several games to be played with housestaff and students. Through the use of a variety of computer aided formats, we now have such games as STD Bingo, Adolescent Jeopardy, Well Child Jeopardy, Trivial Pursuit and The Game of Life. Used with both large and small groups, these have become real adjuncts to our curriculum, both in direct education as well as enabling the students, housestaff and faculty to identify areas of strengths and weaknesses. Additionally the use of games for some of the more dry topics (i.e. career choices/practice management) allows a fun, interactive way for residents to develop an understanding of the consequences of career decisions.

We plan to demonstrate the use of different technology to develop and implement games as an alternative, effective education tool, fun for both learners and faculty. We will use sample portions of our different games to allow participants to play the games, as well as become familiar with the development of games for educational purposes. (Join us and get Game Board Certified!)

C.B. Turley, R.E. Rupp, P. Haardt, University of Texas Medical Branch, Department of Pediatrics, Galveston

WS14 Humanistic Habits In Teaching Ambulatory Pediatrics: Modeling, Observing And Inspiring
The humanistic attributes of the physician caregiver have been addressed in medical student and resident education. Many trainees enter the system with idealism, altruism, and a passion to help others, only to leave with indifference and coldness. With care shifted to the ambulatory setting, there is a unique opportunity for clinician/educators to promote humanistic and professional habits in trainees in the environment in which they are most likely to practice.

In this workshop we plan to examine and define humanistic habits as they contribute to and enhance teaching in the ambulatory setting. Participants will have an opportunity to apply principles of humanism to scenarios such as 1)teaching at the chairside, 2)orienting trainees to a rotation, 3)observing trainees at the chairside, and 4)teaching students how to give bad news. The workshop will be divided into a large group, interactive didactic session and small groups focusing on case simulations with role playing. After each session, the facilitators will provide a template to stress essential issues. Closure will involve participant ideas on how to apply the principles in their workplaces.

S. Miller, Babies and Children’s Hospital, Columbia University, New York, R. Sarkin, SUNY at Buffalo School of Medicine, Buffalo, L. Greenberg, Children’s National Medical Center, George Washington University, Washington, DC

WS16 Poster Session On Current General Pediatric Residency And Faculty Development Grant Activities Funded Under Section 747 Of The Public Health Service Act
The poster session will: highlight the uniqueness of these grant activities as well as their contributions in shaping graduate medical education for the nation; provide a forum for project directors to discuss their activities, challenges and innovations directly with other project directors and colleagues interested in medical education, with the possibility for replication in other programs; provide an opportunity for initiating networks and collaborative activities with other grantees and participants at the annual meeting; provide an opportunity to showcase measurable outcomes from residency and faculty development programs.

B. Williamson, Health Resources and Services Administration, Rockville

1:00 pm - 4:00 pm - SPECIAL INTEREST GROUPS

TICKETS NECESSARY FOR THIS EVENT. NO FEE IS REQUIRED BUT PRE-ENROLLMENT IS ESSENTIAL TO ATTEND.

SG10 Advocacy Training
Chairs: Steven Blatt and Ann Botash

We welcome everyone interested in child advocacy and how to best teach it to trainees. Nationally, most residency programs are in the early stages of planning and implementing advocacy training. Programs continue to struggle with defining many basic issues. For example, what specific activities constitute advocacy? How should residents be taught child advocacy? Who should be teaching child advocacy? How much time should be devoted to child advocacy? How do programs pay for faculty time? Attendees at the workshop will have the opportunity to share with others their experiences in trying to answer those and other questions of Advocacy Training. Those interested in presenting at the meeting can contact:
Steve Blatt blatts@mailbox.hscsyr.edu or Ann Botash botasha@mailbox.hscsyr.edu.

SG12 Continuity Clinic Directors
Chairs: Diane Kittredge and Marilyn C. Dumont-Driscoll

The Continuity Directors’ Special Interest Group welcomes faculty and learners who teach in continuity settings.  This meeting provides an opportunity for networking and problem solving around educational, clinical and administrative issues that challenge us. Our program agenda will be available on this website prior to the meeting.

