Pediatric Cardiology Fellowship Research Articles

National Survey on Training in Pediatric Cardiology by the "Junges Forum" of the DGPK.

This is the first national survey of residents and fellows in pediatric cardiology in Germany evaluating training, research activity, and the general working environment. An online questionnaire including 62 questions (SurveyMonkey) was developed by the "Junges Forum" of the German Society of Pediatric Cardiology. Fellows and residents during training and up to 3 years after completing their pediatric cardiology fellowship were invited to participate. A total of 102 pediatric cardiology fellows and residents completed the questionnaire. Many participants complained about their training as being unstructured (47%) and non-transparent (37%). The numbers of technical and catheter interventions required by the national medical board in Germany cannot be achieved, especially regarding invasive procedures. Sixty per cent work more than contractually agreed, usually in Germany it is 40 hours daytime work plus on calls, while 90% of all participants prefer less than 50 weekly working hours; 50% of the participants are engaged in research that is usually done during their spare time. More than 90% are satisfied with their professional relationships with colleagues and coworkers. Seventy-eight per cent describe their career perspectives as promising, and 84% would start a fellowship in pediatric cardiology again. The majority of pediatric cardiology fellows and residents are satisfied with their working environment and with their choice of a career in pediatric cardiology. Besides the heavy work load, we identified the urgent desire for better structured transparent clinical training concept including the teaching of manual skills, i.e., invasive procedures and catheterization.

Successful Increase of Outpatient Clinic Continuity in a Fellowship Quality Improvement Project.

Patient-to-physician continuity is the result of coordinated and consistent care. Optimizing continuity can be a challenge in medical training without impacting work hours. We sought to use quality improvement science during graduate medical training to increase outpatient continuity. The primary goal was to improve outpatient continuity in our pediatric cardiology fellowship, without increasing trainee clinic hours, from a baseline of 38% to ≥70% within 18 months. Our fellowship conducted a quality improvement project across 3 years to improve continuity-of-care in our outpatient clinic using the Institute for Healthcare Improvement model for improvement. We conducted Plan-Do-Study-Act cycles and completed a key driver diagram using a multidisciplinary team. We defined continuity as a patient being evaluated by their primary fellow or a different fellow that was provided a handoff. The outcome measure was the continuity rate over 2-week periods. Continuity improved from 38% to ≥80%. The improvement resulted from a series of interventions, including creating a handoff system among fellows, identifying follow-up patients in advance, and communicating this information to the clinic team. Although we anticipated a decrease when new fellows were incorporated, continuity continued to be ≥70%. This system retained continuity above 90% one year after completion of the project. Our fellowship created a system change to improve primary patient-to-fellow continuity care rates. We achieved sustainable continuity by working with a multidisciplinary team without altering staffing, infrastructure, or fellow work hours. This project engaged trainees to address the practical application of quality improvement methodology to solve a common clinical problem.

Editorial introductions

Editorial introductions

Fears and Stressors of Trainees Starting Fellowship in Pediatric Cardiology.

Post-graduate training for physicians involves a high level of stress. High stress during training has the potential to cause burnout, a well-studied phenomenon in medical trainees. Burnout has previously been shown to increase the risk of mental health problems and medical error in trainees. Little research has been done on the impact of stress on new fellows in general and pediatric cardiology fellows in particular; understanding common sources of stress offers the opportunity to design targeted interventions to support trainee wellness. New trainees in Boston Children's Hospital's Pediatric Cardiology Fellowship program were asked to answer to the following question at the beginning of their training: "What are you afraid of in the coming year?" A qualitative content analysis was done on their anonymous responses. Responses were coded and analyzed for common themes. The overall analysis found that 83% of fellows reported fear of "fellowship/career responsibilities." The second most common theme was "failure/disappointment" (78%) followed by "personal life" (74%), "emotional exhaustion" (61%); least common was "new hospital environment" (37%). The most common individual fear was "increased clinical responsibility" reported by 65% of the new fellows, while 62% reported fears of "imposter syndrome," and 58% about "burnout." We found that fellows commonly report fears about both clinical and personal responsibilities, similar to stressors found in studies on residency. It is important for pediatric cardiology fellowships to develop early and specific interventions designed to assist fellows in managing both their new clinical responsibilities and their other stressors.

