Pediatric Residents Research Articles

Confidence of Faculty in Writing Letters of Recommendation for Pediatric Fellowship Applicants.

The assessment of pediatric residents applying to subspecialty fellowship programs relies on faculty letters of recommendation (LOR). However, it is unclear if pediatric faculty are confident that their LOR are effective. This study aims to assess the confidence of pediatric faculty in writing an effective LOR for pediatric residents applying to subspecialty fellowship programs. Survey development was conducted using evidence-based best practices. Surveys were distributed via email in 2021 to all full-time pediatric faculty members who taught pediatric residents in a large academic medical center. Categorical values were compared by chi-square test. Eighty-five out of 150 (57%) faculty members completed the survey. Forty-one percent of participants were very confident that their LOR provided adequate content to assess residents during the application process. Confidence was associated with higher academic rank (p=0.02), frequent contact with residents (p=0.01), and writing >2 LOR in the last five years (p=0.0002). Confident LOR writers were more likely to describe their own background, details about the resident's scholarly activity, and the resident's ability to work as part of a team. Thirty-five percent of respondents reported never considering gender bias when writing LOR, whereas 28% reported always considering gender bias. Eighty-seven percent of respondents reported an interest in receiving LOR writing guidelines. Half of the faculty respondents were not very confident in their ability to write an effective LOR for pediatric residents applying for a fellowship. Faculty development and standardized instructions on writing effective LOR may be helpful both at the institutional and national levels, including the importance of considering gender bias when writing LOR.

PedsTalk: A Pilot Communication Skills Education Course for Pediatric Residents.

Communication skills are critical to pediatric practice, but few pediatric residency programs provide formal communication skills education. Pediatric residents often lack confidence in these skills. We hypothesized that a simulation-based communication skills course would improve resident confidence in the skills required for serious illness conversations with patients/families. In collaboration with multidiscipline VitalTalk-trained faculty, we developed PedsTalk, a communication skills course for pediatric residents based on the VitalTalk framework. In PedsTalk, faculty/peers offered real-time coaching during simulation sessions with actors. Resident participants self-rated confidence in 9 communication skills using a 5-point Likert scale before, immediately after, and 4 months after course participation, with course nonparticipants serving as controls. Responses were analyzed by using Friedman tests and Wilcoxon rank tests. Thematic analysis was conducted to identify themes among free-text responses. Twenty-seven pediatric residents participated in PedsTalk, 11 of whom completed survey assessments at all timepoints. Eleven course nonparticipants served as controls. Over time, participants' confidence in the following communication skills was retained or significantly improved: "difficult conversations" (P < .001), "recognizing emotion" (P < .01), "using silence" (P < .008), "headline statements" (P < .001), eliciting "VALUES" (P < .001), and asking "permission to continue" (P < .001). Over time, controls had significant improvements in confidence in 2 skills: headline statements (P < .014) and eliciting "VALUES" (P < .031). PedsTalk is a novel approach to communication skills education in pediatric residency. Participation improved residents' confidence in 6 communication skills, including overall confidence in having difficult conversations. Although confidence in some skills may naturally develop through clinical experiences, PedsTalk further enhances communication skills education among trainees.

Resident Support Network: a supportive approach to resident physician wellness.

The Resident Support Network (RSN) is a formal network of residents and medical faculty, with additional training and resources in resident wellness. RSN is accessible to residents to approach with their wellness concerns. It aims to support residents during a period of medical training that is associated with high trainee burnout rates. Implementing individual-focused and organizational strategies in residency programs has been found to reduce burnout. The RSN, in the McMaster University Pediatrics Residency program, was initiated based on the need to help address gaps in supporting resident wellness. Implementation of an RSN would likely provide similar benefits for residents in other universities and specialties by enhancing resident wellness.

Exploring Telehealth to Improve Discharge Outcomes in Children.

