A greater number of DBP physicians particularly those who can provide academic and community leadership must be trained due to the insufficiency of the work force in DBP most noticeable in impoverished rural states such as OK.
Goal 1: Train qualified Developmental-Behavioral Pediatricians by sustaining our current program, serving as a model nationally, and providing leaders in DBP to address issues particularly in rural areas. Goal 2: Improve the quality of the DBP training of general pediatric and family practice residents to better focus on the biopsychosocial aspects of pediatrics. Goal 3: Provide quality improvement initiatives and continuing medical education to practicing primary pediatricians across the state in the area of DBP. Goal 4: Continue to facilitate the coordination and communication beytween and among agencies and families. Objective 1.1: Train DBP who have the skills to be academic leaders Objective 1.2: Provide Fellows with skills to facilitate systems change in their community, state and nation Objective 1.3: Provide trainees with strong research interest to become independent researchers
The curriculum meets the ACGME Program Requirements for Residency Education in Developmental-Behavioral Pediatrics (DBP) focusing on the six competencies (patient care, medical knowledge, practice-based learning & improvement, interpersonal & communication skills, professionalism, systems-based learning). The curriculum uses the Americal Board of Pediatrics DBP content outline and has Didactic, Clinical, Teaching and Research components. Didactic activities include assigned readings, lectures with 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 autism, behavioral issues, developmental delays, language delays, 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 symposia.
State Title V Agencies; State Departments 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 CSHCN and their families including Sooner SUCCESS, a statewide initiative to promote and strengthen a comprehensive unified system of services; and the Medical Home Project that is a collaborative effort with Title V CSHCN.
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 development training plan (ILDTP) that will take into account the trainee's strengths and prior training and use the ILDTP to monitor their progress.