A standardized imaging protocol improves quality and reduces practice variability in echocardiographic assessment of ventricular function by first-year pediatric cardiology fellows.

Echocardiography education for pediatric cardiology fellows has been a recent focus leading to the implementation of "boot camps." Less is described about continuing education through fellowship and improving image quality. We noticed practice variation in echocardiograms assessing ventricular function performed on nights and weekends. Thus, we implemented a standardized protocol and assessed its impact on imaging and reporting completeness. We created an imaging protocol for the assessment of ventricular function in the acute setting. The protocol included demographic information, a list of images to be obtained, and the methods to quantify ventricular function. The protocol was explained to first-year fellows and distributed on an electronic quick reference card. Echocardiograms independently performed by first-year fellows during their first 4months of on-call time were assessed pre- and postintervention using a standard rubric. Compliance with demographic reporting was high pre- and postintervention, but significantly improved after the standardized protocol (P<0.001). Use of the protocol increased the median number of unique images obtained per echocardiogram from 13 to 17 (out of 23 required views, P<0.001). Particularly improved was the performance of quantitative evaluations of function, including Simpson's method for left ventricular ejection fraction (four chamber: 40% vs 67%, P<0.001; two chamber: 33% vs 67%, P<0.001) and tricuspid annular plane systolic excursion (45% vs 80%, P<0.001). The introduction of a standardized imaging protocol and its distribution to first-year fellows resulted in improvements in echocardiographic reporting completeness and increased the quality of information obtained by providing more quantitative assessments of ventricular function.

A Survey of Adult and Pediatric Cardiology Fellows on Training Received in Family Planning Counseling.

Background: This 2016 study aimed to investigate the training in contraception and preconception counseling received by cardiovascular science fellows. Method: The authors surveyed current adult and pediatric cardiology fellows in the United States. Questions assessed the availability of family planning counseling training within their training program, current practices of contraception and preconception counseling, and use of available tools for risk stratification of patients. Bivariate logistic regressions were utilized to predict demographic variables associated with survey responses, and associations between hours of training or perceived preparedness and clinical use of training. Results: There were 101 survey responses. Most participating fellows disagreed that their fellowship training had prepared them to counsel patients on contraception (69%) and preconception planning (62%). Sixty-one percent of participants do not routinely discuss contraception options and 55% do not routinely discuss preconception counseling with reproductive-age female patients at routine visits. Having more than 1 hour of training was predictive of more consistent counseling for both contraception and preconception counseling. Approximately 40% of participants routinely refer patients to an OB/Gyn for contraception or preconception counseling. Conclusion: This study highlights the need for increased training in contraceptive and preconception counseling within adult and pediatric cardiology fellowship programs.

Editorial introductions

Editorial introductions

A new, expanded approach to pediatric cardiology fellowship orientation

BackgroundBecause of limited and varying resident exposure to pediatric cardiology, rapidly acquiring the necessary knowledge, clinical and technical skills can be overwhelming for incoming pediatric cardiology fellows. To address this, we developed a pediatric cardiology fellowship orientation at the beginning of fellowship using an extended orientation model. MethodsWe designed and implemented a three-week extended orientation for all rising first year pediatric cardiology fellows at our institution to take place the first month of their training. The extended orientation consisted of: 1) daily lunchtime didactic sessions focused on general pediatric cardiology topics; 2) hands-on echocardiography experience (total 4.5 days) and high fidelity simulations focused on cardiac emergencies, extracorporeal membrane oxygenation, and cardiac palliative care; and 3) day-long precepted experiences in core clinical rotations. Pre- and post-extended orientation knowledge self-assessment results were compared using paired t-tests. ResultsDue to protection from clinical duties during the three-week extended orientation period, all seven first-year pediatric cardiology fellows were able to participate in 100% of these sessions. After the extended orientation, participants demonstrated significant improvement in self-assessed knowledge in all clinical areas, with mean scores increasing from 45 ± 15% pre- to 74 ± 11% post-orientation (p ≤ 0.001). The greatest improvements occurred in echocardiography, catheterization, and cardiac anatomy. Based on a post-orientation feedback, additional education dedicated to electrophysiology, including EKG interpretation, arrhythmia management, and pacemaker basics, was recommended. ConclusionA three-week extended orientation model for pediatric cardiology fellowship orientation at the beginning of fellowship effectively introduces incoming fellows to key clinical topics unique to cardiology. In the current educational era, this represents an alternative approach to the traditional orientation model. Facilitating full participation in these sessions without competing clinical duties may enable all fellows to start their training with the necessary clinical foundation and may improve their preparedness for clinical responsibilities.

