1
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 healthfocused CAI.
Community Advocacy
Initiative (CAI)
University of Florida College of MedicineJacksonville Department of PediatricsDivision of Community Pediatrics
CAI -12/23/2013
2
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
CAI -12/23/2013
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Overview
The 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 problemcentered 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 Description
For 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.
CAI -12/23/2013
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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 Objectives
During 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 Activities
Residents 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.
CAI -12/23/2013
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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 Evaluation
All 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 Manuscript
2. Oral Presentation
3. Poster Presentation
Resources
Below, 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.
Writing
American Academy of Pediatricians. A Pediatrician’s Guide to Proposal Writing. 2000.
https://www2.aap.org/commpeds/resources/ProposalWriting.pdf
Robert 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.
CAI -12/23/2013
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George D. Gopen and Judith A. Swan. The Science of Scientific Writing. American Scientist, 78: 550558, 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), 5th
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


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
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.
CAI -12/23/2013
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Advocacy


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
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


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 Chapters
www.aap.org/member/chapters/chapters.htm
AAP Division of State Government Affairs
www.aap.org/moc/stgovaffairs
AAP Department of Federal Affairs
federaladvocacy.aap.org
AAP Community Pediatrics Training Initiative
www.aap.org/commpeds/CPTI
AAP Advocacy Institute Resources (2010 Workshop)
o Working with Decision Makers
Powerpoint presentation
o Overview of the Legislative Process
Powerpoint presentation
Handout materials
o Advocacy Communications
Powerpoint presentation
CAI -12/23/2013
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Two-year Plan
The 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 CAI
During 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.
-----------------------------------------------Session 1: Introduction: Phase One Activities and Assignments
Jeff 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/Review
Gretchen 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.
CAI -12/23/2013
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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 Models
David Wood/CHEQR
Agenda:
1. Read Principles of Community Engagement, 2nd Edition; Chapters 1&2
2. Finalize advocacy issue
3. Identify target population
4. Present issue statement
 Residents will post issue statement in New Innovations.
Session 4: Child Advocacy
Jeff Goldhagen
Agenda:
1. Read advocacy literature:
Chapter 1. The "What and Whys" of Advocacy
Chapter 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 Guide
2. Read Chapters 1 & 5 from IOM Report (2012) An Integrated Framework for Assessing
the Value of Community-Based Prevention
3. Discuss basics of Logic Model Development within the context of Valuing Community
Prevention.
Session 6: Advocacy Study Design I
David Wood/CHEQR
Agenda:
1. Read advocacy literature: Chapter 4. Core Advocacy Skills
2. 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 II
David Wood/CHEQR
Agenda:
1. Read and discuss AAP Advocacy Policy Statements
2. 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 IRB
IRB Office
Agenda:
1. Read advocacy literature:
Chapter 3. Getting Comfortable by Learning the Process
2. Read IRB preparation literature provided by UF (online).
 Residents will submit draft Logic Model in New Innovations.
Session 9: HIPAA and Research Ethics
Alissa 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 CAI
During 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.
-----------------------------------------------Session 10: Year Two Activities
Jeff Goldhagen, David Wood, William Livingood
Agenda:
1. Read advocacy literature:
Chapter 5. We're Not Alone-Broadening Participation
2. 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.
3. Identify grant application deadlines (for example: UF Deans, CATCH, AAP Resident
Research, PAS Resident Research).
CAI -12/23/2013
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4. Identify potential presentation opportunities.
Session 11: Manuscript I: Writing an Abstract and Introduction
Jeff Goldhagen
Agenda:
1. Read advocacy literature:
Chapter 6. Media & Communications Advocacy
2. Submit abstract to regional or national meeting(s).
• Residents will submit a copy of the Abstract in New Innovations.
Session 12: Manuscript II: Methods
David Wood/CHEQR, Dale Kraemer
Agenda:
1. Read advocacy literature:
Chapter 7. A Pediatrician's Voice in Campaigns and Elections
2. 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: Results
CHEQR/David Wood, Dale Kraemer
Agenda:
1. Prepare presentation to legislators
2. 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: Discussion
