Jennifer Maniscalco, MD, MPH

METHODS

RESULTS

DISCUSSION

ACKNOWLEDGMENTS

METHODS

RESULTS

DISCUSSION

ACKNOWLEDGMENTS

METHODS

RESULTS

DISCUSSION

ACKNOWLEDGMENTS

Pediatric hospital medicine (PHM) fellowship programs came into existence approximately 20 years ago in Canada,[1] and since that time the number of programs in North America has grown dramatically. The first 3 PHM fellowship programs in the United States were initiated in 2003, and by 2008 there were 7 active programs. Just 5 years later in 2013, there were 20 fellowship programs in existence. Now, in 2015, there are over 30 programs, with several more in development. The goal of postresidency training in PHM is to improve the care of hospitalized children by training future hospitalists to provide high‐quality, evidence‐based clinical care and to generate new knowledge and scholarship in areas such as clinical research, patient safety and quality improvement, medical education, practice management, and patient outcomes.[2] Many pediatric hospitalists want to be able to perform research or quality improvement, but feel that they lack the time, skills, resources, and mentorship to do so.[3] To date, fellowship‐trained hospitalists have a demonstrated track record of contributing to the body of literature that is shaping the care of hospitalized children.[4, 5]

At present, PHM is not a recognized subspecialty of the American Board of Pediatrics (ABP) and therefore does not fall under the purview of the Accreditation Council of Graduate Medical Education (ACGME), leading to concern from some about the variability in depth and breadth of training across programs.[1] The development and publication of the PHM Core Competencies in 2010 helped define the scope of practice of pediatric hospitalists and provide guidelines for training programs, specifically with respect to clinical and nonclinical areas for assessment of competency.[6] Furthermore, studies of early career hospitalists have identified areas for future fellowship curriculum development, such as core procedural skills, quality improvement, and practice management.[7]

In an effort to address training variability across programs, PHM fellowship directors (FDs) have come together as an organized group, first meeting in 2008, with the primary goal of defining training standards and sharing curricular resources. Annual meetings of the FDs, sponsored by the American Academy of Pediatrics Section on Hospital Medicine (AAP‐SOHM), began in 2012. A key objective of this annual meeting has been to develop a standardized fellowship curriculum for use across programs as well as to determine gaps in training that need to be addressed. During this process, we have received input from key stakeholders including community hospitalists, internal medicine‐pediatrics hospitalists, and the PHM Certification Steering Committee, which organized the application for subspecialty certification to the ABP. To inform this process of curriculum standardization, we fielded a survey of PHM fellowship directors. The purpose of this article is to summarize the current curricula, operations, and logistics of PHM fellowship programs.

METHODS

This was a cross‐sectional study of 31 PHM fellowship programs across the United States and Canada in April 2014. Inclusion criteria included all pediatric fellowships that were self‐identified to the AAP‐SOHM as providing a hospital medicine fellowship option. This included both PHM fellowships as well as academic general pediatric fellowships with a hospitalist track. A web‐based survey (SurveyMonkey, Inc.) was distributed by e‐mail to the FDs at the 31 training programs (see Supporting Information in the online version of this article). To enhance content validity of survey responses, survey questions were designed using an iterative consensus process among the authors, who included junior and senior FDs and represented the 2014 annual FD meeting planning committee. Items were created to gather feedback on the following key areas of PHM fellowships: program demographics, types of required and elective clinical rotations, graduate coursework offerings, amount of time spent in clinical activities, fellow billing practices, and description of fellows' research activities. The survey consisted of 30 multiple‐choice and short‐answer questions. Follow‐up e‐mail reminders were sent to all FDs 2 weeks and 4 weeks after the initial request was sent. Survey completion was voluntary, and no incentives were offered. The study was determined to be exempt by the Stanford University Institutional Review Board. Data were summarized using frequency distributions. No subgroup comparisons were made.

RESULTS

Program directors from 27/31 (87%) PHM fellowship programs responded to the survey; 25 were active programs, and 2 were under development. Responding programs represented all 4 major regions of the country and Canada, with varying program initiation dates, ranging from 1997 to 2013.

Fellow Clinical Activities

The average amount of total clinical time (weeks on service) across responding programs was 50% (range, 20%65%). When looking specifically at time on the inpatient general pediatric service, number of weeks varied by year of training and by institution, with 12 to 41 weeks in the first year of fellowship, 6 to 41 weeks in the second year of fellowship, and 6 to 28 weeks in the third year of fellowship (Figure 1). Though the range is large, on average, fellows spend 17 weeks on inpatient general pediatrics service during each year of training. Of note, the median number of weeks on inpatient general pediatrics service by year of training was 15 weeks, 16 weeks, and 16.5 weeks, respectively. In addition to inpatient general pediatrics service time, most programs require other clinical rotations, with sedation, complex care, and inpatient pediatrics at community sites being the most frequent (Figure 2). Of the 6 responding 1‐year programs, 5 (83%) allow fellows to bill/generate clinical revenue at some point during their training. Of the 15 responding 2‐year programs, 11 (73%) allow fellows to bill/generate clinical revenue at some point during their training. Of the 4 responding 3‐year programs, 2 (50%) allow their fellows to bill/generate clinical revenue at some point during their training.

Figure 1

Figure 2

DISCUSSION

This is the most comprehensive description of pediatric hospital medicine fellowship curricula to date. Understanding the scope of these programs is an important first step in developing a standardized curriculum that can be used by all. The results of this survey indicate that although there is variability among PHM fellowship curricular content, several common themes exist.

The number of clinical weeks on the inpatient general pediatrics service varied from program to program, though the majority of programs require fellows to spend 15 to 16 weeks each year of training. The variability may be due in part to the way in which respondents defined the term week on clinical service. For example, if the fellow is primarily on a shift schedule, then he/she may only work 2 to 3 shifts in 1 week, which may have been viewed similarly to daily presence on a more traditional inpatient teaching service with 5 to 7 consecutive days of service. The current study did not explore the details of inpatient general pediatric clinical activities or exposure to opportunities to hone procedural skills, areas that are worth investigating as we move forward to better understand the needs of trainees.

Most residency training programs in general pediatrics require a significant amount of inpatient clinical time, specifically a minimum of 10 units or months, though only half of this time is required to be in inpatient general pediatrics.[8] Although nonfellowship trained early career hospitalists may feel adequately prepared to manage the clinical care of some hospitalized children, perceived competency is significantly lower than their fellowship‐trained colleagues with regard to care of the child with medical complexity and technology‐dependence, and with regard to provision of sedation for procedures.[7] The majority of FDs surveyed in our study indicated that additional clinical experience with sedation, complex care, and inpatient pediatrics at community sites were required of their fellows. Of note, many of these rotations are not commonly required in pediatric residency training programs; however, the PHM core competencies suggest that hospitalists should demonstrate proficiency in these areas to provide optimal care for hospitalized children. Our results suggest that current PHM fellowship curricula help address these clinical gaps. The requirement of these particular specialized experiences may reflect the clinical scope of practice that is expected from potential employers or may be related to staffing needs. It is well documented that the inpatient demographic of large pediatric tertiary care referral centers has changed over the past decade, with an increasing prevalence of children with medical complexity.[9, 10] In both tertiary referral centers and community hospitals, the expansion of the role of the hospitalist in providing specialized clinical services, such as sedation or surgical comanagement, has been significantly driven by financial factors, though a more recent focus on improvement of efficiency and quality of care within the hospital system has relied heavily on hospitalist input.[11, 12, 13] Important next steps in curriculum standardization include ensuring that training programs allow for adequate clinical exposure and proper assessment of competency in these areas, and determining the full complement of clinical training experiences that will produce hospitalists with a well‐defined scope of practice that adequately addresses the needs of hospitalized children.

Most fellowship‐trained hospitalists work primarily in university‐affiliated institutions with expectations for scholarly productivity.[5, 7] Fellowship‐trained hospitalists have made large contributions to the growing body of PHM literature, specifically in the realms of medical education, healthcare quality, clinical pediatrics, and healthcare outcomes.[4] Many PHM fellowship‐trained hospitalists have educational or administrative leadership roles.[2] Our results indicate that current PHM fellows continue to be active in a variety of research activities. In addition, FDs reported that the vast majority of programs included scholarship oversight committees, which ensure a mentored and structured research experience. Finally, most programs require or offer additional coursework, and many programs with university affiliations allow for attainment of graduate degrees. Inclusion of robust research training and infrastructure in all programs is a paramount goal of PHM fellowship training. This will allow graduates to be successful researchers, generating new knowledge and supporting the provision of high‐quality, evidence‐based, and value‐driven care for hospitalized children.

A unique feature of several PHM fellowship programs is that fellows are allowed to bill for clinical encounters. Many programs rely on clinical revenue to support fellow salaries.[14] For some programs, a portion of this clinical revenue comes from fellows billing for clinical encounters.[15] Programs that allow fellows to bill/generate clinical revenue have fellows working in attending roles without direct supervision, whereas nonbilling fellows have direct supervision by an attending.[15] In the current ABP training model, subspecialty fellows cannot independently bill for clinical encounters within their own subspecialty, though they can moonlight as long as they meet the duty hour requirements set forth by the ACGME.[16] FDs will need to consider the impact of this requirement on fellow autonomy and on financial revenue for funding fellow salaries if the field achieves ABP subspecialty status.

Regardless of whether or not PHM becomes a designated subspecialty of the ABP, FDs will continue to work together to develop a standard core curriculum that incorporates elements of clinical and nonclinical training to ensure that graduates not only provide high‐quality care for hospitalized children, but also generate new knowledge that advances the field in care delivery and quality of care in any setting. The results of this study will not only help to inform curriculum standardization, but also assessment and evaluation methods. Currently, PHM FDs meet annually and are nearing consensus on a standard 2‐year curriculum based on the PHM Core Competencies that incorporates core clinical, systems, and scholarly domains. We continue to solicit the input of stakeholders, including new FDs, community hospitalist leaders, internal medicine‐pediatrics hospitalist leaders, the Joint Council of Pediatric Hospital Medicine, and leaders of national organizations, such as the American Academy of Pediatrics, Academic Pediatrics Association, and Society of Hospital Medicine. Additional work around standardizing the fellowship application and recruitment process has resulted in our recent acceptance into the Fall Subspecialty Match through the National Residency Match Program, as well as development and implementation of a common fellowship application form. The FD group has recently formalized, voting into place an executive steering committee, which is responsible for the development and execution of long‐term goals that include finalizing a standardized curriculum, refining program and fellow assessment methods through critical evaluation of fellow metrics and outcomes, and standardization of evaluation methods.

Adopting a standard 2‐year curriculum may affect some programs, specifically those that are currently 1 year in duration. These programs would need to extend the length of their fellowship to allow for the breadth of experiences expected with a standardized 2‐year curriculum. This could result in significant financial challenges, effectively increasing the cost to administer the program. In addition, at present, programs have the flexibility to highlight individual areas of strength to attract candidates, allowing fellows to gain an in‐depth experience in domains such as clinical research, quality improvement, medical education, or health services research. With a standardized curriculum, some programs may have to assemble specific clinical and nonclinical experiences to meet the agreed‐upon expectations for PHM fellowship training. If these resources are not available, programs may need to seek relationships with other institutions to complete their offerings, a possibility that is being actively explored by this group. FDs continue to work with each other to share resources, identify training opportunities, and partner with each other to ensure that the requirements of a standard curriculum can be met.

This study has several limitations. First, it was a voluntary survey of program directors, and though we captured over 80% of programs at the time of the survey, there are currently more programs that have come into existence and more still that are in the development stage, leading to potential sampling error. Second, variable effort or accuracy by participants may have led to some degree of response error, such as content error or nonreporting error. Third, the survey questions focused on high‐level information, making it difficult to make nuanced comparisons between curricular elements or determine best curricular practice. In addition, this survey did not explore medical education and quality improvement activities of fellows, 2 major areas in which hospitalists play a major role in the inpatient setting.[1, 17, 18, 19, 20]

CONCLUSION

PHM fellowship programs have grown and continue to grow at a rapid rate. Variability in training is evident, both in clinical experiences and research experiences, though several common elements were identified in this study. The majority of programs are 2 years, and clinical experience comprises approximately 50% of training time, often including key rotations such as sedation, complex care, and rotations at community hospitals. Future directions include standardizing clinical training and expectations for scholarship, formulating appropriate methods for assessment of competency that can be used across programs, and seeking sustainable sources of funding.

