Pediatric Training and Job Market Trends: Results From the American Academy of Pediatrics Third-Year Resident Survey, 1997–2002

Cull, William L.; Yudkowsky, Beth K.; Shipman, Scott A.; Pan, Richard

doi:10.1542/peds.112.4.787

Cited by 45 publications

(38 citation statements)

References 33 publications

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“…PIs chose this setting for several reasons: (1) pediatric resident practice sites provide care for more than one-fifth of the socioeconomically disadvantaged families in the United States, 44 who are at highest risk for childhood obesity; (2) resident physicians have been shown to be more sensitive to clinical behavior change than community-based physicians 45,46 ; (3) a majority of pediatric residents become practicing community-based physicians 47,48 ; and (4) academic practicebased research networks, particularly the Continuity Clinic Research Network, provide the potential for rapid dissemination and quality improvement. 49 Although we considered alternative intervention settings (eg, primary-care private practices, community health centers; familymedicine practices), none offered more optimal combinations of these attributes.…”

Section: Settingmentioning

confidence: 99%

“…Intention-to-treat analyses of betweengroup differences will be performed by using generalized estimating equations, with adjustment for double clustering both at the level of the physician (pediatric resident) and at the level of the clinic, using a robust sandwich estimator to compute right variance-covariance matrix. Secondary analyses will examine betweengroup differences in the change of BMI z score at 24 months 47 Caregiver health literacy will be examined as a primary predictor in most generalized estimating equation analyses. Interaction between health literacy (low versus adequate) and study status (intervention versus control) will be examined to determine if literacy level is a significant effect modifier.…”

Section: Analytic Planmentioning

confidence: 99%

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“Greenlight Study”: A Controlled Trial of Low-Literacy, Early Childhood Obesity Prevention

et al. 2014

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Children who become overweight by age 2 years have significantly greater risks of long-term health problems, and children in low-income communities, where rates of low adult literacy are highest, are at increased risk of developing obesity. The objective of the Greenlight Intervention Study is to assess the effectiveness of a low-literacy, primary-care intervention on the reduction of early childhood obesity. At 4 primary-care pediatric residency training sites across the US, 865 infant-parent dyads were enrolled at the 2-month well-child checkup and are being followed through the 24-month well-child checkup. Two sites were randomly assigned to the intervention, and the other sites were assigned to an attention-control arm, implementing the American Academy of Pediatrics' The Injury Prevention Program. The intervention consists of an interactive educational toolkit, including low-literacy materials designed for use during well-child visits, and a clinician-centered curriculum for providing low-literacy guidance on obesity prevention. The study is powered to detect a 10% difference in the number of children overweight (BMI . 85%) at 24 months. Other outcome measures include observed physician-parent communication, as well as parent-reported information on child dietary intake, physical activity, and injury-prevention behaviors. The study is designed to inform evidence-based standards for early childhood obesity prevention, and more generally to inform optimal approaches for low-literacy messages and health literacy training in primary preventive care. This article describes the conceptual model, study design, intervention content, and baseline characteristics of the study population. Pediatrics 2014;133:e1724-e1737 AUTHORS:

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Section: Settingmentioning

confidence: 99%

Section: Analytic Planmentioning

confidence: 99%

“Greenlight Study”: A Controlled Trial of Low-Literacy, Early Childhood Obesity Prevention

et al. 2014

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“…47 Practical aspects of ambulatory care including patient scheduling, telephone management, and cost-effectiveness are areas of relative weakness. 30,41 Changes in residency training over the last decade seem to have improved residents' self-reported preparation for assessing community needs, 48,49 participating in child advocacy efforts, 49,50 and pursuing subspecialty training. 49 The articles by Freed and colleagues in this supplement add to this nascent literature.…”

mentioning

confidence: 99%

“…30,41 Changes in residency training over the last decade seem to have improved residents' self-reported preparation for assessing community needs, 48,49 participating in child advocacy efforts, 49,50 and pursuing subspecialty training. 49 The articles by Freed and colleagues in this supplement add to this nascent literature. The Freed et al survey of 7882 pediatrics residents as part of the 2007 American Board of Pediatrics in-training examination 51 sheds light on the pediatrics residency experience.…”

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confidence: 99%

What Can Data Tell Us About the Quality and Relevance of Current Pediatric Residency Education?

