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How Do Pediatric Hospital Medicine Fellowships Prepare Graduates as Educators? A Survey of Program Directors and Graduates in the United States

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Abstract

Pediatric hospital medicine (PHM) is the newest recognized subspecialty in pediatrics within the United States. While fellowships in PHM have been available for several years, completion of a 2-year fellowship has become a requirement for subspecialty certification. Pediatric hospitalists provide substantial teaching to trainees, and therefore, PHM fellowships must include dedicated training around teaching and medical education. The purpose of this study was to determine how current PHM fellowships prepare graduates for their roles as medical educators. Two surveys were developed from the published PHM core competencies and Entrustable Professional Activities for pediatric subspecialties. One survey was disseminated to all active PHM program directors and the second was disseminated to all PHM fellowship graduates who completed training between 2012 and 2016. Items included those related to program structure and training/assessment in medical education. A total of 21 program directors (response rate = 58%) and 46 fellowship graduates (response rate = 46%) participated in the survey. All graduates (100%) reported teaching learners in their current setting. Many (67%) fellowship programs offered formal training in medical education, and this is greater than the 50% that was previously described. Direct observation (71%) was the most common method of assessment. Most graduates reported their fellowship provided optimal training in feedback and teaching during family centered rounds but suboptimal training in other skills such as curriculum development. The results of this study highlight areas for improvement in fellowship curriculum and assessment to better prepare fellows for their roles as educators.

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Acknowledgments

The authors thank the program directors and graduates who participated in this study.

Author information

Authors and Affiliations

  1. Department of Pediatrics, Virginia Commonwealth University School of Medicine, PO Box 980325, Richmond, VA, 23298, USA

    Ashlie S. Tseng & Michael S. Ryan

  2. Department of Pediatrics, University of Chicago Pritzker School of Medicine, Chicago, IL, USA

    H. Barrett Fromme

  3. Department of Pediatrics, Johns Hopkins-All Children’s Hospital, St. Petersburg, FL, USA

    Jennifer Maniscalco

  4. Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, USA

    Karen E. Jerardi

  5. Office of Assessment, Evaluation, and Scholarship, Virginia Commonwealth University School Medicine, Richmond, VA, USA

    Kelly S. Lockeman

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  1. Ashlie S. Tseng
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Correspondence to Ashlie S. Tseng.

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Ethical Approval

This study was deemed exempt by the Virginia Commonwealth University IRB. All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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The authors declare that they have no conflict of interest.

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Declaration of Interest: This work was presented as a poster presentation at the 2017 Pediatric Hospital Medicine annual meeting.

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Tseng, A.S., Fromme, H.B., Maniscalco, J. et al. How Do Pediatric Hospital Medicine Fellowships Prepare Graduates as Educators? A Survey of Program Directors and Graduates in the United States. Med.Sci.Educ. 30, 749–765 (2020). https://doi.org/10.1007/s40670-020-00945-w

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