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Title:
Academic Pediatric Association Educational Guidelines for Pediatric Residency
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MedEdPORTAL ID#:
1736
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Version:
1
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Resource Type:
Desktop Application
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Description:
In May 2005, the Academic Pediatric Association launched a new web-based resource; the APA Educational Guidelines for Pediatric Residency, to help pediatric residency programs develop a customized curricula that meet the new requirements.
This website was adapted from an earlier paper and disk document, the 1996 Educational Guidelines for Residency Training in General Pediatrics (Kittredge D, Baldwin CD, Bar-on ME, Levine HG, Trimm RF (eds.). Educational Guidelines for Residency Training in General Pediatrics, APA, Mclean VA, 1996.) The previous edition provided the first set of nationally recognized goals and objectives for the full three years of pediatric residency. The shift from paper to web enabled us to exploit new technology to create interactive access to resources that could be customized to local needs. The online Guidelines developed from 2002-2005, offer tools that are designed to be practical and efficient in the real world of residency training.
The Educational Guidelines website (www.ambpeds.org/egweb) is based on a database of 334 goals with objectives that define the knowledge, skills and attitudes of a competent resident at the end of training. Also included are lists of competencies and elements in the six broad ACGME competency domains.
Online functions offer tutorials describing steps of competency-based curriculum development, lists of goals and objectives for residency rotations and other learning experiences, lists of procedures and competencies, resident evaluation forms, and tools for rotation and program planning. All of these tools can be downloaded for further adaptation. In addition, the site offers online help, resource lists, and additional search functions.
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Author Institution:
University of Rochester School of Medicine and Dentistry
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Primary Author:
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Constance D. Baldwin, PhD
University of Rochester School of Medicine and Dentistry
Dept of Peds, URMC
601 Elmwood Avenue, Box 777
Rochester,
NY
14642
USA
585-275-8425
constance_baldwin@urmc.rochester.edu
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Other Authors:
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Diane
Kittredge, M.D.
Dartmouth Medical School
Diane.kittredge@hitchcock.org
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Miriam
Bar-on, M.D.
University of Nevada: Las Vegas Sch of Dental Medicine
mbar-on@medicine.nevada.edu
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R
Trimm, M.D
University of South Alabama College of Medicine
rftrimm@usouthal.edu
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Patricia
Beach, M.D.
University of Texas Medical Branch School of Medicine
psbeach@utmb.edu
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Resource File(s):
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Hosted on External Website
Click on the above link to access resource website
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Additional Resource File Information:
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1.zip file containing two of the following resource files:
1.) WebURL.txt
2.) Copyright_License.pdf
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AAMC Hot Topics:
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Content Last Updated:
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| 06/15/2008 |
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Specialty/Discipline:
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Medicine: Pediatrics
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Educational Objectives:
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1.) To be able to access faculty development tutorials on competency-based curriculum development.
2.) To be able to select goals and objectives for a learning experience within a residency program.
3.) To be able to build a customizable file of selected goals and objectives.
4.) To be able to use the list of goals and objectives to create customized evaluation forms.
5.) To be able to select lists of pediatric competencies and elements for incorporation into residency curricula.
6.) To be able to select lists of procedures for incorporation into pediatric residency curricula.
7.) To be able to develop a competency-based program plan.
8.) To be able to develop a competency-based rotation plan.
9.) To be able to find goals and objectives of a variety of pediatric topics that are suitable for residency education.
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Resource Keyword/Symptom:
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Residency Training
Curriculum Development
Competency-Based
Evaluation forms
Curriculum (MeSH)
Internship and Residency (MeSH)
Goals (MeSH)
Internet (MeSH)
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Accreditation Council for Graduate Medical Education (ACGME) Competencies Addressed:
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Patient Care
Medical Knowledge
Practice-Based Learning and Improvement
Interpersonal and Communication Skills
Professionalism
Systems-Based Practice
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Intended Learner Audience:
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Intended Faculty Audience:
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Clinical Science Faculty
Residency Program Directory
Medical/Dental School Administrators (broadly defined)
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Effectiveness and Significance of Publication:
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Two companion papers now in review address the collaborative process by which the Educational Guidelines were created, and their extensive utilization by programs nationwide.
This national resource was developed over 3 years by a 6-step, collaborative process: 1.) national level leadership combined with coordinated, disseminated authorship, 2.) clear definition of targeted users and repeated assessment of their needs, 3.) incorporation of up-to-date information from the literature and national experts, 4.) responsive consultation with the Pediatric RRC on the latest accreditation requirements, 5.) wide distribution for pre-publication review, to obtain broad organizational buy-in and end-user acceptance, and 6.) intensive dissemination and faculty development. Representatives of all major organizations involved in pediatric education helped to develop the Guidelines.
Our multi-faceted approach to consensus development, combined with the customizable design of the curricular tools in the Guidelines, may account for their broad national use. We evaluated use of and satisfaction with the Guidelines, using online data collection and a survey. Between 7/05 and 12/07, 1747 individuals registered on the website, and 8754 files were downloaded. The 1239 registrants who downloaded files represented 97% of ACGME-approved pediatric residency programs in 2008. Curriculum building tools were downloaded by 97% of programs.
The survey was completed by 111 active site users. Most said the tools were easy to use and adaptable, and helpful in integrating competencies into their programs. Over 70% reported that the program planning templates were useful. The tutorials were rated highly for educational content and clarity.
