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The Community Advocacy Initiative (CAI) is a two year longitudinal community-based experience that is an option for pediatric residents’ scholarship requirements at the University of Florida College of Medicine—Jacksonville. The CAI program occurs during the second (PGY-2) and third (PGY-3) years in the pediatric residency program. Residents in the Community, Societal and Global Pediatrics track are required to complete a Community Advocacy Initiative and will be provided additional time during the three years to do so. Residents interested in global child health issues will be mentored in a global health-focused CAI.

Community Advocacy Initiative (CAI)

University of Florida College of Medicine-Jacksonville Department of Pediatrics-Division

of Community Pediatrics

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University of Florida College of Medicine-Jacksonville Department of Pediatrics-Division of Community Pediatrics

Community Advocacy Initiative (CAI)

Table of Contents

Overview 3

Curriculum Description 3

Learning Objectives 4

Assignments and Activities 4

Final Evaluation 5

Resources 5

Two-year Plan 8

Phase 1 of the CAI 8

Phase 2 of CAI 10

Contact Information 12

2013/2014 Schedule 13

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OverviewThe Community Advocacy Initiative (CAI) is a two year longitudinal community-based experience that is an option for the pediatric residents’ scholarship requirement at the University of Florida College of Medicine—Jacksonville. The CAI program occurs during the second (PGY-2) and third (PGY-3) years in the pediatric residency program. Residents engaged in the Department’s Community, Societal and Global Pediatrics Track (CSG-P) will have extended time to pursue their CAI, as well as opportunities to engage in a global health CAI.

The CAI is based on service-learning and community-based participatory models for child advocacy, medical education and research with the overarching goals that participating pediatric residents will:

Synthesize their knowledge of the multiple factors that impact the health and well-being of children in communities here and/or abroad.

Learn to assume the role of child advocate in promoting the health of children and families in the community in partnership with other health professionals and community stakeholders, families and children themselves.

Identify and provide a service that is needed by a population/community of focus. Evaluate the service using community-based participatory research or evaluation research

methods. Identify and respond to the public policy implications of the issues being addressed through the

CAI and the outcomes of scholarship. Present the findings through written reports, abstract or paper and oral presentations.

The CAI is designed and based upon adult learning principles. Residents participating in the Initiative are expected to be motivated, self-directed learners accountable for their decisions on education and involvement in the planning and evaluation of their instruction. The program is designed to be problem-centered rather than content-oriented.

Residents engaged and/or considering pursuing a CAI for their scholarship requirement meet monthly as a group. CAI participants will have 2 half days during select months to complete all assignments and deliverables required for the project, replacing 2 clinic half days (all months except during NICU, NBN, PICU, and Inpatient Rotations). Additional time will be provided for residents in the CSG-P track.

Curriculum DescriptionFor the CAI, residents work as part of a CAI Team that includes a community mentor and a UF/Jacksonville faculty advisor. Residents also closely work with Community-Based Organizations (CBO) to learn about the population of focus and services provided by the CBO. UF/Jacksonville faculty members spend time with the resident to help them throughout the process described below, specifically to make sure the plan is realistic, is of high quality and is consistent with the needs of the community—whether in NE Florida or abroad.

During the CAI process the pediatric resident:1. Identifies a target population of children and/or a community focus area in which to do their CAI.2. Is given eight (8) hours of protected time per month during select months to work on the CAI. 3. Works as part of a CAI team that consists of the pediatric resident, a community mentor and a

UF/Jacksonville faculty mentor.

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4. Reports to and works closely with the assigned Community-Based Organization (CBO) to learn about the target population and services provided by the CBO.

5. Participates in exploring community assessment data for the target population, community and CBO, to include a literature review of research and non-research articles, summarizes the information and makes recommendations about an advocacy/ community service intervention.

6. Develops a CAI Community Action Plan that specifically delineates the community assessment and advocacy/service priorities, objectives, advocacy action steps and timeframe for completing components of the CAI that relate to the advocacy issue being addressed.

7. Presents community assessment findings to the faculty mentor, CAI team and other community stakeholders toward the end of CAI Phase 1 or the PGY-2 year.

8. Implements and evaluates an advocacy/community-service intervention responding to the needs of the target population, community and/or CBO that is a relevant issue of concern to the community, is realistic, amenable to pediatric resident intervention and approved by the community and faculty mentors.