The inpatient to outpatient transition is critical for patient safety but suffers from lack of standardization and communication. Expanding telehealth use allows unique opportunities to leverage secure video conferencing to streamline communication between families and hospital-based providers (HBPs) after hospital discharge. We conducted a qualitative study to evaluate HBP and caregiver beliefs regarding a proposed telehealth follow-up visit after hospital discharge (THDF). Interviews were conducted with pediatric hospitalists, senior pediatric residents, and caregivers of patients recently hospitalized on the study hospital's pediatric hospitalist service. Authors developed consensus regarding major themes to inform THDF design. These were organized into a conceptual model. We conducted 23 interviews with 6 hospitalists, 6 senior residents, and 11 caregivers. Three primary themes were identified: (1) Caregivers and HBPs agree THDF would be beneficial for patients and families; however, evidence is not robust enough to solidify provider buy-in. (2) Telehealth should supplement and enhance current discharge practices; it should not serve as a bandage for a broken system. Although a key aspect of THDF is to have the hospitalist provide follow-up care, this should be provided in addition to primary care provider follow-up. (3) HBPs expressed concerns about challenging workflows, competing demands, and inadequate resources, which are potential barriers to widespread adoption. THDF leverages expanding telehealth use to provide hospital-based follow-up. While HBPs shared workflow challenges in conducting telehealth, HBPs and caregivers believed potential benefits of THDF outweighed the challenges. This qualitative study will guide implementation of THDF in future studies.

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&lt;/jats:p&gt; &lt;/jats:abstract&gt; &lt;publication_date media_type='online'&gt; &lt;month&gt;11&lt;/month&gt; &lt;day&gt;14&lt;/day&gt; &lt;year&gt;2023&lt;/year&gt; &lt;/publication_date&gt; &lt;doi_data&gt; &lt;doi&gt;10.60147/86158a6b&lt;/doi&gt; &lt;resource&gt;https://pap.es/articulo/14002/ha-sido-un-placer-gracias-y-hasta-pronto&lt;/resource&gt; &lt;/doi_data&gt; &lt;/journal_article&gt; &lt;!-- ============== --&gt;&lt;journal_article publication_type='full_text'&gt; &lt;titles&gt;&lt;title&gt;Reading promotion and its association with professional vocations and care settings &lt;/title&gt;&lt;original_language_title&gt;La promoción de la lectura y su relación con las vocaciones y entornos profesionales &lt;/original_language_title&gt; &lt;/titles&gt; &lt;contributors&gt; &lt;person_name sequence='first' contributor_role='author'&gt; &lt;given_name&gt;Ana&lt;/given_name&gt; &lt;surname&gt;Garach&lt;/surname&gt; &lt;/person_name&gt;&lt;person_name sequence='additional' contributor_role='author'&gt; &lt;given_name&gt;Iván&lt;/given_name&gt; &lt;surname&gt;Gutiérrez &lt;/surname&gt; &lt;/person_name&gt;&lt;person_name sequence='additional' contributor_role='author'&gt; &lt;given_name&gt;Antonio&lt;/given_name&gt; &lt;surname&gt;Molina&lt;/surname&gt; &lt;/person_name&gt;&lt;person_name sequence='additional' contributor_role='author'&gt; &lt;given_name&gt;Jesús L. &lt;/given_name&gt; &lt;surname&gt;Megías&lt;/surname&gt; &lt;/person_name&gt;&lt;/contributors&gt; &lt;jats:abstract xml:lang='en'&gt; &lt;jats:p&gt;Introduction: healthy lifestyle promotion is a common practice among paediatricians. Reading promotion is included in that practice. It has numerous benefits for children: it stimulates brain activity and cognitive reserve, improves concentration and language development and helps develop emotional skills. The aim of our study was to assess the implementation of reading promotion activities in real-world paediatric care practice, as well as its association with the underlying vocation for paediatrics (clinical, preventive or social) and the care setting (residency programme, hospital and primary care). Material and methods: cross-sectional, descriptive study of national scope through an online survey of paediatrics residents and hospital-based and primary care paediatricians carried out in March 2022. Results: 326 paediatricians participated, of who 16.8% worked in hospitals, 69.8% in primary care and were 13.4% paediatrics residents. Of this total, 18.8% reported a vocation for preventive care, 60.8% for clinical work and 20.5% for social paediatrics. In addition to carrying a detailed descriptive analysis of the type of reading promotion activities carried out in Spain, we found, firstly, that the vocation for medical practice was associated to the frequency of reading promotion (χ2(2)=13.11; p&lt;0.001), with a higher proportion of paediatricians with a social vocation reporting performance of these activities. Secondly, the care setting also seemed to be a determining factor for the performance of these activities (χ2(2)=19.0; p&lt;0.001), which were conducted more frequently in the primary care setting. Conclusion: activities to promote reading are carried out mainly by primary care professionals within the framework of other health promotion work, and their performance was mainly associated with the greater proportion of primary care professionals with a vocation for social paediatrics.