Pediatric hospital medicine (PHM) fellowship programs came into existence approximately 20 years ago in Canada,[1] and since that time the number of programs in North America has grown dramatically. The first 3 PHM fellowship programs in the United States were initiated in 2003, and by 2008 there were 7 active programs. Just 5 years later in 2013, there were 20 fellowship programs in existence. Now, in 2015, there are over 30 programs, with several more in development. The goal of postresidency training in PHM is to improve the care of hospitalized children by training future hospitalists to provide high‐quality, evidence‐based clinical care and to generate new knowledge and scholarship in areas such as clinical research, patient safety and quality improvement, medical education, practice management, and patient outcomes.[2] Many pediatric hospitalists want to be able to perform research or quality improvement, but feel that they lack the time, skills, resources, and mentorship to do so.[3] To date, fellowship‐trained hospitalists have a demonstrated track record of contributing to the body of literature that is shaping the care of hospitalized children.[4, 5]

At present, PHM is not a recognized subspecialty of the American Board of Pediatrics (ABP) and therefore does not fall under the purview of the Accreditation Council of Graduate Medical Education (ACGME), leading to concern from some about the variability in depth and breadth of training across programs.[1] The development and publication of the PHM Core Competencies in 2010 helped define the scope of practice of pediatric hospitalists and provide guidelines for training programs, specifically with respect to clinical and nonclinical areas for assessment of competency.[6] Furthermore, studies of early career hospitalists have identified areas for future fellowship curriculum development, such as core procedural skills, quality improvement, and practice management.[7]

In an effort to address training variability across programs, PHM fellowship directors (FDs) have come together as an organized group, first meeting in 2008, with the primary goal of defining training standards and sharing curricular resources. Annual meetings of the FDs, sponsored by the American Academy of Pediatrics Section on Hospital Medicine (AAP‐SOHM), began in 2012. A key objective of this annual meeting has been to develop a standardized fellowship curriculum for use across programs as well as to determine gaps in training that need to be addressed. During this process, we have received input from key stakeholders including community hospitalists, internal medicine‐pediatrics hospitalists, and the PHM Certification Steering Committee, which organized the application for subspecialty certification to the ABP. To inform this process of curriculum standardization, we fielded a survey of PHM fellowship directors. The purpose of this article is to summarize the current curricula, operations, and logistics of PHM fellowship programs.

METHODS

This was a cross‐sectional study of 31 PHM fellowship programs across the United States and Canada in April 2014. Inclusion criteria included all pediatric fellowships that were self‐identified to the AAP‐SOHM as providing a hospital medicine fellowship option. This included both PHM fellowships as well as academic general pediatric fellowships with a hospitalist track. A web‐based survey (SurveyMonkey, Inc.) was distributed by e‐mail to the FDs at the 31 training programs (see Supporting Information in the online version of this article). To enhance content validity of survey responses, survey questions were designed using an iterative consensus process among the authors, who included junior and senior FDs and represented the 2014 annual FD meeting planning committee. Items were created to gather feedback on the following key areas of PHM fellowships: program demographics, types of required and elective clinical rotations, graduate coursework offerings, amount of time spent in clinical activities, fellow billing practices, and description of fellows' research activities. The survey consisted of 30 multiple‐choice and short‐answer questions. Follow‐up e‐mail reminders were sent to all FDs 2 weeks and 4 weeks after the initial request was sent. Survey completion was voluntary, and no incentives were offered. The study was determined to be exempt by the Stanford University Institutional Review Board. Data were summarized using frequency distributions. No subgroup comparisons were made.

RESULTS

Program directors from 27/31 (87%) PHM fellowship programs responded to the survey; 25 were active programs, and 2 were under development. Responding programs represented all 4 major regions of the country and Canada, with varying program initiation dates, ranging from 1997 to 2013.

Fellow Clinical Activities

The average amount of total clinical time (weeks on service) across responding programs was 50% (range, 20%65%). When looking specifically at time on the inpatient general pediatric service, number of weeks varied by year of training and by institution, with 12 to 41 weeks in the first year of fellowship, 6 to 41 weeks in the second year of fellowship, and 6 to 28 weeks in the third year of fellowship (Figure 1). Though the range is large, on average, fellows spend 17 weeks on inpatient general pediatrics service during each year of training. Of note, the median number of weeks on inpatient general pediatrics service by year of training was 15 weeks, 16 weeks, and 16.5 weeks, respectively. In addition to inpatient general pediatrics service time, most programs require other clinical rotations, with sedation, complex care, and inpatient pediatrics at community sites being the most frequent (Figure 2). Of the 6 responding 1‐year programs, 5 (83%) allow fellows to bill/generate clinical revenue at some point during their training. Of the 15 responding 2‐year programs, 11 (73%) allow fellows to bill/generate clinical revenue at some point during their training. Of the 4 responding 3‐year programs, 2 (50%) allow their fellows to bill/generate clinical revenue at some point during their training.

Figure 1

Figure 2

DISCUSSION

This is the most comprehensive description of pediatric hospital medicine fellowship curricula to date. Understanding the scope of these programs is an important first step in developing a standardized curriculum that can be used by all. The results of this survey indicate that although there is variability among PHM fellowship curricular content, several common themes exist.

The number of clinical weeks on the inpatient general pediatrics service varied from program to program, though the majority of programs require fellows to spend 15 to 16 weeks each year of training. The variability may be due in part to the way in which respondents defined the term week on clinical service. For example, if the fellow is primarily on a shift schedule, then he/she may only work 2 to 3 shifts in 1 week, which may have been viewed similarly to daily presence on a more traditional inpatient teaching service with 5 to 7 consecutive days of service. The current study did not explore the details of inpatient general pediatric clinical activities or exposure to opportunities to hone procedural skills, areas that are worth investigating as we move forward to better understand the needs of trainees.

Most residency training programs in general pediatrics require a significant amount of inpatient clinical time, specifically a minimum of 10 units or months, though only half of this time is required to be in inpatient general pediatrics.[8] Although nonfellowship trained early career hospitalists may feel adequately prepared to manage the clinical care of some hospitalized children, perceived competency is significantly lower than their fellowship‐trained colleagues with regard to care of the child with medical complexity and technology‐dependence, and with regard to provision of sedation for procedures.[7] The majority of FDs surveyed in our study indicated that additional clinical experience with sedation, complex care, and inpatient pediatrics at community sites were required of their fellows. Of note, many of these rotations are not commonly required in pediatric residency training programs; however, the PHM core competencies suggest that hospitalists should demonstrate proficiency in these areas to provide optimal care for hospitalized children. Our results suggest that current PHM fellowship curricula help address these clinical gaps. The requirement of these particular specialized experiences may reflect the clinical scope of practice that is expected from potential employers or may be related to staffing needs. It is well documented that the inpatient demographic of large pediatric tertiary care referral centers has changed over the past decade, with an increasing prevalence of children with medical complexity.[9, 10] In both tertiary referral centers and community hospitals, the expansion of the role of the hospitalist in providing specialized clinical services, such as sedation or surgical comanagement, has been significantly driven by financial factors, though a more recent focus on improvement of efficiency and quality of care within the hospital system has relied heavily on hospitalist input.[11, 12, 13] Important next steps in curriculum standardization include ensuring that training programs allow for adequate clinical exposure and proper assessment of competency in these areas, and determining the full complement of clinical training experiences that will produce hospitalists with a well‐defined scope of practice that adequately addresses the needs of hospitalized children.

Most fellowship‐trained hospitalists work primarily in university‐affiliated institutions with expectations for scholarly productivity.[5, 7] Fellowship‐trained hospitalists have made large contributions to the growing body of PHM literature, specifically in the realms of medical education, healthcare quality, clinical pediatrics, and healthcare outcomes.[4] Many PHM fellowship‐trained hospitalists have educational or administrative leadership roles.[2] Our results indicate that current PHM fellows continue to be active in a variety of research activities. In addition, FDs reported that the vast majority of programs included scholarship oversight committees, which ensure a mentored and structured research experience. Finally, most programs require or offer additional coursework, and many programs with university affiliations allow for attainment of graduate degrees. Inclusion of robust research training and infrastructure in all programs is a paramount goal of PHM fellowship training. This will allow graduates to be successful researchers, generating new knowledge and supporting the provision of high‐quality, evidence‐based, and value‐driven care for hospitalized children.

A unique feature of several PHM fellowship programs is that fellows are allowed to bill for clinical encounters. Many programs rely on clinical revenue to support fellow salaries.[14] For some programs, a portion of this clinical revenue comes from fellows billing for clinical encounters.[15] Programs that allow fellows to bill/generate clinical revenue have fellows working in attending roles without direct supervision, whereas nonbilling fellows have direct supervision by an attending.[15] In the current ABP training model, subspecialty fellows cannot independently bill for clinical encounters within their own subspecialty, though they can moonlight as long as they meet the duty hour requirements set forth by the ACGME.[16] FDs will need to consider the impact of this requirement on fellow autonomy and on financial revenue for funding fellow salaries if the field achieves ABP subspecialty status.

Regardless of whether or not PHM becomes a designated subspecialty of the ABP, FDs will continue to work together to develop a standard core curriculum that incorporates elements of clinical and nonclinical training to ensure that graduates not only provide high‐quality care for hospitalized children, but also generate new knowledge that advances the field in care delivery and quality of care in any setting. The results of this study will not only help to inform curriculum standardization, but also assessment and evaluation methods. Currently, PHM FDs meet annually and are nearing consensus on a standard 2‐year curriculum based on the PHM Core Competencies that incorporates core clinical, systems, and scholarly domains. We continue to solicit the input of stakeholders, including new FDs, community hospitalist leaders, internal medicine‐pediatrics hospitalist leaders, the Joint Council of Pediatric Hospital Medicine, and leaders of national organizations, such as the American Academy of Pediatrics, Academic Pediatrics Association, and Society of Hospital Medicine. Additional work around standardizing the fellowship application and recruitment process has resulted in our recent acceptance into the Fall Subspecialty Match through the National Residency Match Program, as well as development and implementation of a common fellowship application form. The FD group has recently formalized, voting into place an executive steering committee, which is responsible for the development and execution of long‐term goals that include finalizing a standardized curriculum, refining program and fellow assessment methods through critical evaluation of fellow metrics and outcomes, and standardization of evaluation methods.

Adopting a standard 2‐year curriculum may affect some programs, specifically those that are currently 1 year in duration. These programs would need to extend the length of their fellowship to allow for the breadth of experiences expected with a standardized 2‐year curriculum. This could result in significant financial challenges, effectively increasing the cost to administer the program. In addition, at present, programs have the flexibility to highlight individual areas of strength to attract candidates, allowing fellows to gain an in‐depth experience in domains such as clinical research, quality improvement, medical education, or health services research. With a standardized curriculum, some programs may have to assemble specific clinical and nonclinical experiences to meet the agreed‐upon expectations for PHM fellowship training. If these resources are not available, programs may need to seek relationships with other institutions to complete their offerings, a possibility that is being actively explored by this group. FDs continue to work with each other to share resources, identify training opportunities, and partner with each other to ensure that the requirements of a standard curriculum can be met.

