How to Use PIR for Renewal of Certification

1995 ◽  
Vol 16 (1) ◽  
pp. 3-3
Author(s):  
R J H
Keyword(s):  
American Academy ◽  
Education Program ◽  
The Self ◽  
Certification Program ◽  
Educational Objectives ◽  
Self Assessment ◽  
American Academy Of Pediatrics ◽  
First Time

During 1995, many pediatricians will participate for the first time in the Pediatric Renewal of Certification Program (PRCP). Since Pediatrics in Review (PIR) and the Pediatrics Review and Education Program (PREP) began in 1979, their material has been integrated with the American Board of Pediatrics (ABP) renewal of certification program. The ABP sets the educational objectives (now called content specifications) and develops the examinations. The American Academy of Pediatrics (AAP) develops PREP education materials, PIR, and the Self-Assessment Exercise based on these. Each year PIR covers about 1000 of the more than 4000 content specifications, including at least half of the 900 selected as the basis each year for the cognitive examination.

PREP Statement

PEDIATRICS ◽  
1989 ◽  
Vol 84 (6) ◽  
pp. 1116-1117
Author(s):  
ERROL R. ALDEN ◽  
JEAN Dow ◽  
Keyword(s):  
American Academy ◽  
Department Of Education ◽  
The Self ◽  
Practice Management ◽  
Advisory Group ◽  
Self Assessment ◽  
Diagnosis And Management ◽  
American Academy Of Pediatrics ◽  
The Future ◽  
Projected Changes

The following statement was developed by the PREP Advisory Group as part of an effort to inform the Academy membership about plans currently underway for the future of the PREP program. Planning is still in the early stages, but the Department of Education is enthusiastic about the projected changes, including 12 (instead of 10) issues of Pediatrics in Review, a new section in the journal devoted to practice management, and computerized diagnosis and management problems in addition to the Self-Assessment examination. Some of these changes will be phased in during the next 2 years; the new PREP program will actually be launched in January 1992. Please "stay tuned"—as plans continue to develop, we will keep the membership informed. In the meantime, if you have questions, comments, or suggestions regarding PREP, we would be happy to hear from you. You may contact PREP, Department of Education, American Academy of Pediatrics, 141 Northwest Point Blvd, Elk Grove Village, IL 60009-0927.

The Pediatrics Review and Education Program (PREP)

1990 ◽  
Vol 11 (7) ◽  
pp. 195-196
Keyword(s):  
American Academy ◽  
Continuing Education ◽  
Education Program ◽  
Advisory Group ◽  
Self Assessment ◽  
New Era ◽  
Roles And Responsibilities ◽  
Self Evaluation ◽  
American Academy Of Pediatrics ◽  
Pediatric Education

PREP Advisory Group In 1979, the American Academy of Pediatrics entered a new era in continuing pediatric education with the introduction of the Pediatrics Review and Education Program (PREP), a coordinated program of continuing education and self-evaluation designed for the practicing pediatrician. Since then, enrollment in PREP has tripled and members have come to rely on Pediatrics in Review and the PREP Self-Assessment examination as valuable and convenient tools for their continuing education. The PREP Advisory Group, established in 1984, is responsible for providing oversight and direction for the PREP program. The major roles and responsibilities of the PREP Advisory Group are: (1) to meet twice annually and report to the Advisory Committee to the Board on Education (ACBOE) on the Academy's PREP Program;

Editorial: Those Educational Objectives

1981 ◽  
Vol 2 (7) ◽  
pp. 195-195
Author(s):  
R. J. H.
Keyword(s):  
American Academy ◽  
Continuing Education ◽  
Task Force ◽  
Educational Objectives ◽  
Task Forces ◽  
American Academy Of Pediatrics

The material Covered in PEDIATRICS IN REVIEW is, for the most part, based upon Educational Objectives developed by two Task Forces and accepted by the Coordinating Committee on Continuing Education and Recertification. Both Task Forces are made up of practicing pediatricians (at least 50%) and academicians, and are appointed by the American Academy of Pediatrics and the American Board of Pediatrics. The organization and respective responsibilities of the Task Forces are shown in the diagram. The activities of The Academy (PREP) and The Board are based upon these objectives. The Topics Task Force develops some 25 to 35 Educational Objectives dealing with the Topics selected for review each year.

