Children's Hospital of Philadelphia
Updated: November 2013

Map

Program Title:

Training Developmental-Behavioral Pediatricians: The MCHB/PENN Partnership

Program Director:

Nathan Blum, MD

Contact:

Division of Child Development and Rehabilitation
The Children's Hospital of Philadelphia
3550 Market Street - 3rd Floor
Philadelphia, PA  19104
Phone: 215-590-7681
FAX: 267-426-0975

ABSTRACT:

Many of the health problems facing our country are strongly related to developmental
and biopsychosocial problems. This program trains future leaders in developmental-behavioral
pediatrics (DBP) to assist children and families and improve systems of care for these problems.

GOALS AND OBJECTIVES:

Goal: Recruit diverse trainees who show promise in becoming MCH leaders. Obj 1: Recruit 1-2
fellows per year and maintain a diverse group of fellows across the 3 year fellowship program.
Goal: Prepare fellows with the knowledge, and skills necessary to integrate interdisciplinary services
in the care of children and families. Obj 1: Fellows will have multiple interdisciplinary experiences
during the 1st year. Obj 2 : Fellow will develop and implement a community-based project.
Goal: Prepare fellows with the professionalism, knowledge, and skills necessary to provide familycentered
and culturally competent care. Obj 1: Fellow completes a course on providing culturally and
linguistically competent care during the 1st year of training. Obj 2: Parents of children with special
needs teach fellows about family centered-care throughout the 1styear of training.
Goal: Prepare fellows with a broad understanding of public health including the Life Course Model
and the leadership skills to implement systems change. Obj 1: Fellow completes an advocacy activity
by end of year 1. Obj 2: By end of training fellow has given presentations across diverse settings.
Goal: Prepare fellows with the scholarship and leadership skills essential to advance DBP. Obj 1:
During the 1st year of training fellows are provided training on research design, ethics, and data
analysis. Obj 2: By the end of training, fellow will complete research project and present results.
Goal: Prepare pediatric residents with the knowledge and skills necessary to effectively screen for,
provide anticipatory guidance, assess, and manage DBP problems. Obj 1: Over the 3-year training,
provide supervised clinical experiences in DBP. Obj 2: In year 1 the resident will visit schools and
community-based agencies to better understand the role of these organizations in the care of children.

METHODOLOGY:

We provide: 1) an extensive interdisciplinary didactic curriculum; 2)mentored
DBP and interdisciplinary clinical training in the provision of family-centered and culturally
competent care across venues; 3) structured teaching experiences; 4) mentored research training; 5)
consultation to Title V funded programs and community agencies; 6) advocacy experiences.

HP2020 OBJECTIVES:

DH-5, DH-9, DH-16, DH-20, MHMD-1, MHMD-11, MICH-29, MICH-31.
COORDINATION: Our trainees participate in educational programs on legal rights and advocacy
sponsored by community-based organizations. Fellows and faculty provide care in Title V funded
clinical programs and provide consultation to these programs and community-based agencies.

EVALUATION:

Evaluation methodologies include: self-assessment by trainees, a log documenting
breadth and depth of clinical experiences, and direct observation of trainee performance. Fellows
complete a Core Competency and a Autism Competency Measure before and after training. Other
indices include ratings of faculty performance by trainees, presentation of abstracts, manuscripts, the
development and dissemination of educational resources, and tracking of career paths of trainees.

ANNOTATION:

Many of the health problems facing our country are strongly related to
developmental and biopsychosocial problems. We aim to improve the health of children and families
by preparing outstanding pediatricians for leadership positions in DBP. Training is provided to
fellows, residents, medical students, and primary care practitioners using instructional methodologies
such as: lectures, seminars, and supervision in clinical, educational, and research settings.