The Impact of Online Learning and Hands-on Teaching on Echocardiography Knowledge in Pediatric Cardiology and ICU Fellows

Purpose: Delirium is a clinical syndrome that indicates serious cerebral dysfunction commonly seen in intensive care settings. Although the knowledge base of adult delirium is extensive, much less is understood regarding pediatric delirium. Age-appropriate bedside screening tools to detect pediatric delirium have recently been validated and have been successfully implemented in the Pediatric and Cardiac Intensive Care Units (PICU/CICU) at Primary Children’s Hospital. The purpose of this pilot study was to examine the prevalence of positive …

Effectiveness of echocardiography simulation training for paediatric cardiology fellows in CHD.

Simulation is used in many aspects of medical training but less so for echocardiography instruction in paediatric cardiology. We report our experience with the introduction of simulator-based echocardiography training at Weill Cornell Medicine for paediatric cardiology fellows of the New York-Presbyterian Hospital of Columbia University and Weill Cornell Medicine. Knowledge of CHD and echocardiographic performance improved following simulation-based training. Simulator training in echocardiography can be an effective addition to standard training for paediatric cardiology trainees.

Editorial introductions

Editorial introductions

The Pediatric Heart Failure Workforce: An International, Multicenter Survey.

Our objective was to understand the scope of pediatric heart failure (HF) and the current staffing environment of HF programs. An online survey was distributed to members of the Pediatric Heart Transplant Study and the Pediatric Council of the International Society for Heart and Lung Transplantation. All participants received the primary 23-question survey. Additionally, HF program directors received a 32-question supplemental survey. Of 235 invitations sent, there were 69 (29%) primary surveys and 34 program director surveys completed (24 U.S. programs, 9 outside non-U.S., and one non-specified location). A formal HF program was reported by 88% of directors. There were 150 [IQR 50-200] outpatients/institution and 40% [25-50] of patients had congenital heart disease. Inpatient HF census was 3 [2-4] patients. Most programs (70%) used a consulting service model to provide HF specialty care, while only 10 (30%) utilized an inpatient HF service. Inpatient HF service programs had a higher daily inpatient census versus consult service model programs (4 [3-7] vs. 2 [1-4], respectively; p=0.022) and had a higher number of full-time equivalents dedicated to HF (5.5 [2-7] vs. 2.5 [1-4], respectively; p=0.024). Only 47% of programs report a general fellowship rotation devoted to HF. Advanced practice providers (APP) were utilized in 15 programs, nurse coordinators in 2, and both in 3. Most HF programs are formalized, utilize APP, and have inadequate HF staffing to utilize a separate inpatient HF service. Exposure of general pediatric cardiology fellows to HF care is variable between institutions.

Current practices are variable in the evaluation and management of patients with anomalous aortic origin of a coronary artery: Results of a survey.

Anomalous aortic origin of a coronary artery (AAOCA) is the second leading cause of sudden cardiac death in young athletes in the USA. Long-term outcome data for these patients are lacking to date. There is insufficient knowledge on the best approach to these patients and they are managed in a nonuniform manner. An online survey of 15 questions regarding management of AAOCA was sent out to 198 cardiac healthcare providers. The goal was to define gaps in knowledge to justify a dedicated scientific forum for discussion of AAOCA. Descriptive statistics were performed. A total of 91 providers (46%) completed the survey including pediatric cardiology subspecialists (40%), general pediatric cardiologists (24%), cardiovascular (CV) surgeons (22%), adult cardiologists (10%), nurse practitioners (8%), cardiology fellows (3%) and CV anesthesiologist (1%). Forty-eight percent had been practicing for over 15 years and 28% were in their first 5 years of practice. Fifty-two percent of the providers cared for adults and 93% cared for children/adolescents. Eighty-eight percent were affiliated with an academic institution. All but one provider practiced in the USA, 62% practiced in Texas. Half of participants (50%) were very comfortable managing AAOCA patients and 36% were somewhat comfortable. Providers utilized various imaging tests to confirm the anatomy including computed tomography angiography 88%, cardiac magnetic resonance imaging 70%, cardiac catheterization 60%, echocardiogram 12%, IVUS 2% and myocardial perfusion scan 1%. The majority felt comfortable in counseling the families and felt that depending on the type of lesion these patients should get surgical referral (85%) vs clinical follow up (67%) with exercise restriction (65%). There is heterogeneity in the way AAOCA patients are currently evaluated and managed. A knowledge gap exists even with participants from academic institutions. Long-term data with a defined approach to management of these patients may help to improve outcomes and prevent unnecessary exercise restriction or surgery.

