Education and Training
Competencies & Entrustable Professional Activities
Includes information about the common and subspecialty-specific EPAs as well as resources to help teach faculty about EPAs and milestones.
Information About EPA Creation
includes lists of competencies and reporting of milestones to ACGME as well as resources to help teach faculty about EPAs and milestones.
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.
- Nationwide Children’s Hospital Abbreviated Milestones
- Weiss (Yale) Abbreviated Milestones
- Weiss (Yale) Evaluation Tool (MedHub)
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)
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.
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.
When implementing processes for screening and identification of behavioral and mental health concerns into a pediatric subspecialty practice, providers and clinics need to be aware of available resources for referral and access to services. This will require developing an awareness of community-specific resources, but the following document is a valuable starting point, in that process. Dr Teri Turner developed this in 2019, for Association of Pediatric Program Directors’ Table to Able session.
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.
Global Health Information
Educators have seen significant changes in the field of global health (GH) education over the past two decades, with calls for universal pre-departure preparation for GH electives, increased emphasis on stateside GH training, and awareness of the ethical issues pertaining to short-term GH experiences. Meeting the demands of applicants and stakeholders in GH education is difficult for graduate medical educators, particularly when some of these training interests fall outside of core curriculum requirements. The authors developed this Guide to help busy educators implement pediatric GH education—both stateside and internationally—as easily as possible, regardless of program size or budget. Resources include suggestions for GH competencies, strategies for integrating GH education into existing frameworks, free online curricula, adaptable templates for GH-related policies and procedures, comprehensive checklists, and more.
“Global Health in Pediatric Education: An Implementation Guide for Program Directors” : https://www.abp.org/ghpdguidehome
Additional article in Pediatrics on the above guide: https://pediatrics.aappublications.org/content/early/2020/01/02/peds.2019-2138