How to Teach Cross-Cultural Communication: A Workshop Using the Experiential Learning Model.

The United States population is diversifying, leading to higher rates of cultural, ethnic, and racial discordance between medical teams and patients. Studies show that pediatric residents lack training in cross-cultural communication (CCC). We based learning objectives on the AAMC's Tool for Assessing Cultural Competency Training. The workshop design was based on Kolb's experiential learning model. In 2020-2021, we delivered this 2-hour workshop to trainees at two large, urban sites. We administered two surveys to evaluate our workshop: a retrospective pre-post survey following the workshop and a 3-month follow-up survey. Using 5-point Likert scales, participants rated their awareness of the effect of their own cultural identity on CCC and familiarity with and confidence using CCC models. We analyzed responses using Wilcoxon signed rank tests. Sixty-two trainees participated in the workshop; 44 completed the retrospective pre-post survey (71%). After the workshop, 36% were extremely aware of the effect of their own cultural identity on CCC compared to 4% before the workshop (p < .001). Confidence managing cross-cultural misunderstandings when conveying a diagnosis and explaining disease management increased after the workshop (70% vs. 25%, p < .001; 70% vs. 20%, p < .001, respectively). Twelve participants completed a 3-month follow-up survey (27%). A workshop using the experiential learning model to teach CCC increased participants' awareness of how their cultural identity impacted CCC and familiarity with and confidence in using two CCC models. This workshop offers pediatric program directors a tool to enhance their CCC curricula and meet ACGME requirements.

Door-to-Needle Time for Administration of Antibiotic in Children with Cancer Within the Golden Hour- an Audit from a Tertiary Cancer Hospital in a Low-Middle Income Country

Abstract Background Fever neutropenia (FN) is the commonest complication during treatment in children with cancer. Most guidelines recommend administration of intravenous antibiotics within 60 minutes of presentation to the Emergency Room (ER) to minimize life threatening complications of FN(1). We performed a 3-month audit at our ER to see if this target was being met(2). The departmental FN management policy was revised and implemented from February 2021 based on the prevailing hospital antibiogram. All children undergoing treatment in the Paediatric Oncology Department are provided with written FN Alerts/Advice (Fig. 1). All patient prescriptions include instructions on antibiotic choice and dosage. Annual educational sessions are held with the ER staff and Paediatric Oncology Residents. A stock of essential antibiotics is maintained in the ER. Methods All children on chemotherapy or radiotherapy presenting to ER with fever (≥38°C) either at home or documented at ER had blood counts and blood cultures sent both from a peripheral vein and the indwelling central venous device (if present). The first dose of antibiotics as prescribed was administered without waiting for the blood count report or assessment by the Clinician. Time of patient’s arrival at ER and time of administration of the first antibiotic dose were obtained from ER nursing records and patient drug cards. Data was entered prospectively within 24 hours and tabulated for analysis on Microsoft Excel. Fig.1: Fever Neutropenia Sticker on Patient File Results Eighty-four children presented with 129 episodes of fever during the audit period (1st April 2022-30th June 2022). Median age was 6.4 years (IQR 3.1,12). Median time interval from last chemotherapy was 6 days (IQR 2,10). All children reporting to ER were seen by a Clinician, with 106 (82%) episodes seen within 30 minutes of reporting (median 15 minutes, IQR 5,21). All children received initial intravenous antibiotics after blood sampling. Median door-to-needle time was 45 minutes (IQR 35,60 minutes) There were 2 deaths in this cohort, one due to cancer progression and the other due to an unidentified infection of the central nervous system. Conclusions Over 80% children received the first dose of antibiotics within the target of &amp;lt;60 minutes. There were no deaths attributable to sepsis. Though the outcome was excellent in this cohort, we need to analyse the reasons for delay in administration of the first antibiotic dose and take remedial measures to improve compliance.

An evaluation of a Transition to Foundations curriculum for first year pediatric residents in Competency Based Medical Education.

A Transition to Foundations (TTF) curriculum that includes didactic and simulation components prepares first-year pediatric residents for increased roles and responsibilities in the Foundations of Discipline stage of Competency Based Medical Education, including junior night float rotations. Simulations of acute presentations improve resident comfort before overnight on-call experiences.