This study has several limitations. First, it was a voluntary survey of program directors, and though we captured over 80% of programs at the time of the survey, there are currently more programs that have come into existence and more still that are in the development stage, leading to potential sampling error. Second, variable effort or accuracy by participants may have led to some degree of response error, such as content error or nonreporting error. Third, the survey questions focused on high‐level information, making it difficult to make nuanced comparisons between curricular elements or determine best curricular practice. In addition, this survey did not explore medical education and quality improvement activities of fellows, 2 major areas in which hospitalists play a major role in the inpatient setting.[1, 17, 18, 19, 20]

CONCLUSION

PHM fellowship programs have grown and continue to grow at a rapid rate. Variability in training is evident, both in clinical experiences and research experiences, though several common elements were identified in this study. The majority of programs are 2 years, and clinical experience comprises approximately 50% of training time, often including key rotations such as sedation, complex care, and rotations at community hospitals. Future directions include standardizing clinical training and expectations for scholarship, formulating appropriate methods for assessment of competency that can be used across programs, and seeking sustainable sources of funding.

Pediatric hospital medicine (PHM) fellowship programs came into existence approximately 20 years ago in Canada,[1] and since that time the number of programs in North America has grown dramatically. The first 3 PHM fellowship programs in the United States were initiated in 2003, and by 2008 there were 7 active programs. Just 5 years later in 2013, there were 20 fellowship programs in existence. Now, in 2015, there are over 30 programs, with several more in development. The goal of postresidency training in PHM is to improve the care of hospitalized children by training future hospitalists to provide high‐quality, evidence‐based clinical care and to generate new knowledge and scholarship in areas such as clinical research, patient safety and quality improvement, medical education, practice management, and patient outcomes.[2] Many pediatric hospitalists want to be able to perform research or quality improvement, but feel that they lack the time, skills, resources, and mentorship to do so.[3] To date, fellowship‐trained hospitalists have a demonstrated track record of contributing to the body of literature that is shaping the care of hospitalized children.[4, 5]

At present, PHM is not a recognized subspecialty of the American Board of Pediatrics (ABP) and therefore does not fall under the purview of the Accreditation Council of Graduate Medical Education (ACGME), leading to concern from some about the variability in depth and breadth of training across programs.[1] The development and publication of the PHM Core Competencies in 2010 helped define the scope of practice of pediatric hospitalists and provide guidelines for training programs, specifically with respect to clinical and nonclinical areas for assessment of competency.[6] Furthermore, studies of early career hospitalists have identified areas for future fellowship curriculum development, such as core procedural skills, quality improvement, and practice management.[7]

In an effort to address training variability across programs, PHM fellowship directors (FDs) have come together as an organized group, first meeting in 2008, with the primary goal of defining training standards and sharing curricular resources. Annual meetings of the FDs, sponsored by the American Academy of Pediatrics Section on Hospital Medicine (AAP‐SOHM), began in 2012. A key objective of this annual meeting has been to develop a standardized fellowship curriculum for use across programs as well as to determine gaps in training that need to be addressed. During this process, we have received input from key stakeholders including community hospitalists, internal medicine‐pediatrics hospitalists, and the PHM Certification Steering Committee, which organized the application for subspecialty certification to the ABP. To inform this process of curriculum standardization, we fielded a survey of PHM fellowship directors. The purpose of this article is to summarize the current curricula, operations, and logistics of PHM fellowship programs.

METHODS

This was a cross‐sectional study of 31 PHM fellowship programs across the United States and Canada in April 2014. Inclusion criteria included all pediatric fellowships that were self‐identified to the AAP‐SOHM as providing a hospital medicine fellowship option. This included both PHM fellowships as well as academic general pediatric fellowships with a hospitalist track. A web‐based survey (SurveyMonkey, Inc.) was distributed by e‐mail to the FDs at the 31 training programs (see Supporting Information in the online version of this article). To enhance content validity of survey responses, survey questions were designed using an iterative consensus process among the authors, who included junior and senior FDs and represented the 2014 annual FD meeting planning committee. Items were created to gather feedback on the following key areas of PHM fellowships: program demographics, types of required and elective clinical rotations, graduate coursework offerings, amount of time spent in clinical activities, fellow billing practices, and description of fellows' research activities. The survey consisted of 30 multiple‐choice and short‐answer questions. Follow‐up e‐mail reminders were sent to all FDs 2 weeks and 4 weeks after the initial request was sent. Survey completion was voluntary, and no incentives were offered. The study was determined to be exempt by the Stanford University Institutional Review Board. Data were summarized using frequency distributions. No subgroup comparisons were made.

RESULTS

Program directors from 27/31 (87%) PHM fellowship programs responded to the survey; 25 were active programs, and 2 were under development. Responding programs represented all 4 major regions of the country and Canada, with varying program initiation dates, ranging from 1997 to 2013.

Fellow Clinical Activities

The average amount of total clinical time (weeks on service) across responding programs was 50% (range, 20%65%). When looking specifically at time on the inpatient general pediatric service, number of weeks varied by year of training and by institution, with 12 to 41 weeks in the first year of fellowship, 6 to 41 weeks in the second year of fellowship, and 6 to 28 weeks in the third year of fellowship (Figure 1). Though the range is large, on average, fellows spend 17 weeks on inpatient general pediatrics service during each year of training. Of note, the median number of weeks on inpatient general pediatrics service by year of training was 15 weeks, 16 weeks, and 16.5 weeks, respectively. In addition to inpatient general pediatrics service time, most programs require other clinical rotations, with sedation, complex care, and inpatient pediatrics at community sites being the most frequent (Figure 2). Of the 6 responding 1‐year programs, 5 (83%) allow fellows to bill/generate clinical revenue at some point during their training. Of the 15 responding 2‐year programs, 11 (73%) allow fellows to bill/generate clinical revenue at some point during their training. Of the 4 responding 3‐year programs, 2 (50%) allow their fellows to bill/generate clinical revenue at some point during their training.

Figure 1

Figure 2

DISCUSSION

This is the most comprehensive description of pediatric hospital medicine fellowship curricula to date. Understanding the scope of these programs is an important first step in developing a standardized curriculum that can be used by all. The results of this survey indicate that although there is variability among PHM fellowship curricular content, several common themes exist.

The number of clinical weeks on the inpatient general pediatrics service varied from program to program, though the majority of programs require fellows to spend 15 to 16 weeks each year of training. The variability may be due in part to the way in which respondents defined the term week on clinical service. For example, if the fellow is primarily on a shift schedule, then he/she may only work 2 to 3 shifts in 1 week, which may have been viewed similarly to daily presence on a more traditional inpatient teaching service with 5 to 7 consecutive days of service. The current study did not explore the details of inpatient general pediatric clinical activities or exposure to opportunities to hone procedural skills, areas that are worth investigating as we move forward to better understand the needs of trainees.

Most residency training programs in general pediatrics require a significant amount of inpatient clinical time, specifically a minimum of 10 units or months, though only half of this time is required to be in inpatient general pediatrics.[8] Although nonfellowship trained early career hospitalists may feel adequately prepared to manage the clinical care of some hospitalized children, perceived competency is significantly lower than their fellowship‐trained colleagues with regard to care of the child with medical complexity and technology‐dependence, and with regard to provision of sedation for procedures.[7] The majority of FDs surveyed in our study indicated that additional clinical experience with sedation, complex care, and inpatient pediatrics at community sites were required of their fellows. Of note, many of these rotations are not commonly required in pediatric residency training programs; however, the PHM core competencies suggest that hospitalists should demonstrate proficiency in these areas to provide optimal care for hospitalized children. Our results suggest that current PHM fellowship curricula help address these clinical gaps. The requirement of these particular specialized experiences may reflect the clinical scope of practice that is expected from potential employers or may be related to staffing needs. It is well documented that the inpatient demographic of large pediatric tertiary care referral centers has changed over the past decade, with an increasing prevalence of children with medical complexity.[9, 10] In both tertiary referral centers and community hospitals, the expansion of the role of the hospitalist in providing specialized clinical services, such as sedation or surgical comanagement, has been significantly driven by financial factors, though a more recent focus on improvement of efficiency and quality of care within the hospital system has relied heavily on hospitalist input.[11, 12, 13] Important next steps in curriculum standardization include ensuring that training programs allow for adequate clinical exposure and proper assessment of competency in these areas, and determining the full complement of clinical training experiences that will produce hospitalists with a well‐defined scope of practice that adequately addresses the needs of hospitalized children.

Most fellowship‐trained hospitalists work primarily in university‐affiliated institutions with expectations for scholarly productivity.[5, 7] Fellowship‐trained hospitalists have made large contributions to the growing body of PHM literature, specifically in the realms of medical education, healthcare quality, clinical pediatrics, and healthcare outcomes.[4] Many PHM fellowship‐trained hospitalists have educational or administrative leadership roles.[2] Our results indicate that current PHM fellows continue to be active in a variety of research activities. In addition, FDs reported that the vast majority of programs included scholarship oversight committees, which ensure a mentored and structured research experience. Finally, most programs require or offer additional coursework, and many programs with university affiliations allow for attainment of graduate degrees. Inclusion of robust research training and infrastructure in all programs is a paramount goal of PHM fellowship training. This will allow graduates to be successful researchers, generating new knowledge and supporting the provision of high‐quality, evidence‐based, and value‐driven care for hospitalized children.

A unique feature of several PHM fellowship programs is that fellows are allowed to bill for clinical encounters. Many programs rely on clinical revenue to support fellow salaries.[14] For some programs, a portion of this clinical revenue comes from fellows billing for clinical encounters.[15] Programs that allow fellows to bill/generate clinical revenue have fellows working in attending roles without direct supervision, whereas nonbilling fellows have direct supervision by an attending.[15] In the current ABP training model, subspecialty fellows cannot independently bill for clinical encounters within their own subspecialty, though they can moonlight as long as they meet the duty hour requirements set forth by the ACGME.[16] FDs will need to consider the impact of this requirement on fellow autonomy and on financial revenue for funding fellow salaries if the field achieves ABP subspecialty status.

Regardless of whether or not PHM becomes a designated subspecialty of the ABP, FDs will continue to work together to develop a standard core curriculum that incorporates elements of clinical and nonclinical training to ensure that graduates not only provide high‐quality care for hospitalized children, but also generate new knowledge that advances the field in care delivery and quality of care in any setting. The results of this study will not only help to inform curriculum standardization, but also assessment and evaluation methods. Currently, PHM FDs meet annually and are nearing consensus on a standard 2‐year curriculum based on the PHM Core Competencies that incorporates core clinical, systems, and scholarly domains. We continue to solicit the input of stakeholders, including new FDs, community hospitalist leaders, internal medicine‐pediatrics hospitalist leaders, the Joint Council of Pediatric Hospital Medicine, and leaders of national organizations, such as the American Academy of Pediatrics, Academic Pediatrics Association, and Society of Hospital Medicine. Additional work around standardizing the fellowship application and recruitment process has resulted in our recent acceptance into the Fall Subspecialty Match through the National Residency Match Program, as well as development and implementation of a common fellowship application form. The FD group has recently formalized, voting into place an executive steering committee, which is responsible for the development and execution of long‐term goals that include finalizing a standardized curriculum, refining program and fellow assessment methods through critical evaluation of fellow metrics and outcomes, and standardization of evaluation methods.

Adopting a standard 2‐year curriculum may affect some programs, specifically those that are currently 1 year in duration. These programs would need to extend the length of their fellowship to allow for the breadth of experiences expected with a standardized 2‐year curriculum. This could result in significant financial challenges, effectively increasing the cost to administer the program. In addition, at present, programs have the flexibility to highlight individual areas of strength to attract candidates, allowing fellows to gain an in‐depth experience in domains such as clinical research, quality improvement, medical education, or health services research. With a standardized curriculum, some programs may have to assemble specific clinical and nonclinical experiences to meet the agreed‐upon expectations for PHM fellowship training. If these resources are not available, programs may need to seek relationships with other institutions to complete their offerings, a possibility that is being actively explored by this group. FDs continue to work with each other to share resources, identify training opportunities, and partner with each other to ensure that the requirements of a standard curriculum can be met.

