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Foundation History

In the early 1980s, the American Board of Pediatrics (ABP) Board of Directors decided that the organization should become involved in educational and research efforts related to pediatric training, staffing, and practice. By 1986, the ABP Foundation was chartered by the Internal Revenue Service as a nonprofit 501(c)3 organization.

During the 1990s, the ABP Foundation projects focused primarily on enhancing pediatric medical education and the pediatric workforce. In the early 2000s, the Foundation launched several new initiatives. While the Foundation continued to study medical education and the pediatric workforce in the years that followed, recent work has focused on clinical and knowledge assessment; behavioral and mental health of children, adolescents, and young adults; and parent and young adult patient perspectives.

As a foundation, we continue to draw on lessons from our previous funded work to inform our current and future grant-making policies and procedures.

Timeline of Selected ABP Foundation Activities (often conducted in collaboration with other organizations)
 

Early 1990s Educational seminars on topics such as “Women in Medicine” and “Entry into Graduate Medical Education During the Fourth Year of Medical School”
 
1992-1995 General pediatrics workforce surveys launched through questions to pediatric trainees during annual in-service training examinations, followed by the general pediatrics exam and subspecialty exams
 
1992 First Workforce Data Book published
 
1997 Changed from a 501(c)3 charitable organization to a 501(c)3 supporting organization
 
1997-1999 Participant and financial contributor to the Future of Pediatric Education (FOPE) II Task Force1, coordinated by the American Academy of Pediatrics
 
1999 ABP Research Advisory Committee formed to oversee ABP and ABP Foundation research activities 
 
2001-present Survey research regarding the pediatric workforce begun in collaboration with the University of Michigan’s Children’s Health Evaluation and Research Unit
 
2001-2004 Working group addressed the duration, design, and content of fellowship training; their deliberations resulted in major changes to subspecialty training requirements, including a mandated focus on scholarly activity2
 
2003-2007 Design of collaborative network model to improve care and outcomes for children and adolescents, with subsequent seed funding that led to the launches of ImproveCareNow, the National Pediatric Cardiology Quality Improvement Collaborative, the Pediatric Rheumatology Care and Outcomes Innovation Network, and ultimately, the successful learning network model
 
2005-2008 Residency Review and Redesign in Pediatrics (R3P) Project3 begun that proposed continuous evaluation and innovation at the program level — rather than episodic, system-wide changes — to improve the quality of pediatric residency education
 
2009-2011 Pediatrics Milestone Project4 conducted that advanced competency-based medical education (CBME) with descriptions of 48 observable behaviors that can be used to assess the preparedness of trainees for unsupervised practice
 
2009-2014 Initiative for Innovation in Pediatric Education (IIPE)5 program started that partnered with the APPD to build the APPD Longitudinal Educational Assessment Research Network (APPD LEARN) and support multi-site educational research projects and endorsed eight projects with researchers from 15 institutions
 
2010-2013 Subspecialty Clinical Training and Certification (SCTC) Task Force6, which determined a need for a core set of clinical, procedural, and scholarly competencies for all fellows, regardless of subspecialty, to ensure they are prepared for unsupervised practice
 
2011-present Launched multiple validity research studies on the pediatric milestones and general pediatric and subspecialty entrustable professional activities (EPAs)7
 
2015-2016 Restructured ABP Foundation Board of Directors and Research Advisory Committee and developed strategic plan for Foundation activities from 2016-2019
 
2013-2019 Global Health Task Force launched with Pediatric Global Health (GH) Leadership Conference in 2015; published multiple peer-reviewed papers in academic journals and the “Global Health in Pediatric Education: An Implementation Guide for Program Directors”8 
 
2015 Future of Testing Conference9 hosted, where international experts shared recent innovations in assessment and in the use of technology to aid in assessment 
 
2015-2018 Conducted formative evaluation study of MOCA-Peds, the ABP’s online alternative to MOC Part 3 proctored examinations
 
2015-present Family Leadership Advisory Group (FLAG) and Patient/Parent Initiative launched; formalized as the Family Leadership Committee in 2018
 
2016-present Emotional resilience and behavioral and mental health challenges among children identified by the ABP Strategic Planning Committee as the largest gap in pediatric training and practice; the Foundation funds multiple efforts10 
 
2017-present Restructured pediatric workforce data efforts and launched interactive data dashboards
 
2019 Developed strategic plan for Foundation activities from 2020-2022
 

Related Links
 

1Future of Pediatric Education (FOPE) II Task Force

2Training Requirements for Subspecialty Certification (PDF)

3Residency Review and Redesign in Pediatrics (R3P) Project

4Pediatrics Milestone Project (PDF)

5Initiative for Innovation in Pediatric Education (IIPE) (PDF)

6Subspecialty Clinical Training and Certification (SCTC) Task Force

7Entrustable professional activities (EPAs)

8Global Health in Pediatric Education: An Implementation Guide for Program Directors

9Future of Testing Conference

10Behavioral and Mental Health