Having a Voice: Resident Perceptions of Supervision, Decision-Making and Patient Care Ownership

ObjectiveHeightened resident supervision due to patient safety concerns is increasingly common in pediatrics and may leave residents with fewer opportunities for independent decision-making, a diminished sense of autonomy, and decreased engagement. This may ultimately threaten their development into competent clinicians. Understanding how pediatric residents experience supervision’s influence on their involvement in decision-making, engagement in patient care, and learning is crucial to safeguard their transition to independent practice. In relation to supervision, our research investigated: 1) how residents navigated their involvement with clinical decision-making and 2) how opportunities to make clinical decisions influenced their engagement in patient care and learning. MethodsFrom 2019–2020, we recruited 38 pediatric residents from three different programs for a qualitative interview-based study. Through a constructivist stance, we explored clinical decision-making experiences and performed thematic analysis using an iterative and inductive process. ResultsWe identified three themes: 1) Residents perceived having autonomy when they had space to make independent decisions, regardless of supervisor’s presence; 2) Patient care ownership resulted from having a voice in a variety of contributions to patient care; and 3) Supervisors’ behaviors modulated patient care ownership and thereby residents’ sense of feeling heard, their engagement in patient care, and their learning. ConclusionsOur results suggest that focusing on patient care ownership may better fit with current learning environments than aiming for independence and autonomy. They provide insight on how, in the pediatric learning climate of enhanced supervision, supervisors can preserve resident engagement in patient care and learning by augmenting patient care ownership and ensuring residents have a voice.

There’s No Escaping Patient Safety: Implementation and Assessment of a Patient Safety Medical Escape Room for Pediatric Residents

There’s No Escaping Patient Safety: Implementation and Assessment of a Patient Safety Medical Escape Room for Pediatric Residents

Pediatric Residency Graduates’ Characteristics, Career Choice, and Satisfaction by Race and Ethnicity, 2011–2022

ObjectiveLearning more about resident characteristics, career choices, job search experiences, and satisfaction for different racial and ethnic backgrounds can inform needs and approaches to diversifying the physician workforce. MethodsWe analyzed survey data collected from national random samples of pediatric residents graduating from 2011 to 2022. We used chi-square linear association to examine trends in reported race and ethnicity and multivariable logistic regression to estimate associations of race and ethnicity with graduates’ characteristics including debt, career choice, job search experience, and satisfaction with specialty choice and report predicted percentage values (PV). ResultsAdjusted response rate was 53.7% (6392/11,900); 59.7% of respondents identified as white, 20.6% Asian, 10.5% Hispanic/Latino/Spanish, 5.6% Black/African American, and 3.6% Other. These percentages were unchanged across years.Black graduates were more likely than white graduates to identify as female (PV = 81.7 [95% CI = 77.7–85.8] and 73.4 [95% CI = 72.0–74.9], P < .00) and report educational debt >$200,000 (PV = 63.1 [95% CI = 57.2–68.9] and 51.2 [95% CI = 49.3–53.0], P < .00). Black and Hispanic graduates were least likely to be entering subspecialty fellowships. Black, Asian, and Other graduates were more likely than white residents to report job search difficulty. Among residents starting full-time general pediatrics positions, half or more of all race and ethnicity groups reported starting salaries of >$175,000 without significant differences. Nearly all would choose pediatrics again. ConclusionsFew strides have been made over the past decade in diversifying pediatrics. Trainees from minoritized racial and ethnic backgrounds may require support via educational debt relief, mentoring, and social support to overcome barriers and ensure their success.

The Need for Simulation-Based Procedural Skills Training to Address Proposed Changes in Accreditation Council for Graduate Medical Education Requirements for Pediatric Residency Programs.

The Need for Simulation-Based Procedural Skills Training to Address Proposed Changes in Accreditation Council for Graduate Medical Education Requirements for Pediatric Residency Programs.

Burnout During the COVID-19 Pandemic: A Report on Pediatric Residents.