This study has several limitations. First, it was a voluntary survey of program directors, and though we captured over 80% of programs at the time of the survey, there are currently more programs that have come into existence and more still that are in the development stage, leading to potential sampling error. Second, variable effort or accuracy by participants may have led to some degree of response error, such as content error or nonreporting error. Third, the survey questions focused on high‐level information, making it difficult to make nuanced comparisons between curricular elements or determine best curricular practice. In addition, this survey did not explore medical education and quality improvement activities of fellows, 2 major areas in which hospitalists play a major role in the inpatient setting.[1, 17, 18, 19, 20]

CONCLUSION

PHM fellowship programs have grown and continue to grow at a rapid rate. Variability in training is evident, both in clinical experiences and research experiences, though several common elements were identified in this study. The majority of programs are 2 years, and clinical experience comprises approximately 50% of training time, often including key rotations such as sedation, complex care, and rotations at community hospitals. Future directions include standardizing clinical training and expectations for scholarship, formulating appropriate methods for assessment of competency that can be used across programs, and seeking sustainable sources of funding.

Introduction

The Society of Hospital Medicine (SHM) defines hospitalists as physicians whose primary professional focus is the comprehensive general medical care of hospitalized patients. Their activities include patient care, teaching, research, and leadership related to Hospital Medicine.1 It is estimated that there are up to 2500 pediatric hospitalists in the United States, with continued growth due to the converging needs for a dedicated focus on patient safety, quality improvement, hospital throughput, and inpatient teaching.2‐9 (Pediatric Hospital Medicine (PHM), as defined today, has been practiced in the United States for at least 30 years10 and continues to evolve as an area of specialization, with the refinement of a distinct knowledgebase and skill set focused on the provision of high quality general pediatric care in the inpatient setting. PHM is the latest site‐specific specialty to emerge from the field of general pediatrics it's development analogous to the evolution of critical care or emergency medicine during previous decades.11 Adult hospital medicine has defined itself within the field of general internal medicine12 and has recently received approval to provide a recognized focus of practice exam in 2010 for those re‐certifying with the American Board of Internal Medicine,13 PHM is creating an identity as a subspecialty practice with distinct focus on inpatient care for children within the larger context of general pediatric care.8, 14

The Pediatric Hospital Medicine Core Competencies were created to help define the roles and expectations for pediatric hospitalists, regardless of practice setting. The intent is to provide a unified approach toward identifying the specific body of knowledge and measurable skills needed to assure delivery of the highest quality of care for all hospitalized pediatric patients. Most children requiring hospitalization in the United States are hospitalized in community settings where subspecialty support is more limited and many pediatric services may be unavailable. Children with complex, chronic medical problems, however, are more likely to be hospitalized at a tertiary care or academic institutions. In order to unify pediatric hospitalists who work in different practice environments, the PHM Core Competencies were constructed to represent the knowledge, skills, attitudes, and systems improvements that all pediatric hospitalists can be expected to acquire and maintain.

Furthermore, the content of the PHM Core Competencies reflect the fact that children are a vulnerable population. Their care requires attention to many elements which distinguishes it from that given to the majority of the adult population: dependency, differences in developmental physiology and behavior, occurrence of congenital genetic disorders and age‐based clinical conditions, impact of chronic disease states on whole child development, and weight‐based medication dosing often with limited guidance from pediatric studies, to name a few. Awareness of these needs must be heightened when a child enters the hospital where diagnoses, procedures, and treatments often include use of high‐risk modalities and require coordination of care across multiple providers.

Pediatric hospitalists commonly work to improve the systems of care in which they operate and therefore both clinical and non‐clinical topics are included. The 54 chapters address the fundamental and most common components of inpatient care but are not an extensive review of all aspects of inpatient medicine encountered by those caring for hospitalized children. Finally, the PHM Core Competencies are not intended for use in assessing proficiency immediately post‐residency, but do provide a framework for the education and evaluation of both physicians‐in‐training and practicing hospitalists. Meeting these competencies is anticipated to take from one to three years of active practice in pediatric hospital medicine, and may be reached through a combination of practice experience, course work, self‐directed work, and/or formalized training.

Methods

Areas of Focused Practice

The PHM Core Competencies were conceptualized similarly to the SHM adult core competencies. Initial sections were divided into clinical conditions, procedures, and systems. However as content developed and reviewer comments were addressed, the four final sections were modified to those noted in Table 2. For the Common Clinical Diagnoses and Conditions, the goal was to select conditions most commonly encountered by pediatric hospitalists. Non‐surgical diagnosis‐related group (DRG) conditions were selected from the following sources: The Joint Commission's (TJC) Oryx Performance Measures Report15‐16 (asthma, abdominal pain, acute gastroenteritis, simple pneumonia); Child Health Corporation of America's Pediatric Health Information System Dataset (CHCA PHIS, Shawnee Mission, KS), and relevant publications on common pediatric hospitalizations.17 These data were compared to billing data from randomly‐selected practicing hospitalists representing free‐standing children's and community hospitals, teaching and non‐teaching settings, and urban and rural locations. The 22 clinical conditions chosen by the CCTF were those most relevant to the practice of pediatric hospital medicine.

The Specialized Clinical Servicessection addresses important components of care that are not DRG‐based and reflect the unique needs of hospitalized children, as assessed by the CCTF, editors, and contributors. Core Skillswere chosen based on the HCUP Factbook 2 Procedures,18 billing data from randomly‐selected practicing hospitalists representing the same settings listed above, and critical input from reviewers. Depending on the individual setting, pediatric hospitalists may require skills in areas not found in these 11 chapters, such as chest tube placement or ventilator management. The list is therefore not exhaustive, but rather representative of skills most pediatric hospitalists should maintain.

The Healthcare Systems: Supporting and Advancing Child Healthchapters are likely the most dissimilar to any core content taught in traditional residency programs. While residency graduates are versed in some components listed in these chapters, comprehensive education in most of these competencies is currently lacking. Improvement of healthcare systems is an essential element of pediatric hospital medicine, and unifies all pediatric hospitalists regardless of practice environment or patient population. Therefore, this section includes chapters that not only focus on systems of care, but also on advancing child health through advocacy, research, education, evidence‐based medicine, and ethical practice. These chapters were drawn from a combination of several sources: expectations of external agencies (TJC, Center for Medicaid and Medicare) related to the specific nonclinical work in which pediatric hospitalists are integrally involved; expectations for advocacy as best defined by the AAP and the National Association of Children's Hospitals and Related Institutions (NACHRI); the six core competency domains mandated by the Accrediting Council on Graduate Medical Education (ACGME), the American Board of Pediatrics (ABP), and hospital medical staff offices as part of Focused Professional Practice Evaluation (FPPE) and Ongoing Professional Practice Evaluation (OPPE)16; and assessment of responsibilities and leadership roles fulfilled by pediatric hospitalists in all venues. In keeping with the intent of the competencies to be timeless, the competency elements call out the need to attend to the changing goals of these groups as well as those of the Institute of Healthcare Improvement (IHI), the Alliance for Pediatric Quality (which consists of ABP, AAP, TJC, CHCA, NACHRI), and local hospital systems leaders.

Contributors and Review

The CCTF selected section (associate) editors from SHM based on established expertise in each area, with input from the SHM Pediatric and Education Committees and the SHM Board. As a collaborative effort, authors for various chapters were solicited in consultation with experts from the AAP, APA, and SHM, and included non‐hospitalists with reputations as experts in various fields. Numerous SHM Pediatric Committee and CCTF conference calls were held to review hospital and academic appointments, presentations given, and affiliations relevant to the practice of pediatric hospital medicine. This vetting process resulted in a robust author list representing diverse geographic and practice settings. Contributors were provided with structure (Knowledge, Skills, Attitudes, and Systems subsections) and content (timeless, competency based) guidelines.

The review process was rigorous, and included both internal and external reviewers. The APA review in 2007 included the PHM Special Interest Group as well as the PHM Fellowship Directors (Table 1). After return to SHM and further editing, the internal review commenced which focused on content and scope. The editors addressed the resulting suggestions and worked to standardize formatting and use of Bloom's taxonomy.19 A list of common terms and phrases were created to add consistency between chapters. External reviewers were first mailed a letter requesting interest, which was followed up by emails, letters, and phone calls to encourage feedback. External review included 29 solicited agencies and societies (Table 3), with overall response rate of 66% (41% for Groups I and II). Individual contributors then reviewed comments specific to their chapters, with associate editor overview of their respective sections. The editors reviewed each chapter individually multiple times throughout the 2007‐2009 years, contacting individual contributors and reviewers by email and phone. Editors concluded a final comprehensive review of all chapters in late 2009.

Chapter Content

Each of the 54 chapters within the four sections of these competencies is presented in the educational theory of learning domains: Knowledge, Skills, Attitudes, with a final Systems domain added to reflect the emphasis of hospitalist practice on improving healthcare systems. Each chapter is designed to stand alone, which may assist with development of curriculum at individual practice locations. Certain key phrases are apparent throughout, such as lead, coordinate, or participate in and work with hospital and community leaders to which were designed to note the varied roles in different practice settings. Some chapters specifically comment on the application of competency bullets given the unique and differing roles and expectations of pediatric hospitalists, such as research and education. Chapters state specific proficiencies expected wherever possible, with phrases and wording selected to help guide learning activities to achieve the competency.

Application and Future Directions

Although pediatric hospitalists care for children in many settings, these core competencies address the common expectations for any venue. Pediatric hospital medicine requires skills in acute care clinical medicine that attend to the changing needs of hospitalized children. The core of pediatric hospital medicine is dedicated to the care of children in the geographic hospital environment between emergency medicine and tertiary pediatric and neonatal intensive care units. Pediatric hospitalists provide care in related clinical service programs that are linked to hospital systems. In performing these activities, pediatric hospitalists consistently partner with ambulatory providers and subspecialists to render coordinated care across the continuum for a given child. Pediatric hospital medicine is an interdisciplinary practice, with focus on processes of care and clinical quality outcomes based in evidence. Engagement in local, state, and national initiatives to improve child health outcomes is a cornerstone of pediatric hospitalists' practice. These competencies provide the framework for creation of curricula that can reflect local issues and react to changing evidence.

As providers of systems‐based care, pediatric hospitalists are called upon more and more to render care and provide leadership in clinical arenas that are integral to healthcare organizations, such as home health care, sub‐acute care facilities, and hospice and palliative care programs. The practice of pediatric hospital medicine has evolved to its current state through efforts of many represented in the competencies as contributors, associate editors, editors, and reviewers. Pediatric hospitalists are committed to leading change in healthcare for hospitalized children, and are positioned well to address the interests and needs of community and urban, teaching and non‐teaching facilities, and the children and families they serve. These competencies reflect the areas of focused practice which, similar to pediatric emergency medicine, will no doubt be refined but not fundamentally changed in future years. The intent, we hope, is clear: to provide excellence in clinical care, accountability for practice, and lead improvements in healthcare for hospitalized children.

Introduction

The Society of Hospital Medicine (SHM) defines hospitalists as physicians whose primary professional focus is the comprehensive general medical care of hospitalized patients. Their activities include patient care, teaching, research, and leadership related to Hospital Medicine.1 It is estimated that there are up to 2500 pediatric hospitalists in the United States, with continued growth due to the converging needs for a dedicated focus on patient safety, quality improvement, hospital throughput, and inpatient teaching.2‐9 (Pediatric Hospital Medicine (PHM), as defined today, has been practiced in the United States for at least 30 years10 and continues to evolve as an area of specialization, with the refinement of a distinct knowledgebase and skill set focused on the provision of high quality general pediatric care in the inpatient setting. PHM is the latest site‐specific specialty to emerge from the field of general pediatrics it's development analogous to the evolution of critical care or emergency medicine during previous decades.11 Adult hospital medicine has defined itself within the field of general internal medicine12 and has recently received approval to provide a recognized focus of practice exam in 2010 for those re‐certifying with the American Board of Internal Medicine,13 PHM is creating an identity as a subspecialty practice with distinct focus on inpatient care for children within the larger context of general pediatric care.8, 14

The Pediatric Hospital Medicine Core Competencies were created to help define the roles and expectations for pediatric hospitalists, regardless of practice setting. The intent is to provide a unified approach toward identifying the specific body of knowledge and measurable skills needed to assure delivery of the highest quality of care for all hospitalized pediatric patients. Most children requiring hospitalization in the United States are hospitalized in community settings where subspecialty support is more limited and many pediatric services may be unavailable. Children with complex, chronic medical problems, however, are more likely to be hospitalized at a tertiary care or academic institutions. In order to unify pediatric hospitalists who work in different practice environments, the PHM Core Competencies were constructed to represent the knowledge, skills, attitudes, and systems improvements that all pediatric hospitalists can be expected to acquire and maintain.

