Association of Pediatric Program Directors (APPD): Handbook for Coordinators

THE PROGRAM COORDINATOR

Promoting Pediatric Program Quality
Reaching New Heights
Making Lasting Impressions

Communicator

Innovative Thinker

Team-Player

Problem Solver &
Decision Maker

Leader

Coordinator

HANDBOOK FOR COORDINATORS

APPD PRESIDENT'S LETTER

INTRODUCTION: Welcome; Acknowledgments

SECTION I - PEDIATRIC PROGRAM INFORMATION GUIDE

RESIDENCY REVIEW COMMITTEE (RRC)
WEBADS (www.acgme.org/ads/default.asp)

ALUMNI

CONFERENCES: a. Case Management; b. Didactic Lectures; c. Grand Rounds; d. Journal Club; e. Morbidity and Mortality

CONTRACTS

COORDINATORS (WHO IS WHO)

ELECTIVES

EVALUATIONS

SURVEYS/ANNUAL UPDATES: 1. GME Track; 2. WEBADS; 3. American Academy of Pediatrics Resident Roster; 4. American Board of Pediatrics Roster

GRADUATION/END OF YEAR ACTIVITY

IN-TRAINING EXAM

CERTIFICATION COURSES
: 1. Pediatric Advanced Life Support (PALS); 2. Neonatal Resuscitation Program (NRP); 3. Advanced Cardiac Life Support (ACLS); 4. Advanced Trauma Life Support (ATLS); 5. Basic Life Support (BLS)

LIST-SERV

MEDICARE AUDIT

ORGANIZATIONS: a. American Academy of Pediatrics (AAP); b. American Board of Pediatrics (ABP); c. Accreditation Council for Graduate Medical Education (ACGME); d. Ambulatory Pediatric Association (APA); e. Association of Pediatric Program Directors (APPD)
- APPD Executive Program Coordinators' Committee
- APPD Membership Directory; f. Educational Commission For Foreign Medical Graduates (ECFMG); g. Related Organizations

ORIENTATION

PEDIATRICS REVIEW AND EDUCATION PROGRM (PREP)

PROCEDURE LOGS/ACGME PROCEDURE LOGGING SYSTEM

PROGRAM COORDINATOR'S ROLES AND RESPONSIBILITIES

RECRUITMENT: a. Electronic Residency Application Service (ERAS); b. National Resident Matching Program (NRMP); c. Educational Commission For Foreign Medical Graduates (ECFMG)

RESIDENT COMMITTEES

RESIDENT TRAVEL

RESOURCES: 1. My Evaluations; 2. Evalu; 3. Am I On; 4. My Residency; 5. New Innovations

SCHEDULES: a. Master; b. Call; c. Attending

SPECIAL EVENTS

THE MATCH

YEARLY CALENDAR

SECTION II - PROFESSIONAL DEVELOPMENT

SELF-ASSESSMENT

DEVELOPMENT PLAN

CAREER MANAGEMENT

GUIDE TO SUCCESS

MODULES

INTRODUCTION

Dear Program Coordinators:

I would like to extend my congratulations to the authors and editors of the latest version of the Program Coordinators Handbook. This work will enable seasoned coordinators to pass on their knowledge and expertise to new coordinators and share best practices to administrators of other pediatrics residency programs.

This effort represents the exceptional collaborative work that is done within Coordinators Section of APPD and demonstrates the spirit and teamwork that distinguishes this important section of our organization. Thank you so much for a job well done!.

Personal regards,

Theodore C. Sectish, MD
President
Association of Pediatric Program Directors

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WELCOME

Mission

The Pediatric Residency Program Coordinators' Handbook Committee developed the program coordinators' handbook with several goals in mind:

Provide a readily available single source of pediatric residency program information.
Aid new program coordinators in learning the details of their responsibilities and to serve as a reminder to the veteran coordinator.
Provide coordinators with the necessary development tools to build and enhance their professional skills as coordinators.

Objectives

Through the use of the handbook, coordinators will be able to:

Formulate innovative ideas for program coordination.
Learn helpful tips to facilitate coordination.
Gain insight on how to develop program materials.
Enhance and/or fine tune personal and professional skills.
Increase job satisfaction.
Recognize the marketable skills of a coordinator.
Determine skill growth opportunities.

Description

The Handbook is divided into two parts. The first part highlights the functions of the program coordinator's role. Each function section contains the following:

An Overview
Referral to the Internet (if applicable)
Suggested materials to add
The Program Coordinator's Role

Each function section ends with a "note page" for you to include any information or comments pertinent to that function.

The second part provides an opportunity for you to complete a series of exercises to identify your strengths, interests, and development opportunities. The outcome will be a development plan with associated action steps. There are development suggestions and a list of books to supplement your own professional and personal development located in the "Guide to Success" section.

Instructional Method

Through self-study, coordinators will engage in:

Independent learning
Career and Skill assessment exercises
Create a detailed development plan

ACKNOWLEDGEMENTS

The Handbook Committee of the Association of Pediatric Program Directors would like to thank the following contributors to this Handbook:

Carol Carraccio, M.D.
Laura Degnon
Julia A. McMillan, M.D.
Edwin L. Zalneraitis, M.D.

We would also like to thank Ross Laboratories for providing funds to support the development of this Handbook.

And finally, we would like to thank the American Academy of Pediatrics, American Board of Pediatrics, Accreditation Council for Graduate Medical Education, Ambulatory Pediatric Association, and the Educational Commission for Foreign Medical Graduates. Most importantly, we thank the Pediatric Residency Program Coordinators for their contribution.

Sincerely,

The Handbook Committee

Kathryn Miller Patricia Schmidt Aída Vélez

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PEDIATRIC PROGRAM INFORMATION GUIDE

"Success" as a Pediatric Residency Program Coordinator takes time, training, growth, and commitment. It also takes teamwork. Understanding the value and importance of teamwork with your Program Director and office staff is essential for coordinators who wish to be leaders in their industry. The leadership of program coordinators is essential to the success of pediatric programs. Therefore, it is the purpose of this section to attempt to capture the multifaceted role of the pediatric program coordinator and provide step-by-step instructions to assist you as you learn and carry out your responsibilities.

Section I of this handbook will familiarize you with pediatric residency program requirements, policies, procedures and your responsibilities as the pediatric residency coordinator to ensure their fulfillment. It will also serve as a reference for organizational contacts, addresses, web sites, important dates, schedules, etc. Basically, it's an ideal tool to assist the new program coordinator in becoming familiar with the responsibilities of their position and at the same time, provide the veteran program coordinator with an organized reminder system of the of the details which continually require their attention.

It would be impossible to include all the information you need to know about pediatric programs, especially since each program has its own unique features and methods of accomplishing the same tasks. This handbook only serves as a starting point. You will need to tailor the contents of this handbook to fit the nature of your program. Therefore, you will be prompted in various sections to add your own program materials. In addition, each section will include blank pages for your own comments or other pertinent information. Throughout the year, you will receive important organizational updates (lists, memos, notices, schedules, etc.). You should add these materials to the appropriate section of your handbook to keep it up-to-date.

As we've seen over the last couple of years, innovations in computer and communications technology have impacted the way coordinators do their jobs. The most recent example is the move to the Electronic Residency Application System (ERAS). As coordinators, we need to remain flexible and continually adapt to change. As time and technology move forward, the need to periodically update this handbook will become evident. We hope all coordinators will continue to provide valuable insight and suggestions for improvement to the handbook as needed and that you will benefit from this valuable resource.

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RESIDENCY REVIEW COMMITTEE (RRC)

Overview

The Residency Review Committee (RRC) operates under the auspices of the ACGME and is responsible for determining whether a training program conforms to established educational standards. Accreditation represents a professional judgment about the quality of an educational program. Every specialty that has a certifying board approved by the ABMS has a residency review committee for its training programs. There are 26 such boards and therefore 26 RRCs. The RRC for pediatrics includes 3 representatives appointed by the AMA, three by the American Academy of Pediatrics (AAP), and three by the American Board of Pediatrics (ABP), as well as a resident member nominated by the Resident Section of the AAP.

The RRC establishes special requirements for pediatric training programs including the responsibilities of the program director, number and diversity of faculty, ratio of faculty to residents, diversity of pediatric patient population seen by residents, and minimum requirements for the educational curriculum, including scheduled rotations and continuity clinic experience. The RRC also requires the sponsoring hospital(s) to meet certain standards for hospital accreditation and quality assurance such as resident supervision, salaries, benefits, working conditions and ancillary support services such as laboratory facilities, expertise in pediatric surgery, radiology and pathology.

The RRC performs accreditation reviews of residency programs at intervals ranging from one to five years, depending on the degree to which a program is found in compliance with established guidelines. Failure to meet institutional or special requirements of the RRC can result in the loss of accreditation. Since residents who complete training in non-accredited programs may not be eligible for specialty certification in pediatrics, accreditation is critical for the residency program and individual residents. Programs are notified in writing approximately three months in advance of their scheduled site visit.

Information regarding program requirements, site visits, and program information forms can be found at the ACGME website: www.acgme.org. To obtain a Program Information Form (PIF), click here.

Suggested Materials to Add

RRC Site Visit Notification Letter
Accreditation Letter
Institutional ACGME Accreditation Letter
Internal Review Letter
ACCGME and RRC Contact List

Program Coordinator's Role

Before the scheduled site visit for your program, you and your program director will need to work together to gather and report all of the information requested in the Program Information Form (PIF). This form is available to download from the ACGME website. The program coordinator's role in this process will most likely involve assisting the Program Director in gathering information to be included in the form as well as putting together the site visit schedule. The field representative will contact the Program Director or Coordinator approximately one month in advance of the scheduled site visit to obtain the schedule of meetings for the day. The preparation for the RRC visit is a lengthy and involved process. It is suggested you start preparing for the site visit one year prior to the visit and familiarize yourself with the PIF form. Other responsibilities can include:

Design a system to monitor changes in requirements.
Devise a system to accumulate needed information for the Program Information Form (PIF).
Help prepare the PIF.
Prepare and facilitate the site visit.

conference rooms
participants
prepare faculty and residents for the visit

Please Note: The APPD sponsors a fall meeting each year, which devotes a large portion of the program to "Preparation for a Successful RRC site visit."

