Requirements For Board Certification Research Articles

Research in Neonatology for the 21st Century: Executive Summary of the National Institute of Child Health and Human Development–American Academy of Pediatrics Workshop. Part I: Academic Issues

This article presents the executive summary of the presentations and discussions at the Workshop on Research in Neonatology sponsored by the National Institute of Child Health and Human Development and the American Academy of Pediatrics Section on Perinatal Pediatrics convened in January 2004. In this article, the scientific aspects are summarized, highlighting the current knowledge gaps and identifying research priorities with a focus on emerging technologies. In a separate article, issues concerning workforce needs and shortages and board-certification requirements are presented. Full-length articles on the presented topics will be published in the Journal of Perinatology.

Vascular neurology: a new neurologic subspecialty.

This article presents information about the American Board of Psychiatry and Neurology's new subspecialty certificate in vascular neurology, including the requirements for board certification. Practicing neurologists and child neurologists who have a major focus in vascular neurology can apply for the new certificate. In addition, the Accreditation Council for Graduate Medical Education has approved fellowship training in the subspecialty, and it is likely that residents who wish to pursue a career in vascular neurology will select this training option.

After neurology residency: new opportunities, new challenges.

An ever-increasing number of choices are now available for the neurology house officer after completion of residency. Most residents pursue a fellowship (74%), enter into a neurology practice (19%), or proceed directly into an academic position (5%). Of those who obtain further training, many continue in academics (57%), some will join a private practice (39%), and a few are employed in industry (1%).1 A fellowship can provide core research training and expertise within a subspecialty of neurology that may assist the trainee for a future career within academic, industrial, or private practice arenas. This training can also provide the necessary requirements for board certification within subspecialty areas and can shield the trainee from the already long-deferred confrontation with the real world. A close relationship with a senior mentor may also be forged during this time and can allow for the shaping of future career goals. This article examines the different options that are available after completing a neurology residency. The table provides a summary as well as additional information concerning possible careers after completing residency. View this table: Table Possible careers after completing neurology residency Overall, about one half of all neurology residents (44%) intend to pursue a career in academics.1 Those pursuing an academic career will be required to successfully balance clinical, research, and teaching obligations. Three possible options are available for the resident interested in pursuing a career in academic neurology: basic neuroscientist, teacher/clinician, or patient-oriented researcher. ### Basic neuroscientist Interest in the basic sciences section of academic neurology may be related to burgeoning treatment options and expanding neuroscience research that has occurred during the Decade of …

STUDENTJAMA. Residency training and pregnancy.

OFTEN OCCURRING DURING A WOMAN’S PRIME REPRODUCtive years, the demands of residency can collide with the challenges of planning for and undergoing pregnancy. Pregnancy presents special challenges for medical residents, including the potential maternal-fetal health risks of undergoing a pregnancy simultaneous to rigorous medical training and the associated stressors of starting a family and a career simultaneously. Other concerns include maternity leave and its impact on fellow residents and the fulfillment of specialty board certification requirements. Each specialty board has requirements regarding the length of leave from a residency program and eligibility to sit for that specialty’s board examination. Extended pregnancy-related leaves may delay residents’ graduation up to a year. In 2002-2003, the average age of the graduating medical student was 28 years and 44.5% were women, a percentage that has been increasing in recent years. While resident programs in any specialty can be affected by a pregnant trainee, obstetrics and gynecology programs—74% of whose residents are female—may be disproportionately affected. Sixty-seven percent of pediatrics residents are women, whereas surgery and radiation oncology have the lowest percentages of women residents at 25% and 26%, respectively. Although not every specialty tracks the percentage of its residents who are or become pregnant during residency, a recent cross-sectional study with a 95.5% response rate found that 14% of female obstetrics and gynecology residents reported a pregnancy at some time during residency. A smaller cross-sectional study of female pediatricians found that 38% were pregnant during residency. Although the number of residency programs with maternity leave policies has increased, unanswered questions remain regarding the safety and advisability of pregnancy during residency. A recent review noted that between 1984 and 2001, 9 studies of varying validity and power examined pregnancy outcomes of resident physicians in all specialties. The studies were retrospective surveys or chart reviews of recent graduates across a variety of specialties and were limited at times by low response rates, small sample sizes, selection bias, and absent or inadequate control groups. In aggregate, however, these data suggested an increased risk of preterm labor, premature delivery, preeclampsia, stillbirth, low birth weight, and placental abruption among pregnant residents. A recent survey comparing female obstetrics and gynecology residents with their male counterparts’ spouse or partner found that female residents had generally good pregnancy outcomes but were significantly more likely to report premature labor, preeclampsia, and fetal growth restriction. Pregnancy during residency may also have psychosocial effects on a resident’s quality of life. A study comparing the pregnancies of female residents vs those of the spouses of male residents found that twice the number of female residents rated their pregnancy very or extremely stressful. However, the control group did not account for potentially significant baseline variables such as educational background and career aspirations. A survey of plastic surgery residents found that 36% of program directors actively discouraged pregnancy during training because of the perceived negative effects on the pregnant resident, her colleagues, and the department. In terms of specific stressors, a 1985 retrospective survey (n=1197) found that fatigue, frequency of call, emotional strain, physical activity, long hours, scant time with partner, depression, and inadequate maternity leave were all associated with pregnancy. A perceived lack of support from peers and faculty appears to be a major stressor among pregnant residents. Reported concerns included unstated expectations that absent residents’ workloads will be shouldered by other residents and the perception that their peers found pregnancy disruptive to the functioning of the department. Although 76% of female obstetrics and gynecology residents in a recent survey reported taking no days off prior to delivery, nearly 95% of respondents in the same survey reported that they assumed work responsibilities at least once for colleagues on maternity or paternity leave. Additional data are needed to assess resident pregnancy and maternal-fetal outcomes and the impact of pregnancy on residency programs and fulfilling educational requirements.

