Leonard A. Rappaport, MD, MS Children's Hospital of Boston Division of Developmental Medicine 300 Longwood Avenue Boston, MA 02115 Phone: (617) 355-7030 FAX: (617) 730-0252 Email: email@example.com
Qualified DBP leaders with outstanding MCH skills and ability to collaborate with multiple disciplines in clinical care, teaching, advocacy research, and public health are urgently needed to address 'new mordidities' central fo DBP and acieve Health People 2010 goals.
Goals and Objectives:
Goal 1: To prepare DBP fellows for leadership in DBP as clinicians, teachers, investigators and advocates in advancing an evidenc-based interdisciplinary collaboration
Objective 1: Each year, the LEDBP will train at least 6 culturally diverse, long-term trainees for leadership in DBP.
Objective 2: LEDBP fellows will demonstrate knowledge, skills, and competency as DBP leaders in the areas of evidence-based clinical care, teaching, research, quality improvement (QI), cultural competence, professionalism, and advocacy, using a family-centered, lifespan approach with a public health perspective.
Goal 2: To expand community capacity to ensure and improve the access of children and families to the highest quality DBP services.
Objective 1: LEDBP faculty and fellows will demonstrate a commitment to enhance community capacity to address DBP issues by giving at least 100 presentations or courses per year.
Objective 2: LEDBP faculty and fellows will provide ongoing consultation and technical assistance to at least 8 community providers and service groups each year.
Objective 3: By the end of each year, LEDBP faculty and fellows will train at least 2-3 long-term, 54 medium-term and 10 short-term students (residents, medical students, graduates, and undergraduates) in clinical and/or community settings.
Goal 3: Advance the state of DBP science & improve family-based care for children with DB problems via faculty development, collaborative research, disseminating research, & community program development.
Objective 1: Each principal faculty will participate in a CHB or other faculty development program, and will demonstrate successful mentoring of trainees and graduates each year.
Objective 2: Each year, LEDBP faculty and fellows will demonstrate active participation in at least 10 collaborative research projects as principal or co-principal investigators, investigators, consultants, or site directors.
Objective 3: By the end of each year, LEDBP faculty and fellows will generate and/or disseminate DBP knowledge through the presentation and/or print and electronic publication of at least 100 scholarly works such as original research, review articles, book chapters, websites, and educational curricula (PM 62.)
Goal 4: To improve health & eliminate disparities for children with DB problems via stage and local partnerships to promote the delivery of MCH pyramid of core public health services addressing HP 2010 goals.
Objective 1: Faculty & fellows will demonstrate at least 2-4 partnerships and collaborations with Title V agencies/projects & MCH programs to promote services (direct health care, enabling, population-based, and infrastructure building) for children with special health care needs & their families.
Objective 2: Each faculty and fellow will demonstrate participation in activities to achieve at least 4 Healthy People 2010 objectives each year.
Objective 3: By the end of each year, the CHB/HMS LEDBP program will meet or exceed the goals set for LEDBP performance measures (PMs).
Our innovative, intensive curriculum will allow trainees to develop knowledge, skills and competencies in DBP and MCH leadership through:
1) interdiscplinary and individual clinical training experiences in tertiary care and community settings
2) our comprehensive, learner-centered, interdisciplinary Core Curriculum covering principles of DBP, MDH, teaching research, leadership, and cultural competence
3) interdisciplinary collaborations for technical assistance, consultation, teaching, research, agency partnerships, and community programs to address HP 2010 objectives.
Evaluations, outcome assessment and continuous QI are critical compenents of the LEDBP.
We coordinate with local LEAH, LEND and MCH/Title V programs on projects such as developmental screening, medical home, and transition for CSHCN. A 3 year ore curriculum addressing substance abuse has been developed by 4 HRSA funded programs at CHB (LEDBP, LEAH and Toxicology training programs; Center for Adolescent Abuse Research.) Additional collaborations on a statewide basis to address issues of prenatal substance exposure and fetal alcohol spectrum disorders.
MCH Performance Measures; process and outcome evaluation measures for project objective; structured trainee and faculty evaluations on a quarterly basis; annual program, faculty and trainee evalatuions; QI measures, curriculum modification based on evaluation outcomes.
Experience to Date:
Over the past year (July 1, 2010 through June 30,2011) we have accomplished the following;
- We have continued to mentor and train DBP fellows - 7 in total throughout the past year - with respect to clinical, research and teaching sklls.
- LEDBP faculty and fellows continued to train 7 long-term, 694 medium-term and 35 short-term students (residents, medical students, graduates, and undergraduates) in clinical and/or community settings.
2. Expanding community capacity to improve access to DBP services:
- LEDBP faculty and fellows demonstrated a commitment to enhance community capacity to address DBP issues by giving 144 presentations or courses this year.
- LEDBP faculty and fellows provided ongoing consultation and technical assistance to 12 community providers and service groups each year.
3. Advance the state of DBP science & improve family-based care:
LEDBP faculty and fellows continue to participate in faculty development, collaborative research, disseminating research, & community program development projects.
- LEDBP faculty and fellows generated and/or disseminated DBP knowledge through the presentation and/or print and electronic publication of 47 scholarly works such as original research, review articles, book chapters, websites, and educational curricula