4:15 pm - 6:15 pm - POSTER SESSION I AND OPENING RECEPTION

Saturday, May 13

2:30 pm - 3:00 pm - JOSEPH W. ST. GEME, JR. LEADERSHIP AWARD
Joseph W. St. Geme, Jr. Award Presentation - Evan Charney, Dept. of Pediatrics, University of Massachusetts Medical Center, Shrewsbury
St. Geme Awardee Introduced by: Kenneth B. Roberts, Professor of Pediatrics, University of North Carolina School of Medicine, Greensboro

Presented on behalf of the American Pediatric Society, American Academy of Pediatrics, American Board of Pediatrics, Ambulatory Pediatric Association, Association of Pediatric Program Directors, Association of Medical School Pediatric Department Chairman and Society for Pediatric Research

5 pm - 7:15 pm - POSTER SESSION II

Sunday, May 14

9:00 am - 12:00 noon - WORKSHOPS

TICKETS NECESSARY FOR THIS EVENT. NO FEE IS REQUIRED BUT PRE-ENROLLMENT IS ESSENTIAL TO ATTEND.

WS20 Community Based Teaching: Creative Solutions For The New Age
The community setting has become a critical arena for diverse and challenging patient care. As such, effective and focused teaching strategies are essential tools for preceptors. This workshop reviews several problems frequently encountered in community teaching settings, such as limited teaching time, limited continuity with the learner, limited space, expansive patient load, and expansive clinical information to discuss. Participants will explore and practice strategies to avoid such problems, tackle such problems, or work around them.

Despite a great deal of recent attention to strategies such as the one minute preceptor, problem-based learning, and the use of teaching scripts, the challenges to effective teaching and efficient learning persist. This workshop will cover a spectrum of teaching strategies from the perspective of learning success. Implications for effectiveness of learning, learning in the managed care environment, and learner styles will be addressed. The challenges of teaching in the community setting can be transformed into opportunities for a stimulating and highly satisfying teacher-learner interaction. In this workshop, participation, rehearsal, audiovisuals and "hands-on" techniques will help attendees to develop or expand their teaching repertoire for community based clinical training.

L. Chandran and J. E. Fischel, Department of Pediatrics, State University of New York at Stony Brook, Stony Brook

WS21 Designing Low Cost Objective Structured Clinical Evaluations (OSCES) For Pediatric Clerkships: Not An Oxymoron!
An OSCE is a clinical performance evaluation tool designed to appraise student behaviors or skills in a variety of areas. OSCEs are frequently used in pediatric clerkships to provide formative and summative feedback to students and to assess the clerkship curriculum. Good OSCEs must have realistic objectives, multiple stations, evaluate specific tasks, have generally agreed upon evaluation criteria. Unfortunately, an OSCE can be quite labor intensive and expensive to set up and operate.

The objective of this workshop will be to design OSCE stations that minimize the use of scarce labor and financial resources yet still effectively measure student performance. Participants will review different methodologies, costs associated with each, and the National Core Curriculum in Pediatrics. Using a combination of inexpensive "low tech" and "high tech" props, participants will design OSCE stations to measure specified student skills and competencies outlined in the National Core Curriculum in Pediatrics. By the conclusion of the workshop, the participant should be familiar with how to design and implement a low-cost 10-15 station OSCE.

W.V. Raszka, Department of Pediatrics, University of Vermont College of Medicine, Burlington and P. B. Patterson, The Barbara Bush Children’s Hospital at Maine Medical Center, Portland

WS28 Teaching The Pediatric Sexual Abuse Examination
For a number of reasons, many practitioners of pediatric medicine are uncomfortable with the presenting complaint of possible sexual abuse. Several pediatric sexual abuse centers have been established across the United States to address this issue and also to attempt to improve the quality and consistency of care delivered. Unfortunately, however, such a center is often not readily accessible to practitioners and their patients. It is therefore imperative that pediatric training centers become adept in teaching their residents and students how to most effectively manage the alleged sexual abuse victim.

At the UT – Houston pediatric sexual abuse center, we have developed a teaching module that we are currently implementing with faculty, residents and students. It includes a pre and post module questionnaire, audiovisual material, and interactive teaching with pediatric sexual abuse experts. The course content is easily modifiable according to the level of experience of the learner and the amount of time available. Using primarily a hands-on format, we will present our module to workshop participants and explore with them ways in which it may be implemented in various teaching situations.

