The COMSEP Pediatrics Monthly Feature, published since 2010, is a quarterly report from COMSEP to the readership of Pediatrics. In writing these articles, we hope to accomplish 3 key objectives.
- We want to keep the readership updated on trends that could affect both practice and pediatric education.
- We hope to share educational techniques or strategies that allow for efficient and effective teaching, particularly in community practice settings.
- We wish to be a voice for the huge number of pediatric practitioners who are critical not only as role models but also as mentors for the next generation of pediatric care providers.
The articles published have focused primarily on the SKILLS of great clinical teachers. We have worked hard to ensure that these articles are “accessible” to the general readership of Pediatrics (which is different than the general membership of COMSEP). We have envisioned that a general pediatrician or subspecialist will see the article, read it, learn some great things, and immediately be able to put what he or she has learned into practice.
Publication in the Monthly Features column is open to all members of COMSEP. Articles are solicited internally during an annual call for proposals coinciding with the annual meeting. If you have a question, please contact the current section editor Robert Dudas, MD.
The Monthly Features Editorial group consists of Robert Dudas, Susan Bannister, Janice Hanson and Chris Maloney. We work closely with journal editors William Raszka and Lewis First. Each spring there is an annual call for proposals to the membership.
COMSEP: An Overview of Its History, Mission, and Relationship to Pediatrics
William V. Raszka Jr, MD, and Christopher B. White, MD
What Makes a Great Clinical Teacher in Pediatrics? Lessons Learned From the Literature
Susan L. Bannister, MD, William V. Raszka Jr, MD, and Christopher G. Maloney, MD, PhD
Getting Off to a Good Start: Discussing Goals and Expectations With Medical Students
William V. Raszka Jr, MD, Christopher G. Maloney, MD, PhD, and Janice L. Hanson, PhD, EdS
Oh, What You Can See: The Role of Observation in Medical Student Education
Janice L. Hanson, PhD, EdS, Susan L. Bannister, MD, Alexandra Clark, MD and William V. Raszka Jr, MD
Getting Beyond “Good Job”: How to Give Effective Feedback
Joseph Gigante, MD, Michael Dell, MD, and Angela Sharkey, MD
Celebrating Birthdays: An Update on the Status of Undergraduate Medical Education
William V. Raszka Jr, MD and Susan L. Bannister, MD
Using the Student Case Presentation to Enhance Diagnostic Reasoning
Susan L. Bannister, MD, Janice L. Hanson, PhD, EdS, Christopher G. Maloney, MD, PhD, and William V. Raszka Jr, MD
Preparing Future Pediatricians: Making Time Count
Kenneth B. Roberts, MD, and William V. Raszka Jr, MD
Professionalism in Practice: Strategies for Assessment, Remediation, and Promotion
April O. Buchanan, MD, James Stallworth, MD, Cynthia Christy, MD, Lynn C. Garfunkel, MD, and Janice L. Hanson, PhD, EdS
What’s the Story? Expectations for Oral Case Presentations
Michael Dell, MD, Linda Lewin, MD, and Joseph Gigante, MD
You too can teach clinical reasoning!
Amy Fleming, MD, William Cutrer, MD, MEd, Tyler Reimschisel, MD, and Joseph Gigante, MD
Stimulating reflective practice among your learners
Lavjay Butani, MD, Rebecca Blankenburg, MD, MPH, and Michele Long, MD
Teaching in a Family-Centered Care Model – the Exam Room as the Classroom
Suresh Nagappan, MD, MSPH, Angela Hartsell, MD, MPH, and Nicole Chandler, MD
Diagnosing The Learner in Difficulty
Stacey Bernstein, MD, FRCPC, Adelle R. Atkinson, MD, FRCPC, and Maria Athina Martimianakis, PhD
Opting in to Online Professionalism: Social Media and Pediatrics
Terry Kind, MD, MPH, Pradip D. Patel, MD, and Desiree A. Lie, MD, MSED
Key elements of highly effective teams
Susan L. Bannister, MD, MEd, Hayley M. Wickenheiser, BKin, and David A. Keegan, MD
Writing better medical student and resident performance evaluations – Beyond “performed as expected…”
Alison Volpe Holmes, MD, MPH, Christopher B. Peltier, MD, Janice L. Hanson, PhD, and Joseph O. Lopreiato, MD, MPH
Teaching the Essentials of “Well-Child Care”:Inspiring Proficiency and Passion
Erin K. Balog, MD, Janice L. Hanson, PhD, and Gregory S. Blaschke, MD, MPH Department of Pediatrics, Uniformed
It’s not just want you know: The non-cognitive attributes of great clinical teachers
Robert A. Dudas, MD, and Susan L. Bannister, MD
Questioning as a Teaching Tool
Michele Long, MD, Rebecca Blankenburg, MD, MPH, Lavjay Butani, MD, MACM
Practical Framework for Fostering a Positive Learning Environment
Susan L. Bannister, MD, MEd, Janice L. Hanson, PhD, EdS, Christopher G. Maloney, MD, PhD, Robert A. Dudas, MD
Taking Humanism Back to the Bedside
Jennifer Plant, MD, MEd, Michael A. Barone, MD, MPH, Janet R. Serwint, MD, Lavjay Butani, MD, MACM
Getting Physical: The Hypothesis Driven Physical Exam
Eric Balighian, MD, Michael A. Barone, MD, MPH
The Didactic Makeover: Keep it Short, Active, Relevant
Molly Rideout, MD, a Melissa Held, MD, b Alison Volpe Holmes, MD, MPH
To Trust or Not to Trust? An Introduction to Entrustable Professional Activities
Janice L. Hanson, PhD, EdS, a Susan L. Bannister, MD, MEd
We Can Teach How to Bend the Cost Curve: Lessons in Pediatric High-Value Health Care
Alison Volpe Holmes, MD, MPH, a, b, c Michele Long, MD, d, e James Stallworth, MD
The Whole PROOF – Incorporating Evidence-Based Medicine into Clinical Teaching
Nicholas M. Potisek, MD, Kenya McNeal-Trice, MD, and Michael A. Barone, MD, MPH