Furthermore, the content of the PHM Core Competencies reflect the fact that children are a vulnerable population. Their care requires attention to many elements which distinguishes it from that given to the majority of the adult population: dependency, differences in developmental physiology and behavior, occurrence of congenital genetic disorders and age‐based clinical conditions, impact of chronic disease states on whole child development, and weight‐based medication dosing often with limited guidance from pediatric studies, to name a few. Awareness of these needs must be heightened when a child enters the hospital where diagnoses, procedures, and treatments often include use of high‐risk modalities and require coordination of care across multiple providers.

Pediatric hospitalists commonly work to improve the systems of care in which they operate and therefore both clinical and non‐clinical topics are included. The 54 chapters address the fundamental and most common components of inpatient care but are not an extensive review of all aspects of inpatient medicine encountered by those caring for hospitalized children. Finally, the PHM Core Competencies are not intended for use in assessing proficiency immediately post‐residency, but do provide a framework for the education and evaluation of both physicians‐in‐training and practicing hospitalists. Meeting these competencies is anticipated to take from one to three years of active practice in pediatric hospital medicine, and may be reached through a combination of practice experience, course work, self‐directed work, and/or formalized training.

Methods

Areas of Focused Practice

The PHM Core Competencies were conceptualized similarly to the SHM adult core competencies. Initial sections were divided into clinical conditions, procedures, and systems. However as content developed and reviewer comments were addressed, the four final sections were modified to those noted in Table 2. For the Common Clinical Diagnoses and Conditions, the goal was to select conditions most commonly encountered by pediatric hospitalists. Non‐surgical diagnosis‐related group (DRG) conditions were selected from the following sources: The Joint Commission's (TJC) Oryx Performance Measures Report15‐16 (asthma, abdominal pain, acute gastroenteritis, simple pneumonia); Child Health Corporation of America's Pediatric Health Information System Dataset (CHCA PHIS, Shawnee Mission, KS), and relevant publications on common pediatric hospitalizations.17 These data were compared to billing data from randomly‐selected practicing hospitalists representing free‐standing children's and community hospitals, teaching and non‐teaching settings, and urban and rural locations. The 22 clinical conditions chosen by the CCTF were those most relevant to the practice of pediatric hospital medicine.

The Specialized Clinical Servicessection addresses important components of care that are not DRG‐based and reflect the unique needs of hospitalized children, as assessed by the CCTF, editors, and contributors. Core Skillswere chosen based on the HCUP Factbook 2 Procedures,18 billing data from randomly‐selected practicing hospitalists representing the same settings listed above, and critical input from reviewers. Depending on the individual setting, pediatric hospitalists may require skills in areas not found in these 11 chapters, such as chest tube placement or ventilator management. The list is therefore not exhaustive, but rather representative of skills most pediatric hospitalists should maintain.

The Healthcare Systems: Supporting and Advancing Child Healthchapters are likely the most dissimilar to any core content taught in traditional residency programs. While residency graduates are versed in some components listed in these chapters, comprehensive education in most of these competencies is currently lacking. Improvement of healthcare systems is an essential element of pediatric hospital medicine, and unifies all pediatric hospitalists regardless of practice environment or patient population. Therefore, this section includes chapters that not only focus on systems of care, but also on advancing child health through advocacy, research, education, evidence‐based medicine, and ethical practice. These chapters were drawn from a combination of several sources: expectations of external agencies (TJC, Center for Medicaid and Medicare) related to the specific nonclinical work in which pediatric hospitalists are integrally involved; expectations for advocacy as best defined by the AAP and the National Association of Children's Hospitals and Related Institutions (NACHRI); the six core competency domains mandated by the Accrediting Council on Graduate Medical Education (ACGME), the American Board of Pediatrics (ABP), and hospital medical staff offices as part of Focused Professional Practice Evaluation (FPPE) and Ongoing Professional Practice Evaluation (OPPE)16; and assessment of responsibilities and leadership roles fulfilled by pediatric hospitalists in all venues. In keeping with the intent of the competencies to be timeless, the competency elements call out the need to attend to the changing goals of these groups as well as those of the Institute of Healthcare Improvement (IHI), the Alliance for Pediatric Quality (which consists of ABP, AAP, TJC, CHCA, NACHRI), and local hospital systems leaders.

Contributors and Review

The CCTF selected section (associate) editors from SHM based on established expertise in each area, with input from the SHM Pediatric and Education Committees and the SHM Board. As a collaborative effort, authors for various chapters were solicited in consultation with experts from the AAP, APA, and SHM, and included non‐hospitalists with reputations as experts in various fields. Numerous SHM Pediatric Committee and CCTF conference calls were held to review hospital and academic appointments, presentations given, and affiliations relevant to the practice of pediatric hospital medicine. This vetting process resulted in a robust author list representing diverse geographic and practice settings. Contributors were provided with structure (Knowledge, Skills, Attitudes, and Systems subsections) and content (timeless, competency based) guidelines.

The review process was rigorous, and included both internal and external reviewers. The APA review in 2007 included the PHM Special Interest Group as well as the PHM Fellowship Directors (Table 1). After return to SHM and further editing, the internal review commenced which focused on content and scope. The editors addressed the resulting suggestions and worked to standardize formatting and use of Bloom's taxonomy.19 A list of common terms and phrases were created to add consistency between chapters. External reviewers were first mailed a letter requesting interest, which was followed up by emails, letters, and phone calls to encourage feedback. External review included 29 solicited agencies and societies (Table 3), with overall response rate of 66% (41% for Groups I and II). Individual contributors then reviewed comments specific to their chapters, with associate editor overview of their respective sections. The editors reviewed each chapter individually multiple times throughout the 2007‐2009 years, contacting individual contributors and reviewers by email and phone. Editors concluded a final comprehensive review of all chapters in late 2009.

Chapter Content

Each of the 54 chapters within the four sections of these competencies is presented in the educational theory of learning domains: Knowledge, Skills, Attitudes, with a final Systems domain added to reflect the emphasis of hospitalist practice on improving healthcare systems. Each chapter is designed to stand alone, which may assist with development of curriculum at individual practice locations. Certain key phrases are apparent throughout, such as lead, coordinate, or participate in and work with hospital and community leaders to which were designed to note the varied roles in different practice settings. Some chapters specifically comment on the application of competency bullets given the unique and differing roles and expectations of pediatric hospitalists, such as research and education. Chapters state specific proficiencies expected wherever possible, with phrases and wording selected to help guide learning activities to achieve the competency.

Application and Future Directions

Although pediatric hospitalists care for children in many settings, these core competencies address the common expectations for any venue. Pediatric hospital medicine requires skills in acute care clinical medicine that attend to the changing needs of hospitalized children. The core of pediatric hospital medicine is dedicated to the care of children in the geographic hospital environment between emergency medicine and tertiary pediatric and neonatal intensive care units. Pediatric hospitalists provide care in related clinical service programs that are linked to hospital systems. In performing these activities, pediatric hospitalists consistently partner with ambulatory providers and subspecialists to render coordinated care across the continuum for a given child. Pediatric hospital medicine is an interdisciplinary practice, with focus on processes of care and clinical quality outcomes based in evidence. Engagement in local, state, and national initiatives to improve child health outcomes is a cornerstone of pediatric hospitalists' practice. These competencies provide the framework for creation of curricula that can reflect local issues and react to changing evidence.

As providers of systems‐based care, pediatric hospitalists are called upon more and more to render care and provide leadership in clinical arenas that are integral to healthcare organizations, such as home health care, sub‐acute care facilities, and hospice and palliative care programs. The practice of pediatric hospital medicine has evolved to its current state through efforts of many represented in the competencies as contributors, associate editors, editors, and reviewers. Pediatric hospitalists are committed to leading change in healthcare for hospitalized children, and are positioned well to address the interests and needs of community and urban, teaching and non‐teaching facilities, and the children and families they serve. These competencies reflect the areas of focused practice which, similar to pediatric emergency medicine, will no doubt be refined but not fundamentally changed in future years. The intent, we hope, is clear: to provide excellence in clinical care, accountability for practice, and lead improvements in healthcare for hospitalized children.

Introduction

The Society of Hospital Medicine (SHM) defines hospitalists as physicians whose primary professional focus is the comprehensive general medical care of hospitalized patients. Their activities include patient care, teaching, research, and leadership related to Hospital Medicine.1 It is estimated that there are up to 2500 pediatric hospitalists in the United States, with continued growth due to the converging needs for a dedicated focus on patient safety, quality improvement, hospital throughput, and inpatient teaching.2‐9 (Pediatric Hospital Medicine (PHM), as defined today, has been practiced in the United States for at least 30 years10 and continues to evolve as an area of specialization, with the refinement of a distinct knowledgebase and skill set focused on the provision of high quality general pediatric care in the inpatient setting. PHM is the latest site‐specific specialty to emerge from the field of general pediatrics it's development analogous to the evolution of critical care or emergency medicine during previous decades.11 Adult hospital medicine has defined itself within the field of general internal medicine12 and has recently received approval to provide a recognized focus of practice exam in 2010 for those re‐certifying with the American Board of Internal Medicine,13 PHM is creating an identity as a subspecialty practice with distinct focus on inpatient care for children within the larger context of general pediatric care.8, 14

The Pediatric Hospital Medicine Core Competencies were created to help define the roles and expectations for pediatric hospitalists, regardless of practice setting. The intent is to provide a unified approach toward identifying the specific body of knowledge and measurable skills needed to assure delivery of the highest quality of care for all hospitalized pediatric patients. Most children requiring hospitalization in the United States are hospitalized in community settings where subspecialty support is more limited and many pediatric services may be unavailable. Children with complex, chronic medical problems, however, are more likely to be hospitalized at a tertiary care or academic institutions. In order to unify pediatric hospitalists who work in different practice environments, the PHM Core Competencies were constructed to represent the knowledge, skills, attitudes, and systems improvements that all pediatric hospitalists can be expected to acquire and maintain.

Furthermore, the content of the PHM Core Competencies reflect the fact that children are a vulnerable population. Their care requires attention to many elements which distinguishes it from that given to the majority of the adult population: dependency, differences in developmental physiology and behavior, occurrence of congenital genetic disorders and age‐based clinical conditions, impact of chronic disease states on whole child development, and weight‐based medication dosing often with limited guidance from pediatric studies, to name a few. Awareness of these needs must be heightened when a child enters the hospital where diagnoses, procedures, and treatments often include use of high‐risk modalities and require coordination of care across multiple providers.

Pediatric hospitalists commonly work to improve the systems of care in which they operate and therefore both clinical and non‐clinical topics are included. The 54 chapters address the fundamental and most common components of inpatient care but are not an extensive review of all aspects of inpatient medicine encountered by those caring for hospitalized children. Finally, the PHM Core Competencies are not intended for use in assessing proficiency immediately post‐residency, but do provide a framework for the education and evaluation of both physicians‐in‐training and practicing hospitalists. Meeting these competencies is anticipated to take from one to three years of active practice in pediatric hospital medicine, and may be reached through a combination of practice experience, course work, self‐directed work, and/or formalized training.

Methods

Areas of Focused Practice

The PHM Core Competencies were conceptualized similarly to the SHM adult core competencies. Initial sections were divided into clinical conditions, procedures, and systems. However as content developed and reviewer comments were addressed, the four final sections were modified to those noted in Table 2. For the Common Clinical Diagnoses and Conditions, the goal was to select conditions most commonly encountered by pediatric hospitalists. Non‐surgical diagnosis‐related group (DRG) conditions were selected from the following sources: The Joint Commission's (TJC) Oryx Performance Measures Report15‐16 (asthma, abdominal pain, acute gastroenteritis, simple pneumonia); Child Health Corporation of America's Pediatric Health Information System Dataset (CHCA PHIS, Shawnee Mission, KS), and relevant publications on common pediatric hospitalizations.17 These data were compared to billing data from randomly‐selected practicing hospitalists representing free‐standing children's and community hospitals, teaching and non‐teaching settings, and urban and rural locations. The 22 clinical conditions chosen by the CCTF were those most relevant to the practice of pediatric hospital medicine.