R. Girardet, S. Lahoti and N. McClain, Department of Pediatrics,University of Texas – Houston Medical School, Houston

WS31 Turning The Pediatric Resident On To Adolescent Health Care; Are You Up To The Challenge?
Most pediatric residents cringe at the thought of seeing adolescents at the health maintenance visit. Violence, sex, drugs, depression, abuse, and school failure are some of the critical issues to explore in providing optimal adolescent health care. A thorough physical assessment, including breast, testicular and gynecologic examination, is an integral part of the visit. The pediatric resident is often not prepared to explore the adolescent psychosocial risk profile or to thoroughly examine the adolescent patient. Dealing with the parents of adolescent patients is also a source of stress for residents. Providing anticipatory guidance to parents, as well as addressing parental concerns, is rarely discussed in the curriculum of pediatric residency.

Workshop faculty will present contrasting experiences teaching pediatric housestaff adolescent health care from two distinct clinical settings; one a General Pediatric Group Practice and the other, an established Division of Adolescent Medicine. The purpose of this workshop is to share skills and approaches in educating and inspiring pediatric residents to provide care to adolescent patients. We will review standard assessment tools such as GAPS and Bright Futures and use role-plays to teach participants how to respond to common scenarios involving the triad of parent, teen and medical provider.

K. Soren, B. Pfeffer, and E. Alderman. Division of General Pediatrics, Columbia University and Division of Adolescent Medicine, Albert Einstein College of Medicine

WS32 You Can Do It, Too! Successful Models Of Program Change Using The APA Educational Guidelines
The APA’s Education Committee published a major revision of the APA Educational Guidelines for Residency Training in General Pediatrics in 1996, and conducted two previous APA workshops on strategies for implementing the Guidelines. This workshop will discuss survey results on use of the Guidelines since that date and highlight successful models of implementation from residency programs nationwide. The models will be competitively selected by the workshop leaders after review of invited submissions, and will be shared in the workshop in brief oral or poster presentations. Presentations will cover implementation issues such as pre-accreditation program review, development of new or modified rotations, design of new curricular materials, and improvement of evaluation methods. Models will be analyzed and discussed interactively in relation to demonstrated outcomes, resources required, and implementation barriers. The group will discuss how the Guidelines can be used to implement change in pediatric residency programs, and how approaches to implementation may be adapted to the special needs and environments of different training programs. Posters and interactive discussions will allow participants to pool ideas about creative uses of the Guidelines. The workshop will also include displays of newly published curricular materials and contact lists to facilitate networking among programs undertaking similar initiatives.

D. Kittredge, C. D. Baldwin, M. E. Bar-on, R. F. Trimm, III (Members of the APA Education Committee) and invited presenters from programs nationwide

9:00 am - 12:00 noon - SPECIAL INTEREST GROUP

TICKETS NECESSARY FOR THIS EVENT. NO FEE IS REQUIRED BUT PRE-ENROLLMENT IS ESSENTIAL TO ATTEND.

SG15 Faculty Development
Chairs: Michelle S. Barratt, Charlene Gaebler-Uhing, Ronald V. Marino

This SIG is a forum for ongoing exchange in the area of medical education and faculty development.  The SIG is open to anyone that has an interest in Medical Education and Faculty Development.  Some members of the SIG participated in the APA Faculty Development  Scholars Program. The first cohort of 50 received training in one of three tracks:  Community Based Clinical Teaching, Educational Scholarship or Executive Leadership. The SIG will provide discussion and leadership in all three areas. Come help us brainstorm, problem-solve and share experiences.  Ideas for discussion can be emailed to jennifer@ambpeds.org and your message will be forwarded to the co-chairs.

10:15 am - 12:00 noon - SPR PRESIDENTIAL PLENARY & AWARDS AND E. MEAD JOHNSON AWARD LECTURES

Presidential Address: Thomas Hazinski,Vanderbilt University Medical Center

Student Awards: Kyle Cowan, Aaron M. Milstone, Christine Siambani

House Officer Awards: Douglas D. Fraser, Paul J. Galardy, Matthew A. Saxonhouse

Fellow Basic Awards: Christopher E. Belcher, Elif Erkan, Syed Zaidi

Fellow Clinical Awards: Michael J. Ackerman, Okan Elidemir, Mika Ramet

David Nathan Award: Lisa Wang

Young Investigator Award Lecture:
Brendan Lee - Identification of Molecular Genetic Defect for Cleidocranial Dysplasia & Nail-patella Syndrome

E. Mead Johnson Award Lectures:
Mark Kay - Seminal Scientific Contributions to the Field of Hepatic Gene Therapy
Gregg Semenza - Molecular Response to Hypoxia

