Published online April 1, 2005
PEDIATRICS Vol. 115 No. 4 April 2005, pp. 1167-1171 (doi:10.1542/peds.2004-2825N)
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SUPPLEMENT ARTICLE

Achieving Consensus on Competency in Community Pediatrics

Lynn C. Garfunkel, MD*, Dean E. Sidelinger, MD, MSEd{ddagger}, Beth Rezet, MD§, Gregory S. Blaschke, MD, MPH|| and Wanessa Risko, MD, DSc

* University of Rochester, Rochester, New York
{ddagger} University of California San Diego, La Jolla, California
§ Children's Hospital of Philadelphia, Philadelphia, Pennsylvania
|| Naval Medical Center San Diego, San Diego, California
Anne E. Dyson Community Pediatrics Training Initiative, Millbrook, New York

Abbreviations: ACGME, Accreditation Council for Graduate Medical Education • RRC, Resident Review Committee • APA, Ambulatory Pediatric Association • PAC, Program Advisory Committee • AAP, American Academy of Pediatrics

The first 300 words of the full text of this article appear below.

During the past few years, changes in medical practice and curricula have heightened the need to establish guidelines for expected competencies in community pediatrics. The shift of the Accreditation Council for Graduate Medical Education (ACGME) toward an outcome-focused process for the training of physicians and the 1996 Pediatric Resident Review Committee (RRC) extended requirements for training in the community have contributed to the expectation that residency programs will define and evaluate the achievement of competency in community pediatrics.

Specifically, the 1996 (as well as the revised 2003) RRC requirements called for structured educational experiences that would prepare residents to advocate on behalf of the health of children within communities. It was recommended that curricula should include but not be limited to community-oriented care with a focus on the health needs of all children within a community, particularly underserved populations; multicultural dimensions of health care; the role of the pediatrician within school and child care settings; the role of the pediatrician in the legislative process; and the role of the pediatrician in disease and injury prevention.1 Additionally, the RRC proposed a variety of settings in which these experiences potentially could take place, including community-based primary care practices, community health resources, community-based organizations, local and state public health departments, voluntary agencies, schools and child care settings, home care services for children with special health care needs, and facilities for incarcerated youth.

A competency can be defined as an ability, a proficiency, or an entire skill set that evolves over time and involves performance of behaviors based on a complex set of knowledge, skills, and attitudes.2 Translating knowledge into patient care; communicating with patients, family members, and other health care professionals; developing care plans; and advocating for the patient within the health care system are all necessary elements for physician competence. Competency-based education, . . . [Full Text of this Article]

Address correspondence to Lynn C. Garfunkel, MD, Rochester General Hospital, 1425 Portland Ave, Rochester, NY 14621. E-mail: lynn.garfunkel@viahealth.org




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C. DeLago and E. Gracely
Evaluation and Comparison of a 1-Month Versus a 2-Week Community Pediatrics and Advocacy Rotation for Pediatric Residents
Clinical Pediatrics, December 1, 2007; 46(9): 821 - 830.
[Abstract] [PDF]