Fellowship training in pediatric emergency care

Jaffe, David M.; Ludwig, Stephan; Zieserl, Edward; Fleisher, Gary

doi:10.1097/00006565-198603000-00012

Cited by 14 publications

(4 citation statements)

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“…The field of PHM is in a period of rapid growth, similar to the early years of PEM. For PEM, the first fellowship started in 1981, the first sample training curriculum was published 5 years later, 18 and the first board examination occurred in 1992. 16 The PEM committee noted in the initial fellowship curriculum published in 1997 that "ongoing refinement and adaptation based on feedback from fellows and directors is essential to provide the best fellowship experience to our trainees."…”

Section: Discussionmentioning

confidence: 99%

Development of a Curricular Framework for Pediatric Hospital Medicine Fellowships

et al. 2017

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Pediatric Hospital Medicine (PHM) is an emerging field in pediatrics and one that has experienced immense growth and maturation in a short period of time. Evolution and rapid expansion of the field invigorated the goal of standardizing PHM fellowship curricula, which naturally aligned with the field's evolving pursuit of a defined identity and consideration of certification options. The national group of PHM fellowship program directors sought to establish curricular standards that would more accurately reflect the competencies needed to practice pediatric hospital medicine and meet future board certification needs. In this manuscript, we describe the method by which we reached consensus on a 2-year curricular framework for PHM fellowship programs, detail the current model for this framework, and provide examples of how this curricular framework may be applied to meet the needs of a variety of fellows and fellowship programs. The 2-year PHM fellowship curricular framework was developed over a number of years through an iterative process and with the input of PHM fellowship program directors (PDs), PHM fellowship graduates, PHM leaders, pediatric hospitalists practicing in a variety of clinical settings, and other educators outside the field. We have developed a curricular framework for PHM Fellowships that consists of 8 education units (defined as 4 weeks each) in 3 areas: clinical care, systems and scholarship, and individualized curriculum.

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Section: Discussionmentioning

confidence: 99%

Development of a Curricular Framework for Pediatric Hospital Medicine Fellowships

et al. 2017

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“…Focused training toward such a profession began in a nonaccredited format in the early 1980s. 1 In 1987, the American Board of Emergency Medicine (ABEM) and the American Board of Pediatrics (ABP) published guidelines to combined training in their two specialties. Later, the ABP developed a pediatric emergency medicine (PEM) fellowship-training track with ABEM participation, and the first sub-board certification exam was offered in 1992.…”

Section: Introductionmentioning

confidence: 99%

Does the Medium Matter? Evaluating the Depth of Reflective Writing by Medical Students on Social Media Compared to the Traditional Private Essay Using the REFLECT Rubric

Brown

Jauregui

Ilgen

et al. 2019

WestJEM

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Introduction: Social media is a novel medium to host reflective writing (RW) essays, yet its impact on depth of students’ reflection is unknown. Shifting reflection on to social platforms offers opportunities for students to engage with their community, yet may leave them feeling vulnerable and less willing to reflect deeply. Using sociomateriality as a conceptual framework, we aimed to compare the depth of reflection in RW samples submitted by medical students in a traditional private essay format to those posted on a secure social media platform. Methods: Fourth-year medical students submitted a RW essay as part of their emergency medicine clerkship, either in a private essay format (academic year [AY] 2015) or onto a closed, password-protected social media website (AY 2016). Five raters used the Reflection Evaluation for Learners’ Enhanced Competencies Tool (REFLECT) to score 122 de-identified RW samples (55 private, 67 social media). Average scores on two platforms were compared. Students were also surveyed regarding their comfort with the social media experience. Results: There were no differences in average composite REFLECT scores between the private essay (14.1, 95% confidence interval [CI], 12.0-16.2) and social media (13.7 95% CI, 11.4-16.0) submission formats (t [1,120] = 0.94, p = 0.35). Of the 73% of students who responded to the survey, 72% reported feeling comfortable sharing their personal reflections with peers, and 84% felt comfortable commenting on peers’ writing. Conclusion: Students generally felt comfortable using social media for shared reflection. The depth of reflection in RW essays was similar between the private and social media submission formats.

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“…Table outlines potential research questions related to the epidemiology of the pediatric emergency care workforce. The field of PEM began as an organized subspecialty in the 1980s with focused discussions on the specific needs of children who are acutely ill or injured . Pediatrics‐based fellowships were implemented in the mid‐1980s, with programs designed for graduates of EM training developed shortly thereafter .…”

Section: Methodsmentioning

confidence: 99%

2018 Academic Emergency Medicine Consensus Conference: A Workforce Development Research Agenda for Pediatric Care in the Emergency Department

Merritt

Dietrich

Bogie

et al. 2018

Academic Emergency Medicine

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Each year, more than 30 million children visit U.S. emergency departments (EDs). Although the number of pediatric emergency medicine specialists continues to rise, the vast majority of children are cared for in general EDs outside of children's hospitals. The diverse workforce of care providers for children must possess the knowledge, experience, skills, and systemic support necessary to deliver excellent pediatric emergency care. There is a crucial need to understand the factors that drive the professional development and support systems of this diverse workforce. Through the iterative process culminating with the 2018 Academic Emergency Medicine consensus conference, we have identified five key research themes and prioritized a specific research agenda. These themes represent critical gaps in our understanding of the development and maintenance of the pediatric emergency care workforce and allow for a prioritization of future research efforts. Only by more fully understanding the gaps in workforce needs, and the necessary steps to address these gaps, can outcomes be optimized for children in need of emergency care. BACKGROUNDO ver four decades, emergency medicine (EM) has evolved from a fledgling specialty to a pillar for acute care for patients of all ages. The evolution of pediatric emergency medicine (PEM) has mirrored the evolution of EM itself, with subspecialization possible following either pediatrics or EM residency training. However, with just over 2,000 board-

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Fellowship training in pediatric emergency care

Cited by 14 publications

References 0 publications

Development of a Curricular Framework for Pediatric Hospital Medicine Fellowships

Development of a Curricular Framework for Pediatric Hospital Medicine Fellowships

Does the Medium Matter? Evaluating the Depth of Reflective Writing by Medical Students on Social Media Compared to the Traditional Private Essay Using the REFLECT Rubric

2018 Academic Emergency Medicine Consensus Conference: A Workforce Development Research Agenda for Pediatric Care in the Emergency Department

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