WEBADS

WEBADS is to be used in conjunction with preparing for the RRC Site Visit. WEBADS helps create the first portion of your PIF. Your program is generally sent a letter from the ACGME informing you of the timeframe for you to go in and input the information as part of the scheduled update. Questions can be emailed to WebADS@acgme.org.

Program Coordinator's Role

1. Keep an eye out for the letter from WEBADS notifying your program of the timeframe to enter your updates

2. Design a system to have all the needed information easily available to you at the time of the update

3. Keep the login ID and password available for yourself and your program director

Please Note: The APPD sponsors a fall meeting each year, which devotes a large portion of the program to "Preparation for a Successful RRC site visit."

ALUMNI

Overview

Many pediatric residency programs have a long and proud history of training as well as many distinguished graduates. Each program has a unique sense of tradition and many special memories. An important part of cultivating history and tradition in residency programs involves keeping track of alumni as they continue to grow through out their careers and communicating with them on a regular basis. Your alumni will represent your program and be its voice in the community.

There are many ways to keep in touch with your alumni such as gatherings, CME educational programs, receptions at annual society program meetings, and various institutional publications such as a newsletter.

A newsletter may be the most effective communications tool for any program. A newsletter can keep alumni abreast of changes in your pediatric program such as pediatric education, curriculum, faculty, etc. Sections of the newsletter may be devoted to alumni news and notes from the "real world" of fellowships, academic medicine, private practice and hospitalist work.

If your program does not currently publish a newsletter or use some other method of keeping in touch with alumni on a regular basis, you may want to take this opportunity to contribute something valuable to your program.

Suggested materials to add

Newsletter

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CONFERENCES

The Residency Review Committee (RRC) requires sufficient didactic teaching to meet the goals of each component of the residency training program. These regularly scheduled teaching sessions are conducted to help residents improve their fund of pediatric knowledge and learn to evaluate research findings. These must include:

Case Management
    a case based conference usually presented by a resident or a faculty member. Case is discussed and evaluated by faculty and residents with the goal of sharing thoughts and ideas regarding the presented case and related topics.

Didactic Presentations
    occurs on inpatient, outpatient, intensive care and subspecialty rotations. They should help meet the objectives of the rotation.

Grand Rounds
    a presentation by local or invited faculty on selected pediatric topics. Grand Rounds are typically 1 hour and are generally held weekly.

Journal Club
   a research conference in which literature is evaluated by residents and faculty. Journal Clubs should be held regularly.

Morbidity and Mortality
    focuses on quality improvement. The session usually evaluates cases with a systems or management learning objective or questionable outcome. Presented case(s) are discussed and or critiqued by faculty, residents, and administration where appropriate.

ADDITIONAL CONFERENCES

Core Conferences are scheduled at selected times throughout the year. They focus on a common curriculum for all components/disciplines, which include the following:

Ethics
Evidence Based Medicine
Teaching Skills Conference
Nutrition
Boards Review

Business
Career Development
Professionalism
Child Advocacy
Compassionate Care (including Death & Dying issues)

PROGRAM COORDINATOR'S ROLE

Attendance: To fulfill the requirements of the RRC. Attendance should be documented and monitored. Documentation is required by the RRC and may be requested for review by the field representative during your site visit.
Logistics: You may be responsible for room reservations, faculty scheduling, equipment requests, etc.

CONTRACTS

Overview

All residents in ACGME accredited residency programs must be provided with a written contract for each year of training. Residents cannot participate in their residency program if a contract has not been issued. The contract is an agreement letter in which residents accept the responsibilities of their position along with the proposed salary and agree to comply with all institutional policies.

The ACGME specifies the contract format and requires each program to provide written policies concerning resident job descriptions, curriculum, salary, benefits, vacation, sick leave, maternity/paternity/adoption leave, sexual harassment, grievance and moonlighting. In some programs, the written policies are included as attachments to the contract. Other programs may provide these policies in the form of a house staff handbook. Contracts may be mailed or hand delivered to residents. Interns may receive their contracts and institutional policy statements during Orientation.

SUGGESTED MATERIALS TO ADD

(Each institution has its own contract version in conformity with ACGME guidelines.)

ACGME contract
Resident rotation schedule
Resident Curriculum
Policies are distributed by the GME office. Request a copy for your records.

PROGRAM COORDINATOR'S ROLE

The Graduate Medical Education Office (GME) of each institution should provide an ACGME compliant contract format as well as copies of the appropriate institutional policies.
The program coordinator may be required to personalize the contracts and distribute/mail them to each resident for signature.
Monitor the return of contracts and contact those residents who haven't returned their copy.
Once signed contracts are returned, a copy should be filed in the appropriate resident's personnel file as well as to the resident for their records.

COORDINATORS WHO IS WHO

Please visit the APPD Website as it will be updated with a photo and general contact information for each coordinator.

ELECTIVES

Overview

Electives are intended to enrich the educational experience of residents in conformity with their needs, interests, and/or professional plans. Electives must be well-constructed, purposeful, and effective learning experiences, with written goals and objectives. The choice of electives must be made with the advice and approval of the program director.

An away elective is a rotation to an institution that is not affiliated with the resident's institution. Away electives are allowed as long as the necessary paperwork is completed for both the sponsoring and the host institution (Related to the Medicare Audit). In addition, the away elective must be approved by the host institution's program director.

Additional Required Subspecialty Experience
Excluding the adolescent medicine, developmental/behavioral pediatrics and intensive care experiences, the time committed by any resident to subspecialty rotations must be a minimum of 6 months. During the 3 years of training no more than 3 block months, or its equivalent, may be spent by a resident in any one of the subspecialties in the lists below. Subspecialty research electives that involve no clinical activities need not be included in the calculation of a resident's subspecialty months.

The program must require that each resident complete a minimum of four different 1-month block rotations taken from the following list of pediatric subspecialties:

Allergy/Immunology Gastroenterology
Infectious Disease Genetics
Cardiology Hematology/Oncology
Nephrology Pulmonology
Endocrinology/Metabolism Rheumatology
Neurology

At lease two of the four subspecialty rotations must be taken at the primary teaching site and/or integrated hospitals. Two of these subspecialties may be combined over a 2-month block if the outpatient and inpatient experiences of the two disciplines can be successfully integrated.

Additional subspecialty experiences needed to comply with the minimum requirements may be scheduled either as block assignments or as part of rotations in the outpatient department or inpatient services. The daytime equivalent of a block month is 140 hours. These may be selected from the list above or from the following list:

Child Psychiatry Otolaryngology
Dermatology Pediatric Radiology
Ophthalmology Pediatric Surgery
Orthopaedics & Sports Medicine

Two subspecialty areas from this second list may be combined over a 1- or 2-month period to provide a more effective educational experience.

D. Additional Curricular Requirements

Departmental conferences, seminars, teaching rounds, and other structured educational experiences must be conducted on a regular basis sufficiently often to fulfill educational goals. Reasonable requirements for resident attendance should be established, and resident and staff attendance should be monitored and documented. In addition to providing instruction in topics relevant to general pediatrics and to the subspecialty disciplines, there must be a structured curriculum in each of the following areas:

1. Medical ethics, including but not limited to the ethical principles of medical practice and the ethical aspects of

the relationship of the physician to patients, e.g., initiating and discontinuing the treatment relationship, confidentiality, consent, and issues of life-sustaining treatments
the relationship of the physician to other physicians and to society, e.g., the impaired physician, peer review, conflicts of interest, resource allocation, institutional ethics committees, and ethical issues in research

2. Quality assessment, quality improvement, risk management, and cost effectiveness in medicine

3. Health care organization, financing, and practice management, with instruction in

the organization and financing of health care services for children at the local, state, and national levels, including an understanding of the role of the pediatrician in the legislative process
the organization and financing of office practice, including personnel and business management, scheduling, billing and coding procedures, and maintenance of an appropriate patient record system

4. Medical information sciences, emphasizing the skills necessary to prepare the resident for continued self-learning and including instruction in

basic computer skills, techniques for electronic retrievel of the medical literature, and the use of electronic information networks
the critical evaluation of the medical literature, study design, and the applicability of clinical studies to patient care
clinical decision theory and its application to clinical practice

Before the residency year begins, residents are asked to select their electives (number of electives per year will vary from program to program). Preferences are scheduled upon availability. The program coordinator, chief residents and/or the residents themselves may be responsible for scheduling electives. Regardless of the method your program employs, the program coordinator needs to be informed of all electives in order to provide the appropriate paperwork and rotation evaluations to the resident and appropriate faculty, as well as assist the program director in tracking the core elective experiences of each resident.

SUGGESTED MATERIALS TO ADD

Elective request/approval form
Away elective request/approval form
Elective rotation evaluation
Resident evaluation
Faculty evaluation

PROGRAM COORDINATOR'S ROLE

Provide resident with elective request/approval form.
Distribute to resident and preceptor an elective rotation evaluation.
Provide preceptor with a resident evaluation.
Provide resident with a faculty evaluation
Note all rotations on a schedule grid for the midcare audit
Communicative vacation information/other clinical obligations to the appropriate preceptor

EVALUATIONS

Overview

Pediatric Residency Program evaluations are an essential tool for documenting the quality of rotations, the residents' experiences, and the faculties' observations. They offer residents a voice in evaluating, planning, and documenting their work. In-turn, the evaluation process offers faculty the opportunity to document each resident's efforts and help them become better learners and physicians.