9. Engages in advocacy and scholarship. The scholarship requirement includes completion of a manuscript/abstract in a format compatible for publication, presentation at a regional or national meeting and/or community-legislative advocacy.

Learning ObjectivesDuring the CAI, the following learning objectives will be accomplished:

1. Residents will prepare a literature review on an issue focusing on a specific population that is critical and relevant to the community.

2. Residents will develop a CAI Community Action Plan that will specifically delineate the community assessment and service priorities, objectives, action steps and timeframe for completing components of the CAI.

3. Residents will interpret and assess the impact of a critical issue on the community (through consults with the CAI Team, the CBO and other community stakeholders, and research).

4. Residents will devise a Community Advocacy Initiative and develop the Initiative in the context of an advocacy and CBPR endeavor.

5. Residents will identify appropriate methodologies to address issues.6. Residents will initiate a relevant community service tied to an advocacy issue.7. Residents will demonstrate advocacy skills by participating in appropriate community activities,

conducting presentations to community stakeholders and UF Faculty/pediatric residents, and contacting the media and meeting with community stakeholders and elected officials.

Assignments and ActivitiesResidents will be tasked with specific assignments and activities to fulfill the learning objectives of the CAI. These accomplishments include:

1.Identifying a population of focus to be explored.2.Working as part of a CAI team that consists of the pediatric resident, a community mentor and a

UF/Jacksonville faculty mentor.3.Reporting to and work closely with the assigned Community-Based Organization (CBO) to learn

about the population of focus and services provided by the CBO.

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4.Participating in exploring community assessment data of the population of focus, community and CBO (using the Community Assessment Guidelines), to include a literature review of research and non-research articles, analyzes this data and makes recommendations about a community service intervention.

5.Presenting Community Assessment findings to the CAI team and other community stakeholders. 6.Implementing and evaluating a community-service based on the needs of the population of focus,

community and/or CBO. This community service intervention must be realistic, amenable to pediatric resident intervention and approved by the community and faculty mentors.

7.Developing a CAI Community Action Plan that will specifically delineate the community assessment and service priorities, objectives, action steps and timeframe for completing components of the CAI.

8.Engaging in advocacy and scholarship. The scholarship requirement includes completion of an IRB and a manuscript/abstract in a format compatible for publication. The advocacy requirement will be fulfilled in the following ways:

Write a letter to the editor or Op-Ed piece for the print media about the CAI/population of focus (required),

Participate on a community committee, taskforce or coalition pertaining to the CAI, Present issue analysis to an elected official, and/or Conduct a presentation to community stakeholders and pediatric residents and faculty

about the outcomes of the CAI assessment and intervention.

Final EvaluationAll participating residents must satisfactorily advocate for the issue(s) s/he is addressing through community and/or legislative advocacy and complete at least 2 of the 3 deliverables by the end of their CAI:

1. Report or Manuscript2. Oral Presentation 3. Poster Presentation

ResourcesBelow, are lists of resources that can be used during the CAI. These resources are by no means all inclusive, but should be used as a starting point.

WritingAmerican Academy of Pediatricians. A Pediatrician’s Guide to Proposal Writing. 2000.

https://www2.aap.org/commpeds/resources/ProposalWriting.pdfRobert Boice. Professors as Writers. Stillwater, 1990. Robert A. Day. How to Write and Publish a Scientific Paper, 5th Edition. Oryx Press, Phoenix AZ, 1996. Robert A. Day. Scientific English, A Guide for Scientists and Other Professionals, 2nd Edition. Oryx

Press, Phoenix AZ, 1995.John H. Dirckx. Dx + Rx, A Physician’s Guide to Medical Writing, G.K. Hall and Co., Boston, 1977.

Edward R. Tufte. The Visual Display of Quantitative Information.

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George D. Gopen and Judith A. Swan. The Science of Scientific Writing. American Scientist, 78: 550-558, 1990. Edward J. Huth, M.D. How to Write and Publish Papers in the Medical Sciences. ISI Press, Philadelphia, 1982.

William Strunk Jr. and E.B. White, illustrated by Maira Kalman. The Elements of Style (Illustrated), 5 th

Edition. Penguin Books, New York, NY, 2007. Joseph M. Williams. Ten Lessons in Clarity and Grace, 5th Edition. Addison-Wesley Educational

Publishers Inc., New York, 1997.F. Peter Woodford. Scientific Writing for Graduate Students: A Manual on the Teaching of Scientific

Writing. Rockefeller University Press, New York, 1968.

