Residents in ACGME-approved training programs can now “bank” Maintenance of Certification (MOC) Improving Professional Practice (Part 4) credit to use after they’re certified.
Residents in ACGME-approved training programs can now “bank” Maintenance of Certification (MOC) Improving Professional Practice (Part 4) credit to use after they’re certified. As of Spring 2015, residents will be able to earn MOC credit for approved quality improvement projects. They can apply that credit to their first MOC cycle after passing the initial American Board of Pediatrics (ABP) examination. Also, program directors can earn Part 4 credit while helping residents.
The new Motivational Interviewing Performance Improvement Module (PIM) was especially designed for resident faculty dyads, addressing four of the pediatric competencies and corresponding milestones.
Using feedback from patients, parents and observers, participants will learn how specific strategies can influence patient behavior and promote healthier actions to help reduce chronic and preventable diseases. This PIM offers a new electronic data collections process. If participants wish to complete this activity as a team, both program directors and their residents must enroll as individuals.
The ABP will accept applications from those who have completed osteopathic pediatric residency training, through the American Osteopathic Association, only if the training has been accredited by ACGME for the entire duration of required training. Click here to read the full policy.
In November 2014, the ABP revised the time-limited eligibility policy. In order to regain eligibility that has expired, the policy requires at least a 6 month period of supervised practice in the environment of the accredited training program. Both subspecialists and general pediatricians must submit a prospective plan for the experience. The policy and accompanying documents are available here.
This policy was recently updated to comply with new ACGME requirements about prerequisite training for those entering residency and fellowship. The revised policy is available here.
With prospective approval, the ABP offers several non-standard training pathways for residents and fellows, including:
Additionally, the pediatrics-neurology pathway, pediatrics-neurodevelopmental disabilities pathway and the Accelerated Research Pathway require specific educational units to be satisfactorily completed during the general pediatric training. Residents in these pathways must be listed on the Special Training Pathways Roster at the end of the PL-1 year of training, which assures the ABP that residents in these pathways will complete the specific pediatric educational units that are required.
The Integrated Research Pathway (IRP) and Accelerated Research Pathway (ARP) are intended for candidates who are clearly superior in clinical performance and who are committed to a career in research.
The IRP which facilitates an integrated experience in research during the three year residency is suited to candidates with MD/PhD degrees who have already established their research focus, and who will be able to sustain momentum in an already established research career by continuing research during residency. Candidates approved for this pathway have an opportunity to reduce fellowship training from 3 years to 2 years by petitioning for subspecialty fast-tracking.
The ARP appeals to those who aspire to a career as a physician-scientist and are entering a pediatric subspecialty fellowship that requires scholarly activity. These candidates are not required to have a PhD. The additional required year of fellowship provides the candidate with an opportunity for a more intensive research experience.
Read the updated eligibility criteria for certification in pediatric subspecialties.
General Pediatrics residents with marginal performance may be rated as Marginal with Advancement to the Next Level or Marginal with Extension at the Same Level. If a resident is marked as Marginal with Advancement to Next Level, the ABP will record that the resident has earned 12 months of training credit at the end of the year, and moves to the next level. However, if Marginal with Extension at Same Level is marked, the ABP will record that the training level has been extended. If a resident’s performance improves, and the program director reduces the extension period, then the program director may contact the ABP to amend the record. However, the period of extended training at the same level cannot retroactively be counted toward the next level of training. An evaluation of marginal with extension at the same level requires an extension of training beyond the usual 3 years.
The ABP strongly discourages program directors and residents from providing ITE test results as part of the fellowship application process. Using the exam for purposes other than self-assessment (either individual or program) constitutes a misuse of the scores and compromises the validity and meaningfulness of the results.
The ABP is a partner in developing milestones and EPAs for pediatrics and pediatric subspecialties, but will not use the assessments for certification decisions until more data is available. We encourage programs to participate in research initiatives conducted by APPD’s LEARN and other organizations. We are collaborating with subspecialty groups and the Council of Pediatric Subspecialties (CoPS) to develop EPAs, and so we encourage subspecialty programs to engage in research initiatives to examine entrustment decisions in the context of EPAs.