Leslie

2009

Pediatrics

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The Residency Review and Redesign (R 3 P) Project relied on both qualitative and quantitative data in developing its recommendations regarding residency education. This article reviews quantitative data in the published literature of import to the R 3 P Project as well as findings by Freed and colleagues published in this supplement to Pediatrics. Primary questions of interest to the R 3 P Project included: What factors drive decision-making regarding residency selection? Do current training programs have the flexibility to meet the needs of residents, no matter what their career choice with pediatrics? What areas need greater focus within residency training? Should the length of training remain at 36 months? Based on the available data, the R 3 P Project concluded that more diversity needs to be fostered with training programs. By promoting innovative and diverse approaches to improving pediatric residency education, members of the R 3 P Project hope to enhance learning, encourage multiple career paths within the broad field of pediatrics, and, ultimately, improve patient and family outcomes. Pediatrics 2009;123:S50-S55 T HREE ARTICLES IN this supplement to Pediatrics detail the proceedings from the Residency Review and Redesign in Pediatrics (R 3 P) Project colloquia. 1-3 These dialogue-driven sessions provided crucial qualitative data relevant to the R 3 P Project. Using strategies commonly applied for strategic planning processes in the business, policy, and technology sectors, participants in the colloquia clarified their values regarding pediatric residency education, their concerns about factors affecting training, and their hopes for solutions. The interplay between participants allowed for greater understanding of different stakeholders' perspectives regarding the developmental and historical processes influencing residency education and appreciation for the myriad social and political factors that contribute to our uncertainty regarding the state of pediatric residency education in the future.Concurrently, participants of the R 3 P Project pursued a variety of sources to identify quantifiable data that would inform its recommendations. A review of current literature provided documentation of the changing demographics and disease/disorder patterns among children and adolescents in the United States and the implications for pediatric practice. [4][5][6][7] There is a small but growing body of literature examining educational strategies and assessment measures in medical education. 8-19 R 3 P Project participants also searched for data that have captured the voices of recently trained pediatric generalists and subspecialists and current subspecialty fellows and residents regarding residency choice and career choice, adequacy of pediatric training, and early experiences in practice or as junior faculty.The picture that emerges from available data is that pediatricians who choose specialty training are more likely to be male, 20 white, 20 and interested in teaching, 21 research, 21,22 and technical ...

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“…In an article by Shope et al, the authors list multiple citations in which residency graduates in pediatrics "consistently identified the need to have more education in school health, child advocacy, behavioral pediatrics, and accessing community resources." 1 Moreover, Cull et al 4 showed that despite the 1996 recommendations from the Residency Review Committee to increase training in child advocacy, only half of graduating residents in 2002 rated their educational experiences in this area as "very good" or better. It is for these reasons that the domains established in these articles come at such an opportune time.…”

mentioning

confidence: 99%

Commentary: Achieving Consensus on Competency in Community Pediatrics

McCaskill¹

2005

Pediatrics

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Pediatric Training and Job Market Trends: Results From the American Academy of Pediatrics Third-Year Resident Survey, 1997–2002

Cited by 45 publications

References 33 publications

“Greenlight Study”: A Controlled Trial of Low-Literacy, Early Childhood Obesity Prevention

“Greenlight Study”: A Controlled Trial of Low-Literacy, Early Childhood Obesity Prevention

What Can Data Tell Us About the Quality and Relevance of Current Pediatric Residency Education?

Commentary: Achieving Consensus on Competency in Community Pediatrics

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