12:15 pm - 1:15 pm - APA BUSINESS MEETING & AWARDS
Health Care Delivery Award
Public Policy Award
Research Award
Teaching Award
Ray E. Helfer Award for
Innovation in Pediatric Education
International Health Research Award
Ludwig-Seidel Award

1:00 pm - 2:15 pm - MARCH OF DIMES PRIZE IN DEVELOPMENTAL BIOLOGY (Fifth Annual Lecture)
Presented by the March of Dimes

Genetic Control of Programmed Cell Death in C.elegans
H. Robert Horvitz, Professor of Biology, Howard Hughes Medical Institute Investigator, Massachusetts Institute of Technology, Cambridge, MA

1:15 pm - 2:00 pm - AAP PRESIDENTIAL PLENARY & JACOBI AWARD
Presidential Address: Donald E. Cook, American Academy of Pediatrics, Elk Grove Village
Jacobi Award: Catherine DeAngelis

2:00 pm - 5:00 pm - WORKSHOPS

TICKETS NECESSARY FOR THIS EVENT. NO FEE IS REQUIRED BUT PRE-ENROLLMENT IS ESSENTIAL TO ATTEND.

WS36 Evaluation Of Research Methodologies In Medical Education
In education, research is often focused on the determination of progress that students have made toward educational goals. These studies use methodologies which not only determine outcomes but also analyze the process with which these outcomes are derived. Researchers in medical education are often faced with the difficulty of defending their methodologies to "peer-reviewers" who are accustomed to the more rigorous quantitative analysis of traditional scientific papers. Because human nature is so complex, it is much more difficult to develop sound theories of human behavior than to predict occurrences in the physical world.

The methodologies in educational research may be classified into two broad categories: quantitative and qualitative studies. For medical education research, quantitative studies are limited because quantified results focus on the outcomes of the study. Qualitative studies are more complex and as such, are able to utilize different methodologies to explore the process of the study. Both types of studies are necessary to understand the intricate interaction between education and human nature.

This workshop will address the use of varying methodologies in medical education research by reviewing four recently-published papers. By comparing and contrasting the methodologies employed in each of the papers, participants will be able to appreciate that quantitative and qualitative studies have different standards for validity and reliability which are equally valuable to the field of medical education.

A. A. Kuo, Cedars-Sinai Medical Center, Los Angeles; G. S. Blaschke, Naval Medical Center, San Diego; B. S. Siegel, Boston Medical Center, Boston; J. P. Hafler, Harvard Medical School, Boston, and A.M. Katz, Harvard Medical School, Boston

WS42 What’s Style Got To Do With It? Using Diverse Teaching Methods And Teaching Styles To Enhance Teaching And Learning In The Busy Clinical Setting
Effective teaching in the office setting requires flexibility, energy, and commitment amidst a busy background of clinical care. Effective teaching also requires that teachers are able to address learners’ needs and understand the variations in learners’ styles and approaches. Teachers can accomplish these requirements while creating an optimal teaching-learning environment by utilizing a variety of teaching methods and teaching styles. If teachers use a variety of teaching methods and styles, learners are exposed to both familiar and unfamiliar ways of learning which provides both tension and comfort during the process and which gives learners multiple ways to excel. This ultimately may encourage adaptability and lifelong learning in the teaching-learning process.

This interactive faculty development workshop will provide participants a framework of teaching methodologies and teaching styles for the busy clinical setting. Participants will examine and reflect on their own dominant teaching style and learning style preferences and how these affect their choice of teaching methodology and style. Participants will also have the opportunity to practice various traditionally non-medical teaching methodologies in small groups (e.g., contract teaching, role plays, helping trios, modular instruction, electronic lectures, fishbowl discussion, student journals, jigsaw groups, think-pair-share, student-preceptor of the day, and two-minute papers) and learn how to apply them to the medical education setting. They will also learn about and practice brief teaching techniques which have been shown to be effective in the medical setting (one-minute preceptor, Aunt Minnie method, Socratic method). Participants will obtain written materials describing the various teaching methodologies and styles which will facilitate their adoption in participant’s office settings.

L. Vaughn, J. Gonzalez, and R. Baker. Children’s Hospital Medical Center, Cincinnati

2:00 pm - 5:00 pm - SPECIAL INTEREST GROUP

TICKETS NECESSARY FOR THIS EVENT. NO FEE IS REQUIRED BUT PRE-ENROLLMENT IS ESSENTIAL TO ATTEND.

