Active Projects

Education and Training

Compentencies & Entrustable Professional Activities

Includes information about the common and subspecialty-specific EPAs as well as resources to help teach faculty about EPAs and milestones.

General Information About EPAs

Common EPAs For the Subspecialties

Subspecialty-Specific EPAs

Help with Teaching Faculty about EPAs and Milestones

Information About EPA Creation

Pediatric Milestones

includes lists of competencies and reporting of milestones to ACGME as well as resources to help teach faculty about EPAs and milestones.

Final List of Subcompetencies for which Pediatric Subspecialty Programs will report Milestones

List of ALL Pediatric Competencies

Pediatric Milestones Booklet

Abbreviated Milestones Versions and Evaluation Tools
These abbreviated versions may be used to create evaluation tools if so desired. However, the full version of the Milestones should be used to assign trainee level for reporting to the ACGME.

Help with Teaching Faculty about EPAs and Milestones

 

Professionalism Guide released by ABP Education and Training Committee (in collaboration with APPD, CoPS, and COMSEP)

The ABP Education and Training Committee (in association with APPD, CoPS, and COMSEP) has revised the Professionalism Guide that was originally created in 2008. The Guide was created as a resource for the key competency of professionalism and was revised in 2016 to include a digital version, searchable competencies, and adaptable specific content that can be used for a variety of educational sessions.

Click on the link to view the digital version or download a copy of the Professionalism Guide. https://www.abp.org/professionalism-guide

(Please note that the PDF version will not be updated as frequently, and may thereby not mirror the digital version. We recommend you refer to the digital version as often as possible).

The guide lays out the dimensions of professionalism in pediatrics and provides suggested methods for teaching and assessing professionalism among pediatric trainees. Annually, program directors are asked by the American Board of Pediatrics to determine whether each resident in their program has met expectations in the area of professional conduct. In addition, the program director must certify that the resident has achieved competence in professionalism at the end of training in order for the resident to be eligible to take the certifying examination.

This guide was created and revised in order to help program directors address 3 key questions:

  • What are the important elements of professionalism?
  • How can expectations regarding professional conduct be communicated to residents?
  • What methods are appropriate for assessing professionalism during residency training?

Table of Contents
Chapter 1 – Promoting Professionalism: An Overview for Medical Educators
Chapter 2 – Professionalism in Patient Care
Chapter 3 – Professionalism with Physician Colleagues and Other Health Professionals
Chapter 4 – Wellness and Its Impact on Professionalism
Chapter 5 – Society and Professionalism
Chapter 6 – Professionalism After Training
Chapter 7 – Electronic Professionalism
Chapter 8 – Humanism Within Pediatrics
Chapter 9 – When a Learner is not Meeting Expectations Relating to Professionalism
Chapter 10 – Trustworthiness: A Foundation of Professionalism (Coming Soon)


American Board of Pediatrics Initiative on Subspecialty Clinical Training and Certification (ABP SCTC)

CoPS response to ACGME Common Program Requirements October 2016

Advocating for Delay in Fellowship Start Date


Given that graduating residents are typically working until the June 30th end date of residency, CoPS has advocated that an expected July 1 fellowship start date is unreasonable, particularly when relocating to another geographical region is part of this transition. Many programs and institutions are also scheduling orientation sessions prior to July 1 start date for fellows, and these challenges force programs and trainees to make difficult decisions, potentially jeopardizing patient care and disregarding contractual obligations. CoPS Action Team researched this issue, and concluded that a recommended July 7th start date for fellowships was appropriate, with orientation activities starting no sooner than July 5th. CoPS is continuing to partner with the American Board of Pediatrics in research on this topic: APPD Poster and to monitor this recommended change across programs, the perceived impact for fellows and programs, and to try to assist in trouble-shooting for programs trying to make this transition. This most recent activity informed the development of a FAQ document.

Important Changes to the H-1b VISA Program

Behavioral and Mental Health Screening within Pediatric Subspecialties

CoPS is a primary stakeholder group working with the American Board of Pediatrics, several learning networks, patient/family organizations, and other stakeholders in efforts to support the resilience, emotional, and mental health of pediatric patients with chronic conditions and their families. CoPS is committed to advancing the efforts of the Roadmap project (https://www.abp.org/foundation/roadmap), and is an active partner in improving the awareness of emotional and mental health needs of patients and families within pediatric subspecialty practices, and improving screening and identification of such issues, for targeted early intervention.

Fellowship Funding

CoPS has drafted a final version of a manuscript that will be published in the next few months regarding the challenges that training programs face regarding funding of fellowships. The primary issues that the article addresses are (1) the requirement by the ACGME for support of a training program director (20-35%, depending on the size of the training program), and (2) how to continue to fund the increasing costs of training our fellows. The APPD has partnered with CoPS to investigate this issue, collaborating on a survey to determine sources of funding and financial insecurity in fellowship programs.