Goals: The Developmental-Behavioral Pediatrics fellows will acquire the knowledge, clinical experience, research skills, teaching skills, and leadership practice to assume a leadership role in the field of development-behavioral pediatrics
Objectives: By the conclusion of the program, the subspecialty resident will be able to
Describe the biological basis of developmental disabilities, environmental factors impacting disabilities, the interaction of biological and environmental forces , clinical presentations, treatment options, and community resources for children with the disabilities and disorders outlined in the RRC program requirements
Accurately assess children with the developmental and behavioral disorders outlined in the RRC program requirements
Efficiently and effectively manage children with the developmental and behavioral problems outlined in the RRC program requirements using counseling, therapy, psychopharmacology, education and other modalities as listed in the RRC program requirements
Make appropriate referrals to other health professionals and community resources to assist in the assessment and management of developmental and behavioral disorders
Complete a scholarly project in the area of developmental-behavioral pediatrics
Provide high quality education to students, house officers, patients or families, and community service providers in the area of developmental-behavioral pediatrics
Work effectively with children and families from different cultural traditions that may affect the presentation of clinical disorders and adaptation of families to children with disabilities
Discuss and demonstrate leadership in the area of developmental-behavioral pediatrics
Residency Review Committee Required Program Elements
Biological mechanisms of behavior and development, e.g., development and functional organization of the central nervous system, genetics, and biological risk factors.
Family and social/cultural factors that contribute to children’s development and family functioning
Variations in temperament and adaptive styles
Adaptations to general health problems and their treatments, e.g., acute illnesses, chronic illnesses, physical disabilities, hospitalization
Developmental and behavioral aspects of a wide variety of childhood conditions, e.g., perinatal conditions, chromosomal/genetic disorders, metabolic, neurologic, sensory, endocrine, cardiac disorders, etc.
Cognitive disabilities
Language and learning disorders
Motor disabilities, e.g., cerebral palsy, myelodysplasia, dystrophies
The program requires that the fellows obtain competencies in the 6 areas below to the level expected of a new practitioner:
Patient Care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health
Medical Knowledge about established and evolving biomedical, clinical, and cognate (e.g. epidemiological and social-behavioral) sciences and the application of this knowledge to patient care
Practice-Based Learning and Improvement that involves investigation and evaluation of their own patient care, appraisal and assimilation of scientific evidence, and improvements in patient care
Interpersonal and Communication Skills that result in effective information exchange and teaming with patients, their families, and other health professionals
Professionalism, as manifested through a commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to a diverse patient population
Systems-Based Practice, as manifested by actions that demonstrate an awareness of and responsiveness to the larger context and system of health care and the ability to effectively call on system resources to provide care that is of optimal value