News and Announcements

PEDIATRICS ◽  
1975 ◽  
Vol 56 (4) ◽  
pp. 623-624
Keyword(s):  
American Academy ◽  
Continuing Education ◽  
Normative Data ◽  
Patient Management ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Self Assessment ◽  
American Academy Of Pediatrics ◽  
The Cost ◽  
Personal Assessment

PERSONAL ASSESSMENT FOR CONTINUING EDUCATION (PACE): Presented by the American Academy of Pediatrics, PACE is a series of six three-hour written selfscored, self-assessment examinations designed to keep physicians abreast of advances in the field of pediatrics. Each PACE packet contains multiple-choice questions and patient management problems along with answer keys, normative data, and bibliographic references. PACE packets will be mailed at three-month intervals over the next 18 months. The cost for the entire six-part series is $50 for nonmembers.

Quality Improvement: An ACQIP Exercise on the Management of Otitis Media

1996 ◽  
Vol 17 (7) ◽  
pp. 251-256
Author(s):  
Robert H. Sebring ◽  
Keyword(s):  
Quality Improvement ◽  
American Academy ◽  
Otitis Media ◽  
Quality Care ◽  
Care Quality ◽  
Self Assessment ◽  
Improvement Program ◽  
Additional Information ◽  
American Academy Of Pediatrics

As part of Pediatrics in Review's ongoing focus on quality improvement, we present a self-assessment exercise taken from the American Academy of Pediatrics' Ambulatory Care Quality Improvement Program (ACQIP). Tabulated responses of pediatricians who completed this exercise as part of the ACQIP program are presented on pages 253 to 254, allowing readers to see how their own answers compare and providing material for thought and discussion. Readers are encouraged to participate in the ACQIP program. Additional information can be obtained by calling or writing the Division of Quality Care, American Academy of Pediatrics, Box 927, Elk Grove Village, IL 60009-0927. Monitoring Otitis Media EDUCATIONAL OBJECTIVES This exercise and the follow-up materials should help you identify areas of improvement in how your practice monitors and documents information for children with acute or chronic otitis. INSTRUCTIONS Beginning with tomorrow's appointments, answer the questions below for the most recent, but not the current episode of otitis media in the first 10 patients you see who are younger than 4 years of age and experiencing at least their second episode of otitis. You will need to review charts to answer the questions. Put a check in each box in which you find the information in your medical record listed.

COMMITTEE ON ACCIDENT PREVENTION

PEDIATRICS ◽  
1964 ◽  
Vol 34 (5) ◽  
pp. 728-733
Author(s):  
Keyword(s):  
Public Education ◽  
American Academy ◽  
Fire Protection ◽  
Education Program ◽  
Flame Retardants ◽  
National Fire Protection Association ◽  
Accident Prevention ◽  
American Academy Of Pediatrics ◽  
Factors Influencing

A study of the flammability of fabrics involved in wearing-apparel fires was conducted co-operatively by the American Academy of Pediatrics Committee on Accident Prevention and the National Fire Protection Association Committee on Wearing Apparel. A total of 124 fabric samples from 84 accident cases were tested. Of the 124 samples, 94 were of cotton exclusively, bearing out the previously known, but widely unrecognized, fact that cotton is the most flammable of fabrics. All met the currently established standards of normal flammability for fabrics. Other data obtained in the study included age of patients (a total of 84, of whom 41 were children and 7 were aged persons); type of garment (40% were pajamas, nightgowns, bathrobes, or housecoats); and source of ignition (more than half were stoves, heaters, furnaces, or fireplaces). The relative flammability of fabrics are discussed, with attention to the fiber and the weight and weave of the fabric. Other factors influencing wearing-apparel fires include the type and style of garment; the age of the person involved; and the availability of a source of ignition. Legislation concerning standards of acceptability for the flammability of clothing fabrics are outlined, as are the standards of the National Fire Protection Association. The need for a public education program about the hazards of clothing fires is delineated. Current research in the field of chemical flame retardants for fabrics is outlined. Possible steps for reducing clothing fires are listed, with special attention to the pediatrician's role.

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