Stanford University
Updated: November 2013

Map

Name of Program:

Developmental-Behavioral Pediatrics (DBP) training for Northern California (CA)

Program Director:

Heidi M. Feldman, MD, PhD

Contact:

Heidi M. Feldman, MD, PhD

Phone: 650-723-5711

ABSTRACT:

The urgent need for DB pediatricians nationally is based on the high prevalence of developmental disabilities, including autism, and the shortage of certified subspecialists to diagnose and treat these conditions. The ratio of subspecialists to children in CA lags behind that of other states. The racial, ethnic, and language diversity of CA demands physicians trained in cultural competence. In addition to clinicians, DBP needs leaders in research, education, and advocacy. Pediatricians and other health professionals must also learn to recognize, diagnose, manage, and treat developmental disabilities, including autism, using evidence-based practices.

GOALS AND OBJECTIVES:

Goal 1 is to increase the number of DBPediatricians by training fellows in DBP. Objectives include that 5 fellows enroll over 5 years and a balanced curriculum allows them to achieve benchmarks in clinical service, research, teaching and leadership. Goal 2 is to increase the abilities of the general health care community in Northern CA to address DBP issues. Objectives include that pediatric and other residents will document their skills in DBP; faculty will introduce undergraduate and medical students to the field of DBP; and faculty, fellows, and trainees will participate with other professionals in MCH and Title V activities.

METHODOLOGY:

Fellowship training includes clinical rotations with DBP, Child Psychiatry, Pediatric Neurology, Genetics, Adolescent Medicine, and General Pediatrics. A series of courses introduces the fellows to all required competencies and program requirements for certification. Community opportunities enhance interdisciplinary collaboration and leadership. Familycentered care, cultural competence, interdisciplinary teaming, MCH principles and legislation, and the life course framework are woven throughout the balanced curriculum. Residency training follows a competency-based curriculum. Faculty and fellows provide continuing education through the UCSF Annual Developmental Disabilities Conference and the LPCH Annual Update. They also teach undergraduate and medical students to develop a diversified pipeline of competent students for MCH professions. They educate families about DBP.

HP 2020 OBJECTIVES:

This program emphasizes DH-20, increasing the proportion of young children with disabilities who receive early intervention in home and community settings and DH-14, increasing the proportion of children and youth with disabilities who participate in regular education. The program also emphasizes standardized functional and quality of life outcomes, and particularly measures of social participation within the environment.

EVALUATION:

Process evaluation addresses leadership of faculty, implementation of program components, and training effectiveness. Outcomes evaluations focus on the degree to which fellows demonstrate leadership after program completion and positive changes in the care and health care of children with developmental disabilities.

ANNOTATION:

The large and diverse population children of Northern CA and their families require improved access to DBPediatricians and DBP services in other areas of health care. The program at Stanford University and Lucile Packard Children’s Hospital trains DBP subspecialists in family centered, culturally competent clinical care, translational clinical research, and community leadership. The project increases the capacity of child health care clinicians throughout the region to screen, evaluate, treat, and manage developmental-behavioral concerns. The project reaches out to undergraduate and medical students to improve the pipeline of professionals in MCH.