The Specialized Clinical Servicessection addresses important components of care that are not DRG‐based and reflect the unique needs of hospitalized children, as assessed by the CCTF, editors, and contributors. Core Skillswere chosen based on the HCUP Factbook 2 Procedures,18 billing data from randomly‐selected practicing hospitalists representing the same settings listed above, and critical input from reviewers. Depending on the individual setting, pediatric hospitalists may require skills in areas not found in these 11 chapters, such as chest tube placement or ventilator management. The list is therefore not exhaustive, but rather representative of skills most pediatric hospitalists should maintain.

The Healthcare Systems: Supporting and Advancing Child Healthchapters are likely the most dissimilar to any core content taught in traditional residency programs. While residency graduates are versed in some components listed in these chapters, comprehensive education in most of these competencies is currently lacking. Improvement of healthcare systems is an essential element of pediatric hospital medicine, and unifies all pediatric hospitalists regardless of practice environment or patient population. Therefore, this section includes chapters that not only focus on systems of care, but also on advancing child health through advocacy, research, education, evidence‐based medicine, and ethical practice. These chapters were drawn from a combination of several sources: expectations of external agencies (TJC, Center for Medicaid and Medicare) related to the specific nonclinical work in which pediatric hospitalists are integrally involved; expectations for advocacy as best defined by the AAP and the National Association of Children's Hospitals and Related Institutions (NACHRI); the six core competency domains mandated by the Accrediting Council on Graduate Medical Education (ACGME), the American Board of Pediatrics (ABP), and hospital medical staff offices as part of Focused Professional Practice Evaluation (FPPE) and Ongoing Professional Practice Evaluation (OPPE)16; and assessment of responsibilities and leadership roles fulfilled by pediatric hospitalists in all venues. In keeping with the intent of the competencies to be timeless, the competency elements call out the need to attend to the changing goals of these groups as well as those of the Institute of Healthcare Improvement (IHI), the Alliance for Pediatric Quality (which consists of ABP, AAP, TJC, CHCA, NACHRI), and local hospital systems leaders.

Contributors and Review

The CCTF selected section (associate) editors from SHM based on established expertise in each area, with input from the SHM Pediatric and Education Committees and the SHM Board. As a collaborative effort, authors for various chapters were solicited in consultation with experts from the AAP, APA, and SHM, and included non‐hospitalists with reputations as experts in various fields. Numerous SHM Pediatric Committee and CCTF conference calls were held to review hospital and academic appointments, presentations given, and affiliations relevant to the practice of pediatric hospital medicine. This vetting process resulted in a robust author list representing diverse geographic and practice settings. Contributors were provided with structure (Knowledge, Skills, Attitudes, and Systems subsections) and content (timeless, competency based) guidelines.

The review process was rigorous, and included both internal and external reviewers. The APA review in 2007 included the PHM Special Interest Group as well as the PHM Fellowship Directors (Table 1). After return to SHM and further editing, the internal review commenced which focused on content and scope. The editors addressed the resulting suggestions and worked to standardize formatting and use of Bloom's taxonomy.19 A list of common terms and phrases were created to add consistency between chapters. External reviewers were first mailed a letter requesting interest, which was followed up by emails, letters, and phone calls to encourage feedback. External review included 29 solicited agencies and societies (Table 3), with overall response rate of 66% (41% for Groups I and II). Individual contributors then reviewed comments specific to their chapters, with associate editor overview of their respective sections. The editors reviewed each chapter individually multiple times throughout the 2007‐2009 years, contacting individual contributors and reviewers by email and phone. Editors concluded a final comprehensive review of all chapters in late 2009.

Chapter Content

Each of the 54 chapters within the four sections of these competencies is presented in the educational theory of learning domains: Knowledge, Skills, Attitudes, with a final Systems domain added to reflect the emphasis of hospitalist practice on improving healthcare systems. Each chapter is designed to stand alone, which may assist with development of curriculum at individual practice locations. Certain key phrases are apparent throughout, such as lead, coordinate, or participate in and work with hospital and community leaders to which were designed to note the varied roles in different practice settings. Some chapters specifically comment on the application of competency bullets given the unique and differing roles and expectations of pediatric hospitalists, such as research and education. Chapters state specific proficiencies expected wherever possible, with phrases and wording selected to help guide learning activities to achieve the competency.

Application and Future Directions

Although pediatric hospitalists care for children in many settings, these core competencies address the common expectations for any venue. Pediatric hospital medicine requires skills in acute care clinical medicine that attend to the changing needs of hospitalized children. The core of pediatric hospital medicine is dedicated to the care of children in the geographic hospital environment between emergency medicine and tertiary pediatric and neonatal intensive care units. Pediatric hospitalists provide care in related clinical service programs that are linked to hospital systems. In performing these activities, pediatric hospitalists consistently partner with ambulatory providers and subspecialists to render coordinated care across the continuum for a given child. Pediatric hospital medicine is an interdisciplinary practice, with focus on processes of care and clinical quality outcomes based in evidence. Engagement in local, state, and national initiatives to improve child health outcomes is a cornerstone of pediatric hospitalists' practice. These competencies provide the framework for creation of curricula that can reflect local issues and react to changing evidence.

As providers of systems‐based care, pediatric hospitalists are called upon more and more to render care and provide leadership in clinical arenas that are integral to healthcare organizations, such as home health care, sub‐acute care facilities, and hospice and palliative care programs. The practice of pediatric hospital medicine has evolved to its current state through efforts of many represented in the competencies as contributors, associate editors, editors, and reviewers. Pediatric hospitalists are committed to leading change in healthcare for hospitalized children, and are positioned well to address the interests and needs of community and urban, teaching and non‐teaching facilities, and the children and families they serve. These competencies reflect the areas of focused practice which, similar to pediatric emergency medicine, will no doubt be refined but not fundamentally changed in future years. The intent, we hope, is clear: to provide excellence in clinical care, accountability for practice, and lead improvements in healthcare for hospitalized children.

Introduction

The Society of Hospital Medicine (SHM) defines hospitalists as physicians whose primary professional focus is the comprehensive general medical care of hospitalized patients. Their activities include patient care, teaching, research, and leadership related to Hospital Medicine.1 It is estimated that there are up to 2500 pediatric hospitalists in the United States, with continued growth due to the converging needs for a dedicated focus on patient safety, quality improvement, hospital throughput, and inpatient teaching.2‐9 (Pediatric Hospital Medicine (PHM), as defined today, has been practiced in the United States for at least 30 years10 and continues to evolve as an area of specialization, with the refinement of a distinct knowledgebase and skill set focused on the provision of high quality general pediatric care in the inpatient setting. PHM is the latest site‐specific specialty to emerge from the field of general pediatrics it's development analogous to the evolution of critical care or emergency medicine during previous decades.11 Adult hospital medicine has defined itself within the field of general internal medicine12 and has recently received approval to provide a recognized focus of practice exam in 2010 for those re‐certifying with the American Board of Internal Medicine,13 PHM is creating an identity as a subspecialty practice with distinct focus on inpatient care for children within the larger context of general pediatric care.8, 14

The Pediatric Hospital Medicine Core Competencies were created to help define the roles and expectations for pediatric hospitalists, regardless of practice setting. The intent is to provide a unified approach toward identifying the specific body of knowledge and measurable skills needed to assure delivery of the highest quality of care for all hospitalized pediatric patients. Most children requiring hospitalization in the United States are hospitalized in community settings where subspecialty support is more limited and many pediatric services may be unavailable. Children with complex, chronic medical problems, however, are more likely to be hospitalized at a tertiary care or academic institutions. In order to unify pediatric hospitalists who work in different practice environments, the PHM Core Competencies were constructed to represent the knowledge, skills, attitudes, and systems improvements that all pediatric hospitalists can be expected to acquire and maintain.

Furthermore, the content of the PHM Core Competencies reflect the fact that children are a vulnerable population. Their care requires attention to many elements which distinguishes it from that given to the majority of the adult population: dependency, differences in developmental physiology and behavior, occurrence of congenital genetic disorders and age‐based clinical conditions, impact of chronic disease states on whole child development, and weight‐based medication dosing often with limited guidance from pediatric studies, to name a few. Awareness of these needs must be heightened when a child enters the hospital where diagnoses, procedures, and treatments often include use of high‐risk modalities and require coordination of care across multiple providers.

Pediatric hospitalists commonly work to improve the systems of care in which they operate and therefore both clinical and non‐clinical topics are included. The 54 chapters address the fundamental and most common components of inpatient care but are not an extensive review of all aspects of inpatient medicine encountered by those caring for hospitalized children. Finally, the PHM Core Competencies are not intended for use in assessing proficiency immediately post‐residency, but do provide a framework for the education and evaluation of both physicians‐in‐training and practicing hospitalists. Meeting these competencies is anticipated to take from one to three years of active practice in pediatric hospital medicine, and may be reached through a combination of practice experience, course work, self‐directed work, and/or formalized training.

Methods

Areas of Focused Practice

The PHM Core Competencies were conceptualized similarly to the SHM adult core competencies. Initial sections were divided into clinical conditions, procedures, and systems. However as content developed and reviewer comments were addressed, the four final sections were modified to those noted in Table 2. For the Common Clinical Diagnoses and Conditions, the goal was to select conditions most commonly encountered by pediatric hospitalists. Non‐surgical diagnosis‐related group (DRG) conditions were selected from the following sources: The Joint Commission's (TJC) Oryx Performance Measures Report15‐16 (asthma, abdominal pain, acute gastroenteritis, simple pneumonia); Child Health Corporation of America's Pediatric Health Information System Dataset (CHCA PHIS, Shawnee Mission, KS), and relevant publications on common pediatric hospitalizations.17 These data were compared to billing data from randomly‐selected practicing hospitalists representing free‐standing children's and community hospitals, teaching and non‐teaching settings, and urban and rural locations. The 22 clinical conditions chosen by the CCTF were those most relevant to the practice of pediatric hospital medicine.

The Specialized Clinical Servicessection addresses important components of care that are not DRG‐based and reflect the unique needs of hospitalized children, as assessed by the CCTF, editors, and contributors. Core Skillswere chosen based on the HCUP Factbook 2 Procedures,18 billing data from randomly‐selected practicing hospitalists representing the same settings listed above, and critical input from reviewers. Depending on the individual setting, pediatric hospitalists may require skills in areas not found in these 11 chapters, such as chest tube placement or ventilator management. The list is therefore not exhaustive, but rather representative of skills most pediatric hospitalists should maintain.

The Healthcare Systems: Supporting and Advancing Child Healthchapters are likely the most dissimilar to any core content taught in traditional residency programs. While residency graduates are versed in some components listed in these chapters, comprehensive education in most of these competencies is currently lacking. Improvement of healthcare systems is an essential element of pediatric hospital medicine, and unifies all pediatric hospitalists regardless of practice environment or patient population. Therefore, this section includes chapters that not only focus on systems of care, but also on advancing child health through advocacy, research, education, evidence‐based medicine, and ethical practice. These chapters were drawn from a combination of several sources: expectations of external agencies (TJC, Center for Medicaid and Medicare) related to the specific nonclinical work in which pediatric hospitalists are integrally involved; expectations for advocacy as best defined by the AAP and the National Association of Children's Hospitals and Related Institutions (NACHRI); the six core competency domains mandated by the Accrediting Council on Graduate Medical Education (ACGME), the American Board of Pediatrics (ABP), and hospital medical staff offices as part of Focused Professional Practice Evaluation (FPPE) and Ongoing Professional Practice Evaluation (OPPE)16; and assessment of responsibilities and leadership roles fulfilled by pediatric hospitalists in all venues. In keeping with the intent of the competencies to be timeless, the competency elements call out the need to attend to the changing goals of these groups as well as those of the Institute of Healthcare Improvement (IHI), the Alliance for Pediatric Quality (which consists of ABP, AAP, TJC, CHCA, NACHRI), and local hospital systems leaders.

