Maternal and Child Health Training Program
Grant Title: Developmental-Behavioral Pediatrics (DBP) training for Northern California (CA)
Leland Stanford Junior University
450 Serra Mall
Stanford, CA 94305-2043
The need for developmental pediatricians (DBP) results from high prevalence of developmental disorders, including autism, and the shortage of subspecialists to diagnose and treat the conditions. The ratio of DBP to children in CA is below other states. In CA we need culturally compentent DBP.
Goal 1: Increase the number of developmental pediatricians by training sub-specialty fellows Goal 2: Increase abilities of the Northern CA greater health care community to address DBP issues Objective 1.1: 5 fellows enroll over 5 years and a balanced curriculum allows them to achieve benchmarks in clinical service, research, teaching and leadership Objective 2.1: Pediatric and other residents will document their skills in DBP Objective 2.2: Faculty will introduce undergraduate and medical students to the field of DBP Objective 2.3: Faculty, fellows, and trainees will participate with other professionals in MCH and Title V activities
A comprehensive 3-year curriculum guides the education and training of fellows in DBP. The curriculum reflects the core values of humanism and inclusion and the philosophical foundations of MCH, including family-centered care, cultural competence, interdisciplinary teams, and systems integration. The curriculum is designed to prepare leaders within MCH, and uses the MCH model of training first at the level of the self, then working with others and finally the greater community. Fellows participate in clinical rotations, courses, and community engagement, with increasing responsibility and leadership with each year. The program maintains research and clinical programs that serve as training sites. The faculty also have developed a one-month curriculum for pediatric residents. Others, including child neurologists and child psychiatrists, nurses, and community MCH professionals participate in components of this curriculum. The values and philosophy are the same as the fellowship curriculum, though the expectations for leadership and clinical care reflect the experience of the learners and the short time frame of the program.
CA Children's Services CCS is the Title V agency. Fellows participate in two clinical programs and a QI project with CCS. Fellows participate in two programs with the Golden Gate Regional Center. Fellows also participate with First 5 CA in San Mateo and Santa Cruz counties.
Process evaluation addresses leadership of faculty, implementation of program components, and training effectiveness. Outcomes evaluations focus on the degree to which fellows demonstrate leadership after program completion and positive changes in the care and health care of children with developmental disabilities.