SG23 Medical Student Education
Chair: Helen Loeser

The Medical Student Education SIG will focus on "Partnerships in curricular development."

The Session will start with poster displays on medical student education, with time to view and discuss. We will also present updates on the work of the Council on Medical Student Education in Pediatrics (COMSEP), which includes faculty development, a nationally developed curriuculum, technology applications, and a new video to introduce students to the approach and exam of infants and young children.

We will then turn to our major new work, identifying existing models that work in several aspects of curriculum development, and then, in small groups, working to develop and adapt these programs to specific schools’ and communities’ resources and needs.

The areas we have identified for development will consider, in particular, what is working, and how to enhance opportunities, in practice and ambulatory settings. The aspects we will focus on for curricular development include:
1. Outcomes of medical student education, especially as they affect career counseling and career choice; and
2. Service learning, especially as a model for providing "added value" in community clinical settings, in learning about chronic illness and in serving the underserved.

This meeting is open to anyone interested in medical student education, and we encourage new attendees and particularly invite AAP members to join our discussion! We always invite medical students to join our working sessions, which ensures that they are fun, productive and stay on target.

4:45 pm - 6:45 pm - POSTER SESSION III

Monday, May 15

8:00 am - 10:00 am - SUBSPECIALTIES/THEMES (Original Science Abstract Program)

• Clinical Bioethics (Platform)

8:00 am - 10:00 am - RICHARD E. ROWE AWARD
Richard E. Rowe Award Presentation - Mark W. Russell:
In vivo Transactivation of the alphaB Crystallin Promoter by Cardiac Transcription Factors Involved in Early Heart Development

8:30 am - 12:30 pm - APA PRESIDENTIAL PLENARY & ARMSTRONG LECTURE
Presidential Address: Ellen F. Crain, Albert Einstein College of Medicine, Bronx
Armstrong Lecture: Greenpeace

10:15 am - 11:45 am - STATE OF THE ART PLENARY

¨Pediatrics in the New Millennium: Compelling Issues in Public Policy - 7th Annual Public Policy Plenary
Chair: Myron Genel, Yale University School of Medicine, New Haven

This is the 7th annual Public Policy Plenary Symposium organized and sponsored by the Public Policy Council, which coordinates public policy activities for the APS, SPR and AMSPDC, in collaboration with the APA Public Affairs Committee. The year 2000 program will look forward to the new millennium and broadly examine the outlook for children’s health in three vital areas: (1) access to health care (2) testing and access of children to drugs and devices and (3) the pipeline for pediatric physician-investigators and the future of academic pediatrics. We have set aside significant time at the conclusion of the speakers’ formal presentations to permit interactive dialogue between members of the panel and the audience.

Children’s Access to Health Care - Removing the Financial Barrier
Joel J. Alpert, Immediate Past President of the American Academy of Pediatrics and Past President of the Ambulatory Pediatric Association, Boston University School of Medicine

Increasing Pediatric Access to Medical Therapies
Jane E. Henney, Commissioner, Food and Drug Administration, Rockville

The Pipeline of Physician-Scientist in Pediatrics
Leon E. Rosenberg, Princeton University; Lasker Trust/Funding First; and Former Dean, Yale University School of Medicine

Supported in part by an educational grant from the Columbus Children's Hospital, Columbus, Ohio

1:00 pm - 3:00 pm - SUBSPECIALTIES/THEMES (Original Science Abstract Program)

• Education: Student (Platform)

5:00 pm - 7:00 pm - POSTER SESSION IV

Tuesday, May 16

8:00 am - 10:00 am - SUBSPECIALTIES/THEMES (Original Science Abstract Programs)

• Breastfeeding (Platform)
• Education: Resident (Platform)
• Medical Informatics (Platform)

9:00 am - 12:00 noon - WORKSHOPS

TICKETS NECESSARY FOR THIS EVENT. NO FEE IS REQUIRED BUT PRE-ENROLLMENT IS ESSENTIAL TO ATTEND.

WS44 Changing The Culture Of Learning: Evidence-Based Medicine In A Residency Curriculum
Evidence-based medicine (EBM) requires teachers and learners alike to challenge the "we do it this way" approach to medical education. Just as EBM changes the way we view clinical data, we also must re-examine the methods of teaching and learning clinical care. As the volume of medical literature expands, identifying the important information and learning even a fraction of the vast field of pediatrics are daunting challenges. With restricted clinical hours and an emphasis on speed, today’s pediatric residents must be efficient learners. EBM provides a foundation to promote life-long learning while stressing efficiency and best clinical care. However, to practice evidence-based medicine requires a shift from passive, receptive learning to active, participatory learning.