Evaluation

The program director is responsible for developing and implementing formal mechanisms for evaluation, as described below.

A. Evaluation of Residents

The residency program must demonstrate that it has an effective plan for assessing resident performance throughout the program and for utilizing assessment results to improve resident performance. This plan should include:

use of dependable measures to assess residents’ competence in patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice
mechanisms for providing regular and timely performance feedback to residents
a process involving use of assessment results to achieve progressive improvements in residents’ competence and performance Programs that do not have a set of measures in place must develop a plan for improving their evaluations and must demonstrate progress in implementing the plan.

The program must have formal mechanisms for monitoring and documenting each resident's acquisition of fundamental knowledge and clinical skills and his or her overall performance prior to progression to the level of supervised semi-independent patient management. The supervising faculty must evaluate each resident in writing at the completion of each rotation. The resident should be evaluated on the acquisition of knowledge, skills, and attitudes, and should receive formal feedback about these evaluations at least twice a year. The program should advance residents to positions of higher responsibility only on the basis of evidence of satisfactory performance, progressive scholarship, and professional growth.

Written documentation of regular periodic evaluation of each resident must be maintained and must be available for review by the site visitor. Evaluations must include non-cognitive areas such as interpersonal and communication skills, attitudes, and professional behavior, as well as moral and ethical characteristics.

Program directors are required to keep accurate documentation of the general and subspecialty experience of each resident in the program and to submit this information to the RRC if it is requested. The exact nature of the general and subspecialty experiences of residents at other institutions and evaluation of their performance must be documented in the residents' files. It is essential that residents participate in existing national examinations. The annual In-Training Examination of the American Board of Pediatrics is one example of an objective test that can be utilized by the programs. An analysis of the results of these testing programs should be used by the faculty to identify the cognitive strengths and weaknesses of individual residents and weaknesses in the teaching program and to develop remedial activity, if warranted.

The program director and faculty are responsible for provision of a written final evaluation for each resident who completes the program. The evaluation must include a review of the resident's performance during the final period of training and should verify that the resident has demonstrated sufficient professional ability to practice competently and independently. This final evaluation should be part of the resident's permanent record that is maintained by the institution.

The program must demonstrate that it has developed an effective plan for accomplishing this and that specific performance measures are used in each resident’s evaluation. These must include, at a minimum, the assessment of the resident’s competence in patient care, clinical science, practice-based learning and improvement, interpersonal skills and communication, professionalism, and systems-based practice.

B. Evaluation of Faculty

Teaching faculty must be evaluated at least annually. Documentation of faculty evaluation should include teaching ability and commitment as well as clinical knowledge. There must be a formal mechanism by which residents participate in this evaluation in a confidential manner.

C. Evaluation of the Program

The teaching staff must be organized and have regular, documented meetings to review program goals and objectives, the program's effectiveness in achieving them, and the needs of the residents. At least one resident representative should participate in these reviews. In particular, the quality of the curriculum and the extent to which the educational goals have been met by residents must be addressed. The residency program should use resident performance and outcome assessment results in their evaluation of the educational effectiveness of the residency program. The residency program should have in place a process for using resident and performance assessment results together with other program evaluation results to improve the residency program.

This evaluation should include an assessment of the balance between the educational and service components of the residency. In addition, the utilization of the resources available to the program, the contribution of each institution participating in the program, the financial and administrative support of the program, the volume and variety of patients available to the program for educational purposes, and the quality of supervision of the residents should be evaluated. Written evaluation by residents should be utilized in the process. As part of the evaluation of the effectiveness of the program, the director must monitor the performance by the program's graduates on the certifying examination of the American Board of Pediatrics. Information gained from the results should be used to improve the program.

Suggested materials to add

Resident Evaluation
Faculty Evaluation
Rotation Evaluation
Resident-to-Resident Evaluation

Program Coordinator's Role

Monthly Evaluation Mailing

Attending

Evaluate residents

Residents

Evaluate faculty
Interns evaluate seniors, seniors evaluate interns

Coordinate Resident Evaluation Review

Accreditation requires that all residents meet with their advisor at least twice yearly, and evaluation of reviews should be documented.

Evaluation Tracking

Monitor the return of resident and faculty evaluations.
Provide residents, faculty, advisors and program director access to evaluations.
File original evaluations in appropriate resident or faculty file.

SURVEYS/ANNUAL UPDATES

1. GME TRACK (and you can enhance your FRIEDA listing)
2. WEBADS
3. American Academy of Pediatrics (AAP) roster
4. American Board of Pediatrics (ABP) roster

GME Track
GME Track is a resident database and tracking system that was introduced in March 2000 to assist GME Administrators and program directors in the collection and management of GME data. GME Track contains the National GME Census which is jointly conducted by the Association of American Medical Colleges and the American Medical Association and reduces duplicative reporting by replacing the AAMC and AMA's prior GME surveys. Benefits of GME Track include:

Pre-loaded with information collected from existing sources at the AAMC and the AMA (ie. NRMP, ERAS) thereby greatly reducing the time and effort required for data entry
Immediate and on-going access to biographical and training information
Ability to view and print resident information and program rosters
More benefits >>

The information collected in GME Track is used for research and educational purposes such as:

Monitor the career choices made by medical school graduates
Analyze the impact of market forces on the GME System
Undergird public policy positions concerning the physician workforce

GME Track Updates
Now that the GME Track season has started, here are a few updates that would be useful while completing the National GME Census. Thanks to suggestions from users, the following enhancements can be utilized this cycle:

Programs that have completed the ACGME WebADS application, have the ability to upload their resident data into GME Track.
Programs that have completed GME Track have the ability to download their first year residents/fellows data and upload into WebADS.
GME Track now makes use of the AAMC Login, which allows users to create a userid/password combination for use with many AAMC applications. Currently GME Track and FindAResident are utilizing the new login system and other AAMC applications will be implementing the new system gradually.
Medical schools will soon have access to GME Track to view and download their graduates' GME data.

Programs can opt (for an additional fee) to have and expanded listing via GMETRACK onto the FREIDA listing.

Overview

Each year the American Medical Association (AMA), the largest physician organization in the United States, conducts an extensive survey of graduate medical education programs and resident physicians. The information you provide in this survey is critically important for program directors, resident physicians, medical students, hospitals, licensing boards, researchers and policy makers. The survey is conducted online during August and September of each year. The information you provide is published in FREIDA online (Fellowship and Residency Electronic Interactive Database Access) and is made available through the AMA homepage at www.ama.assn.org/freida and the Graduate Medical Education Directory, the two most popular sources of GME program information for medical students and resident physicians.

Refer to the web for the following topics

About GME Track and WebADS Online
FAQs - Questions & Answers
Contact the ACGME or the AAMC with questions
AMA Membership
Medical Student Section
Resident and Fellow Section
Links to Other Organizations

Program Coordinator's Role

Collaborate with Program Director on any changes to the pediatric residency program.
Make changes to the survey and submit to the ACGME and the AAMC by requested deadline.

GRADUATION/END OF YEAR ACTIVITIES

Overview

The goal of pediatric residency training programs is to provide clinical and educational experiences that will train pediatric residents with the knowledge and experience they need to effectively care for the welfare of children and families. For Pediatric Residency Programs, Graduation symbolizes the hard work and dedication of residents over the course of their training.

Graduation Ceremonies/End of Year activities, which take place in June, may differ from program to program, but they all focus on the same theme: the celebration of intense training, commitment, and the beginning of new lives and careers. All residents look forward to this event, not just the graduates. Participating and celebrating with peers, faculty, family, and friends is an extremely joyous occasion for all.

As Pediatric Residency Program Coordinators, the goal is coordinate an event that will be memorable for everyone involved.

Program Coordinator's Role

Save-the-Date Graduation Announcement
Guest List - Invitations
Location reservations
Award nominations (teaching, humanistic, etc.)
Awards and Gifts
Graduation Certificates
Graduation Program Handout
Menu selections
Speakers
Entertainment
Schedule exit interviews for graduates
Help graduating resident with info regarding the next phase of their career (license applications, credentialing request)
Prepare a packet of information to give to each departing resident which can include a notarized copy of their diploma, USMLE Step 1,2,3 scores, copies of licenses, PALS, NRP cards, a signed copy of the credentialing log.

Suggested materials to add

Graduation Program Handout
Graduation Invitation
Graduation Announcement
Awards and Gifts List
Signed proof of Exit Interview with Program Director

IN-TRAINING EXAM

Overview

Each year in July, the American Board of Pediatrics sponsors the General Pediatrics In-training Examination for residents in categorical pediatrics, primary care track pediatrics and Internal Medicine/Pediatrics programs and other combined programs. The exam is taken once a year at the beginning of each pediatric residency academic year. The exam is administered by each individual program and must take place on the day specified by the board, or if logistics require, over the two days allowed by the board. Order forms are sent to each individual program in February. Each residency program is strongly encouraged to administer the exam each year as a way of assessing the cognitive knowledge of the residents in its program. It can serve as a useful tool in tracking the increase in knowledge of each resident as they progress through training and can serve as an indicator of an individual resident's likelihood of passing the certifying exam at the completion of residency training. For further information on the In-Service Training Exam, refer to website: www.abp.org.

Suggested materials to add

ITE Order Memo
ITE Order Form
ITE Order Policy

Program Coordinator's Role

ABP mails the In-Training Exam notification directly to your Program Director.
Request a copy of the notification from your Program Director.
Determine number of residents to take exam. Order extras - (optional)
Request payment from accounting.
Order exams (exams will not be delivered without payment).
In advance, secure a site for the in-training exam date. Some programs provide coffee, while others provide lunch.
Schedule residents for exam sessions.
Residents should not be scheduled to work, i.e., on call, post call, in clinic, etc.
Notify residents, attendings, and pager operators of exam sessions.
Assign proctors.
Supervise exam - bring #2 pencils/sharpeners.
Store exams securely when received.