CHEQR/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 Community
Jeff Goldhagen, Lynn Woodhouse, Bill Livingood
Agenda:
1. Residents will draft a Policy Position Statement (draft) and submit in New Innovations.
CAI -12/23/2013
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Session 16: Policy II: Sustainability and Resource Development
Pediatric 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 & Poster
Pediatric 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: Reflections
Jeff 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., MPH
Chief, Division of Community Pediatrics
Professor of Pediatrics, University of Florida College of Medicine-Jacksonville
653-1 W. Eighth St., Jacksonville, FL 32209
Office: (904) 244-7023
Cell: (904) 237-9475
E-mail: jeffrey.goldhagen@jax.ufl.edu
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2013/2014 Schedule
2013/2014 Schedule (for residents starting July 2013)
Session
1.
2.
3.
Date
7/17/13
8/21/13
9/18/13
Topic/Expert
Assignments
Introduction: Year One
Activities and Assignments
Jeff Goldhagen
•
Performing a Literature
Search/Review
Gretchen Kuntz (Borland
Library)
Community Engagement
Models
David Wood/CHEQR
•
•
•
•
•
•
4.
5.
10/16/13
11/20/13
through
1/15/14
Child Advocacy
Jeff Goldhagen
•
Developing Project Goals
and Evaluation Plans Using
Logic Models
Bill Livingood/CHEQR
•
•
•
•
•
•
CAI -12/23/2013
Resident Deliverables for this time period
(to be submitted via New Innovations)
Identify and contact a mentor for initiative
project.
Update mentor on progress monthly and
meet with once per quarter (every three
months).
Maintain a record of reviewed literature.
1. Post reflections in eJournal
2. HIPAA certification to administration for
personal file.
Read Principles of Community Engagement,
2nd Edition; Chapters 1-2
Finalize advocacy issue.
Identify target population.
Present issue statement.
Read advocacy literature (Chapters 1 &2)
Create specific aims for the CAI.
Identify and contact appropriate
Community-based Organization (CBO).
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 eJournal
2. Develop Issue Statement
1. Post reflections in eJournal
2. CITI certification to administration for
personal file.
1. Post reflections in eJournal
2. Initiate Aims Statement
1.
2.
3.
4.
Post reflections in eJournal
Develop Logic Model (November)
Complete Logic Model (December)
Initiate CAI design draft (January)
14
Session
6.
7.
Date
2/19/14
3/19/14
Topic/Expert
Introduction to the IRB
IRB Office
HIPAA and Research Ethics
Alissa Swota
Advocacy Study Design I
David Wood/CHEQR
8.
4/16/14
Assignments
•
•
•
•
•
•
•
9.
5/21/14
10.
6/18/14
11.
7/2014
TBD
Advocacy Study Design II
David Wood/CHEQR
IRB Review and Approval
IRB Office
Year Two Activities
Jeff Goldhagen, David Wood,
William Livingood
•
•
•
•
•
•
•
12.
8/2014
TBD
13.
9/2014
TBD
14.
10/2014
TBD
CAI -12/23/2013
Manuscript I: Writing an
Abstract and Introduction
Jeff Goldhagen
Manuscript II: Methods
David Wood/CHEQR, Dale
Kraemer
Manuscript III: Results
CHEQR/David Wood, Dale
Kraemer
•
•
•
•
•
Read IRB preparation literature provided by
faculty (TBD)
Read advocacy literature (Chapter 3).
Complete all IRB Required Forms and
Documents.
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).
Identify (if indicated) inclusion and exclusion
criteria.
Read Hulley, Chapter 2.
Collect data tool
Arrange a time to meet with IRB or Advisor
to complete and submit IRB documentation
Read advocacy literature (Chapter 5).
Identify grant application deadlines (for
example: UF Deans, CATCH, AAP Resident
Research, PAS Resident Research).
Identify potential presentation
opportunities.
Read advocacy literature (Chapter 6).
Submit abstract to regional or national
meeting(s).
Read advocacy literature (Chapter 7).
Submit abstract to regional or national
meeting(s).
Submit abstract to regional or national
meeting(s).
Resident Deliverables for this time period
(to be submitted via New Innovations)
1.
2.
3.
1.
2.
3.
1.
2.
Post reflections in eJournal
Proposed schedule for CAI implementation
Complete CAI design
Post reflections in eJournal
IRB development
Complete IRB documentation
Post reflections in eJournal
IRB development
1. Post reflections in eJournal
2. Final CAI design
1. Post reflections in eJournal
2. Complete IRB
1. Post reflections in eJournal
2. HIPAA certification to administration for
personal file.
1. Post reflections in eJournal
2. Complete Abstract section
1. Post reflections in eJournal
2. Complete Methods section
1. Post reflections in eJournal
2. Complete Results section
15
Session
15.
Date
11/2014
TBD
16.
12/2014
TBD
17.
1/2015
TBD
18.
19.
2/2015
through
4/2015
TBD
5/2015
through
6/2015
TBD
CAI -12/23/2013
Topic/Expert
Assignments
Resident Deliverables for this time period
(to be submitted via New Innovations)
Manuscript IV: Discussion
CHEQR/David Wood, Jeff
Goldhagen
•
Submit abstract to regional or national
meeting(s).
1. Post reflections in eJournal
2. Complete Discussion section
Policy I: Reporting to the
Community
Jeff Goldhagen, Lynn
Woodhouse, Bill Livingood
•
Read literature (TBD).
1. Post reflections in eJournal
2. Draft of Policy Position Statement
Policy II: Sustainability and
Resource Development
Pediatric Scholarship Group
•
Read literature (TBD).
1. Post reflections in eJournal
2. Policy Position Statement (final)
3. Copy of Letter to Editor and/or OpEd piece
Presentation Skills: Verbal &
Poster
Pediatric 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
•
•
Reflections
Jeff Goldhagen, David Wood,
Elisa Zenni
1. Post reflections in eJournal