Residency Reforms Could Reverse Dearth of Researchers

Residency Reforms Could Reverse Dearth of Researchers

The role of the American Board of Professional Psychology in professional mobility.

This article describes the role of certification by the American Board of Professional Psychology (ABPP) in easing the process by which psychologists move beyond their original jurisdictional boundaries to practice psychology. Meeting the requirements for licensure or certification in the various jurisdictions can be a difficult task because these requirements vary considerably from jurisdiction to jurisdiction. Other mechanisms that are available to facilitate this process include the Certificate of Professional Qualification in Psychology issued by the Association of State and Provincial Psychology Boards and certification by the National Register of Health Service Providers in Psychology. The ABPP certificate/ diploma has been regarded by many state psychological associations and state boards of psychology as an appropriate way in which to recognize psychologists who are eligible for licensure/certification in a jurisdiction because of the examination requirements for board certification.

Licensure requirements: Have we raised the bar too far?

How do the requirements for entering the profession of psychology compare with those for other professions Differences in licensure and board certification requirements were examined across 13 professions. Median earningsand the amount of time to complete requirements were compared. Findings indicate that practicing psychologists have a protracted period of preparation coupled with incomes that are not commensurate with training. In order to thrive, the field of psychology must reexamine and redefine credentialing requirements, reengineer curricula for doctoral programs, standardize licensure requirements across states, and broaden career options beyond academia and mental health.

Academic dental public health diplomates: their distribution and recommendations concerning the predoctoral dental public health faculty.

The purpose of this study was to assess the representation of academically based diplomates of the American Board of Dental Public Health (ABDPH) and to identify their perceptions on the training of dental public health predoctoral faculty. Data were collected by a mailed, self-administered, 13-item questionnaire. The population was the 48 diplomates of the ABDPH as of March 1997 associated with academic institutions. Twenty of the 55 US dental schools had a diplomate of the ABDPH with a mean of 1.8 diplomates per school with a diplomate. An average of 4.5 full-time faculty members per school were associated with teaching dental public health. A master's degree in public health (MPH) was the most frequently suggested educational requirement for dental public health faculty. Continuing education courses were training needs perceived for dental public health faculty. The lack of time, money, and incentives, along with perceived rigidity of requirements for board certification, were reported as major barriers for faculty becoming dental public health board certified. Numerous challenges confront the development of a strong dental public health presence in US dental schools. These challenges include, among others, insufficient numbers of academic dental public health specialists and insufficient motivations to encourage promising candidates to pursue specialty status.

Proposed changes in United States eligibility requirements for board certification.

Proposed changes in United States eligibility requirements for board certification.

Medical Selection of Life Risks: A Comprehensive Guide to Life Expectancy for Underwriters and Clinicians

In recent years insurance medicine has become a separate specialty, recognized by the American Medical Association and governed by a separate Board of Insurance Medicine, with strict requirements for Board certification.<i>Medical Selection of Life Risks</i>, originally published in 1978, has long been recognized as one of the principal textbooks of insurance medicine, and it is only natural that a new, revised edition is made available. R. D. C. Brackenridge, an internationally recognized authority in insurance medicine, has produced a unique textbook based not only on a thorough literature research, but also—most importantly—on his own vast experience. Part 1 contains a comprehensive introduction to the concept and history of insurance as well as a fairly detailed outline of the organization and function of life insurance companies. Although mainly describing the British system, Brackenridge (who lives in London) makes frequent references to numerous differences characterizing the North American (US and Canadian)