Contributors and Review

The CCTF selected section (associate) editors from SHM based on established expertise in each area, with input from the SHM Pediatric and Education Committees and the SHM Board. As a collaborative effort, authors for various chapters were solicited in consultation with experts from the AAP, APA, and SHM, and included non‐hospitalists with reputations as experts in various fields. Numerous SHM Pediatric Committee and CCTF conference calls were held to review hospital and academic appointments, presentations given, and affiliations relevant to the practice of pediatric hospital medicine. This vetting process resulted in a robust author list representing diverse geographic and practice settings. Contributors were provided with structure (Knowledge, Skills, Attitudes, and Systems subsections) and content (timeless, competency based) guidelines.

The review process was rigorous, and included both internal and external reviewers. The APA review in 2007 included the PHM Special Interest Group as well as the PHM Fellowship Directors (Table 1). After return to SHM and further editing, the internal review commenced which focused on content and scope. The editors addressed the resulting suggestions and worked to standardize formatting and use of Bloom's taxonomy.19 A list of common terms and phrases were created to add consistency between chapters. External reviewers were first mailed a letter requesting interest, which was followed up by emails, letters, and phone calls to encourage feedback. External review included 29 solicited agencies and societies (Table 3), with overall response rate of 66% (41% for Groups I and II). Individual contributors then reviewed comments specific to their chapters, with associate editor overview of their respective sections. The editors reviewed each chapter individually multiple times throughout the 2007‐2009 years, contacting individual contributors and reviewers by email and phone. Editors concluded a final comprehensive review of all chapters in late 2009.

Chapter Content

Each of the 54 chapters within the four sections of these competencies is presented in the educational theory of learning domains: Knowledge, Skills, Attitudes, with a final Systems domain added to reflect the emphasis of hospitalist practice on improving healthcare systems. Each chapter is designed to stand alone, which may assist with development of curriculum at individual practice locations. Certain key phrases are apparent throughout, such as lead, coordinate, or participate in and work with hospital and community leaders to which were designed to note the varied roles in different practice settings. Some chapters specifically comment on the application of competency bullets given the unique and differing roles and expectations of pediatric hospitalists, such as research and education. Chapters state specific proficiencies expected wherever possible, with phrases and wording selected to help guide learning activities to achieve the competency.

Application and Future Directions

Although pediatric hospitalists care for children in many settings, these core competencies address the common expectations for any venue. Pediatric hospital medicine requires skills in acute care clinical medicine that attend to the changing needs of hospitalized children. The core of pediatric hospital medicine is dedicated to the care of children in the geographic hospital environment between emergency medicine and tertiary pediatric and neonatal intensive care units. Pediatric hospitalists provide care in related clinical service programs that are linked to hospital systems. In performing these activities, pediatric hospitalists consistently partner with ambulatory providers and subspecialists to render coordinated care across the continuum for a given child. Pediatric hospital medicine is an interdisciplinary practice, with focus on processes of care and clinical quality outcomes based in evidence. Engagement in local, state, and national initiatives to improve child health outcomes is a cornerstone of pediatric hospitalists' practice. These competencies provide the framework for creation of curricula that can reflect local issues and react to changing evidence.

As providers of systems‐based care, pediatric hospitalists are called upon more and more to render care and provide leadership in clinical arenas that are integral to healthcare organizations, such as home health care, sub‐acute care facilities, and hospice and palliative care programs. The practice of pediatric hospital medicine has evolved to its current state through efforts of many represented in the competencies as contributors, associate editors, editors, and reviewers. Pediatric hospitalists are committed to leading change in healthcare for hospitalized children, and are positioned well to address the interests and needs of community and urban, teaching and non‐teaching facilities, and the children and families they serve. These competencies reflect the areas of focused practice which, similar to pediatric emergency medicine, will no doubt be refined but not fundamentally changed in future years. The intent, we hope, is clear: to provide excellence in clinical care, accountability for practice, and lead improvements in healthcare for hospitalized children.

Introduction

The Society of Hospital Medicine (SHM) defines hospitalists as physicians whose primary professional focus is the comprehensive general medical care of hospitalized patients. Their activities include patient care, teaching, research, and leadership related to Hospital Medicine.1 It is estimated that there are up to 2500 pediatric hospitalists in the United States, with continued growth due to the converging needs for a dedicated focus on patient safety, quality improvement, hospital throughput, and inpatient teaching.2‐9 (Pediatric Hospital Medicine (PHM), as defined today, has been practiced in the United States for at least 30 years10 and continues to evolve as an area of specialization, with the refinement of a distinct knowledgebase and skill set focused on the provision of high quality general pediatric care in the inpatient setting. PHM is the latest site‐specific specialty to emerge from the field of general pediatrics it's development analogous to the evolution of critical care or emergency medicine during previous decades.11 Adult hospital medicine has defined itself within the field of general internal medicine12 and has recently received approval to provide a recognized focus of practice exam in 2010 for those re‐certifying with the American Board of Internal Medicine,13 PHM is creating an identity as a subspecialty practice with distinct focus on inpatient care for children within the larger context of general pediatric care.8, 14

The Pediatric Hospital Medicine Core Competencies were created to help define the roles and expectations for pediatric hospitalists, regardless of practice setting. The intent is to provide a unified approach toward identifying the specific body of knowledge and measurable skills needed to assure delivery of the highest quality of care for all hospitalized pediatric patients. Most children requiring hospitalization in the United States are hospitalized in community settings where subspecialty support is more limited and many pediatric services may be unavailable. Children with complex, chronic medical problems, however, are more likely to be hospitalized at a tertiary care or academic institutions. In order to unify pediatric hospitalists who work in different practice environments, the PHM Core Competencies were constructed to represent the knowledge, skills, attitudes, and systems improvements that all pediatric hospitalists can be expected to acquire and maintain.

Furthermore, the content of the PHM Core Competencies reflect the fact that children are a vulnerable population. Their care requires attention to many elements which distinguishes it from that given to the majority of the adult population: dependency, differences in developmental physiology and behavior, occurrence of congenital genetic disorders and age‐based clinical conditions, impact of chronic disease states on whole child development, and weight‐based medication dosing often with limited guidance from pediatric studies, to name a few. Awareness of these needs must be heightened when a child enters the hospital where diagnoses, procedures, and treatments often include use of high‐risk modalities and require coordination of care across multiple providers.

Pediatric hospitalists commonly work to improve the systems of care in which they operate and therefore both clinical and non‐clinical topics are included. The 54 chapters address the fundamental and most common components of inpatient care but are not an extensive review of all aspects of inpatient medicine encountered by those caring for hospitalized children. Finally, the PHM Core Competencies are not intended for use in assessing proficiency immediately post‐residency, but do provide a framework for the education and evaluation of both physicians‐in‐training and practicing hospitalists. Meeting these competencies is anticipated to take from one to three years of active practice in pediatric hospital medicine, and may be reached through a combination of practice experience, course work, self‐directed work, and/or formalized training.

Methods

Areas of Focused Practice

The PHM Core Competencies were conceptualized similarly to the SHM adult core competencies. Initial sections were divided into clinical conditions, procedures, and systems. However as content developed and reviewer comments were addressed, the four final sections were modified to those noted in Table 2. For the Common Clinical Diagnoses and Conditions, the goal was to select conditions most commonly encountered by pediatric hospitalists. Non‐surgical diagnosis‐related group (DRG) conditions were selected from the following sources: The Joint Commission's (TJC) Oryx Performance Measures Report15‐16 (asthma, abdominal pain, acute gastroenteritis, simple pneumonia); Child Health Corporation of America's Pediatric Health Information System Dataset (CHCA PHIS, Shawnee Mission, KS), and relevant publications on common pediatric hospitalizations.17 These data were compared to billing data from randomly‐selected practicing hospitalists representing free‐standing children's and community hospitals, teaching and non‐teaching settings, and urban and rural locations. The 22 clinical conditions chosen by the CCTF were those most relevant to the practice of pediatric hospital medicine.

The Specialized Clinical Servicessection addresses important components of care that are not DRG‐based and reflect the unique needs of hospitalized children, as assessed by the CCTF, editors, and contributors. Core Skillswere chosen based on the HCUP Factbook 2 Procedures,18 billing data from randomly‐selected practicing hospitalists representing the same settings listed above, and critical input from reviewers. Depending on the individual setting, pediatric hospitalists may require skills in areas not found in these 11 chapters, such as chest tube placement or ventilator management. The list is therefore not exhaustive, but rather representative of skills most pediatric hospitalists should maintain.

The Healthcare Systems: Supporting and Advancing Child Healthchapters are likely the most dissimilar to any core content taught in traditional residency programs. While residency graduates are versed in some components listed in these chapters, comprehensive education in most of these competencies is currently lacking. Improvement of healthcare systems is an essential element of pediatric hospital medicine, and unifies all pediatric hospitalists regardless of practice environment or patient population. Therefore, this section includes chapters that not only focus on systems of care, but also on advancing child health through advocacy, research, education, evidence‐based medicine, and ethical practice. These chapters were drawn from a combination of several sources: expectations of external agencies (TJC, Center for Medicaid and Medicare) related to the specific nonclinical work in which pediatric hospitalists are integrally involved; expectations for advocacy as best defined by the AAP and the National Association of Children's Hospitals and Related Institutions (NACHRI); the six core competency domains mandated by the Accrediting Council on Graduate Medical Education (ACGME), the American Board of Pediatrics (ABP), and hospital medical staff offices as part of Focused Professional Practice Evaluation (FPPE) and Ongoing Professional Practice Evaluation (OPPE)16; and assessment of responsibilities and leadership roles fulfilled by pediatric hospitalists in all venues. In keeping with the intent of the competencies to be timeless, the competency elements call out the need to attend to the changing goals of these groups as well as those of the Institute of Healthcare Improvement (IHI), the Alliance for Pediatric Quality (which consists of ABP, AAP, TJC, CHCA, NACHRI), and local hospital systems leaders.

Contributors and Review

The CCTF selected section (associate) editors from SHM based on established expertise in each area, with input from the SHM Pediatric and Education Committees and the SHM Board. As a collaborative effort, authors for various chapters were solicited in consultation with experts from the AAP, APA, and SHM, and included non‐hospitalists with reputations as experts in various fields. Numerous SHM Pediatric Committee and CCTF conference calls were held to review hospital and academic appointments, presentations given, and affiliations relevant to the practice of pediatric hospital medicine. This vetting process resulted in a robust author list representing diverse geographic and practice settings. Contributors were provided with structure (Knowledge, Skills, Attitudes, and Systems subsections) and content (timeless, competency based) guidelines.

The review process was rigorous, and included both internal and external reviewers. The APA review in 2007 included the PHM Special Interest Group as well as the PHM Fellowship Directors (Table 1). After return to SHM and further editing, the internal review commenced which focused on content and scope. The editors addressed the resulting suggestions and worked to standardize formatting and use of Bloom's taxonomy.19 A list of common terms and phrases were created to add consistency between chapters. External reviewers were first mailed a letter requesting interest, which was followed up by emails, letters, and phone calls to encourage feedback. External review included 29 solicited agencies and societies (Table 3), with overall response rate of 66% (41% for Groups I and II). Individual contributors then reviewed comments specific to their chapters, with associate editor overview of their respective sections. The editors reviewed each chapter individually multiple times throughout the 2007‐2009 years, contacting individual contributors and reviewers by email and phone. Editors concluded a final comprehensive review of all chapters in late 2009.

