Residency and Fellowship Consortium

2024-2025 Overview

The APTA Pediatrics Residency and Fellowship Consortium is an 11-month program designed to advance the pediatric resident’s knowledge and application of examination and treatment of pediatric patients in a variety of areas. The Consortium will offer 24 modules (1-3 per month) over the 2024-2025 academic year. Modules include asynchronous and synchronous content, a resident assignment, and a knowledge translation reflection activity. Asynchronous content, resources, and a resident assignment will be made available prior to the synchronous session once. Following the synchronous session, residents will be asked to complete a knowledge translation reflection and a course evaluation. More specific information about each component of the modules is provided below. Materials will be posted and will remain accessible to participants from August 1, 2024 to June 30, 2025.

Who Can Participate?: Registrants must be a current resident or faculty member of a pediatric residency or fellowship program.

Cost of Registration: The fees described below include access to the asynchronous and synchronous content of all 24 modules.

• $185 per person for residents in pediatric residency programs who ARE APTA Pediatrics members.
• $245 per person for residents in pediatric residency programs who ARE NOT APTA Pediatrics members.

Registration Window: Registration will be open July 2024 and will remain open for the entire academic year.  

Confidentiality Agreement:  All registered participants are required to sign a confidentiality agreement, which protects the intellectual property of the instructors. Participants agree to not distribute course material.

Module Components

Asynchronous Content: All modules will include a narrated video presentation and a handout of the slides presented. Participants should view the narrated lecture and review the handout prior to the synchronous session.

Resident Assignment & Resources: All modules will include a case-based written assignment as well as required readings (journal articles). Some modules may also provide additional recommended readings or other resources. Participants should complete the resident assignments and read any required articles prior to the synchronous session.

Synchronous Session: All modules will include an on-line synchronous Zoom meeting. Synchronous sessions are 2 hours long and are typically held on Sunday afternoon/evenings. The course instructor(s) will discuss important points about the asynchronous content, answer any questions the participants have, and facilitate discussion about the case-based assignment. Breakout rooms may be used for small group discussion, and groups will be invited to share when all participants are brought back together as a large group. Participants are expected to have their cameras on and to be active participants in the discussion. The synchronous sessions will be recorded and posted for any registered participant to view. It is important to note however, that individual break out room discussions cannot be recorded. Therefore, residents/faculty who do not attend the live synchronous session will not have the opportunity to participate in or hear discussions that occurred in the breakout rooms, or to ask questions. The consortium work group encourages participants to attend the synchronous sessions in real-time to take full advantage of the learning opportunities offered there.

Knowledge Translation Reflection: All modules will include a knowledge translation (KT) reflection worksheet. Participants should complete the KT reflection after the synchronous session. Residents are encouraged to share it with their program directors or mentors and to develop a plan for further learning and opportunities for application to clinical practice.

Module Evaluations: Each participant will be asked to complete a course evaluation for each module. The feedback provided will help the consortium work group better understand the needs of the participants and will guide changes in the content for subsequent years.

Attendance: The consortium work group and the course instructors will not be taking attendance during the synchronous meetings. Additionally, resident assignments will not be collected or graded. It is up to individual program directors to monitor their residents’ participation in each aspect of the modules.

Exam Questions: Instructors for each module have developed exam questions pertinent to the content they have provided. The exam questions will be sent to residency program directors who have residents registered in the consortium. Directors may choose whether or not to utilize the questions in their written examinations.

Schedule:

Dates listed above are for the online synchronous meetings

*All synchronous sessions will be held 5-7pm EST unless otherwise noted

Questions about the Consortium may be directed to Elena Bradley. bradleye@kennedykrieger.org

Beyond the Read Continuing Education Series

Course Authors: Monica Krogmann, PT, DPT, MA; Jay Grissom, PT, DPT; Tanya Liu, PT, DPT, PhD; Jen Brilmyer, PT, DPT, DHSc, Cornelia Lieb-Lundell PT, DPT

Article Title:

Clinical Factors Related to Abnormal General Movements Trajectories: Development of a Multicriteria Index

Article Authors:

Karoline Tury de Mendonça, PT, Msc; Ana Flávia de Souza Pascoal, PT; Fernanda de Cordoba Lanza, PT, PhD; Bernat Viñolas Prat, PhD, Rosane Luzia de Souza Morais, PT, PhD; Ana Cristina Resende Camargos, PT, PhD

