Neonatal & Dev Medicine in the department of pediatrics

Goals and Objectives

  1. Overall goal of the training program. Fellows in this training program will become recognized leaders in the field of developmental-behavioral pediatrics (DBP) based on their exceptional clinical skills, cutting-edge research contributions, outstanding education and training skills, and/or effective advocacy for children and families.
  2. Goals and objectives.  As an ACGME accredited program, this training program requires that fellows develop competencies in six areas—patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice.  In subsequent years, developmental milestones for each of the competencies will be integrated into the goals and objectives below.  Simultaneously, the fellows must acquire knowledge and skills to meet the requirements of the American Board of Pediatrics for board certification in Developmental-Behavioral Pediatrics. 

    1. a. Patient Care.   Deliver care that is compassionate, comprehensive, appropriate, and effective for the treatment of health problems and the promotion of health. Specific objectives related to this competency are as follows:

        • Accurately assess children with the developmental and behavioral disorders outlined in the RRC program requirements and included in the bulleted list below
        • Manage children with developmental and behavioral problems using counseling, therapy, psychopharmacology, education, and other modalities as appropriate
        • Provide family-centered and culturally competent care
        • Make appropriate referrals to other health professionals and community resources to assist in the assessment and management of developmental and behavioral disorders. 


        Conditions included in these general patient care objectives come from the ABP outline and content specifications, as follows:


        • Developmental and behavioral aspects of chronic conditions, e.g., perinatal conditions, chromosomal/genetic disorders, metabolic, neurologic, sensory, endocrine, cardiac disorders, etc.
        • Cognitive/adaptive disabilities
        • Language and learning disorders
        • Motor disabilities and multiple handicaps, e.g., cerebral palsy, myelodysplasia, dystrophies
        • Autistic spectrum disorders, e.g., autism, Asperger
        • Attention Deficit Hyperactivity Disorder
        • Externalizing conditions, e.g., aggressive behavior, conduct disorder, oppositional defiant disorder
        • Internalizing behaviors and conditions, e.g., anxiety, mood, and obsessive disorders, suicidal behavior
        • Substance use/abuse, e.g., tobacco, alcohol, illicit drugs
        • Child abuse and neglect, e.g., physical, sexual, factitious
        • Somatoform disorders and pain
        • Sleep problems
        • Feeding/eating problems, e.g., obesity, failure to thrive, anorexia, bulimia
        • Elimination disorders, e.g., encopresis, enuresis
        • Sexuality, e.g., sexual orientation, gender identity
        • Atypical behaviors, e.g., tic disorders, self-injurious behavior, repetitive behaviors

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