Additional Online Writing Guide to Grammar and Writing http://grammar.ccc.commnet.edu/grammar/ A Writers’ handbook: http://www.wisc.edu/writing/Handbook/index.html Common Errors in English. http://www.wsu.edu/~brians/errors/index.html English as a Second Language. http://www.rpi.edu/web/writingcenter/esl.html English Style and Usage: http://www.bartleby.com/usage/ Guide to Grammar and Style (Jack Lynch):

http://andromeda.rutgers.edu/~jlynch/Writing/index.html Revising Prose (The Writing Center @ Rensselaer):

http://www.rpi.edu/web/writingcenter/revise.html

Editorial American Medical Writers Association – Self-study modules. Includes workbook with examples

and exercises. Self-study workshops can be used to acquire credit in AMWA’s core certificate program. http://www.amwa.org/default.asp?id=183

American Medical Writers Association – Fee ($75/6 month) searchable membership directory. Searchable by keyword, city, and state. Can specify multiple search parameters I search. http://www.amwa.org/default.asp?id=148

Board of Editors in the Life Sciences – FREE searchable database by geographic region (including other countries and continents), area of expertise, type of service and media. Gives name, address, phone, email, certifications, expertise, and websites. http://www.bels.org/findeditor/freelance_search.cfm

Council of Scientific Editors – Job Bank with FREE listings of manuscript editors. Gives email, address, websites, services, education, and affiliations. http://www.councilscienceeditors.org/jobbank/services.cfm

Editorial Freelancers Association – Editors, searchable FREE by state, skill, and area. Gives names, addresses, emails, websites, skills, specialties, and resumes. http://www.the-efa

Research• Robert H. Fletcher et al. Clinical Epidemiology – The Essentials, 4th ed, Williams & Wilkins, 2005.• Lawrence M. Friedman et al. Fundamentals of Clinical Trials, 3rd ed, Springer-Verlag, 1998.• Stephen B. Hulley et al. Designing Clinical Research, 4rd ed, Lippincott Williams & Wilkins, 2013.

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Advocacy Docs For Tots - a nonprofit, nonpartisan, advocacy organization formed to encourage doctors to

fulfill their important role as active advocates for infants, toddlers, and preschoolers on the national, state and local level.http://www.docsfortots.org/

The Children’s Campaign - engages diverse citizens, stakeholders and experts in non-partisan, consensus oriented dialogue, establish a policy framework with specific recommendations, and then take action while stressing accountability.http://www.iamforkids.org/

The Children’s Defense Fund - a non-profit child advocacy organization that champions policies and programs that lift children out of poverty, protect them from abuse and neglect, and ensure their access to health care, quality education and a moral and spiritual foundation.http://www.childrensdefense.org

Voices for America’s Children - the nation’s largest network of multi-issue child advocacy organizations leading advocacy efforts at the community, state and federal levels to improve the lives of all children, especially those most vulnerable, and their families.http://www.voices.org/\

AAP Advocacy Guide - this guide will provide you with tips, tools, and real-life examples from other pediatricians regarding how to use your voice to create positive and lasting change on behalf of children’s health and well-being.www.aap.org/moc/advocacyguide

AAP Chapterswww.aap.org/member/chapters/chapters.htm

AAP Division of State Government Affairswww.aap.org/moc/stgovaffairs

AAP Department of Federal Affairsfederaladvocacy.aap.org

AAP Community Pediatrics Training Initiativewww.aap.org/commpeds/CPTI

AAP Advocacy Institute Resources (2010 Workshop)o Working with Decision Makers

Powerpoint presentation o Overview of the Legislative Process

Powerpoint presentationHandout materials

o Advocacy CommunicationsPowerpoint presentation

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Two-year PlanThe CAI is designed in 2 phases (9 sessions per phase/year, each session is detailed below):

Phase 1 (PGY-2 year). Residents primarily concentrate on engaging in policy and community assessments and analysis.

Phase 2 (PGY-3 year). Residents implement an advocacy/service initiative in the community that responds to the Phase 1 community assessment findings.

A timeline for each phase is presented in the Schedule at the end of this document.

