Job Market Survey of Recent Pediatric Emergency Medicine Fellowship Graduates

Vu, Tien; Hampers, Louis C.; Joseph, Madeline; Connors, Michael J; Gerardi, Michael; Inkelis, Stanley H.; Shook, Joan E.

doi:10.1097/01.pec.0000248700.80293.b2

Cited by 17 publications

(24 citation statements)

References 7 publications

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“…[18][19][20][21][22] The survey was approved by the OTA Research Committee and posted on the official survey page of the OTA Web site from November 2012 to January 2013. This online survey software has been used successfully in multiple specialties to assess trends among their respective cohorts.…”

Section: Methodsmentioning

confidence: 99%

Preoperative Decision Making in the Treatment of High-Angle “Vertical” Femoral Neck Fractures in Young Adult Patients

Luttrell

Beltran

Collinge

2014

Journal of Orthopaedic Trauma

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Section: Methodsmentioning

confidence: 99%

Preoperative Decision Making in the Treatment of High-Angle “Vertical” Femoral Neck Fractures in Young Adult Patients

Luttrell

Beltran

Collinge

2014

Journal of Orthopaedic Trauma

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“…Despite the growth of pediatric EM as a subspecialty, pediatric EM (PEM) subspecialists only care for 10% to 20% of the pediatric patients in the emergency setting across the United States. 1 The remaining 80% to 90% of pediatric emergency care patients are cared for by EM physicians and/or general practice pediatricians. [2][3][4][5] The Accreditation Council for Graduate Medical Education (ACGME) requires EM residents to have approximately 20% of their patient encounters with patients less than 18 years of age, including the critical care of infants and children.…”

Section: Discussionmentioning

confidence: 99%

A Modified Delphi Study for Development of a Pediatric Curriculum for Emergency Medicine Residents

Mitzman

King

Fastle

et al. 2017

AEM Education and Training

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Objectives: Emergency medicine (EM) trainees are expected to learn to provide acute care for patients of all ages. The American Council for Graduate Medical Education provides some guidance on topics related to caring for pediatric patients; however, education about pediatric topics varies across residency programs. The goal of this project was to develop a consensus curriculum for teaching pediatric emergency care.Methods: We recruited 13 physicians from six academic health centers to participate in a three-round electronic modified Delphi project. Participants were selected on the basis of expertise with both EM resident education and pediatric emergency care. The first modified Delphi survey asked participants to generate the core knowledge, skills, and experiences needed to prepare EM residents to effectively treat children in an acute care setting. The qualitative data from the first round was reformulated into a second-round questionnaire. During the second round, participants used rating scales to prioritize the curriculum content proposed during the first round. In round 3, participants were asked to make a determination about each curriculum topic using a three-point scale labeled required, optional, or not needed. Results:The first modified Delphi round yielded 400 knowledge topics, 206 clinical skills, and 44 specific types of experience residents need to prepare for acute pediatric patient care. These were narrowed to 153 topics, 84 skills, and 28 experiences through elimination of redundancy and two rounds of prioritization. The final lists contain topics classified by highly recommended, partially recommended, and not recommended. The partially recommended category is intended to help programs tailor their curriculum to the unique needs of their learners as well as account for variability between 3-and 4-year programs and the amount of time programs allocate to pediatric education. Conclusion:The modified Delphi process yielded the broad outline of a consensus core pediatric emergency care curriculum.E mergency medicine (EM) physicians acquire proficiency in the emergent management of all patients including pediatric patients during their training. Despite the growth of pediatric EM as a subspecialty, pediatric EM (PEM) subspecialists only care for 10% to 20% of the pediatric patients in the emergency setting across the United States.1 The remaining 80% to 90% of pediatric emergency care patients are cared for by EM physicians and/or general practice pediatricians.2-5 The Accreditation Council for Graduate Medical Education (ACGME) requires EM residents to have approximately 20% of their patient encounters with patients less than 18 years of age, including the critical care of infants and children.6 While time dedicated to pediatrics has increased in recent years, 7 concerns remain as to whether this allows sufficient experience to develop the mastery level competency for the EM physician to effectively care for children. 4,7 Although the type of clinical experiences available is beyond the...