In summary, nearly every US pediatric residency programs has accessed Educational Guidelines resources for curriculum development, and patterns of utilization have been sustained over time. |
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Special Implementation Requirements or Guidelines:
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Users require a computer with online access. The Guidelines are a self-contained web-application that works well in Internet Explorer 6+. Editing the custom-designed goals and objective lists works best using MS Word 2003 or newer.
Users must create a username and password to log on. Those who want to return to the site to continue work on their previously created files must login with the same username and password, but otherwise access is not restricted in any way.
Detailed user instructions are built into all sections of the website. In addition, 6 faculty development tutorials on competency-based education are available on the website for more general instruction and guidance to users. |
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Lessons Learned:
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1.) We believe that working through a large national organization to develop disciplinary tools for national use helps to gain wide acceptance for the product.
2.) When curricular tools are being designed for nationwide use, factors that appear to contribute to broad acceptance are a.) inclusion of a large number of potential end users as contributors and reviewers in the development process, b.) a non-prescriptive approach to tool development (i.e., encouragement of customization), c.) flexible formatting, d.) extensive beta-testing with a responsive attitude toward the recommendations of testers.
3.) Curricular resources for academic medicine are inevitably complex in content, so methods and formats should be kept as simple and brief as possible.
4.) While development of the content of an online curriculum resources benefits from many parties, construction of the website and online functions demands concentrated effort by a small, highly dedicated group with a diverse set of talents.
5.) Website development is expensive, labor intensive, and prolonged. It cannot be done well without substantial resources (a large, 3-year grant from the Macy Foundation, in our case).
6.) Innovative curriculum tools will be used more widely--and more wisely--if they are the focus of intensive faculty development. We gave many workshops at national pediatric meetings (several in computerized classrooms), to market the Guidelines and to teach end-users how to use this resource. These workshops were also an excellent source of needs assessment data to guide the development process.
7.)Online data collection about users and user activities provides a valuable addition to user survey data, especially since it is increasingly hard to get academic educators to respond to surveys. However, online data collection is not alone sufficient, because it cannot tell you how effectively the tools were used, or what the users learned from implementing them. |
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Publications, Presentations, and/or Citations For This Publication:
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WORKSHOPS:
Peer-reviewed workshops, Association of Pediatric Program Directors (APPD):
"Making Your Voice Heard: Alpha-testing of the APA Educational Guidelines." 5/03.
"Applying the New APA Educational Guidelines to Your Program." 4/04
"Build It Yourself! Creating Curriculum Planning Tools With the New Online APA Educational Guidelines " 5-1-04
"Operationalizing Program Planning: A CQI Model" 5/05
Peer-reviewed workshops, Pediatric Academic Societies (PAS):
"Using The New Online APA Educational Guidelines To Enhance Your Residency Program." 5/1/04.
"Using the Educational Guidelines to Plan Effective Evaluation Systems," 5/05
"APA Educational Guidelines: A National Showcase of Practical and Creative Applications," 5/6/07.
Invited workshop, Teaching and Evaluating Competencies in Clinical Medical Education Conference
"Using Online Tools to Build Competency-Based Curriculum Documents." 3/4-5/05
NON-WORKSHOP PRESENTATIONS:
Invited Kroc-funded presentation: "The APA Educational Guidelines for Pediatric Residency, An Online Resource for Competency-based Education," APPD, 4/29/04.
Peer-reviewed platform: "APA Educational Guidelines: Are We Hitting Our Mark?" PAS, 4/30/06.
Peer-reviewed poster entitled: "APA Educational Guidelines: How Educators are Using the Website?" PAS, 4/30/06.
PAPERS IN REVIEW:
Patricia S. Beach, MD, Miriam Bar-on, MD, Constance Baldwin, PhD, Diane Kittredge, MD, R. Franklin Trimm, MD, and Rebecca Henry, PhD. Use of an Interactive, Online Resource for Competency-Based Curriculum Development, submitted to Academic Medicine.
Diane Kittredge, M.D; Constance D. Baldwin, Ph.D.; Miriam Bar-on, M.D.; R. Franklin Trimm, M.D.; Patricia S. Beach, M.D. One Specialty's Approach to Competency-based Education: Collaborative Development of Customizable Curricular Tools, submitted to Academic Medicine. |
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Sponsorship (Funding Source):
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| Academic Pediatric Association 1992-2007); the DHHS, Bureau of Health Professions, Contract 103HR940857 (9/94-95); the American Board of Pediatrics Foundation (1996); the Pfizer Foundation (2000-01); and the Josiah Macy Jr. Foundation (2002-04). |
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Publication Contains Time-Sensitive Biomedical Content:
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| Yes |
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Citation Formats:
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NLM:
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Baldwin C , Kittredge D, Bar-on M, Trimm R, Beach P,
Academic Pediatric Association Educational Guidelines for Pediatric Residency. MedEdPORTAL;
2009.
Available from: http://services.aamc.org/30/mededportal/servlet/s/segment/mededportal/?subid=1736
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APA:
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Baldwin, C., Kittredge, D., Bar-on, M., Trimm, R., Beach, P.,
(2009).
Academic Pediatric Association Educational Guidelines for Pediatric Residency. MedEdPORTAL:
http://services.aamc.org/30/mededportal/servlet/s/segment/mededportal/?subid=1736
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