Phase 1 of the CAIDuring Phase 1, the resident will:

a) Identify an issue relevant to the community and of interest to her/him.b) Perform a literature search.c) Meet with the community to obtain an in-depth understanding of the impact of the issue on the

community.d) Meet with the assigned faculty to develop a Community Advocacy Initiative.e) Create a detailed project plan with timeline and tasks for the project.f) Develop the Initiative in the context of a Community based participatory research (CBPR) and/or

policy research endeavor.g) Establish the methodologies for the Initiative.h) Complete an Institutional Review Board (IRB) application if necessary.

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Session 1: Introduction: Phase One Activities and AssignmentsJeff Goldhagen

Agenda:1. Complete HIPAA CBT Training before Session 2.

Residents are responsible to print and submit HIPAA certification to administration for their personal file.

2. Define their area(s) of interest. Residents will be assigned a primary mentor from the Division of Community

Pediatrics; they may also obtain a secondary mentor if the topic is relevant to a specialty area.

Residents will be responsible to update this mentor(s) on their progress monthly and to meet with their primary mentor at least once per quarter (every three months).

3. Maintain an eJournal throughout the CAI. Residents are responsible to submit this eJournal in New Innovations (at least

monthly).

Session 2: Performing a Literature Search/ReviewGretchen Kuntz (Borland Library)

Agenda:1. Complete CITI CBT Training before Session 3.

Residents are responsible to print and submit CITI certification to administration for personal file.

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2. Collect and review literature for initiative. Residents are responsible to maintain a record of reviewed literature. Residents are responsible for applying the literature review for the initiative

throughout the duration of the CAI.

Session 3: Community Engagement ModelsDavid Wood/CHEQR

Agenda:1. Read Principles of Community Engagement, 2nd Edition; Chapters 1&22. Finalize advocacy issue3. Identify target population4. Present issue statement

Residents will post issue statement in New Innovations.

Session 4: Child AdvocacyJeff Goldhagen

Agenda:1. Read advocacy literature:

Chapter 1. The "What and Whys" of AdvocacyChapter 2. Pediatricians are Natural Advocates

2. Create specific aims for the CAI Residents will post written aims statements in New Innovations.

3. Identify and contact appropriate Community-based Organization (CBO)

Session 5: Developing project goals and evaluation plans using Logic Models Bill Livingood/CHEQR

Agenda:1. Read W.K. Kellogg Foundation Logic Model Development Guide2. Read Chapters 1 & 5 from IOM Report (2012) An Integrated Framework for Assessing

the Value of Community-Based Prevention3. Discuss basics of Logic Model Development within the context of Valuing Community

Prevention.

Session 6: Advocacy Study Design IDavid Wood/CHEQR

Agenda:1. Read advocacy literature: Chapter 4. Core Advocacy Skills2. Read Hulley Chapter 1. 3. Arrange a time to meet and discuss study design with Mentor and Program Director.4. Arrange a time to meet with biostatistician (if necessary).

• Residents will submit initial CAI design draft in New Innovations.

Session 7: Advocacy Study Design IIDavid Wood/CHEQR

Agenda:1. Read and discuss AAP Advocacy Policy Statements2. Read Hulley Chapter 2

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3. Identify (if indicated) inclusion and exclusion criteria.4. Collect data tool

• Residents will draft a Memorandum of Understanding (MOU) with the CBO and submit a copy in New Innovations.

• Residents will submit a proposed schedule for implementation of their CAI• Residents will submit the final CAI design

Session 8: Introduction to the IRBIRB Office

Agenda:1. Read advocacy literature:

Chapter 3. Getting Comfortable by Learning the Process2. Read IRB preparation literature provided by UF (online).

Residents will submit draft Logic Model in New Innovations.

Session 9: HIPAA and Research EthicsAlissa Swota

Agenda:2. Complete all IRB Required Forms and Documents.

• Residents will draft an IRB Consent Form submit and submit in New Innovations• Residents will complete the IRB.

Phase 2 of CAIDuring Phase 2, the resident will:

a) Provide a community service based on year one’s community assessment findings.b) Synthesize her/his work in the form of a manuscript and/or presentation, and advocacy

endeavor.c) Present her/his work to their resident class and submits the finished product for publication or

presentation. d) Actively advocates in relevant venues for the particular issue.

Throughout Phase 2, the resident also evaluates the process and outcomes of the CAI experience, including her/his advocacy efforts.

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Session 10: Year Two ActivitiesJeff Goldhagen, David Wood, William Livingood

Agenda:1. Read advocacy literature:

Chapter 5. We're Not Alone-Broadening Participation2. Complete HIPAA CBT Training (must be completed every year) before Session 11.

