Educational Programs

Our fellows are actively engaged in a myriad of educational programs. Fellows organize and run a weekly clinical conference, hematopathology conference, and solid tumor conference/tumor board.  They are required also to participate in a twice monthly journal club.  Fellows attend a weekly didactic lecture series (DOCX) covering a wide variety of topics in pediatric hematology/oncology and geared towards preparation for the pediatric hematology/oncology board exam.  Fellows participate in multidisciplinary meetings including but not limited to: Stem Cell Transplant Conference, Psychosocial Rounds, and Neuro-oncology Conference.  Fellows also participate in a wide variety of disease-specific (Leukemia/Lymphoma, Sarcoma, etc.) conferences and scientific seminars (Cancer Biology, Molecular Medicine, etc.)»Weekly conference schedule (DOC)

 

Goals and Objectives

Our goals and objectives for our fellows and the fellowship program are derived from the development of competencies in six areas, according to ACGME criteria. Expectations for fellows in each area are as follows:

  • Patient Care: to provide patient care that is compassionate, appropriate and effective for the promotion of health, prevention of illness, treatment of illness and at the end of life.
  • Medical Knowledge: to demonstrate knowledge of established and evolving biomedical, clinical and social sciences, and to apply their knowledge to patient care.
  • Interpersonal and communication skills: to demonstrate interpersonal and communication skills that enable them to establish and maintain professional relationships with patients, families and members of the health care teams.
  • Professionalism: to demonstrate behaviors that reflect a commitment to continuous professional development, ethical practice, an understanding and sensitivity to diversity and a responsible attitude toward their patients, their profession and society.
  • Practice-Based Learning and Improvement: to be able to use scientific evidence and methods to investigate, evaluate and improve patient care practices.
  • Systems-Based Practice: to demonstrate both an understanding of the contexts and systems in which health care is provided, and to be able to apply this knowledge to improve and optimize health care.

 

Scholarship Oversight

During the first year of fellowship, each fellow identifies an area of investigation, a research mentor, and a project to pursue during their second and third year of training.  A project can focus on the basic sciences, translational research, or in clinical/outcomes-based research.  Once a primary mentor and potential project is chosen, each first year fellow must identify three members to be appointed to his/her Scholarship Oversight Committee, consisting of at least one of who is based outside of the section. This committee will:

  • Determine whether a specific activity is appropriate to meet the ABP guidelines for scholarly activity.
  • Determine a course of preparation beyond the core fellowship curriculum to ensure successful completion of the project.
  • Evaluate the fellow’s progress as related to scholarly activity.
  • Meet with the fellow early in the training period and regularly thereafter.
  • Require the fellow to present/defend the project related to his/her scholarly activity.
  • Advise the program director on the fellow’s progress and assess whether the fellow has satisfactorily met the guidelines associated with the requirement for active participation.

 

Additional Training

A number of graduate-level programs are available for pursuit by fellows in their second and third year of training, which can complement a fellow’s chosen research focus.  Examples of programs in which fellows have enrolled in the past include:

Master of Science in Health Studies for Clinical Professionals (MSCP)

Clinical Pharmacology and Pharmacogenomics Fellowship

Harris School of Public Policy 

 

Fellows as Educators

Not only are fellows learners, but they are also teachers.  They play major roles in the education of their peers, junior and senior colleagues, other health professionals and patients.  Many will teach in their future practices. Developing the skills to become effective teachers is an important part of postgraduate education.  The fellowship program facilitates development of these skills in a variety of settings including informal bedside teaching, clinical round supervision, direction of interactive teaching sessions and didactic presentations at research seminars and clinical conferences.

 

Fellowship Opportunities