CERTIFICATION COURSES

Overview

The Residency Requirement Committee (RRC) mandates that all residents should maintain certification in Pediatric Advanced Life Support (PALS), Neonatal Resuscitation Program (NRP), Advanced Cardiac life Support (ACLS) or some equivalent lifesaving system. Before entering residency, medical students must be certified in Basic Life Support (BLS), which is required before taking PALS. For additional information on certification programs, refer to the ACGME website.

PALS - A 2 day program which certifies a physician for 2 years. Residents usually take this course during their PL-1 year.

PALS Recertification - A 1 day renewal program which may need to be taken during the PL-3 year.

PALS Instructor Course - May also be offered to senior level residents.

NRP - A 1 day program which certifies residents for two years. This course is taken either the 1st or 2nd year of residency.

NRP Instructor Course - May also be offered to senior level residents.

Optional Life Support Certification Courses - Offered by some pediatric residency program.

The Advanced Cardiac Life Support Program (ACLS).

The Advanced Trauma and Life Support Course (ATLS).

Program Coordinator's Role

Develop a system, such as a database, to track residents' life support certifications (optional).
Know when certification is offered in your program.
Schedule facilitator & location for certification programs.
Order certification books.
Reserve equipment/venues.
Distribute certification certificates to residents.

LIST-SERV

Overview

The Association of Pediatric Residency Programs (APPD) provides three communication vehicles to its members, the Webpage, the Quarterly Newsletter, and the List-Serv.

The List-Serv was established by Drs. Robert Kamei and Glenda Lindsey. The List-Serv disseminates information to a global distribution composed of APPD members. All email requests for distribution are reviewed and only relevant issues to the pediatric residency program are posted. The List-Serv does not allow surveys and commercial support announcements.

To determine whether or not you are on the List-Serv distribution or if you need additional information, please contact the APPD. You can send your brief article submissions to the following contacts:

CONTACTS

Robert Kamei University of California, San Francisco
(415) 476-0987
email: kamei@itsa.ucsf.edu

Glenda Lindsey
Charles R. Drew University Program
(310) 688-4664
email: galindsey@pol.net

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MEDICARE AUDIT

Part of the requirements at institutions which receive medicare funding is to provide documentation regarding what the resident has done for the fiscal year. Different institutions may do this differently, it may be helpful to find out via your GME office what format to use.

Program Coordinator's Role

Keep documentation for each month of where each resident was
If a resident participates in an away rotation make sure to provide and obtain proper documentation to enclose with the medicare audit (rotation service agreement)
Keep all information in a centralized location

ORGANIZATIONS

AMERICAN ACADEMY OF PEDIATRICS (AAP)

Overview

The American Academy of Pediatrics (AAP) is the organization which represents pediatricians and advocates for the health and well being of children. The academy was organized in 1930 by pediatricians who wanted to create "a united front to influence pediatrics in its various phases: sociologic, hygienic, educational, investigative and clinical." Any pediatrician certified by the ABP is eligible to apply for membership in the AAP. Residents may also become members of the AAP at a greatly reduced rate from certified members and, as members of the Resident Section, receive a number of special privileges such as applying for scholarship and research grants. This special privilege is provided to residents who are academically outstanding and/or who have financial need. For additional information, refer to the AAP website: www.aap.org.

Refer to the web for the following topics

About the AAP

Welcome from Donald E. Cook, MD, FAAP, President of the American Academy of Pediatrics
AAP Fact Sheet
AAP Departments
AAP Committees
AAP Sections
AAP Section Home Pages
Employment Opportunities
AAP State Chapter and District Links (found on our best of the Pediatric Internet page)
How to Contact the AAP

Membership

Core Values, Vision, and Mission Statement
Member Categories and Applications
Member Dues
Member Benefits
Frequently Asked Questions about AAP Membership Chapter Services
AAP Chapter Web Sites (found on our pediatric Internet page)
AAP Sections
AAP Section Home Pages
AAP Committees
Directory of International Service Opportunities for Pediatricians
Verification of Board Certification (on the American Board of Pediatrics Website)

Publications

Policy Reference Guide
- AAP Policy Statements
New Titles: - Guide to Your Child's Sleep
- Handbook of Pediatric Environmental Health
- Coding for Pediatrics
- Patient Education CD-ROM
- Pediatric Nutrition Handbook
- PREP: ID CD-ROM: An Intensive Review Course of
Pediatric Infectious Diseases
Parenting Books
- Caring for Your Baby and Young Child, Birth to Age 5
- Caring for Your School-Age Child: Ages 5 to 12
- Caring for Your Adolescent: Ages 12 to 21
- Guide to Your Child's Nutrition
- Guide to Your Child's Sleep - Guide to Your Child's Symptoms
- Your Baby's First Year

Program Coordinator's Role

Process yearly membership dues for residents and program director.
Distribute AAP grants letter to residents for attendance at annual fall conference. The residents must apply for the grant and it is to be used to assist with the APA conference fees. Grants are provided to residents by Ross Laboratories.
Distribute scholarship and research grant applications to residents and assure residents are aware of the proper documentation needed to apply.
Coordinate the selection of resident representatives to the AAP state chapter and the AAP national organization.
Frequently asked question regarding AAP resident benefits can be found on the AAP website.

Address

AMERICAN ACADEMY OF PEDIATRICS
Division of Member Services
141 Northwest Point Boulevard
P.O. Box 927
Elk Grove Village, IL 60009-0927
Phone: (800) 433-9016
Fax: (847) 228-5245
Web address: www.aap.org

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AMERICAN BOARD OF PEDIATRICS (ABP)

Overview

The American Board of Pediatrics (ABP) is located in Chapel Hill, North Carolina. The ABP is the organization that establishes criteria for certification of individuals in the specialty of pediatrics. Certification is the determination that an individual physician has met the requirements for performance and education within a particular medical specialty. The ABP administers certifying exams in pediatrics and many of its subspecialties annually. It also administers, through pediatric residency programs, the annual In-Service Training Exam, which helps track the development of each resident's pediatric fund of knowledge as they progress through their residency training. The American Board of Pediatrics, with the help of pediatric program directors, tracks the progress of each resident through the course of their training. For additional information, refer to the ABP website: www.abp.org.

Refer to the web for the following topics

The ABP & Board Certification

What is the ABP
What is Board Certification
Frequently Asked Questions about the ABP
Dates & Fees for ABP Examination

How to contact ABP

General Information
To Obtain Publications
To Request an Application

Verification of Certification
Publications

Booklet of Information
Program for Renewal of Certification in Pediatrics
Pediatric Residents: Evaluating Your Clinical Competence in Pediatrics

Residency Training

Training Requirements for Certification in General Pediatrics
Training Requirements for Certification in Pediatric Subspecialties
Training Programs
Program Accreditation
In-Training Examination
Tracking and Evaluation Program
Transfer of Subspecialty Residents (Fellow)

Member Services

There are approximately 250 pediatricians who serve the ABP as Volunteers on committees, subboards, and the Board of Directors.

Certification Information

Dates and Fees for ABP Certifying Examinations
General Pediatrics Certification Policies and Procedures
Subspecialty Certification Policies and Procedures
General Policies Related to Certification

Links to Other Organizations
Recertification Information/PRCP

Dates and Fees for Recertifying Examinations
General Pediatrics Recertification
Pediatric Subspecialty Recertification
General Information About PRCP
Content Outlines

Links to Pediatric Information

Program Coordinator's Role

Fill-out the ABP resident tracking form. This form certifies residents to take the certification exam and it must be sent back to the ABP.
Distribute the "Consent for Release of Information Form" to residents along with the "Evaluating Your Clinical Competency Pediatrics Booklet."
Arrange for the In-Training Examination (refer to the In-Training Examination section in this handbook for more information).
In May, the ABP mails to program director a competency verification form which needs to be signed by resident and program director.
If a resident wishes to transfer to another program, the resident needs to fill-out a RT11 form and it must be signed by the program director.

Address

AMERICAN BOARD OF PEDIATRICS
111 Silver Cedar Court
Chapel Hill, NC 27514
Phone: (919) 929-0461
Fax: (919) 929-9255
Email: abpeds@abpeds.org
Web address: www.abp.org

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ACCREDITATION COUNCIL FOR GRADUATE MEDICAL EDUCATION (ACGME)

Overview

The Accreditation Council for Graduate Medical Education (ACGME) is responsible for the accreditation of post-M.D. medical training programs within the United States. Accreditation is accomplished through a peer review process and is based upon established standards and guidelines. The ACGME's member organizations include: the American Board of Medical Specialties (ABMS), the American Medical Association (AMA), American Hospital Association (AHA), the Association of American Medical Colleges (AAMC), and the Council of Medical Specialty Societies (CMSS). For additional information, visit the ACGME website at: www.acgme.org.

Refer to the web for the following topics

ACGME Information
ACGME Meetings
Residency Review Committees (RRC)
Residency Review Committee Meetings
Institutional Review Information
Documents Open for Review and Comment
Contact Lists
ACGME Workshops
Listing of Accredited Programs
ACGME Outcomes Project
Site Visit Information
Requirements submitted for review and comment

Suggested materials to add

Quarterly Bulletin - The ACGME Bulletin is published three or four times a year by the Accreditation Council for Graduate Medical Education. The ACGME Bulletin is distributed free of charge to individuals involved in graduate medical education. Either your Program Director or the GME office receives the Bulletin. Call the ACGME to be placed on their distribution list.

