Planning and Presenting Workshops That Work: A Faculty Development Workshop.

Introduction: Workshops are commonly used in higher education, although faculty often have little or no training in how to develop and deliver this type of teaching methodology. This publication can be used to deliver a 1-hour active learning session to faculty utilizing experiential learning as a framework.

Methods: An hour-long workshop on developing and implementing effective workshops was given to five cohorts of participants in the Academic Pediatric Association's Educational Scholars Program (ESP) between 2010 and 2018, following a 2008 pilot.

Academic General Pediatrics Hiring Practices and Completion of Academic General Pediatrics Fellowships.

Objective: Academic General Pediatrics (AGP) is a pediatric subspecialty with substantial faculty contributions in clinical care, research, education, and advocacy. However, AGP fellowship recruitment challenges exist. We aimed to describe AGP hiring practices from 2014 to 2019 and the role of fellowship training in hiring decisions.

How Full Is Your Tank? A Qualitative Exploration of Faculty Volunteerism in a National Professional Development Program.

Objective: Professional development programs (PDPs) within academic professional organizations rely on faculty volunteers, but little is known about the volunteering process and experience. Our aim was to gain insights into the initial decision to volunteer, the experience of volunteering and the decision to re-volunteer or not (ie, remain or leave as a volunteer). The study setting was a PDP of the Academic Pediatric Association, the Educational Scholars Program.

Graduate medical education leadership development curriculum for program directors.

Objective: Program director (PD) orientation to roles and responsibilities takes on many forms and processes. This article describes one institution's innovative arm of faculty development directed specifically toward PDs and associate PDs to provide institutional resources and information for those in graduate medical education leadership roles.

Methods: The designated institutional official created a separate faculty development curriculum for leadership development of PDs and associate PDs, modeled on the Association of American Medical Colleges-GRA (Group on Resident Affairs) graduate medical education leadership development course for designated institutional officials.

A model to begin to use clinical outcomes in medical education.

The latest phase of the Accreditation Council for Graduate Medical Education (ACGME) Outcome Project challenges graduate medical education (GME) programs to select meaningful clinical quality indicators by which to measure trainee performance and progress, as well as to assess and improve educational effectiveness of programs. The authors describe efforts to measure educational quality, incorporating measurable patient-care outcomes to guide improvement. University of Florida College of Medicine-Jacksonville education leaders developed a tiered framework for selecting clinical indicators whose outcomes would illustrate integration of the ACGME competencies and their assessment with learning and clinical care.

USMLE step 1 scores as a significant predictor of future board passage in pediatrics.

Purpose: To explore the relationship(s) between USMLE, In-Training Exam, and American Board of Pediatrics (ABP) board-certifying exam scores within a Pediatric residency-training program.

Methods: Data were abstracted from records of graduating residents from the Pediatric residency program at the University of Florida College of Medicine Jacksonville from 1999 to 2005. Seventy (70) residents were identified and their files reviewed for the following information: USMLE Step 1 and 2 scores, in-training exam results and eventual board scores as reported by the ABP.

A walk in the patients' shoes: a step toward competency development in systems-based practice.

Objectives: To implement and evaluate the effectiveness of scenario-based learning as a method for teaching systems-based practice to pediatric residents.

Methods: Twelve pediatric residents at the University of Florida/Jacksonville participated in an active learning scenario experience during their 1-month community pediatrics block rotation from January 2003 to April 2004. A scenario, developed in partnership with community-based organizations, required the residents to assume the role of a parent faced with multiproblem life situations requiring skills in prioritizing problems and identifying and accessing community resources to address them.

Teaching community pediatrics to pediatric residents: strategic approaches and successful models for education in community health and child advocacy.

To improve child health at a community level, pediatricians require knowledge and skills that have not been traditionally included in residency training. Recent policy statements from the American Academy of Pediatrics and requirements from Accreditation Council for Graduate Medical Education Residency Review committees emphasizing the importance of community pediatrics training have provided additional incentive for pediatric residency programs to actively explore methods of teaching the principles and promoting the practice of community pediatrics to resident trainees. With a growing number of diverse educational models in various stages of practice or development, common themes and approaches to promote successful teaching of community health and child advocacy can be described.