Advances in Pediatric Cardiology Boot Camp: Boot Camp Training Promotes Fellowship Readiness and Enables Retention of Knowledge.

We previously demonstrated that a pediatric cardiology boot camp can improve knowledge acquisition and decrease anxiety for trainees. We sought to determine if boot camp participants entered fellowship with a knowledge advantage over fellows who did not attend and if there was moderate-term retention of that knowledge. A 2-day training program was provided for incoming pediatric cardiology fellows from eight fellowship programs in April 2016. Hands-on, immersive experiences and simulations were provided in all major areas of pediatric cardiology. Knowledge-based examinations were completed by each participant prior to boot camp (PRE), immediately post-training (POST), and prior to the start of fellowship in June 2016 (F/U). A control group of fellows who did not attend boot camp also completed an examination prior to fellowship (CTRL). Comparisons of scores were made for individual participants and between participants and controls. A total of 16 participants and 16 control subjects were included. Baseline exam scores were similar between participants and controls (PRE 47 ± 11% vs. CTRL 52 ± 10%; p = 0.22). Participants' knowledge improved with boot camp training (PRE 47 ± 11% vs. POST 70 ± 8%; p < 0.001) and there was excellent moderate-term retention of the information taught at boot camp (PRE 47 ± 11% vs. F/U 71 ± 8%; p < 0.001). Testing done at the beginning of fellowship demonstrated significantly better scores in participants versus controls (F/U 71 ± 8% vs. CTRL 52 ± 10%; p < 0.001). Boot camp participants demonstrated a significant improvement in basic cardiology knowledge after the training program and had excellent moderate-term retention of that knowledge. Participants began fellowship with a larger fund of knowledge than those fellows who did not attend.

Assessment of the need for a cardiac morphology curriculum for paediatric cardiology fellows.

Expert knowledge of cardiac malformations is essential for paediatric cardiologists. Current cardiac morphology fellowship teaching format, content, and nomenclature are left up to the discretion of the individual fellowship programmes. We aimed to assess practices and barriers in morphology education, perceived effectiveness of current curricula, and preferences for a standardised fellow morphology curriculum. A web-based survey was developed de novo and administered anonymously via e-mail to all paediatric cardiology fellowship programme directors and associate directors in the United States of America; leaders were asked to forward the survey to fellows. A total of 35 directors from 32 programmes (51%) and 66 fellows responded. Curriculum formats varied: 28 (88%) programmes utilised pathological specimens, 25 (78%) invited outside faculty, and 16 (50%) utilised external conferences. Director nomenclature preferences were split - 6 (19%) Andersonian, 8 (25%) Van Praaghian, and 18 (56%) mixed. Barriers to morphology education included time and inconsistent nomenclature. One-third of directors reported that <90% of recent fellow graduates had adequate abilities to apply segmental anatomy, identify associated cardiac lesions, or communicate complex CHD. More structured teaching, protected time, and specimens were suggestions to improve curricula. Almost 75% would likely adopt/utilise an online morphology curriculum. Cardiac morphology training varies in content and format among fellowships. Inconsistent nomenclature exists, and inadequate morphology knowledge is perceived to contribute to communication failures, both have potential patient safety implications. There is an educational need for a common, online cardiac morphology curriculum that could allow for fellow assessment of competency and contribute to more standardised communication in the field of paediatric cardiology.

A Pediatric Cardiology Fellowship Boot Camp improves trainee confidence.

