T R Shope1, B J Bradley, H L Taras. 1. Departments of Pediatrics and Clinical Research, Naval Medical Center, San Diego, California, USA.
Abstract
OBJECTIVES: To develop, implement, and evaluate a 1-month block rotation in community pediatrics. INTERVENTIONS: Faculty from University of California San Diego and Naval Medical Center San Diego developed a combined and integrated curriculum for second-year residents in community pediatrics. Resident activities included structured site visits to schools, day care centers, and community organizations that participate in child health promotion, advocacy, public health, and prevention activities. Resident school consultation and child advocacy projects were established and mentored during the block rotation. EVALUATION: Formative evaluation of the program by residents was used to shape the program design. Residents' self-perceived competence in eight areas of community pediatrics was measured with questionnaires administered before and after completion of the rotation. Resident involvement in school consultation and child advocacy projects was assessed in a cross-sectional survey. RESULTS: Twenty-three residents completed the rotation during the 1-year study period. Statistically significant improvements in self-perceived competence were noted in all eight areas of community pediatrics. Among residents who were at least 3 months beyond the rotation completion date, 55% (11/20) reported continued involvement with their school consultation or child advocacy project, and 25% (5/20) reported this involvement to be on a quarterly to monthly basis. CONCLUSIONS: Two institutions successfully implemented and integrated a block rotation in community pediatrics. Positive short-term improvements were noted in resident self-perceived competence in community pediatrics.
OBJECTIVES: To develop, implement, and evaluate a 1-month block rotation in community pediatrics. INTERVENTIONS: Faculty from University of California San Diego and Naval Medical Center San Diego developed a combined and integrated curriculum for second-year residents in community pediatrics. Resident activities included structured site visits to schools, day care centers, and community organizations that participate in child health promotion, advocacy, public health, and prevention activities. Resident school consultation and child advocacy projects were established and mentored during the block rotation. EVALUATION: Formative evaluation of the program by residents was used to shape the program design. Residents' self-perceived competence in eight areas of community pediatrics was measured with questionnaires administered before and after completion of the rotation. Resident involvement in school consultation and child advocacy projects was assessed in a cross-sectional survey. RESULTS: Twenty-three residents completed the rotation during the 1-year study period. Statistically significant improvements in self-perceived competence were noted in all eight areas of community pediatrics. Among residents who were at least 3 months beyond the rotation completion date, 55% (11/20) reported continued involvement with their school consultation or child advocacy project, and 25% (5/20) reported this involvement to be on a quarterly to monthly basis. CONCLUSIONS: Two institutions successfully implemented and integrated a block rotation in community pediatrics. Positive short-term improvements were noted in resident self-perceived competence in community pediatrics.
Authors: Alice A Kuo; Rashmi Shetgiri; Alma D Guerrero; Patricia M Barreto; Victor H Perez; Karen Fond; Wendelin Slusser Journal: J Grad Med Educ Date: 2011-06
Authors: Benjamin A Howell; Ross B Kristal; Lacey R Whitmire; Mark Gentry; Tracy L Rabin; Julie Rosenbaum Journal: J Gen Intern Med Date: 2019-11 Impact factor: 5.128