Program Coordinator's Role

Institutional and Residency Program reviews are conducted by the ACGME every 1 to 5 years. You may be asked to collaborate with the GME office prior to your programs review.
Help maintain files and agreements for reviews.
Help assemble materials for review.

Address

ACCREDITATION COUNCIL FOR GRADUATE MEDICAL EDUCATION
515 N. State Street - Suite 2000
Chicago, IL 60610
Phone:(312) 464-4920
Fax: (312) 464-4098
Web address: www.acgme.org

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AMBULATORY PEDIATRIC ASSOCIATION (APA)

Overview

The Ambulatory Pediatric Association (APA) was founded in 1960 "to improve the teaching of general pediatrics, to improve services in general pediatrics and to affect public and government opinion regarding issues vital to teaching, research and patient care in general pediatrics." The APA presently consists of over 1,500 members. For additional information, refer to the APA website: www.ambpeds.org.

Refer to the web for the following topics

Administration

Mission Statement
History of the Ambulatory Pediatric Association
National Office
Application for Membership
Leadership Rosters
Membership Directory
Newsletters
Awards
APA-NET
Pediatric Positions
Announcements
Feedback from Users

Education

COMSEP/APA General Pediatric Core Curriculum Guidelines
Resource Manual for the General Pediatric Clerkship Curriculum
Educational Guidelines for Residency Training in General Pediatrics
APA Parent/Patient Handouts
Focus on Pediatric Education from the AAP
Bright Futures

Research

APA Special Project Research Grants
APA Award Applications
Special Project Grant for Immunization-Related Research
International Health Award
Funding Sources for Pediatric Emergency Medicine Research
Evidence-based Immunization Delivery

Meetings

Updates on SIG's
Future Dates and Locations of Annual Meetings
George Armstrong Lecture
Regional Meetings
Second Annual Meeting of Child Health Services Researchers: The Role of Partnership

Journal of the Ambulatory Pediatric Association

Program Coordinator's Role

Be aware of the "Educational Guidelines for Residency Training In Pediatrics." This is a guide provided by the APA along with a diskette. Please be sure your program has a copy. If not, contact the APA to order a copy for your program.

Please Note: This curriculum is AAP, APA, and RRC approved.

Address

AMBULATORY PEDIATRIC ASSOCIATION
The Ambulatory Pediatric Association
6728 Old McLean Village Dr.
McLean, VA 22101
Phone 703-556-9222
Fax 703-556-8729
Email: info@ambpeds.org
Web address: www.ambpeds.org

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ASSOCIATION OF PEDIATRIC PROGRAM DIRECTORS (APPD)

Overview

The Association of Pediatric Program Directors (APPD) was formed to support and enhance graduate medical education in the specialty of pediatrics. It promotes dialogue among Association members from hospitals in the United States and Puerto Rico that are accredited by the ACGME and those hospitals in Canada approved by the Royal College of Physicians and Surgeons to provide residency-training programs in pediatrics. Members of the APPD include Department Chairmen, Program Directors, Associate Program Directors and Program Coordinators, and Internal Medicine Pediatric Program Directors.

The Program Coordinators' Section was established as an educational resource to foster the exchange of ideas and information between pediatric program coordinators. The coordinator's section consists of an Executive Committee overseeing various committees designed to enhance pediatric graduate medical education within member programs and promote communication among program coordinators, directors and the APPD membership. For additional information, refer to the APPD website: www.appd.org.

Refer to the web for the following topics

About APPD
Annual Meetings
Program Directors and Coordinators information
Newsletters
Links to other Pediatric Societies

SUGGESTED MATERIALS TO ADD

APPD Quarterly Newsletter Program Coordinator's Role

Program Coordinators are encouraged to attend the fall and spring meetings of the APPD as well as participate in the Coordinators' Section Standing and Ad Hoc Committees throughout the year. Coordinators are invited to submit ideas for workshop presentations to be held at these annual meetings. Workshops should be geared toward enhancing the coordinators' knowledge of pediatric residency programs to benefit not only themselves, but the residency programs as well.

Address

ASSOCIATION OF PEDIATRIC PROGRAM DIRECTORS
6728 Old McLean Village Drive
McLean, VA 22101-3906
Phone: (703) 556-9222
Fax: (703) 556-8729
Email: info@appd.org Web address: www.appd.org

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APPD EXECUTIVE PROGRAM COORDINATORS' COMMITTEE

Overview

The APPD Program Coordinators' Executive Committee was established in 1999. Its mission is to provide leadership and guidance to the APPD Coordinators, plan projects and programs, and enhance the Coordinators' Section. The Coordinators' Executive Committee also serves as a voice for all coordinators at the APPD Executive Council Member Meetings. A variety of issues are discussed ranging from ideas for future workshops and projects, providing feedback on current workshops, and presenting recommendations.

The Program Coordinators' Executive Committee consists of six elected members to serve between one to three years. Those who are serving in their third year shall be the co-chairs of the Coordinators' Executive Committee. The Chairs of the Executive Committee will be the representatives who attend the APPD Executive Council Meetings. At the fall Council meeting each year, the Coordinators' Executive Committee shall recommend nominees to replace the two outgoing Executive Committee members. The APPD Executive Council will make the final decision.

To find out more about the APPD Program Coordinators' Executive Committee, refer to the APPD website: www.appd.org.

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EDUCATIONAL COMMISSION FOR FOREIGN MEDICAL GRADUATES (ECFMG)

Overview

Through its program of certification, the ECFMG assesses the readiness of graduates of foreign medical schools to enter residency or fellowship training programs in the United States that are accredited by the ACGME. The ECFMG also offers a variety of other programs and services to foreign-educated physicians and members of the international medical community. Detailed information regarding ECFMG certification (required by all foreign graduates who wish to seek postgraduate training in the United States) and other programs and services can be found on the ECFMG website: www.ecfmg.org.

Refer to the web for the following topics

ECFMG Announcements
USLME: Step 1 & 2
English Language Proficiency Test
Clinical Skills Assessment
Medical Education credential Requirements
Electronic Residency Application Service (ERAS)
J-1 Visa Sponsorship
International Fellowships in Medical Education (IFME)
Frequently-Asked Questions
Obtaining Publications & Forms
Links to Other Organizations

Program Coordinator's Role

As a Pediatric Residency Program Coordinator, it is important to become aware of the various visa specifications. The Educational Commission for Foreign Medical Graduates (ECFMG) is designated by the U.S. Department of State to serve as the visa sponsor for all foreign national physicians who enter the United States as exchange visitors (J-1 visa holders) to participate in programs of graduate medical education or training. Specific information on the J-1 eligibility requirements and application materials can be found on the ECFMG website.

Address

EDUCATIONAL COMMISSION FOR FOREIGN MEDICAL GRADUATES
3624 Market Street
Fourth Floor
Philadelphia, PA 19104-2685
Phone: (215)386-5900
Fax: (215)387-9963
Web address: www.ecfmg.org

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RELATED ORGANIZATIONS

Pediatric Organizations
American Academy of Pediatrics (AAP)
Federation of Pediatric Organizations (FOPO)
Ambulatory Pediatric Association (APA)
American Pediatric Society (APS)
Society for Pediatric Research (SPR)
Medicine-Pediatric Program Directors Association (MPPDA)

Medical Education and Training
Accreditation Council for Graduate Medical Education (ACGME)
American Medical Association - Fellowship and Residency Electronic Interactive Database Access (FREIDA)
Association of American Medical Colleges (AAMC)
Association of Pediatric Program Directors (APPD)
Council on Medical Student Education in Pediatrics (COMSEP)

Medical Specialty Boards
American Board of Medical Specialties (ABMS)
American Board of Allergy and Immunology (ABAI)
American Board of Anesthesiology (ABA)
American Board of Dermatology (ABD)
American Board of Emergency Medicine (ABEM)
American Board of Family Practice (ABFP)
American Board of Internal Medicine (ABIM)
American Board of Medical Genetics (ABMG)
American Board of Neurological Surgery (ABNS)
American Board of Obstetrics and Gynecology (ABOG)
American Board of Ophthalmology (ABO)
American Board of Orthopedic Surgery (ABOS)
American Board of Otolaryngology (ABOto)
American Board of Pathology (ABP)
American Board of Physical Medicine and Rehabilitation (ABPMR)
American Board of Plastic Surgery (ABPS)
American Board of Preventive Medicine (ABPM)
American Board of Psychiatry & Neurology (ABP&N)
American Board of Radiology (ABR)
American Board of Surgery (ABS)

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ORIENTATION

Overview

Program Coordinator's Role: Typical Orientation Activities

Step 1: Pre-Orientation Mailing (This may also be handled in conjunction with your GME office)

Mail orientation materials

Monitor responses

Provide GME office with addresses of newly matched interns

Provide GME office with photos of newly matched interns (you can obtain these via ERAS)

Step 2: Orientation Packet

Biosketches	ID's and Passwords, long distance code
Curriculum/residents manual	Schedules
Membership forms (AAP/ABP)	Dictation medical forms/dictation codes
Procedure log books	Pediatric Staff List
Beeper numbers	Birthday List
Maps	Consent Release Form
List of mentor/advisor assignments	Clinical Evaluation Booklet
Emergency Contact Form	Continuity Clinic Assignments

Step 3: Orientation Presentation

Chair/Program Director welcome

Chief Residnet/Program Coordinator Welcome

Subspecialty faculty presentations

Specialized lectures:
Developmental/behavioral
Blood transfusions
Pharmacy/antibiotics policies
Nutrition support
Infection control
Organ donation
Child Life
Social Work

Library services

PEDIATRICS REVIEW AND EDUCATION PROGRAM
(PREP the Curriculum)

Overview

Each year the American Academy of Pediatrics (AAP) provides complimentary PREP enrollments to all pediatric residents, chief residents, and residents in combined pediatrics programs (i.e. Internal Medicine/Pediatrics programs). The Pediatrics Review and Education Program (PREP the Curriculum) is an intensive review of pediatrics for residents. This program is supported, in part, through an educational grant from Abbott Nutrition, a division of Abbott Laboratories, Inc.

