Pediatric Residency as Preparation for Primary Care Practice

Camp, Bonnie W.; Gitterman, Benjamin A.; Headley, Roxann; Ball, Valerie

doi:10.1001/archpedi.1997.02170380082013

Cited by 54 publications

(34 citation statements)

References 7 publications

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“…These findings are similar to those of previous Canadian studies (Macnab et al 1998;Veale et al 1999 Validating paediatric objectives and training e141 multiple other US studies (Camp et al 1997;Roberts et al 1997;Mulvey et al 2000;Blumenthal et al 2001;Blendon et al 2002;Garfunkel et al 2005;Freed et al 2009aFreed et al , 2009bFreed et al , 2009cFreed et al , 2009dLeslie 2009). Lieberman and Hilliard (2006) found that paediatricians certified in Canada between 1999 and 2003 had received excellent training in most paediatric subspecialties and felt adequately prepared for their careers.…”

Section: Competencies Rated As Less Than Adequately Preparedsupporting

confidence: 90%

Validating objectives and training in Canadian paediatrics residency training programmes

2011

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Section: Competencies Rated As Less Than Adequately Preparedsupporting

confidence: 90%

Validating objectives and training in Canadian paediatrics residency training programmes

2011

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show abstract

“…[1][2][3][4][5][6][7] The unique aspect of this needs assessment is the amplification provided by extensive focus group discussions. The focus groups also served to overcome the limitation of using survey data alone, which might not measure what it was intended to measure.…”

Section: Discussionmentioning

confidence: 99%

“…[1][2][3] The importance of these disciplines has recently been confirmed by an analysis of the frequency with which these competency areas are required in general pediatric practice. 4 These findings are similar to data reported previously from the United States and Australia.…”

Section: Introductionmentioning

confidence: 97%

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Training Gaps for Pediatric Residents Planning a Career in Primary Care: A Qualitative and Quantitative Study

Rosenberg¹,

Kamin²,

Glicken³

et al. 2011

Journal of Graduate Medical Education

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Background Resident training in pediatrics currently entails similar training for all residents in a fragmented curriculum with relatively little attention to the career plans of individual residents. Objectives To explore strengths and gaps in training for residents planning a career in primary care pediatrics and to present strategies for addressing the gaps. Methods Surveys were sent to all graduates of the University of Colorado Denver Pediatric Residency Program (2003–2006) 3 years after completion of training. Respondents were asked to evaluate aspects of their training, using a 5-point Likert scale and evaluating each item ranging from “not at all well prepared” to “extremely well prepared” for their future career. In addition, focus groups were conducted with practitioners in 8 pediatric practices in Colorado. Sessions were transcribed and hand coded by 2 independent coders. Results Survey data identified training in behavior and development (mean score, 3.72), quality improvement and patient safety strategies (mean, 3.57), and practice management (mean, 2.46) as the weakest aspects of training. Focus groups identified deficiencies in training in mental health, practice management, behavioral medicine, and orthopedics. Deficiencies noted in curriculum structure were lack of residents' long-term continuity of relationships with patients; the need for additional training in knowledge, skills, and attitudes needed for primary care (perhaps even a fourth year of training); and a training structure that facilitates greater resident autonomy to foster development of clinical capability and self-confidence. Conclusions Important gaps were identified in the primary care training of pediatric residents. These data support the need to develop more career-focused training.

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“…4,5 Surveys of residents and recent graduates reveal deficiencies in content areas commonly encountered in ambulatory care, and document that during training, residents are exposed to information they will rarely need in practice. [6][7][8][9][10][11][12][13] Novel curricula can improve residents' sense of preparedness for general pediatrics practice. 14,15 One such innovation is the primary care conference, a short discussion focusing on ambulatory pediatric care before continuity clinic.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a Case-Based Primary Care Pediatric Conference Curriculum

Talwalkar¹,

Fenick²

2011

Journal of Graduate Medical Education

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Background Our goal was to assess the impact of a standardized residency curriculum in ambulatory pediatrics on residents' participation, satisfaction, and confidence. Methods A case-based curriculum for weekly primary care conference was developed to replace the existing free-form review of topics at the Yale Pediatrics Residency Program. Before the curricular switch, faculty preceptors and members of the academic year 2005–2006 intern class completed surveys designed to measure conference occurrence and resident attendance, participation, satisfaction, and confidence in clinical skills. One year after the curricular switch, identical surveys were completed by faculty preceptors and members of the academic year 2006–2007 intern class. Results Faculty surveys indicated that conferences took place significantly more often after the curricular switch. The number of residents at conference each day (3.18 vs 4.50; P < .01) and the percentage who actually spoke during conference (45% vs 82%, P < .01) significantly increased. There were 18 demographically similar interns in each of the 2 classes. Members of the academic year 2006–2007 intern class, having trained exclusively with the standardized curriculum, were significantly more likely to respond favorably to survey items about participation, satisfaction, and confidence. In addition, they were more likely to endorse survey items that reflected explicit goals of the standardized curriculum and the Accreditation Council for Graduate Medical Education core competencies. Conclusion Implementation of a structured curriculum for ambulatory care improved interns' self-reported participation, satisfaction, and confidence. The primary care conference occurred more dependably after the curricular change, and improvements in attendance and participation were documented. Pediatric residency programs may make better use of conference time in the ambulatory setting through the use of structured, case-based educational material.

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Pediatric Residency as Preparation for Primary Care Practice

Cited by 54 publications

References 7 publications

Validating objectives and training in Canadian paediatrics residency training programmes

Validating objectives and training in Canadian paediatrics residency training programmes

Training Gaps for Pediatric Residents Planning a Career in Primary Care: A Qualitative and Quantitative Study

Evaluation of a Case-Based Primary Care Pediatric Conference Curriculum

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