• Residents are responsible to print and submit HIPAA certification to administration for personal file.

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3. Identify grant application deadlines (for example: UF Deans, CATCH, AAP Resident Research, PAS Resident Research).

4. Identify potential presentation opportunities.

Session 11: Manuscript I: Writing an Abstract and IntroductionJeff Goldhagen

Agenda:1. Read advocacy literature:

Chapter 6. Media & Communications Advocacy2. Submit abstract to regional or national meeting(s).

• Residents will submit a copy of the Abstract in New Innovations.

Session 12: Manuscript II: MethodsDavid Wood/CHEQR, Dale Kraemer

Agenda:1. Read advocacy literature:

Chapter 7. A Pediatrician's Voice in Campaigns and Elections2. Submit abstract to regional or national meeting(s).

• Residents will draft a copy of the Methods section and submit in New Innovations.

Session 13: Manuscript III: ResultsCHEQR/David Wood, Dale Kraemer

Agenda:1. Prepare presentation to legislators2. Submit abstract to regional or national meeting(s).

• Residents will draft a copy of the Results section and submit in New Innovations.

Session 14: Manuscript IV: DiscussionCHEQR/David Wood, Jeff Goldhagen

Agenda:1. Prepare letter to the editor.2. Submit abstract to regional or national meeting(s).

• Residents will draft a copy of the Discussion section and submit in New Innovations.

Session 15: Policy I: Reporting to the CommunityJeff Goldhagen, Lynn Woodhouse, Bill Livingood

Agenda: 1. Residents will draft a Policy Position Statement (draft) and submit in New Innovations.

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Session 16: Policy II: Sustainability and Resource DevelopmentPediatric Scholarship Group

Agenda:1. Presentations.

• Residents will refine the Policy Position Statement (final) and submit in New Innovations.

• Residents will submit a Letter to Editor and/or OpEd piece to print media and provide a copy of the manuscript in New Innovations.

2. Meet with legislators.

Session 17: Presentation Skills: Verbal & PosterPediatric Scholarship Group

Agenda:1. Read literature (TBD).

• Residents will present (oral and/or poster, pending on acceptance) at a conference (for example: PAS, AAP, APPD, ACGME, Southern Regions, FMA).

• Residents will participate in a local oral presentation (Grand Rounds, Noon Conference, UF Research day).

• Residents will participate in a local poster presentation (UF Research Day, Education Week, Duval County Medical Society).

Session 18: ReflectionsJeff Goldhagen, David Wood, Elisa Zenni

Agenda:1. Reflections

Contact Information

For more information about the CAI program and Community Pediatrics at the Department of Pediatrics, University of Florida College of Medicine-Jacksonville, contact:

Jeffrey Goldhagen, M.D., MPHChief, Division of Community PediatricsProfessor of Pediatrics, University of Florida College of Medicine-Jacksonville 653-1 W. Eighth St., Jacksonville, FL 32209Office: (904) 244-7023Cell: (904) 237-9475E-mail: jeffrey.goldhagen@jax.ufl.edu

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2013/2014 Schedule

2013/2014 Schedule (for residents starting July 2013)Session Date Topic/Expert Assignments Resident Deliverables for this time period

(to be submitted via New Innovations)

1. 7/17/13

Introduction: Year One Activities and AssignmentsJeff Goldhagen

• Identify and contact a mentor for initiative project.

• Update mentor on progress monthly and meet with once per quarter (every three months).

1. Post reflections in eJournal 2. HIPAA certification to administration for

personal file.

2. 8/21/13

Performing a Literature Search/ReviewGretchen Kuntz (Borland Library)

• Maintain a record of reviewed literature. 1. Post reflections in eJournal2. CITI certification to administration for

personal file.

3. 9/18/13

Community Engagement ModelsDavid Wood/CHEQR

• Read Principles of Community Engagement, 2nd Edition; Chapters 1-2

• Finalize advocacy issue.• Identify target population.• Present issue statement.

1. Post reflections in eJournal2. Develop Issue Statement

4. 10/16/13

Child AdvocacyJeff Goldhagen

• Read advocacy literature (Chapters 1 &2)• Create specific aims for the CAI. • Identify and contact appropriate

Community-based Organization (CBO).

1. Post reflections in eJournal2. Initiate Aims Statement

5.

