Editorial |

Advocacy Is Not a Specialty

Abraham B. Bergman, MD
Arch Pediatr Adolesc Med. 2005;159(9):892. doi:10.1001/archpedi.159.9.892.
Text Size: A A A
Published online


A bush of wild roses, lovely but tangled and full of thorns is how I view the pediatric residency review committee’s new requirement of “structured educational experiences that prepare residents for the role of advocate for the health of children within the community.”1

The idea, of course, is wonderful. Who can argue with residents becoming familiar with how children function outside of clinical settings? And implementing aspects of this vision may even be feasible. For example, elsewhere in this issue of the ARCHIVES, Chamberlain and colleagues2 report favorably on the experiences of advocacy training at Stanford University in Palo Alto, Calif, the University of Miami in Miami, Fla, and the University of California, San Francisco. Protected time was carved out of existing block rotations for two 3-hour preparatory workshops, independent field work, and presentation of the projects to peers and faculty. Using tools introduced during the workshops, “each resident individually selected, developed, and implemented an advocacy project that reinforced advocacy knowledge and skills.”2 Wisely, in my opinion, the residents were free to follow their own interests. Ninety-nine residents at the 3 centers completed projects; 42% of these projects involved some form of disease prevention and/or health promotion. Ninety-three of the 99 participants expressed satisfaction with the experience. The sting of some thorns, though, were felt: the motivation of residents varied, there were limitations of resident and faculty time, and one cringes when imagining the yeoman effort expended by the 3 authors, each of whom was solely responsible for the programs in her or his own institution.



Sign In to Access Full Content

Don't have Access?

Register and get free email Table of Contents alerts, saved searches, PowerPoint downloads, CME quizzes, and more

Subscribe for full-text access to content from 1998 forward and a host of useful features

Activate your current subscription (AMA members and current subscribers)

Purchase Online Access to this article for 24 hours





Meets CME requirements for:
Browse CME for all U.S. States
Accreditation Information
The American Medical Association is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The AMA designates this journal-based CME activity for a maximum of 1 AMA PRA Category 1 CreditTM per course. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Physicians who complete the CME course and score at least 80% correct on the quiz are eligible for AMA PRA Category 1 CreditTM.
Note: You must get at least of the answers correct to pass this quiz.
You have not filled in all the answers to complete this quiz
The following questions were not answered:
Sorry, you have unsuccessfully completed this CME quiz with a score of
The following questions were not answered correctly:
Commitment to Change (optional):
Indicate what change(s) you will implement in your practice, if any, based on this CME course.
Your quiz results:
The filled radio buttons indicate your responses. The preferred responses are highlighted
For CME Course: A Proposed Model for Initial Assessment and Management of Acute Heart Failure Syndromes
Indicate what changes(s) you will implement in your practice, if any, based on this CME course.
Citing articles are presented as examples only. In non-demo SCM6 implementation, integration with CrossRef’s "Cited By" API will populate this tab (http://www.crossref.org/citedby.html).
Submit a Comment


Some tools below are only available to our subscribers or users with an online account.

Sign In to Access Full Content

Related Content

Customize your page view by dragging & repositioning the boxes below.

See Also...
Articles Related By Topic
Related Topics
PubMed Articles