The Pediatric Hospital Medicine conference series consists of 5 individual components that are designed to help fill gaps and enhance knowledge and skills that are crucial to the practice of Pediatric Hospital Medicine. These individual components include:
- Patient Care Discussion: This monthly series helps to fill gaps in provision of clinical care or medical knowledge through collaboration
- Faculty Development: This monthly or twice-monthly session helps hospitalists enhance their knowledge and skills in quality improvement, wellness, medical education, and professional development and scholarly activity. The goal is to help hospitalists thrive in the academic environment and work toward promotion while maintaining overall wellness.
- Core Conference: This weekly conference series covers crucial ABP content areas that require further reinforcement or are not covered frequently in clinical care. Specialists throughout the DOP help lead these sessions. The goal is to refresh key concepts that will be applicable to initial or recertification boards for Pediatric Hospital Medicine.
- Journal Club: This monthly conference focuses on key aspects of evidence-based medicine, including critical appraisal with a focus on application to clinical care. This series covers selected ABP content specifications related to evidence-based medicine and practice improvement.
- Pediatric Event Review and Active Learning (PEaRL): Diverging from a traditional “M&M” format, this quarterly conference series offers a psychologically safe atmosphere to discuss unexpected or adverse patient outcomes, with a focus on support, learning, and practice improvement. A case is discussed in detail focusing not only on medical aspects, but also on psychosocial aspects and personal impact on physicians and other providers.
- Nurse Practitioner
- Physician Assistant
Participants who engage in this educational intervention will be able to:
Patient Care Discussion:
- Describe at least one possible treatment method for a disease process.
- Describe an approach to a patient with an uncertain diagnosis.
- Outline and analyze unique/novel approaches to the care of hospitalized patients.
- Describe quality improvement (QI) processes and current institutional QI projects.
- Identify behaviors and activities that can promote personal wellness.
- Describe best practices within medical education (i.e. precepting, lecturing, providing feedback, writing letters of recommendation)
- Identify new and pre-existing opportunities to enhance personal professional development and lead to scholarly productivity.
- Describe the pathophysiology of a given condition, including targets for therapeutic interventions.
- Plan the diagnostic workup and treatment for a patient with a suspected/confirmed condition.
- Describe the complications and long-term sequelae associated with a condition, including necessary surveillance and management.
- As a result of the EBM sessions, the participant will be able to:
Formulate a PICO(T) question related to diagnostic or therapeutic intervention.
- Assess the validity of a clinical study (randomization, concealment, prognostic balance).
- Assess the results of a clinical study using EBM concepts and statistical measures (NNT, PPV, NPV, risk ratio, odds ratio, sensitivity, specificity, etc.).
- Determine how (and if) the results of a study can be applied to patient care (population similarity, appropriateness of outcomes, benefit/harm).
- Utilize evidence-based medicine to assess current clinical practices and inform quality improvement efforts and clinical practice guideline development.
Pediatric Event Review and Learning (PEaRL)
- Define and understand basic patient safety terms such as adverse event, near miss, and root cause analysis.
- Identify the potential for error within the system.
- Recognize and define key types of medical errors.
- Describe the different types of cognitive errors.
- Demonstrate effective teamwork skills involved in error analysis and root cause analysis.
- Draw and illustrate a written diagram of an Ichikawa fishbone root cause analysis to identify the root causes of the medication error.
- Identify areas in their own practice and local system that can be changed to improve the processes and outcomes of care.
- Develop an action plan for the prevention of error in the future.
- Demonstrate collaborative teamwork skills using a shared learning model with peers.
In accordance with the ACCME® Standards for Integrity and Independence in Accredited Continuing Education, Standard 3, all in control of content must disclose any relevant financial relationships. The following in control of content had no relevant financial relationships to disclose.
Patrick McCarthy, MD, MME
Section of Hospital Medicine, Department of Pediatrics.
Nicole Emlen, NP
Nurse Practitioner Pediatric Hospital Medicine
(List those with no financial relationships to disclose)
The following persons in control of content disclosed the following financial relationships which were reviewed via the MCW conflict of interest resolution process and resolved.
The Medical College of Wisconsin is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians
Designation of Credit Statement
The Medical College of Wisconsin designates this live activity for a maximum of 1.0 AMA PRA Category 1 Credit™. Physicians should claim only the credit commensurate with the extent of their participation in the activity
Hours of Participation for Allied Health Professionals
The Medical College of Wisconsin designates this activity for up to 1.0 hours of participation for continuing education for allied health professionals.
MOC Part II
Successful completion of this CME activity, which includes participation in the activity and individual assessment of and feedback to the learner, enables the learner to earn up to 1 MOC points in the American Board of Pediatrics’ (ABP) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit learner completion information to ACCME for the purpose of granting ABP MOC credit.
Participation shared with ABP through PARS:
Individual participants’ information will be shared with ABP through the ACCME Program and Activity Reporting System (PARS).