PREP subscription – When does it Start and End?

Residents receive subscriptions to PREP the Curriculum from July of the PL1 year through December 31st of the year residency training is completed.
For PL1’s Only: In July of the PL1 year, the incoming residents get online only access to that calendar year’s annual Self-Assessment and the Jan-Dec monthly online issues of Pediatrics in Review
For all Residents: Continuing with the example, the following January all residents (PL1 through PL3) receive the new calendar year’s PREP the Curriculum in print, online and CD-Rom versions.

PREP Self-Assessment (print and CD format) subscription binders with sample questions will be sent in bulk to the program sometime in December/January. The binder is a convenient way for residents to file their Pediatrics in Review subscriptions for each year of their residency, which becomes a valuable reference and study tool as they prepare to take the pediatric board exam. For additional information, refer to the AAP website: www.aap.org.

Program Coordinator's Role

Right after the Match in March, the AAP will send information on how to update your rosters.
Inform the AAP of any residents who have graduated or otherwise left the program.
Provide accurate address information so that your residents will receive their Pediatrics in Review subscription at their preferred mailing address.
Via PediaLink, enter in the new interns as well as any other residents who have joined your program since the previous year.
Once you have completed the additions/changes, contact the AAP and roster will be sent to you for approval. Once the AAP has been given approval, an invoice will be created and sent with a request for payment.
Be sure to not let the resident membership’s lapse so that they can continue to receive benefits. Roster approvals and submission of payment should be done as soon as possible.

PROCEDURE LOGS

ACGME RESIDENT CASE LOG SYSTEM

Introduction
The Resident Case Log System for Pediatrics is an Internet based case log system utilizing CPT/ICD9 codes to track resident experiences. The Residency Review Committee (RRC) has indexed these codes into categories for evaluation. Any valid CPT/ICD9 code can be entered into the application, but only those codes the RRC has selected will be counted for experience. While some programs prefer to have administrative personnel enter cases, this application was designed to allow residents to enter cases on a regular basis at their convenience. Entry can be done from any PC connected to the internet at any time, 24 hours a day. The site is secured by encryption certificates obtained through the Verisign Corporation and is backed up daily.

Using your Internet-browser, go to the ACGME homepage at www.acgme.org. Select Resident Case Log System.

Group 1: Procedures documented by certification or attendance at a seminar/skills session
Basic Life Support
Advanced Life Support (and Placement of Intraosseous Line)
Conscious Sedation certification (by institution)

Group 2: Procedures documented on Case Log system throughout training (based on technical difficulty)
Endotracheal Intubation
Umbilical Artery Catheter Placement
Umbilical Vein Catheter Placement
Lumbar Puncture

Group 3: Procedures documented on Case Log system only until competence (as determined by programs) is demonstrated
Arterial Puncture
Placement of Intravenous Line
Venipuncture
Suturing of Lacerations
Reduction and Splinting of Simple Dislocation
Bladder Catheterization

Group 4: Procedures documented as part of Rotation Evaluations and independent of the Case Log system
Gynecologic Evaluation
Wound Care
Subcutaneous Injection
Intradermal Injection
Intramuscular Injection
Developmental Screening Test
Tympanometry Interpretation
Audiometry Interpretation / Audiologic Function Tests
Vision Screening
Hearing Screening/Evaluation
Simple Removal of Foreign Body
Inhalation Medication
Incision and Drainage of Superficial Abscess
Pain Management

Group 5: Procedures done so infrequently that do not require documentation
(The new RRC requirements recommend “exposure to” rather than “sufficient training”)
Thoracentesis
Chest Tube Placement
Circumcision

This solution reduces the number of procedures to ten that require documentation on the Case Log system, 4 procedures throughout residency and 6 procedures until a resident is deemed competent. Only successful procedures need to be logged. The Pediatric RRC will ask individual programs to develop their own process and criteria for considering a resident competent such that no further logging is necessary but will offer guidelines for determining competence.

Program Coordinator's Role

Periodically, collect Procedure Logs from residents for documentation.
Input Procedure Log information into tracking database and include copy in resident's file.
Print out Procedure Log report for each resident and provide copy to advisor and program director.
Monitor requirement changes. (New combined ABP and RCC requirements are in planning).

PROGRAM COORDINATOR'S ROLES AND RESPONSIBILITIES

Overview

Accreditation

Be familiar with current Accreditation and Residency Boards requirements and know where to find them.
Organization and maintenance of information needed to complete the form (PIF).
Preparation of program information form (PIF) for RRC site visit.
Manage, prepare, and assist with site visits.

Budget

Manage and/or assist with the program's educational fiscal budget.
Review monthly pediatric program financial reports.
Process invoicing for pediatric program expenses.

Credentialing

Collect credentialing data and maintain credentialing records, i.e. rotations, pedialog document svcs., etc.
Schedule residents for credentialing courses, i.e. PALS, NRP, etc.
Prepare requested program surveys.
Distribute certificates to residents for program completion.

Scheduling

Scheduling pediatric program related activities: pediatric conferences, electives, vacations, rotations, teaching courses, committee meetings, recruitment, events (retreats, orientation, graduation), etc.

Recruitment

Plan, develop, and maintain recruitment activities for pediatrics and medicine/pediatrics housestaff.
Review letters, applications, and inquires to identify appropriate candidate for the pediatric training program in accordance with the established criteria (credentials, licensures, visas, screening, etc).
Participate in the ranking process for residency candidates.
Represent hospital at conferences and recruitment fairs to recruit candidates for residency program.
Contribute to the evaluation of candidates.
Yearly update of FREIDA survey.

Coordination - Administrative

Manage the daily, monthly and yearly operations of the pediatric residency program.
Coordinate specific activities related to the pediatric residency program, i.e. (accreditation, credentialing, scheduling, recruitment, etc.) including timing, logistics, and participants.
Perform administrative duties, i.e. maintain resident files, document conference attendance, update resident and teaching schedules, etc.

Other Responsibilities

The Program Coordinator's role varies among pediatric programs. Program Coordinators may have combined jobs and may be required to perform different functions outside the realm of the Program Coordinator's role. For example . . . . .

Resident Support/Morale Building

Recognize and acknowledge residents' contributions.
Contribute to a positive residency environment.
Serve as a sounding board.
Be available at all times for residents.

Management

Implements the hospital and department policies, procedures, and objectives within the Pediatric Department
Provide supervision of support personnel including interviewing, mentoring and evaluation.

Optional: Insert your job description in this section. This is an area you can refer to whenever necessary.

RECRUITMENT

Overview

The Recruitment Process is one of the most important functions of Pediatric Residency Programs and Coordinators. The goal is to recruit the best possible candidates who will excel in pediatric residency training and as practicing physicians. Each program determines how many available positions they want to fill through the Match. In addition, each program has certain criteria applicants must meet to be granted an interview. Positions can be very competitive. At this time, the majority of pediatric residency programs receive many more applications than there are positions available. The challenge for any program is determining which applicants to interview and rank for the Match. For more details regarding the Match, refer to the Match section.

There are several organizations that are part of the recruitment process. They include:

ERAS (Electronic Residency Application Service - www.aamc.org/eras).

In August 1999, Pediatric Programs began using the Electronic Residency Application Service from the Association of American Medical Colleges (AAMC). ERAS is a service that transmits residency applications, letters of recommendation, Dean's letters, transcripts, and other supporting credentials from applicants and medical schools to residency programs via the Internet. It was designed simply to assist you with managing your residency application process. All participants of the NRMP have agreed to use this mechanism.

NRMP (National Resident Matching Program - www.nrmp.aamc.org).

The National Resident Matching Program is a private, not-for-profit corporation established in 1952 to provide a uniform date of appointment to positions in graduate medical education (GME). Each year, the NRMP conducts a match that is designed to optimize the rank ordered choices of students and program directors. In the third week of March, the results of the Match are announced.

The NRMP is not an application processing service; rather, it provides an impartial venue for matching applicants' and programs' preferences for each other. Program Coordinators should be aware of special match situations, e.g., couples matching.

ECFMG (Educational Commission for Foreign Medical Graduates - www.ecfmg.org)

Through its program of certification, ECFMG assesses the readiness of graduates of foreign medical schools to enter residency or fellowship programs in the United States that are accredited by the Accreditation Council for Graduate Medical Education (ACGME). Typically, before most training programs consider international graduates for any position, they require that international graduates hold a valid ECFMG certificate. Most institutions will only accept with J-1 visas. However, some institutions will sponsor H1-B visas. Information about the requirements for H1-B visas can be obtained from the Immigration and Naturalization Service (INS) website: www.ins.usdoj.gov/graphics/index.htm.

Your Own Institution/Residency Program Website

Be sure that your website is current and up-to-date and can provide prospective applicants with helpful information.

Recruitment Process

April - August

Medical students request via email or by written request pediatric residency program information. Programs mail to medical students residency brochures or refer medical students to their brochure website.
A representative from the program may choose to attend Medical School Fairs/Events.
Some institutions provide informational pediatric sessions for medical students.
Install ERAS upgrades.
Register with the NRMP - need to indicate how many available positions (med-peds, categorical, primary care, preliminary and transitional) the program is offering.

August

ERAS Post Office opens - medical students begin to apply to pediatric residency programs.

August - February

Schedule interviews through ERAS.
Conduct interviews.
Mail confirmation, interview day agenda, parking information, etc.
Schedule faculty for interviews.