The Pediatric Resident Burnout and Resilience Consortium (PRB-RSC) has described the epidemiology of burnout in pediatric residents since 2016. We hypothesized burnout rates during the pandemic would increase. We explored resident burnout during the COVID-19 pandemic and its relationship to resident perception of workload, training, personal life and local COVID burden. Since 2016, PRB-RSC has sent an annual, confidential survey to over 30 pediatric and medicine-pediatrics residencies. In 2020 and 2021, 7 questions were added to explore the relationship of COVID-19 and perceptions of workload, training and personal life. In 2019, 46 programs participated, 22 in 2020, and 45 in 2021. Response rates in 2020 (n=1,055, 68%) and 2021(n=1702, 55%) were similar to those of previous years (p=0.09). Burnout rates in 2020 were significantly lower than in 2019 (54% versus 66%, p<0.001) but returned to pre-covid levels in 2021 (65%, p=0.90). In combined 2020-2021 data, higher rates of burnout were associated with reported increased workload (AOR 1.38, 95% CI 1.19-1.6) and concerns regarding the effect of COVID on training (AOR 1.35, 95% CI 1.2-1.53). Program-level county COVID burden in combined 2020-2021 data was not associated with burnout in this model (AOR=1.03, 95% CI=0.70 - 1.52). Burnout rates within reporting programs decreased significantly in 2020 and returned to pre-pandemic levels in 2021. Increased burnout was associated with perceived increases in workload and concerns regarding effect of the pandemic on training. Given these findings, programs should consider further investigation into workload and training uncertainty on burnout.

The Value of the Pediatric Urgent Care in Pediatric Resident Education.

Pediatric urgent care (UC) is a growing field and may provide unique learning opportunities for pediatric residents. We aimed to assess whether a UC rotation could be feasible and meaningful and help fill educational gaps. Within our current X+Y rotational model, we used Kern's 6-step approach for curriculum development to create a longitudinal UC educational experience for postgraduate year 2 (PGY2) pediatric residents. We assessed progress towardachieving our aim by using a mixed-methods approach matched to Kirkpatrick's levels of learning, including program annual evaluations, self-assessed UC competencies, and 360 milestone evaluations. A total of 14 PGY2s participated in our yearlong longitudinal rotation without duty hour violations or deviations from well childcare. Thematic analysis revealed concepts of autonomy, procedural access, and intentionality of education. Residents showed statistical improvement in 4/10 milestones and 26/27 self-assessed performance items. Of 14 residents, 6 scored ≥4 on all milestones by the end of the year. Our curriculum demonstrates a valuable role for the pediatric UC in the procedural and clinical education of pediatric residents. Practical implications and assessment tools of such a curriculum may be valuable for others interested in integrating this learning experience into their current educational model.

Application of an Interactive, Hands-On Nutritional Curriculum for Pediatric Residents.

Currently, there exists a scarcity of suitable nutrition training resources for the primary care physician (PCP) and a paucity of educational materials for pediatric residency programs. Barriers to nutritional education include: a lack of well-defined competencies, a dearth of centralized resources for nutritional education, and a reliance on didactic teaching methodology. Because PCPs often cite a lack of confidence as a primary reason for not providing nutritional counseling, we created an interactive 3-pronged nutritional curriculum for pediatric residents with the aim of increasing their confidence to provide nutritional counseling to patients. This curriculum included an in-person visit to a local supermarket, an online, interactive case during the resident's continuity clinic, and an interactive lecture. There was a statistically significant change in pediatric residents' confidence to manage issues of outpatient nutrition management. We find this particularly relevant as increasing physician confidence is key to increasing nutritional counseling in a clinical setting.

Words Used in Letters of Recommendation for Pediatric Residency Applicants: Demographic Differences and Impact on Interviews.

To describe differences in agentic (achievement) and communal (relationship) terms in letters of recommendation (LORs) for pediatric residency candidates by applicant and letter writer demographics and to examine if LOR language is associated with interview status. A random sample of applicant profiles and LORs submitted to one institution were analyzed from the 2020-21 Match. Letters of recommendation text was inputted into a customized natural language processing application which determined the frequency of agentic and communal words in each LOR. Neutral LORs were defined as having<5% surplus of agentic or communal terms. We analyzed 2094 LORs from 573 applicants: 78% were women, 24% were under-represented in medicine (URiM), and 39% were invited to interview. Most letter writers were women (55%) and of senior academic rank (49%). Overall, 53% of LORs were agency biased, 25% communal biased, and 23% neutral. There was no difference in agency and communally biased LORs by an applicant's gender (men 53% agentic vswomen 53% agentic, P =.424), race or ethnicity (non-URiM 53% agentic vsURiM 51% agentic, P=.631). Male letter writers used significantly more agentic terms (8.5%) compared to women (6.7% agentic) or writers of both genders (3.1% communal) (P=.008). Applicants invited to interview were more likely to have a neutral LOR; however, no significant association existed between language and interview status. No significant differences in language were found by applicant gender or race among pediatric residency candidates. Identifying potential biases within pediatric residency selection processes is important in creating an equitable approach to application review.