11/20/13through 1/15/14

Developing Project Goals and Evaluation Plans Using Logic Models Bill Livingood/CHEQR

• Read W.K. Kellogg Foundation Logic Model Development Guide.

• Read Chapters 1 & 5 from IOM Report (2012) An Integrated Framework for Assessing the Value of Community-Based Prevention.

• Read Developing a Framework or Model of Change

• Discuss basics of Logic Model Development within the context of Valuing Community Prevention.

1. Post reflections in eJournal2. Develop Logic Model (November)3. Complete Logic Model (December)4. Initiate CAI design draft (January)

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Session Date Topic/Expert Assignments Resident Deliverables for this time period(to be submitted via New Innovations)

6. 2/19/14Introduction to the IRBIRB Office

• Read IRB preparation literature provided by faculty (TBD)

• Read advocacy literature (Chapter 3).

1. Post reflections in eJournal2. Proposed schedule for CAI implementation3. Complete CAI design

7. 3/19/14 HIPAA and Research EthicsAlissa Swota

• Complete all IRB Required Forms and Documents.

1. Post reflections in eJournal2. IRB development3. Complete IRB documentation

8. 4/16/14

Advocacy Study Design IDavid Wood/CHEQR

• Read advocacy literature (Chapter 4).• Read Hulley, Chapter 1 • Arrange a time to meet and discuss study

design with Mentor and Program Director.• Arrange a time to meet with biostatistician

(if necessary).

1. Post reflections in eJournal2. IRB development

9. 5/21/14

Advocacy Study Design IIDavid Wood/CHEQR

• Identify (if indicated) inclusion and exclusion criteria.

• Read Hulley, Chapter 2 .• Collect data tool

1. Post reflections in eJournal2. Final CAI design

10. 6/18/14 IRB Review and ApprovalIRB Office

• Arrange a time to meet with IRB or Advisor to complete and submit IRB documentation

1. Post reflections in eJournal2. Complete IRB

11. 7/2014TBD

Year Two ActivitiesJeff Goldhagen, David Wood, William Livingood

• Read advocacy literature (Chapter 5).• Identify grant application deadlines (for

example: UF Deans, CATCH, AAP Resident Research, PAS Resident Research).

• Identify potential presentation opportunities.

1. Post reflections in eJournal2. HIPAA certification to administration for

personal file.

12. 8/2014TBD

Manuscript I: Writing an Abstract and IntroductionJeff Goldhagen

• Read advocacy literature (Chapter 6).• Submit abstract to regional or national

meeting(s).

1. Post reflections in eJournal2. Complete Abstract section

13. 9/2014TBD

Manuscript II: MethodsDavid Wood/CHEQR, Dale Kraemer

• Read advocacy literature (Chapter 7).• Submit abstract to regional or national

meeting(s).

1. Post reflections in eJournal2. Complete Methods section

14. 10/2014TBD

Manuscript III: ResultsCHEQR/David Wood, Dale Kraemer

• Submit abstract to regional or national meeting(s).

1. Post reflections in eJournal2. Complete Results section

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Session Date Topic/Expert Assignments Resident Deliverables for this time period(to be submitted via New Innovations)

15. 11/2014TBD

Manuscript IV: DiscussionCHEQR/David Wood, Jeff Goldhagen

• Submit abstract to regional or national meeting(s).

1. Post reflections in eJournal2. Complete Discussion section

16. 12/2014TBD

Policy I: Reporting to the CommunityJeff Goldhagen, Lynn Woodhouse, Bill Livingood

• Read literature (TBD). 1. Post reflections in eJournal2. Draft of Policy Position Statement

17. 1/2015TBD

Policy II: Sustainability and Resource DevelopmentPediatric Scholarship Group

• Read literature (TBD). 1. Post reflections in eJournal2. Policy Position Statement (final)3. Copy of Letter to Editor and/or OpEd piece

18.

2/2015through4/2015

TBD

Presentation Skills: Verbal & PosterPediatric Scholarship Group

• Present (oral and/or poster, pending on acceptance) at a conference (for example: PAS, AAP, APPD, ACGME, Southern Regions).

• Participate in a oral presentation (Grand Rounds, Noon Conference, UF Research day).

• Participate in a poster presentation (UF Research Day, Education Week, Duval Medical Society).

1. Post reflections in eJournal

19.

5/2015through6/2015

TBD

ReflectionsJeff Goldhagen, David Wood, Elisa Zenni

1. Post reflections in eJournal

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