February

Medical Students are ranked in order of desirability by the program director, selection committee members, and program coordinator. Rank lists are submitted to NRMP in mid-February.

March

Notification of matched medical students takes place mid-March. Several weeks prior to Match Day, the NRMP notifies programs when match results will be available on their

RESIDENT COMMITTEES

Overview

All Pediatric Residency Programs are required to have at least one governing committee. This committee must include faculty and residents to discuss curriculum policies, and resident issues.

Program Coordinator's Role

The coordinator may facilitate the departmental committee meeting scheduling, minutes, and agenda.
Prompt selection of residents each year.
Should be a member on the committee(s).
Prompt and facilitate residents in selecting a representative for the interdisciplinary committee.
Facilitate communication to pediatric residents, from the interdisciplinary committee.

RESIDENT TRAVEL

Overview

Rules for resident travel vary per institution and there are rules mandated by certain States by which institutions must abide. Consult your institution's policies and procedures manual to learn more about travel requirements.

When residents are traveling abroad for programmatic experience, there are certain conditions which must be met. The program director is informed of the goals and objectives, who will supervise the resident, and where will the funding come from. In addition, the experience must comply with the ACGME and RRC requirements.
Program Coordinator's Role

Ensure that all funding is approved and the proper paperwork, such as, rotation elective, malpractice ins., licensing program director's approval, institutional agreement, etc., are processed accordingly to allow resident to complete the proposed travel.

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SCHEDULES

Overview

Master Schedule

The master schedule shows in block form the resident's rotation schedule for the year. The number and duration of blocks depends on the number of residents and the curriculum structure. Blocks are usually in four-week intervals amounting from 12 to13 blocks per year. In the Graduate Medical Education Directory (the Green Book ), you will find the Program Requirements for Residency Education in Pediatrics. It is important to read the Institutional Requirements in the front section of the Green Book. For any questions or clarification, contact (ACGME ) or visit its website.

As of July 2001, the ACGME will require that training programs incorporate six competencies into their resident training requirements for all specialties. These competencies include patient care, medical education, communication/interpersonal skills, professionalism, systems-based practice, and practice-based learning and improvement.

Call Schedule/Duty Hours

Resident Duty Hours and the Working Environment
Providing residents with a sound academic and clinical education must be carefully planned and balanced with concerns for patient safety and resident well-being. Each program must ensure that the learning objectives of the program are not compromised by excessive reliance on residents to fulfill service obligations. Didactic and clinical education must have priority in the allotment of residents’ time and energies. Duty hour assignments must recognize that faculty and residents collectively have responsibility for the safety and welfare of patients.

1. Supervision of Residents
a. All patient care must be supervised by qualified faculty. The program director must ensure, direct, and document adequate supervision of residents at all times. Residents must be provided with rapid, reliable systems for communicating with supervising faculty.
b. Faculty schedules must be structured to provide residents with continuous supervision and consultation.
c. Faculty and residents must be educated to recognize the signs of fatigue and adopt and apply policies to prevent and counteract the potential negative effects.

2. Duty Hours
a. Duty hours are defined as all clinical and academic activities related to the residency program, i.e., patient care (both inpatient and outpatient), administrative duties related to patient care, the provision for transfer of patient care, time spent in-house during call activities, and scheduled academic activities such as conferences. Duty hours do not include reading and preparation time spent away from the duty site.
b. Duty hours must be limited to 80 hours per week, averaged over a four-week period, inclusive of all in-house call activities.
c. Residents must be provided with 1 day in 7 free from all educational and clinical responsibilities, averaged over a 4-week period, inclusive of call. One day is defined as one continuous 24-hour period free from all clinical, educational, and administrative activities.
d. Adequate time for rest and personal activities must be provided. This should consist of a 10 hour time period provided between all daily duty periods and after in-house call.

3. On-Call Activities
The objective of on-call activities is to provide residents with continuity of patient care experiences throughout a 24-hour period. In-house call is defined as those duty hours beyond the normal work day when residents are required to be immediately available in the assigned institution.
a. In-house call must occur no more frequently than every third night, averaged over a four-week period.
b. Continuous on-site duty, including in-house call, must not exceed 24 consecutive hours. Residents may remain on duty for up to 6 additional hours to participate in didactic activities, transfer care of patients, conduct outpatient clinics, and maintain continuity of medical and surgical care as defined in Specialty and Subspecialty Program Requirements.
c. No new patients, as defined in Specialty and Subspecialty Program Requirements, may be accepted after 24 hours of continuous duty.
d. At-home call (pager call) is defined as call taken from outside the assigned institution.
1.) The frequency of at-home call is not subject to the every third night limitation. However, at-home call must not be so frequent as to preclude rest and reasonable personal time for each resident. Residents taking at-home call must be provided with 1 day in 7 completely free from all educational and clinical responsibilities, averaged over a 4-week period.
2.) When residents are called into the hospital from home, the hours residents spend in-house are counted toward the 80-hour limit.
3.) The program director and the faculty must monitor the demands of at-home call in their programs and make scheduling adjustments as necessary to mitigate excessive service demands and/or fatigue.

4. Moonlighting
a. Because residency education is a full-time endeavor, the program director must ensure that moonlighting does not interfere with the ability of the resident to achieve the goals and objectives of the educational program.
b. The program director must comply with the sponsoring institution’s written policies and procedures regarding moonlighting, in compliance with the Institutional Requirements III. D.1.k.
c. Moonlighting that occurs within the residency program and/or the sponsoring institution or the non-hospital sponsor’s primary clinical site(s), ie, internal moonlighting, must be counted toward the 80-hour weekly limit on duty hours.

5. Oversight
a. Each program must have written policies and procedures consistent with the Institutional and Program Requirements for resident duty hours and the working environment. These policies must be distributed to the residents and the faculty. Monitoring of duty hours is required with frequency sufficient to ensure an appropriate balance between education and service.
b. Back-up support systems must be provided when patient care responsibilities are unusually difficult or prolonged, or if unexpected circumstances create resident fatigue sufficient to jeopardize patient care.

6. Duty Hours Exception
An RRC may grant exceptions for up to 10 % of the 80-hour limit, to individual programs based on a sound educational rationale. However, prior permission of the institution’s GMEC is required.
Attending/Ward Schedule
There are several types of faculty schedules including inpatient, outpatient, and sub-specialty and after hours call schedules. The schedules highlight the times, the dates, and the areas to which each faculty member has been assigned.

Suggested materials to add

Resident Master Yearly Schedule
Call Schedule
Attending/Ward Schedule
Other schedules include:

Ambulatory
Continuity Clinic
Emergency
Longitudinal
Vacation
Holiday

Program Coordinator's Role

In some programs, the coordinator develops the schedules, while in others the chief residents are responsible or the Chief Resident and the Program Coordinator together to develop and maintain the schedules.
Determine who is responsible for developing the schedule.
Find out the type of scheduling system used by your institution. Some institutions use computerized programs to develop the schedules, while others, use the traditional method of pencil and paper.
Maintain and/or distribute schedules for faculty, residents and staff.

SPECIAL EVENTS

Overview

Special events take place throughout the residency year. They are crucial to the overall effectiveness of the pediatric residency program. Special events promote team-building, contribute to high morale, and demonstrate that the overall well-being of residents is important to the program. Events can be held on location and/or other venues.

Special Events can encompass a broad spectrum of activities. The number of yearly events varies among programs depending on availability and sources of funding. Special events can include: a dance, football games, family picnics, happy hours, etc. The following is a list of sample activities you may wish to plan.

July Welcome new hires Picnics Pool party Lunches River excursions Intern dinner Fish fry	January Mid-year party
August Retreats	February Oyster dinner Mardi Gras Party
September Retreats (with families)	March Post-match parties
October Retreats Career Day - PL2 & 3 day	April Softball game
November Thanksgiving Breakfast Retreats Job fair	May Residents jeopardy game Canoe party Senior dinner for faculty by PL-3 class Chief resident-pictures w/family
December Christmas/Holiday Party Progressive dinner - residents Christmas potluck luncheon	June Graduation party Reception for family night Picnic for senior class Country club day Beeper exchange ceremony

THE MATCH

Overview

On Match Day, in mid-March, medical students are informed of which residency program they will join in July. Match Day is a day filled with anxiety, expectations and excitement. The same is true for residency programs. On Match Day, the medical students gather to open their envelopes to reveal which pediatric residency program they matched with. The Program Directors are notified the day before which applicants matched in their program through NRMP website.

Program Coordinator's Role

After Match Day, several activities take place in preparation for Orientation.

Welcome package mailing to new interns:
- The welcome package consists of various documents and each institution determines the contents. It can include the following:
- Welcome letter
- Elective selection form
- Vacation form
- Biographical Form
- Pediatric Advanced Life Support test dates and materials
- Contract
- Immunization request form
- Employment credentials request
- Relocation information
- Gift - T-shirt, mug, pin, etc.

Contact the Medical Education Graduate office (GME) of your institution to determine what information they are sending in order to coordinate mailing.

YEARLY CALENDAR

Overview

This section provides two examples of how to organize your monthly tasks and activities. On the following page you will find the University of Maryland Pediatric Residency Program's Yearly Calendar. This calendar can serve as a reference and/or reminder of the many activities for which you may be responsible. Since the coordinator's responsibilities vary from program to program, we suggest that you tailor the sample to your needs.

Program Coordinators have found that organizing their activities in a calendar format, electronically, on paper or on a whiteboard, helps them manage the complexities of their job. Whatever format you select, you will experience first hand the advantage of using this helpful tool.