Chapter Content

Each of the 54 chapters within the four sections of these competencies is presented in the educational theory of learning domains: Knowledge, Skills, Attitudes, with a final Systems domain added to reflect the emphasis of hospitalist practice on improving healthcare systems. Each chapter is designed to stand alone, which may assist with development of curriculum at individual practice locations. Certain key phrases are apparent throughout, such as lead, coordinate, or participate in and work with hospital and community leaders to which were designed to note the varied roles in different practice settings. Some chapters specifically comment on the application of competency bullets given the unique and differing roles and expectations of pediatric hospitalists, such as research and education. Chapters state specific proficiencies expected wherever possible, with phrases and wording selected to help guide learning activities to achieve the competency.

Application and Future Directions

Although pediatric hospitalists care for children in many settings, these core competencies address the common expectations for any venue. Pediatric hospital medicine requires skills in acute care clinical medicine that attend to the changing needs of hospitalized children. The core of pediatric hospital medicine is dedicated to the care of children in the geographic hospital environment between emergency medicine and tertiary pediatric and neonatal intensive care units. Pediatric hospitalists provide care in related clinical service programs that are linked to hospital systems. In performing these activities, pediatric hospitalists consistently partner with ambulatory providers and subspecialists to render coordinated care across the continuum for a given child. Pediatric hospital medicine is an interdisciplinary practice, with focus on processes of care and clinical quality outcomes based in evidence. Engagement in local, state, and national initiatives to improve child health outcomes is a cornerstone of pediatric hospitalists' practice. These competencies provide the framework for creation of curricula that can reflect local issues and react to changing evidence.

As providers of systems‐based care, pediatric hospitalists are called upon more and more to render care and provide leadership in clinical arenas that are integral to healthcare organizations, such as home health care, sub‐acute care facilities, and hospice and palliative care programs. The practice of pediatric hospital medicine has evolved to its current state through efforts of many represented in the competencies as contributors, associate editors, editors, and reviewers. Pediatric hospitalists are committed to leading change in healthcare for hospitalized children, and are positioned well to address the interests and needs of community and urban, teaching and non‐teaching facilities, and the children and families they serve. These competencies reflect the areas of focused practice which, similar to pediatric emergency medicine, will no doubt be refined but not fundamentally changed in future years. The intent, we hope, is clear: to provide excellence in clinical care, accountability for practice, and lead improvements in healthcare for hospitalized children.

Introduction

The Society of Hospital Medicine (SHM) defines hospitalists as physicians whose primary professional focus is the comprehensive general medical care of hospitalized patients. Their activities include patient care, teaching, research, and leadership related to Hospital Medicine.1 It is estimated that there are up to 2500 pediatric hospitalists in the United States, with continued growth due to the converging needs for a dedicated focus on patient safety, quality improvement, hospital throughput, and inpatient teaching.2‐9 (Pediatric Hospital Medicine (PHM), as defined today, has been practiced in the United States for at least 30 years10 and continues to evolve as an area of specialization, with the refinement of a distinct knowledgebase and skill set focused on the provision of high quality general pediatric care in the inpatient setting. PHM is the latest site‐specific specialty to emerge from the field of general pediatrics it's development analogous to the evolution of critical care or emergency medicine during previous decades.11 Adult hospital medicine has defined itself within the field of general internal medicine12 and has recently received approval to provide a recognized focus of practice exam in 2010 for those re‐certifying with the American Board of Internal Medicine,13 PHM is creating an identity as a subspecialty practice with distinct focus on inpatient care for children within the larger context of general pediatric care.8, 14

The Pediatric Hospital Medicine Core Competencies were created to help define the roles and expectations for pediatric hospitalists, regardless of practice setting. The intent is to provide a unified approach toward identifying the specific body of knowledge and measurable skills needed to assure delivery of the highest quality of care for all hospitalized pediatric patients. Most children requiring hospitalization in the United States are hospitalized in community settings where subspecialty support is more limited and many pediatric services may be unavailable. Children with complex, chronic medical problems, however, are more likely to be hospitalized at a tertiary care or academic institutions. In order to unify pediatric hospitalists who work in different practice environments, the PHM Core Competencies were constructed to represent the knowledge, skills, attitudes, and systems improvements that all pediatric hospitalists can be expected to acquire and maintain.

Furthermore, the content of the PHM Core Competencies reflect the fact that children are a vulnerable population. Their care requires attention to many elements which distinguishes it from that given to the majority of the adult population: dependency, differences in developmental physiology and behavior, occurrence of congenital genetic disorders and age‐based clinical conditions, impact of chronic disease states on whole child development, and weight‐based medication dosing often with limited guidance from pediatric studies, to name a few. Awareness of these needs must be heightened when a child enters the hospital where diagnoses, procedures, and treatments often include use of high‐risk modalities and require coordination of care across multiple providers.

Pediatric hospitalists commonly work to improve the systems of care in which they operate and therefore both clinical and non‐clinical topics are included. The 54 chapters address the fundamental and most common components of inpatient care but are not an extensive review of all aspects of inpatient medicine encountered by those caring for hospitalized children. Finally, the PHM Core Competencies are not intended for use in assessing proficiency immediately post‐residency, but do provide a framework for the education and evaluation of both physicians‐in‐training and practicing hospitalists. Meeting these competencies is anticipated to take from one to three years of active practice in pediatric hospital medicine, and may be reached through a combination of practice experience, course work, self‐directed work, and/or formalized training.

Methods

Areas of Focused Practice

The PHM Core Competencies were conceptualized similarly to the SHM adult core competencies. Initial sections were divided into clinical conditions, procedures, and systems. However as content developed and reviewer comments were addressed, the four final sections were modified to those noted in Table 2. For the Common Clinical Diagnoses and Conditions, the goal was to select conditions most commonly encountered by pediatric hospitalists. Non‐surgical diagnosis‐related group (DRG) conditions were selected from the following sources: The Joint Commission's (TJC) Oryx Performance Measures Report15‐16 (asthma, abdominal pain, acute gastroenteritis, simple pneumonia); Child Health Corporation of America's Pediatric Health Information System Dataset (CHCA PHIS, Shawnee Mission, KS), and relevant publications on common pediatric hospitalizations.17 These data were compared to billing data from randomly‐selected practicing hospitalists representing free‐standing children's and community hospitals, teaching and non‐teaching settings, and urban and rural locations. The 22 clinical conditions chosen by the CCTF were those most relevant to the practice of pediatric hospital medicine.

The Specialized Clinical Servicessection addresses important components of care that are not DRG‐based and reflect the unique needs of hospitalized children, as assessed by the CCTF, editors, and contributors. Core Skillswere chosen based on the HCUP Factbook 2 Procedures,18 billing data from randomly‐selected practicing hospitalists representing the same settings listed above, and critical input from reviewers. Depending on the individual setting, pediatric hospitalists may require skills in areas not found in these 11 chapters, such as chest tube placement or ventilator management. The list is therefore not exhaustive, but rather representative of skills most pediatric hospitalists should maintain.

The Healthcare Systems: Supporting and Advancing Child Healthchapters are likely the most dissimilar to any core content taught in traditional residency programs. While residency graduates are versed in some components listed in these chapters, comprehensive education in most of these competencies is currently lacking. Improvement of healthcare systems is an essential element of pediatric hospital medicine, and unifies all pediatric hospitalists regardless of practice environment or patient population. Therefore, this section includes chapters that not only focus on systems of care, but also on advancing child health through advocacy, research, education, evidence‐based medicine, and ethical practice. These chapters were drawn from a combination of several sources: expectations of external agencies (TJC, Center for Medicaid and Medicare) related to the specific nonclinical work in which pediatric hospitalists are integrally involved; expectations for advocacy as best defined by the AAP and the National Association of Children's Hospitals and Related Institutions (NACHRI); the six core competency domains mandated by the Accrediting Council on Graduate Medical Education (ACGME), the American Board of Pediatrics (ABP), and hospital medical staff offices as part of Focused Professional Practice Evaluation (FPPE) and Ongoing Professional Practice Evaluation (OPPE)16; and assessment of responsibilities and leadership roles fulfilled by pediatric hospitalists in all venues. In keeping with the intent of the competencies to be timeless, the competency elements call out the need to attend to the changing goals of these groups as well as those of the Institute of Healthcare Improvement (IHI), the Alliance for Pediatric Quality (which consists of ABP, AAP, TJC, CHCA, NACHRI), and local hospital systems leaders.

Contributors and Review

The CCTF selected section (associate) editors from SHM based on established expertise in each area, with input from the SHM Pediatric and Education Committees and the SHM Board. As a collaborative effort, authors for various chapters were solicited in consultation with experts from the AAP, APA, and SHM, and included non‐hospitalists with reputations as experts in various fields. Numerous SHM Pediatric Committee and CCTF conference calls were held to review hospital and academic appointments, presentations given, and affiliations relevant to the practice of pediatric hospital medicine. This vetting process resulted in a robust author list representing diverse geographic and practice settings. Contributors were provided with structure (Knowledge, Skills, Attitudes, and Systems subsections) and content (timeless, competency based) guidelines.

The review process was rigorous, and included both internal and external reviewers. The APA review in 2007 included the PHM Special Interest Group as well as the PHM Fellowship Directors (Table 1). After return to SHM and further editing, the internal review commenced which focused on content and scope. The editors addressed the resulting suggestions and worked to standardize formatting and use of Bloom's taxonomy.19 A list of common terms and phrases were created to add consistency between chapters. External reviewers were first mailed a letter requesting interest, which was followed up by emails, letters, and phone calls to encourage feedback. External review included 29 solicited agencies and societies (Table 3), with overall response rate of 66% (41% for Groups I and II). Individual contributors then reviewed comments specific to their chapters, with associate editor overview of their respective sections. The editors reviewed each chapter individually multiple times throughout the 2007‐2009 years, contacting individual contributors and reviewers by email and phone. Editors concluded a final comprehensive review of all chapters in late 2009.

Chapter Content

Each of the 54 chapters within the four sections of these competencies is presented in the educational theory of learning domains: Knowledge, Skills, Attitudes, with a final Systems domain added to reflect the emphasis of hospitalist practice on improving healthcare systems. Each chapter is designed to stand alone, which may assist with development of curriculum at individual practice locations. Certain key phrases are apparent throughout, such as lead, coordinate, or participate in and work with hospital and community leaders to which were designed to note the varied roles in different practice settings. Some chapters specifically comment on the application of competency bullets given the unique and differing roles and expectations of pediatric hospitalists, such as research and education. Chapters state specific proficiencies expected wherever possible, with phrases and wording selected to help guide learning activities to achieve the competency.

Application and Future Directions

Although pediatric hospitalists care for children in many settings, these core competencies address the common expectations for any venue. Pediatric hospital medicine requires skills in acute care clinical medicine that attend to the changing needs of hospitalized children. The core of pediatric hospital medicine is dedicated to the care of children in the geographic hospital environment between emergency medicine and tertiary pediatric and neonatal intensive care units. Pediatric hospitalists provide care in related clinical service programs that are linked to hospital systems. In performing these activities, pediatric hospitalists consistently partner with ambulatory providers and subspecialists to render coordinated care across the continuum for a given child. Pediatric hospital medicine is an interdisciplinary practice, with focus on processes of care and clinical quality outcomes based in evidence. Engagement in local, state, and national initiatives to improve child health outcomes is a cornerstone of pediatric hospitalists' practice. These competencies provide the framework for creation of curricula that can reflect local issues and react to changing evidence.

As providers of systems‐based care, pediatric hospitalists are called upon more and more to render care and provide leadership in clinical arenas that are integral to healthcare organizations, such as home health care, sub‐acute care facilities, and hospice and palliative care programs. The practice of pediatric hospital medicine has evolved to its current state through efforts of many represented in the competencies as contributors, associate editors, editors, and reviewers. Pediatric hospitalists are committed to leading change in healthcare for hospitalized children, and are positioned well to address the interests and needs of community and urban, teaching and non‐teaching facilities, and the children and families they serve. These competencies reflect the areas of focused practice which, similar to pediatric emergency medicine, will no doubt be refined but not fundamentally changed in future years. The intent, we hope, is clear: to provide excellence in clinical care, accountability for practice, and lead improvements in healthcare for hospitalized children.