Objectives:

Participants will be able to:

1. Understand the clinical application of the multicriteria index
2. Identify clinical factors used in the multicriteria index
3. Recognize the relationship between the multicriteria index and General Movements (GM) trajectories
4. Analyze the effectiveness of the multicriteria index in clinical settings 

The Academic and Clinical Education (ACE) SIG hosted their 2024 Town Hall where clinical educators shared student success strategies in clinical education from student recruitment, pre-placement activities, and synchronous education activities during clinical education experiences. The Town Hall features SCCEs from Children's Hospital of Philadelphia and Children's Hospital Colorado. Those that participated during the live town hall shared their own ideas and activities as well as pose discussion questions to spur innovations and applications of clinical education teaching and learning strategies.

Stacey DiBiaso Caviston, PT, DPT (she,her)
Board-Certified Clinical Specialist in Pediatric Physical Therapy
Education and Development Coordinator
Director Pediatric PT Residency Program
Physical Therapy Department/Center for Rehabilitation
The Children's Hospital of Philadelphia

Ken Knecht PT, MS
Board-Certified Clinical Specialist in Sports Physical Therapy
Education and Development Coordinator
The Sports Medicine & Performance Center at CHOP Specialty Care Center at Virtua Health and Wellness Center

Megan E. Beam, PT, DPT (she, her)
Board-Certified Clinical Specialist in Pediatric Physical Therapy
Education and Development Coordinator
Children’s Hospital of Philadelphia Center for Rehabilitation

Kelsey Miller, PT, DPT
Board-Certified Clinical Specialist in Pediatric Physical Therapy
Site Coordinator for Clinical Education
Physical Therapy Department
Children's Hospital Colorado

Course Authors: Mercedes Aguirre Valenzuela, PT, DPT; Martha Henao Bloyer, PT, DPT; Monica Krogmann, PT, DPT, MA; Jay Grissom, PT, DPT, Kelli Reyes, DPT; Tanya Liu, PT, DPT, PhD; Jen Brilmyer, PT, DPT, DHSc, Cornelia Lieb-Lundell PT, DPT

Article: Three-Dimensional Instrumented Gait Analysis for Children with Cerebral Palsy: An Evidence-Based Clinical Practice Guideline

Authors: Rebecca A States1 MA, PhD; Yasser Salem1,2 PT, PhD, MS, NCS; PCS; Joseph J Krzak3,4 PT, PhD, PCS; Ellen M Godwin5 PT, PhD, PCS; Mark L McMulkin6 PhD; Sandra L Kaplan7 PT, DPT, PhD, FAPTA

Objectives

Participants will be able to:

• Explain the utility of using a 3-dimensional instrumented walking analysis (3D-IGA) in the clinical management of children who are mobile with walking dysfunction related to cerebral palsy (CP).
• Understand the minimum set of equipment/instruments that should be available for 3D-IGA for management of walking in children with CP and the characteristics of the personnel and laboratories that perform 3D-IGA.
• Distinguish patients with cerebral palsy that are appropriate for 3D-IGA referrals. 
• Weigh the benefits, risk, harm, and cost that families may experience when recommending 3D-IGA to inform care for children with CP.
• Determine what should be included in a comprehensive 3D-IGA report.

Course Authors: Mercedes Aguirre Valenzuela, PT, DPT; Martha Henao Bloyer, PT, DPT; Monica Krogmann, PT, DPT, MA; Jay Grissom, PT, DPT, Kelli Reyes, DPT; Tanya Liu, PT, DPT, PhD; Jen Brilmyer, PT, DPT, DHSc, Cornelia Lieb-Lundell PT, DPT

Article: Three-Dimensional Instrumented Gait Analysis for Children with Cerebral Palsy: An Evidence-Based Clinical Practice Guideline

Authors: Rebecca A States1 MA, PhD; Yasser Salem1,2 PT, PhD, MS, NCS; PCS; Joseph J Krzak3,4 PT, PhD, PCS; Ellen M Godwin5 PT, PhD, PCS; Mark L McMulkin6 PhD; Sandra L Kaplan7 PT, DPT, PhD, FAPTA

Objectives

Participants will be able to:

• Explain the utility of using a 3-dimensional instrumented walking analysis (3D-IGA) in the clinical management of children who are mobile with walking dysfunction related to cerebral palsy (CP).
• Understand the minimum set of equipment/instruments that should be available for 3D-IGA for management of walking in children with CP and the characteristics of the personnel and laboratories that perform 3D-IGA.
• Distinguish patients with cerebral palsy that are appropriate for 3D-IGA referrals. 
• Weigh the benefits, risk, harm, and cost that families may experience when recommending 3D-IGA to inform care for children with CP.
• Determine what should be included in a comprehensive 3D-IGA report.

