Publications
Abstracts for research papers, reports, and commentaries that are supported in part or in full by the ABP or ABP Foundation or on which ABP staff serve as authors – and have been published in major journals – are provided below.
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I am fortunate to receive an award connected to the legacy of Dr Joseph W. St Geme, Jr, a teacher and mentor to so many in the pediatrics community. Parker Palmer,1 author of The Courage to Teach, once said, “Good teachers are able to weave a web of complex connections among themselves, their subjects, and their students so that students can learn to weave a world of connections for themselves.” The esteem in which Dr Joseph W. St Geme, Jr, is held by those who worked with and learned from him suggests that he was a master at creating these connections.
There...
Objective
To assess the part-time workforce and average hours worked per week among pediatric subspecialists in the 15 medical subspecialties certified by the American Board of Pediatrics.
Study Design
We examined data from pediatric subspecialists who enrolled in Maintenance of Certification with the American Board of Pediatrics from 2009 to 2015. Data were collected via an online survey. Providers indicated whether they worked full time or part time and estimated the average number of hours worked per week in clinical, research,...
Background
Increased recognition of the importance of competency-based education and assessment has led to the need for practical and reliable methods to assess relevant skills in the workplace.
Methods
A novel milestone-based workplace assessment system was implemented in 15 pediatrics residency programs. The system provided: (1) web-based multisource feedback (MSF) and structured clinical observation (SCO) instruments that could be completed on any computer or mobile device; and (2) monthly feedback reports that included competency-...
The paradigm shift to competency-based medical education (CBME) is under way, but incomplete implementation is blunting the potential impact on learning and patient outcomes. The fundamental principles of CBME call for standardizing outcomes addressing population health needs, then allowing time-variable progression to achieving them. Operationalizing CBME principles requires continuity within and across phases of the education, training, and practice continuum. However, the piecemeal origin of the phases of the "continuum" has resulted in a sequence of undergraduate to graduate medical...
Competency-based medical education holds the promise of producing a better-trained workforce — and for many physicians, this training could be accomplished within a shorter time frame.
