Jennifer A. Rama

Lung transplantation for childhood diffuse lung disease.

Pediatric diffuse lung diseases comprise a heterogeneous group of rare lung disorders which may lead to end stage lung disease and referral for lung transplantation. Previous studies are limited by small numbers of patients with specific forms of diffuse lung disease. Children with all forms of diffuse lung disease who underwent lung transplantation at two pediatric centers were evaluated in terms of several pre‐ and post‐transplant factors and compared to children with other end stage lung disorders.

Investing in future pediatric subspecialists: a fellowship curriculum that prepares for the transition to academic careers

Background The experience of transitioning to an academic faculty position can be improved with standardized educational interventions. Although a number of such interventions have been described, few utilize an evaluation framework, describe a robust evaluation process, and address why their interventions were successful. In this article, the authors apply a logic model to describe their efforts to develop, implement, evaluate, and revise a comprehensive academic career development curriculum among pediatric subspecialty fellows. They describe inputs, activities, outputs, and outcomes using quantitative data from fellow evaluations and qualitative data from faculty interviews. Methods Methods are described under the input and activities sections. The curriculum started with collaboration among educational leadership and conducting a needs assessment. Using the needs assessment results and targeted learning objectives, we piloted the curriculum and then implemented the full curriculum 1 year later. Results Results are described under the outputs and outcomes sections. We present immediate, short-term, and 6-month evaluation data. Cumulative data over 3 years reveal that fellows consistently acquired knowledge relevant to transitioning and that they applied acquired knowledge to prepare for finding jobs and career advancement. The curriculum also benefits faculty instructors who gain a sense of reward by filling a critical knowledge gap and fostering fellows’ professional growth. Conclusion The authors relate the success and effectiveness of the curriculum to principles of adult learning, and share lessons learned, including the importance of buy-in from junior and senior fellows and faculty, collaboration, and designating the time to teach and learn.

Building Bridges Between Silos: An Outcomes-Logic Model for a Multidisciplinary, Subspecialty Fellowship Education Program

From the Department of Pediatrics, Section of Infectious Diseases (Drs Campbell and Palazzi), Department of Pediatrics, Section of Pulmonology (Dr Rama), Department of Pediatrics, Section of Academic General Pediatrics, Baylor College of Medicine, Houston, Tex (Drs Balmer and Turner); Department of Pediatrics (Dr Schutze), Baylor College of Medicine, Houston, Tex; and Center for Research, Innovation, and Scholarship in Medical Education, Texas Children’s Hospital, Houston, Tex (Drs Balmer and Turner) The authors declare that they have no conflict of interest. Address correspondence to Judith R. Campbell, MD, Department of Pediatrics, Section of Infectious Diseases, Feigin Center, 1102 Bates Ave, Suite 1120, Houston, TX 77030-2399 (e-mail: judithc@bcm.edu).