Funded Projects

Problem:

A greater number of DBP physicians particularly those who can provide academic and community leadership will have to be trained due to the insufficiency of the work force in DBP most noticeable in impoverished rural states such as OK.

Goals and Objectives:

Goal 1: Expand the capacity of our training program in developmental-behavioral pediatrics to serve as an exemplary program with the intent of providing leaders in DBP in OK & the surrounding region. Objective 1: To train one new trainee each year in DBP who has the skills to be a leader in academic settings. Objective 2: To provide the trainees with skills to facilitate systems change in their community, state and nation. Objective 3: To provide trainees with a strong interest in research with skills to become independent clinical researchers.

Methodology:

The curriculum meets the ACGME Program Requirements for Residency Education in Developmental-Behavioral Pediatrics (DBP) focusing on the 6 competencies (patient care, medical knowledge, practice-based learning & improvement, interpersonal & communication skills, professionalism, systems-based learning). The curriculum uses the American Board of Pediatrics DBP content outline and has Didactic, Clinical, Teaching, & Research components. Didactics build fellows' clinical, teaching, research, & public health knowledge. Activities include assigned readings, lectures/small group discussions, and formal coursework in research methodology, public health principles, and integrating systems for CSHCN (with the option to complete an MPH). Clinical activities include: Fellow Continuity Clinic; ADHD Clinic; various Multidisciplinary Clinics (for children with behavioral issues, developmental delays, language delays, autism, intellectual disabilities, and fetal substance exposure); Adolescent, Pediatric Neurology, and Child Psychiatry Clinics; and inpatient consults. The Teaching component builds fellows' teaching skills. Fellows present DB topics to health care trainees and professionals with faculty feedback to enhance skills. The Research component is guided by the ACGME requirements for scholarly activity; fellows design, conduct, and publish an independent research project. Fellows also present their research at local and national scientific symposia.

Coordination:

State Title V agencies; State Depts of: Health; Human Services; Education; Medicaid; U of OK College of Medicine (Depts of Pediatrics & Family Medicine); College of Public Health; other state and community agencies addressing children with special needs and their families including Sooner SUCCESS, a statewide initiative to promote and strengthen a comprehensive unified system of services, the Medical Home Project that is a collaborative effort with Title V Children with Special Health Care Needs

Evaluation:

The evaluation includes both qualitative and quantitative elements through: formative evaluation of the delivery of training and trainee-faculty satisfaction; summative evaluation of the impact of the program; and process evaluation of actual benefit to trainees and collaborating agencies. The trainees develop an individual leadership developmental training plan (ILDTP) that will take into account the trainee's strengths and prior training and use the ILDTP to monitor their progress.

Experience to Date:

One DBP Fellow completed the first year of the three-year fellowship and is now completing her second year. A second DBP Fellow from the University of Oregon started year one of the Fellowship in July. The DBP Fellowship Program hosted the Annual DBP Fellowship Meeting in Oklahoma City. Faculty have been involved in numerous program and research activities including the implementation of Oklahoma State Autism Workforce Initiative to expand the capacity of physicians in the state with a focus on physicians in rural areas. The Autism Workforce Initiative has three components: 1) Evaluation- Physician Training; 2) Screening Clinic; and 3) Treatment - Replication of the Early Foundations Autism Model and Outreach Program. The Project Director completed the Attention Deficit Hyperactivity Disorder (ADHD) Guidelines as Chair of the ADHD Subcommittee of the American Academy of Pediatrics (AAP). The Project Director also received the C. Anderson Aldrich Award in Child Development from the AAP for outstanding contributions in child development.