This presentation highlights updates to the Dosage Considerations Resource Manual for School Based Physical Therapy and presents current clinical reasoning strategies related to dosing.

Authors

Laura Arnett, PT, DPT, works in Baltimore County Public Schools and has been a physical therapist for 10 years. She has worked in the school system for the last 5 years.

Michele Caldwell, PT, DPT, DSc, PCS has been a physical therapist for 35 years, 11 in pediatrics. She works for Baltimore City Public Schools providing school-based and infant/toddler services.

Karen Greeley, PT, DSc has been a PT for 41 years and worked in a variety of pediatric settings. She currently works at Baltimore County Public Schools

Jeannine Moore, PT, DPT, works at Memphis-Shelby County Schools. She has been a physical therapist for 36 years and has worked in schools 16 years.

Course Authors: Mercedes Aguirre Valenzuela, PT, DPT; Martha Henao Bloyer, PT, DPT; Monica Krogmann, PT, MA, DPT; Jay Grissom, PT, DPT, Kelli Reyes, DPT; Tanya Liu, PT, DPT, PhD

Article:  Early Mobility and Crawling: Beliefs and Practices of Pediatric Physical Therapists in the United States

Kari S Kretch, PT, DPT, PhD, Stacey C Dusing, Regina T Harbourne, Lin-Ya Hsu, Barbara Sargent, Sandra Willett

Objectives

Participants will be able to:

1. Compare and contrast pediatric physical therapists’ beliefs with current evidence regarding crawling.
2. Discuss the factors associated with pediatric physical therapists’ beliefs and clinical approach regarding crawling. 
3. Understand how confirmation bias and beliefs regarding crawling may influence physical therapy practice.

This course will discuss the major health inequities that people with intellectual disability face in healthcare today and how that relates to the field of physical therapy. The impact of these inequities can have serious consequences for people with intellectual disabilities, particularly when attempting to compete in sports. To combat these inequities and risks, this course will review the Special Olympic Healthy Athletes program. The speaker will present various ways the physical therapy profession can contribute to optimizing the ability for people with intellectual disability to compete in sports & interact with their community successfully.

Course Objectives: 
At the end of this session, participants will: 
• Indicate major health disparities and inequities for people with intellectual disabilities (ID)
• Understand key factors contributing to health disparities/inequities for people with ID. 
• Describe Special Olympics Health programming and how it relates to physical therapists.
• Cite local resources to support physical therapists in providing care for people with ID.

Dr. Kathleen Rodriguez, originally from the Baltimore, MD region, attended Nazaeth College in Rochester, NY to receive her undergraduate and graduate degrees. In 2018, Dr. Rodriguez graduated with her Doctorate in Physical Therapy. Prior to transitioning to her current role, she worked clinically as an outpatient orthopedic therapist serving many roles and treating a variety of populations. Now, as the Senior Clinical Program Manager for Physical Therapy and Podiatry at Special Olympics International, Dr. Rodriguz focuses on global programming for preventative and inclusive healthcare for people with intellectual disabilities. She currently resides just outside of the Louisville area with her husband and golden retriever puppy. She is an avid Baltimore Ravens football fan and enjoys running her free time.

The School SIG Duchenne Muscular Dystrophy (DMD) work group will present best practices related to working with students with DMD including evidence supported interventions, appropriate accommodations, and a traffic light-style clinical reasoning tool. This is one you don't want to miss!

A panel of advocates will share examples of how they influenced change at the local, state, and national levels and within their physical therapy practice settings. This facilitated discussion will highlight the ups and downs of the advocacy journey and how persistence, dedication, and keeping the end goal in mind can ultimately lead to positive change.