The PCBC curriculum was designed by core faculty in cardiac pathology, echocardiography, electrophysiology, interventional cardiology, exercise physiology, and cardiac intensive care. Individual faculty contributed learning objectives, which were refined by fellowship directors and used to build a programme of didactics, hands-on/simulation-based activities, and self-guided learning opportunities. A total of 16 incoming fellows participated in the 4-week boot camp, with no concurrent clinical responsibilities, over 2 years. On the basis of pre- and post-PCBC surveys, 80% of trainees strongly agreed that they felt more prepared for clinical responsibilities, and a similar percentage felt that PCBC should be offered to future incoming fellows. Fellows showed significant increase in their confidence in all specific knowledge and skills related to the learning objectives. Fellows rated hands-on learning experiences and simulation-based exercises most highly. We describe a novel 4-week-long boot camp designed to expose incoming paediatric cardiology fellows to the broad spectrum of knowledge and skills required for the practice of paediatric cardiology. The experience increased trainee confidence and sense of preparedness to begin fellowship-related responsibilities. Given that highly interactive activities were rated most highly, boot camps in paediatric cardiology should strongly emphasise these elements.

Paediatric cardiology fellowship training: effect of work-hour regulations on scholarly activity.

In 2003, work-hour regulations were implemented by the Accreditation Council for Graduate Medical Education. Much has been published regarding resident rest and quality of life as well as patient safety. There has been no examination on the effect of work-hour restrictions on academic productivity of fellows in training. Paediatric subspecialty fellows have a scholarly requirement mandated by the American Board of Pediatrics. We have examined the impact of work-hour restrictions on the scholarly productivity of paediatric cardiology fellows during their fellowship. We conducted a literature search for all paediatric cardiology fellows between 1998 and 2007 at a single academic institution as first or senior authors on papers published during their 3-year fellowship and 3 years after completion of their categorical fellowship (n=63, 30 fellows before 2003 and 33 fellows after 2003). The numbers of first- or senior-author fellow publications before and after 2003 were compared. We also collected data on final paediatric cardiology subspecialty career choice. There was no difference in the number of fellow first-author publications before and after 2003. Before work-hour restrictions, the mean number of publications per fellow was 2.1 (±2.2), and after work-hour restrictions it was 2.0 (±1.8), (p=0.89). By subspecialty career choice, fellows who select electrophysiology, preventative cardiology, and heart failure always published within the 6-year time period. Since the implementation of work-hour regulations, total number of fellow first-authored publications has not changed. The role of subspecialty choice may play a role in academic productivity of fellows in training.

Pediatric Cardiology Boot Camp: Description and Evaluation of a Novel Intensive Training Program for Pediatric Cardiology Trainees.

The transition from residency to subspecialty fellowship in a procedurally driven field such as pediatric cardiology is challenging for trainees. We describe and assess the educational value of a pediatric cardiology "boot camp" educational tool designed to help prepare trainees for cardiology fellowship. A two-day intensive training program was provided for pediatric cardiology fellows in July 2015 at a large fellowship training program. Hands-on experiences and simulations were provided in: anatomy, auscultation, echocardiography, catheterization, cardiovascular intensive care (CVICU), electrophysiology (EP), heart failure, and cardiac surgery. Knowledge-based exams as well as surveys were completed by each participant pre-training and post-training. Pre- and post-exam results were compared via paired t tests, and survey results were compared via Wilcoxon rank sum. A total of eight participants were included. After boot camp, there was a significant improvement between pre- and post-exam scores (PRE 54±9% vs. POST 85±8%; p≤0.001). On pre-training survey, the most common concerns about starting fellowship included: CVICU emergencies, technical aspects of the catheterization/EP labs, using temporary and permanent pacemakers/implantable cardiac defibrillators (ICDs), and ECG interpretation. Comparing pre- and post-surveys, there was a statistically significant improvement in the participants comfort level in 33 of 36 (92%) areas of assessment. All participants (8/8, 100%) strongly agreed that the boot camp was a valuable learning experience and helped to alleviate anxieties about the start of fellowship. A pediatric cardiology boot camp experience at the start of cardiology fellowship can provide a strong foundation and serve as an educational springboard for pediatric cardiology fellows.