JULY

American Board of Pediatrics In-Training Examination
AMA Survey received " Send copies of faculty evaluations to division chiefs
Deliver beeper list, poster with pictures and call schedules to all nursing stations, communications and admitting office. Also send to all divisions, outpatient areas and affiliate institutions.
Give senior residents the date for their senior project presentation
Send out evaluations for last rotation

AUGUST

Send reminder to advisors to meet with their new PGY1 advisee and return completed form documenting meeting
Send out to all PGY-1s a request to nominate a representative for the curriculum committee
Send out request to all PGY-2s to submit a copy of their scores for Part III of the National Boards
Send out notification to all involved sites regarding upcoming dates PGY-1s will not be at their assigned rotation for e.g. a retreat, death & dying and child maltreatment conferences
Send out evaluations for last rotation

SEPTEMBER

AMA Survey due
Send out notice to faculty regarding recruitment dates and times
Curriculum Committee meeting
Send out evaluation for last rotation

OCTOBER

Feedback on results of In-Training Examination scores to residents and advisors
PGY1 retreat
Letters of recommendations for students
Send out notification to all involved sites regarding upcoming date of the PGY-2 retreat
Resident Review Committee meeting
Send out evaluations for last rotation

NOVEMBER

PGY-2 retreat
Send out reminder to advisors to meet with their advisees and return completed form documenting meeting
Send out notification to all involved sites regarding upcoming date of the PGY-3 retreat
Send out contract renewal to residents
Send out evaluations for last rotation

DECEMBER

PGY-3 retreat
Collect procedure logs
Choose chief residents
Send out evaluations for last rotation

JANUARY

Memo to graduating residents requesting how they wish their name to appear on their certificates
Send out evaluations for last rotation

FEBRUARY

Rank list due
Curriculum Committee meeting
Send memo to faculty requesting their desire to be an advisor for the new incoming interns
Give vacation request forms to current residents
Send out evaluations for last rotation

MARCH

Send out welcome letter to new interns along with all pertinent information and documentation
Send out post-match survey
Pick potential interview dates
Resident Review Committee meeting
Send out request for National Board scores
Collect procedure logs
Send out evaluations for last rotation

APRIL

Give residents ballot to choose which residents should receive certain awards to be given out at graduation
Generate tentative orientation schedule
Send out evaluations

MAY

Send out memo to faculty and residents regarding date of graduation
Send out memo to faculty reminding them to be sure to attend the senior project presentations
Collect forwarding addresses of graduating residents
Give residents memo with elective sign-up sheet
Curriculum Committee meeting
Send out reminder to advisors to meet with their advisee and return completed form documenting meeting
Send out evaluations for last rotation

JUNE

Collect Procedure Logs
Complete tracking forms for American Board of Pediatrics
Complete annual and summary evaluation forms on each resident for hospital credentialing
Generate report of electives completed by graduating residents
Generate a list of job locations for graduating residents
Graduation Ceremony
Send memo to all involved areas regarding residents absence to take the In-Training Examination
Orientation
Send memo to invite intern advisors to luncheon during orientation
Send reminder to graduating residents regarding the certification exam application
Send out evaluations for last rotation

INSTRUCTIONS:
Click here to print a calendar to organize your program's monthly activities (PDF).

SECTION II - PROFESSIONAL DEVELOPMENT

The Professional Development section is to assist you in evaluating and developing skills to further develop your role as a coordinator. The focus of this section is commitment to self-development. Through this section, you will gain knowledge to help you identify new growth opportunities and launch an effective self-development campaign.

Your present job situation may or may not be filled with new challenges. This section will introduce you to new ideas and challenges for your growth; and in turn, contribute to your job satisfaction. Acknowledging/assessing what you want out of job will help you improve or enhance your situation.

Several cliches may nag you during your development. A favorite cliche is "I know everything I need to know to do my job." Truthfully, individuals are growing and learning throughout their life span. When we think we have learned everything, then our development is hindered as well as the ability to take risks and explore other alternatives/options. Evaluating and upgrading skills continuously is a business necessity to remain marketable.

Another cliché is "I don't have the time". Tight time frames, lack of administrative support, etc. can easily deter coordinators from dedicating time to their own professional development. Focusing on our professional needs is necessary to find job fulfillment and job survival.

Another common cliché: "My Director and I don't work as a team". This may be true in some instances. Learning to work effectively with different personalities and coming up with strategies to work effectively together is not an easy endeavor, but a necessary one. People interaction and management is a continual process and its one of the most important factors for job success.

This section will provide you with the skills you need now and in the future to be effective in your present and future roles. Once you have immersed yourself in a proactive development plan, your campaign will provide you with knowledge, insight, and strategies for self-development and job satisfaction. We hope that you will find this section to be useful and a source of reference for the future.

Resource used for the Professional Development Section: Harrison, Lee Hecht, Career Transition Seminar. United States: Lee Hecht Harrison, Inc., 1998.

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SELF-ASSESSMENT

Overview

Self-Assessment is the first step in implementing a successful development plan. The self-assessment lays the foundation for you to explore your strengths, interests and development needs. It will walk you through a step-by-step process involving an inventory of your skills and interests. The inventory will guide you in designing your own development plan and help you recognize the value and advantages of your skills as a coordinator.

This process includes 6 self-directed activities:

Self-Statement
Values examination
Personal traits and characteristics
Skill inventory
Job accomplishments

Click here to download the charts and samples (PDF)

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DEVELOPMENT PLAN

Overview

The purpose of a development plan is to get to the heart of achieving your job goals. Having a development plan can do wonders for your personal and professional enrichment. Phase 1 of the Professional Development Section was to explore what is important to you, identify your strengths and recognize the areas to build or fine-tune. As you move to the Phase 2, the Development Plan, you will have the opportunity to incorporate the development opportunities you listed in your self-assessment and include action steps to accomplish your goals. In addition, you will be able to include the issues and concerns that may effect your present job situation and explore options to resolve them.

The Development Plan is divided into two parts. Part I focuses on the skills you would like to develop and the Part II focuses on the issues you may be concerned about.

After you have completed your development plan, review it with your program director and determine what is reasonable at this time to your job development. Keep in mind that your particular issues will not be solved over night and you'll need to invest time and commitment to achieve your goals.

Please refer to the "Guide to Success" tab in this handbook while working on your development plan. It will provide with helpful hints and ideas for your action plan. Also, consider reviewing the modules section to learn about new ideas to incorporate into your present job situation.

Click here to download the charts and samples (PDF)

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CAREER MANAGEMENT

Overview

The Self-assessment section guided you through your work-related accomplishments, responsibilities, qualifications, and interests. Hopefully, it enabled you to reaffirm your positive qualities, skills and characteristics. The objective of this section is to demonstrate how valuable and marketable your present skills are, including how these skills can be transferred into new challenges at your present or future interests.

Many individuals lack the incentive to seek opportunities in their present jobs or even pursue other interests mainly due to the conviction that they may feel they don't have the experience or skills. By completing the exercises in this section, you will gain greater insight and self-understanding of your abilities and the marketability of your skills.

This section is divided into four parts

Part I: Accomplishments - focuses on clearly identifying your accomplishments.
Part II: Resume Samples - demonstrates how to incorporate your accomplishments into your resume.
Part III: Career Exploration -helps you explore possible career alternatives using your present skill set.
Part IV: Career Resources - provides you with career growth resources.

What career direction do you want to take?
Click here to download the charts and samples (PDF)

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GUIDE TO SUCCESS

Click here to download the charts and samples (PDF)

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MODULES

A series of Helpful Resource Modules will be developed on a continuous basis. These modules will be based on information and presentations given at the APPD meetings. The modules will also serve as a development tool and provide coordinators with ideas to contribute to the success of their program.

The first of the Module Series is: "The Power of Positive Morale" which is included in this packet.

Other modules will be distributed at the APPD's meetings and/or mailed to program coordinators as they are developed

Click here to download the charts and samples (PDF)

TABLE OF CONTENTS

INTRODUCTION

WELCOME

ACKNOWLEDGEMENTS

PEDIATRIC PROGRAM INFORMATION GUIDE

RESIDENCY REVIEW COMMITTEE (RRC)

WEBADS

ALUMNI

CONFERENCES

CONTRACTS

COORDINATORS WHO IS WHO

COORDINATORS WHO IS WHO

ELECTIVES

EVALUATIONS

SURVEYS/ANNUAL UPDATES

GRADUATION/END OF YEAR ACTIVITIES

IN-TRAINING EXAM

CERTIFICATION COURSES

LIST-SERV

MEDICARE AUDIT

ORGANIZATIONS

AMERICAN ACADEMY OF PEDIATRICS (AAP)

AMERICAN BOARD OF PEDIATRICS (ABP)

ACCREDITATION COUNCIL FOR GRADUATE MEDICAL EDUCATION (ACGME)

AMBULATORY PEDIATRIC ASSOCIATION (APA)

ASSOCIATION OF PEDIATRIC PROGRAM DIRECTORS (APPD)

APPD EXECUTIVE PROGRAM COORDINATORS' COMMITTEE

EDUCATIONAL COMMISSION FOR FOREIGN MEDICAL GRADUATES (ECFMG)

RELATED ORGANIZATIONS

ORIENTATION

PEDIATRICS REVIEW AND EDUCATION PROGRAM (PREP the Curriculum)

PROCEDURE LOGS

PROGRAM COORDINATOR'S ROLES AND RESPONSIBILITIES

RECRUITMENT

RESIDENT COMMITTEES

RESIDENT TRAVEL

SCHEDULES

SPECIAL EVENTS

THE MATCH

YEARLY CALENDAR

SECTION II - PROFESSIONAL DEVELOPMENT

SELF-ASSESSMENT

DEVELOPMENT PLAN

CAREER MANAGEMENT

GUIDE TO SUCCESS

MODULES

PEDIATRICS REVIEW AND EDUCATION PROGRAM
(PREP the Curriculum)