Over the past two years, the department of pediatrics initiated and then revised a curriculum for teaching and learning EBM. Initial emphasis on introducing the concepts and methods of EBM evolved into incorporating EBM principles into morning report, lectures and journal club. This workshop will introduce the participant to this and demonstrate how EBM can be incorporated into morning report, daily rounds, noon lectures and journal club. The workshop will demonstrate mathematical tools developed to calculate absolute risk reduction, number needed to treat, confidence intervals, and cost savings. Emphasis will be placed on individual participation and mastering the concepts of forming a good question, searching for the best evidence and evaluating evidence for validity and importance. The workshop will use case scenarios and online searching to illustrate important EBM principles.

C. Foley, A. Zaritsky, D. Isaacman. Department of Pediatrics Eastern Virginia Medical School, Children’s Hospital of The King’s Daughters, Norfolk

WS51 Preparing Residents To Promote Sexual Health To Adolescents And Their Parents.
Adolescents have many choices regarding high-risk behaviors including when to initiate sexual intercourse. Physicians who are comfortable talking with adolescents and their parents about expected body changes, media impact, as well as the risks and benefits of sexual behaviors can best assist teens in making appropriate and life-saving decisions. The S.A.G.E. (Sexual Abstinence Guidance Education) Advice workshop models 5 to 8 minute age-appropriate interactions for physicians to use with their patients aged 9-17 years old and their parents. Participants will understand the barriers that providers might experience, including time constraints, discomfort with moral and ethical implications, accurate knowledge base and making discussions age appropriate. Skills covered include accurately counseling patients and their parents on changes to the youngster’s body during puberty; the focus in the media on sex and body image; the risks of pregnancy, sexually transmitted diseases and a broken heart. Also covered are assisting adolescents to reject sexual advances and realize that alcohol and drug use increases their vulnerability to sexual advances. Participants will experience a workshop they can take back to their residents including background materials, sexuality specific counseling techniques and video vignettes of typical visits with patients in early, mid and late adolescence. All the materials needed to provide the workshop at the participant’s home institution will be provided.

M. S. Barratt, G.B. Villarreal and A. L. Golden, Departments of Pediatrics, University of Texas-Houston; Houston and University of Texas Medical Branch, Galveston

WS53 Time To Teach Something New—An Innovative Curriculum Designed To Teach Health Promotion Concepts To Residents
Bright Futures was developed to respond to emerging preventive and health promotion needs in pediatrics. With the increasing need to expand pediatric primary care interventions, to involve families in more of the process, and to identify community-based partners in care, it is recognized that these ideas need to be integrated into residency training. Hence, a national collaborative of pediatric educators and residency program directors has been working for a year to define "core" concepts – advocacy, communication, education, health, partnership, prevention/promotion, and time management as well as to create and implement curricular materials on health promotion.

The workshop will provide interactive experiences to explore these newly created curricular materials for residency training. Participants will have several opportunities to share in the testing and analysis of this unique curricular offering. Initially, the group will explore the curriculum in depth as learners by experiencing two teaching modules. This will be followed by the opportunity to rotate through stations where these learner-centered teaching materials, developed for use in continuity clinics, will be available for active dialogue with session authors. Finally, the group discussion will focus on effective methods of facilitating learning and implementing this curriculum into continuity clinics.

H.H. Bernstein, J. Hafler, and Bright Futures Health Promotion Work Group, Children’s Hospital and Harvard Medical School, Boston

9:00 am - 12:00 noon - SPECIAL INTEREST GROUP

TICKETS NECESSARY FOR THIS EVENT. NO FEE IS REQUIRED BUT PRE-ENROLLMENT IS ESSENTIAL TO ATTEND.

SG25 Community-Based Physicians
Chair: Emanuel Doyne, MD

A new SIG has been formed as a result of a recent increase in the number of members who are community-based physicians. This will be the first meeting for the SIG and the agenda will include a discussion on organizational issues and an assessment of the needs of the group to develop the focus for future meetings. The SIG will provide the opportunity for community-based physician members to network with peers. Additional information about the agenda for the SIG will be available on the APA web site in early 2000.

10:15 am - 12:15 pm - POSTER SESSION V

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Last Modified: April 06, 2000