Task Force 2: Pediatric Cardiology Fellowship Training in Noninvasive Cardiac Imaging: Endorsed by the American Society of Echocardiography and the Society ofPediatric Echocardiography.

Task Force 2: Pediatric Cardiology Fellowship Training in Noninvasive Cardiac Imaging: Endorsed by the American Society of Echocardiography and the Society ofPediatric Echocardiography.

2015 SPCTPD/ACC/AAP/AHA Training Guidelines for Pediatric Cardiology Fellowship Programs (Revision of the 2005 Training Guidelines for Pediatric Cardiology Fellowship Programs)

HomeCirculationVol. 132, No. 62015 SPCTPD/ACC/AAP/AHA Training Guidelines for Pediatric Cardiology Fellowship Programs (Revision of the 2005 Training Guidelines for Pediatric Cardiology Fellowship Programs) Free AccessResearch ArticlePDF/EPUBAboutView PDFView EPUBSections ToolsAdd to favoritesDownload citationsTrack citationsPermissions ShareShare onFacebookTwitterLinked InMendeleyReddit Jump toFree AccessResearch ArticlePDF/EPUB2015 SPCTPD/ACC/AAP/AHA Training Guidelines for Pediatric Cardiology Fellowship Programs (Revision of the 2005 Training Guidelines for Pediatric Cardiology Fellowship Programs) Originally published13 Mar 2015https://doi.org/10.1161/CIR.0000000000000190Circulation. 2015;132:e41–e42is corrected byCorrectionOther version(s) of this articleYou are viewing the most recent version of this article. Previous versions: January 1, 2015: Previous Version 1 Task Force MembersIntroduction/Steering CommitteeRobert D. Ross, MD, FAAP, FACC, ChairMichael Brook, MD, Co-ChairPeter Koenig, MD, FACC, FASEJeffrey A. Feinstein, MDPeter Lang, MD, FAAP, FACCRobert L. Spicer, MD, FAAP, FACCJulie A. Vincent, MD, FAAP, FACC, FSCAITask Force 1: Pediatric Cardiology Fellowship Training in General CardiologyAlan B. Lewis, MD, FAAP, FACC, Co-ChairGerard R. Martin, MD, FAAP, FACC, FAHA, Co-ChairPeter J. Bartz, MD, FASEPeter S. Fischbach, MD, FACCDavid R. Fulton, MD, FAAP, FACCG. Paul Matherne, MD, MBA, FAAP, FACC, FAHABenjamin Reinking, MD, FAAPRobert L. Spicer, MD, FAAP, FACCTask Force 2: Pediatric Cardiology Fellowship Training in Noninvasive Cardiac ImagingShubhika Srivastava, MBBS, FAAP, FACC, FASE, Co-ChairBeth F. Printz, MD, PHD, FAAP, FASE, Co-ChairTal Geva, MD, FACCGirish S. Shirali, MBBS, FACC, FASEPaul M. Weinberg, MDPierre C. Wong, MDPeter Lang, MD, FAAP, FACCTask Force 3: Pediatric Cardiology Fellowship Training in Cardiac CatheterizationLaurie B. Armsby, MD, FAAP, FSCAI, Co-ChairRobert N. Vincent, MD, CM, FACC, FSCAI, Co-ChairSusan R. Foerster, MD, FSCAIRalf J. Holzer, MD, FSCAIJohn W. Moore, MD, MPH, FAAP, FACC, FSCAIAudrey C. Marshall, MDLarry Latson, MD, FAAP, FAAC, FSCAIMichael Brook, MDTask Force 4: Pediatric Cardiology Fellowship Training in ElectrophysiologyAnne M. Dubin, MD, FHRS, Co-ChairEdward P. Walsh, MD, FHRS, Co-ChairWayne Franklin, MD, FAAP, FACC, FAHARonald J. Kanter, MD, FACC, FHRSJ. Philip Saul, MD, FACC, FAHA, FHRSMaully J. Shah, MBBS, FACC, FHRSGeorge F. Van Hare, MD, FACC, FHRSJulie A. Vincent, MD, FAAP, FACC, FSCAITask Force 5: Pediatric Cardiology Fellowship Training in Critical Care CardiologyTimothy F. Feltes, MD, FAAP, FACC, FAHA, Co-ChairStephen J. Roth, MD, MPH, FAAP, Co-ChairMelvin C. Almodovar, MDDean B. Andropoulos, MD, FAAPDesmond J. Bohn, MB, BCH, FFARCS, MRCP, FRCPCJohn M. Costello, MD, MPH, FAAPRobert J. Gajarski, MD, MHSA, FAAP, FACCAntonio R. Mott, MDPeter Koenig, MD, FACC, FASETask Force 6: Pediatric Cardiology Fellowship