ABPM&R Third Examination for Subspecialization in Pediatric Rehabilitation Medicine

2006 ◽  
Vol 87 (3) ◽  
pp. 451
Keyword(s):  
Rehabilitation Medicine ◽  
Pediatric Rehabilitation ◽  
Pediatric Rehabilitation Medicine

scholarly journals Pediatric intrathecal baclofen management during the COVID-19 pandemic in the US and Canada

2020 ◽  
Vol 13 (3) ◽  
pp. 379-384
Author(s):  
Sruthi P. Thomas ◽  
Christina K. Hardesty ◽  
Kristin A. Buxton ◽  
Andrew B. Collins ◽  
Jessica Pruente ◽  
...  
Keyword(s):  
Rehabilitation Medicine ◽  
Intrathecal Baclofen ◽  
Healthcare Systems ◽  
Pediatric Rehabilitation ◽  
Medicine Management ◽  
Healthcare Environment ◽  
The Us ◽  
The World ◽  
Pediatric Rehabilitation Medicine

The COVID-19 pandemic has been a challenge to healthcare systems around the world. Within pediatric rehabilitation medicine, management of intrathecal baclofen has been particularly challenging. This editorial reviews how programs in the US and Canada coped with the quickly changing healthcare environment and how we can learn from this pandemic to be prepared for future crises.

scholarly journals COVID-19 pandemic: Early effects on pediatric rehabilitation medicine training

2020 ◽  
Vol 13 (3) ◽  
pp. 289-299
Author(s):  
Emily Kivlehan ◽  
Kelli Chaviano ◽  
Lauren Fetsko ◽  
Simra Javaid ◽  
Priya Chandan ◽  
...  
Keyword(s):  
Clinical Education ◽  
Journal Club ◽  
Rehabilitation Medicine ◽  
Pediatric Rehabilitation ◽  
Protected Time ◽  
E Learning ◽  
Early Effects ◽  
Virtual Platform ◽  
Methods Of Learning ◽  
Pediatric Rehabilitation Medicine

PURPOSE: The COVID-19 pandemic hastened the need for graduate medical education (GME) innovation, resulting in the creation of multiple pediatric rehabilitation medicine (PRM) e-learning initiatives. There has been a paucity of data regarding trainee perceptions regarding quickly developed new methods of learning during the pandemic. This study explored PRM trainee perceptions of e-learning and effects of the pandemic on education. METHODS: Questionnaire study with data collected via REDCap. RESULTS: Greater than half of PRM trainees (56.6%, 30/53) responded. Most respondents reported that the virtual lectures series (79.3%), journal club (78.9%), and virtual arts initiatives (75.0%) were valuable to their education. Common benefits noted included access to subject experts, networking, lecture recording, and location flexibility. Common concerns included lack of protected time, virtual platform fatigue, and decreased engagement. Most respondents were not redeployed. Relative to before the pandemic, less satisfaction with clinical education (70.0%) and greater satisfaction with non-clinical education (60.0%) was reported. The majority of graduating trainees felt positively (83.3%) and 16.7% were neutral regarding confidence to graduate. CONCLUSION: Trainees perceived national e-learning as valuable to their education, especially due to the access to expert leaders around the nation. Future work should explore ways to overcome barriers and optimize benefits of GME and PRM e-learning.

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