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“…Pediatric EM is a certified subspecialty available to both pediatric and EM residents upon completion of an accredited fellowship through a single examination. Since the first board certification examination was offered in 1992, PEM has grown steadily and now has approximately 1,300 certified practitioners as of 2005 45 . PEM has become the third most popular subspecialty selected by pediatric residency graduates 45 .…”

Section: The Future Of Pem In Em the Fellowship Conundrum And The Cmentioning

confidence: 99%

“…Since the first board certification examination was offered in 1992, PEM has grown steadily and now has approximately 1,300 certified practitioners as of 2005 45 . PEM has become the third most popular subspecialty selected by pediatric residency graduates 45 . This has resulted in more than 89% (1,170 practitioners) of those certified being via ABP 45 .…”

Section: The Future Of Pem In Em the Fellowship Conundrum And The Cmentioning

confidence: 99%

Best Educational Practices in Pediatric Emergency Medicine During Emergency Medicine Residency Training: Guiding Principles and Expert Recommendations

Cloutier

Walthall²,

Mull³

et al. 2010

Academic Emergency Medicine

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The state of pediatric emergency medicine (PEM) education within emergency medicine (EM) residency programs is reviewed and discussed in the context of shifting practice environments and new demands for a greater focus on the availability and quality of PEM services. The rapid growth of PEM within pediatrics has altered the EM practice landscape with regard to PEM. The authors evaluate the composition, quantity, and quality of PEM training in EM residency programs, with close attention paid to the challenges facing programs. A set of best practices is presented as a framework for discussion of future PEM training that would increase the yield and relevance of knowledge and experiences within the constraints of 3-and 4-year residencies. Innovative educational modalities are discussed, as well as the role of simulation and pediatric-specific patient safety education. Finally, barriers to PEM fellowship training among EM residency graduates are discussed in light of the shortage of practitioners from this training pathway and in recognition of the ongoing importance of the EM voice in PEM.ACADEMIC EMERGENCY MEDICINE 2010; 17:S104-S113 ª 2010 by the Society for Academic Emergency Medicine Keywords: pediatric emergency medicine, guidelines, emergency medicine, residency, teaching T he Council of Emergency Medicine Residency Directors (CORD) Academic Assembly held in Orlando, Florida, in March 2010 provided a venue for emergency medicine (EM) educators to examine the state of pediatric emergency medicine (PEM) education and training within U.S. EM residency programs. The Academic Assembly planning committee invited the authors to develop a proposal for a presentation on the best educational practices for PEM within EM residency programs. The best practices recommendations were derived through a series of conference calls leading up to the presentation. The senior author (JB) developed a preliminary set of questions and best practice recommendations based on 15 years of work teaching PEM to EM residents and based on research of the PEM educational process. These were refined and revised during subsequent discussions with the remaining authors and evolved to the final set of recommendations, which were discussed during a postpresentation conference call. Comments from the session attendees were incorporated into the final set of best practice recommendations, which appear in this article. A comprehensive literature search was performed to provide material on which to base our recommendations. Overall, this article reflects the proceedings of the CORD Academic Assembly session; to enhance the discussion of best educational practices, the authors also offer expert opinion on the closely related issues of optimizing PEM education in the future, the promotion of PEM fellowship training within the specialty of EM, and PEM workforce issues.All five authors have considerable experience (average 14 years, range 5-20 years) in teaching PEM, developing curricula, and administrating large PEM educational programs. Four are...

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Job Market Survey of Recent Pediatric Emergency Medicine Fellowship Graduates

Cited by 17 publications

References 7 publications

Preoperative Decision Making in the Treatment of High-Angle “Vertical” Femoral Neck Fractures in Young Adult Patients

Preoperative Decision Making in the Treatment of High-Angle “Vertical” Femoral Neck Fractures in Young Adult Patients

A Modified Delphi Study for Development of a Pediatric Curriculum for Emergency Medicine Residents

Best Educational Practices in Pediatric Emergency Medicine During Emergency Medicine Residency Training: Guiding Principles and Expert Recommendations

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