FOSTERING COMMUNITY ENGAGEMENT TO ADDRESS RACISM: DEVELOPMENT AND IMPLEMENTATION OF A SERVICE-LEARNING CURRICULUM FOR PEDIATRIC RESIDENTS.

In recent years, there has been a call for Academic Health Centers to increase community engagement to address racism. 1 Blanchard A.K. Blanchard J.C. Suah A. et al. Reflect and reset: Black academic voices call the graduate medical education community to action. Acad Med. 2022; 97: 967-972 Crossref PubMed Scopus (6) Google Scholar Alongside didactic education and building a diverse learning environment, community engagement allows trainees to better understand the structural underpinnings of inequities and better recognize their own biases to create a framework for how to improve care for marginalized populations. 2 Khazanchi R. Keeler H. Strong S. et al. Building structural competency through community engagement. Clin Teach. 2021; 18: 535-541 Crossref PubMed Scopus (8) Google Scholar Community-based service learning (CBSL), a teaching strategy that combines community service with “explicit learning objectives, preparation, and reflection,” 3 Seifer S.D. Hermanns K. Lewis J. Creating community-responsive physicians: Concepts and models for service-learning in medical education. American Association for Higher Education, 2000〈https://files.eric.ed.gov/fulltext/ED449734.pdf〉 Google Scholar is one methodology that can be used to give participants the opportunity to engage with the local community while also learning about the context in which the service is provided.

A Bias Response Committee to Improve the Experience of Diverse Pediatric Residents.

A Bias Response Committee to Improve the Experience of Diverse Pediatric Residents.

How does current paediatrics residency selection criteria correlate with residency performance?

The selection process for potential residents needs to be reviewed regularly and assessed if effective in selecting the best-fit residents who can achieve academic and professional excellence. Objective measures must take precedence over subjective criteria to reduce selection bias while ensuring transparency and accountability. However, the predictors of an ideal resident and his/her performance during residency training have been a great challenge to identify as part of the selection process. The use of examination results from medical school examination, licensing examinations such as the United States Medical Licensing Examination,1,2,3 and structured interviews4 was reported to correlate positively with doctor’s performances. A Canadian study also reported that the presence of scholarly activity did not affect match outcome, though this is variable for different programmes.5 Competitive programmes like paediatrics have a vested interest in selecting the most suitable applicants who will excel as paediatric residents and emerge as holistic, high-performing paediatricians in their field.6

Provider perspectives on pain management practices and needs in pediatric dentistry

BackgroundDental pain is common yet understudied and often undertreated in youth. To improve pain management in pediatric dentistry, it is necessary to understand practices and perceptions among providers. The authors assessed pediatric dentists’ use of and attitudes toward evidence-based pain management (EBPM) strategies. MethodsThe authors used a 27-item online survey to assess attitudes about EBPM, pain management and assessment practices, tools for disseminating knowledge about EBPM, and opinions regarding priority areas for improving pain management. Descriptive statistics were used to summarize findings; open-ended items were analyzed thematically. ResultsParticipants (N = 625) were pediatric dentists (89.2%) and pediatric dentistry residents (10.8%). Most respondents agreed that pain management is an important aspect of clinical care and thought that improvements in pain management practices are needed. Providers reported spending the most time facilitating pain management during the procedure (compared with before or after), and 73.2% said they feel this is an adequate amount of time. Distraction, tell-show-do techniques, and supportive language were the most used nonpharmacologic pain management strategies, and providers’ observational approaches were used most frequently for pain assessment. Top priority areas for improving pain management were reported as developing tools for caregivers and provider resources on nonpharmacologic pain management (ie, continuing education courses). ConclusionsProviders reported high use of EBPM strategies, low use of validated pain assessment tools, and a particular interest for professional development opportunities and patient resources focused on nonpharmacologic pain management. Practical ImplicationsFindings from this survey can inform dissemination and implementation of science efforts to improve pain management in pediatric dentistry.