Training in Adult Congenital Heart DiseaseKaren Stout, MD, FACC, Co-ChairAnne Marie Valente, MD, FACC, Co-ChairPeter J. Bartz, MD, FASEStephen Cook, MD, FACCMichelle Gurvitz, MD, MS, FACCArwa Saidi, MD, FACCRobert D. Ross, MD, FAAP, FACCTask Force 7: Pediatric Cardiology Fellowship Training in Pulmonary Hypertension, Advanced Heart Failure, and TransplantationSteven A. Webber, MB, CHB, Co-ChairDaphne T. Hsu, MD, FAAP, FACC, FAHA, Co-ChairD. Dunbar Ivy, MD, FAAP, FACCThomas J. Kulik, MDElfriede Pahl, MD, FAAP, FACCDavid N. Rosenthal, MDRobert Morrow, MD, FAAP, FACCJeffrey A. Feinstein, MDTask Force 8: Pediatric Cardiology Fellowship Training in Research and Scholarly ActivityWilliam T. Mahle, MD, FAAP, FACC, FAHA, Co-ChairAnne M. Murphy, MD, FACC, FAHA, Co-ChairJennifer S. Li, MDYuk M. Law, MD, FAAPJane W. Newburger, MD, MPH, FACC, FAHAStephen R. Daniels, MD, PHDDaniel Bernstein, MDBradley S. Marino, MD, MPP, MSCE, FAAP, FACC,FAHARobert D. Ross, MD, FAAP, FACCFootnotesThe introduction and task force reports for these Training Guidelines for Pediatric Cardiology Fellowship Programs are available online at http://circ.ahajournals.org (Circulation. 2015;132:e43–e47; e48–e56; e57–e67; e68–e74; e75–e80; e81–e90; e91–e98; e99–e106; and e107–e113).This document was approved by the Society of Pediatric Cardiology Training Program Directors, American College of Cardiology Foundation, American Academy of Pediatrics, and the American Heart Association in February 2015.The American Heart Association requests that this document be cited as follows: Ross RD, Brook M, Koenig P, et al. 2015 SPCTPD/ACC/AAP/AHA training guidelines for pediatric cardiology fellowship programs (revision of the 2005 training guidelines for pediatric cardiology fellowship programs). Circulation. 2015;132:e41–e42.This article is copublished in Journal of the American College of Cardiology.Copies: This document is available on the World Wide Web sites of the Society of Pediatric Cardiology Training Program Directors (http://spctpd.com), the American College of Cardiology (www.acc.org), the American Academy of Pediatrics, (www.aap.org), and the American Heart Association (my.americanheart.org). A copy of the document is available at http://my.americanheart.org/statements by selecting either the “By Topic” link or the “By Publication Date” link. To purchase additional reprints, call 843-216-2533 or e-mail [email protected].Expert peer review of AHA Scientific Statements is conducted by the AHA Office of Science Operations. For more on AHA statements and guidelines development, visit http://my.americanheart.org/statements and select the “Policies and Development” link.Permissions: Multiple copies, modification, alteration, enhancement, and/or distribution of this document are not permitted without the express permission of the American Heart Association. Instructions for obtaining permission are located at http://www.heart.org/HEARTORG/General/Copyright-Permission-Guidelines_UCM_300404_Article.jsp. A link to the “Copyright Permissions Request Form” appears on the right side of the page. Previous Back to top Next FiguresReferencesRelatedDetailsRelated articlesCorrectionCirculation. 2016;133:e464-e464 August 11, 2015Vol 132, Issue 6 Advertisement Article InformationMetrics © 2015 American Heart Association, Inc.https://doi.org/10.1161/CIR.0000000000000190 Originally publishedMarch 13, 2015 PDF download Advertisement SubjectsStatements and Guidelines