Neonatal & Dev Medicine– in the department of pediatrics

Goals and Objectives

  1. 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
  2. Objectives: By the conclusion of the program, the subspecialty resident will be able to

    1. 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
    2. Accurately assess children with the developmental and behavioral disorders outlined in the RRC program requirements
    3. 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
    4. Make appropriate referrals to other health professionals and community resources to assist in the assessment and management of developmental and behavioral disorders
    5. Complete a scholarly project in the area of developmental-behavioral pediatrics
    6. Provide high quality education to students, house officers, patients or families, and community service providers in the area of developmental-behavioral pediatrics
    7. 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
    8. Discuss and demonstrate leadership in the area of developmental-behavioral pediatrics

Residency Review Committee Required Program Elements

  1. Biological mechanisms of behavior and development, e.g., development and functional organization of the central nervous system, genetics, and biological risk factors.
  2. Family and social/cultural factors that contribute to children’s development and family functioning
  3. Variations in temperament and adaptive styles
  4. Adaptations to general health problems and their treatments, e.g., acute illnesses, chronic illnesses, physical disabilities, hospitalization
  5. 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.
  6. Cognitive disabilities
  7. Language and learning disorders
  8. Motor disabilities, e.g., cerebral palsy, myelodysplasia, dystrophies
  9. Autistic spectrum disorders, e.g., autism, Asperger
  10. Attention disorders
  11. Externalizing conditions, e.g., aggressive behavior, conduct disorder, oppositional defiant disorder
  12. Internalizing behaviors, e.g., anxiety, mood, and obsessive disorders, suicidal behavior
  13. Substance use/abuse, e.g., tobacco, alcohol, illicit drugs
  14. Child abuse and neglect, e.g., physical, sexual, factitious
  15. Somatoform conditions
  16. Sleep problems
  17. Feeding/eating difficulties, e.g., obesity, failure to thrive, anorexia, bulimia
  18. Elimination problems, e.g., encopresis, enuresis
  19. Variations and difficulties in sexual development, e.g., sexual orientation, gender identity, deviance
  20. Atypical behaviors, e.g., tic disorders, self-injurious behavior, repetitive behaviors
  21. Complementary and alternative therapies
  22. Law, ethics and advocacy
  23. Medical education
  24. Research methods and statistics

ACGME Competencies

  1. The program requires that the fellows obtain competencies in the 6 areas below to the level expected of a new practitioner:

    1. Patient Care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health
    2. 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
    3. 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
    4. Interpersonal and Communication Skills that result in effective information exchange and teaming with patients, their families, and other health professionals
    5. Professionalism, as manifested through a commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to a diverse patient population
    6. 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

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