Accreditation Information

Physician Accreditation
Boston University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

Boston University School of Medicine designates this live activity for a maximum of 7.5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

This continuing medical education activity has been reviewed by the American Academy of Pediatrics and is acceptable for a maximum of 7.50 AAP credits. These credits can be applied toward the AAP CME/CPD Award available to Fellows and Candidate Members of the American Academy of Pediatrics

The AAFP has reviewed The Steven J. Parker Memorial Developmental-Behavioral Pediatric Conference: Clinical Problems in Primary Care (Virtual Live Stream) and deemed it acceptable for up to 7.50 Online Only, Live AAFP Elective credit. Term of Approval is from 03/05/2021 to 03/12/2021. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Nursing Accreditation
Boston University School of Medicine Continuing Nursing Education is accredited with distinction as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation.

Contact Hours: 8 of which 0 is eligible for pharmacology credit.

This program has been approved by the National Association of Pediatric Nurse Practitioners, Inc., (NAPNAP) Continuing Education Committee for the following contact hours: 7.5 contact hours of which 0 contact hours are pharmacology. (Program # A10-21-02)

MOC
Successful completion of this CME activity, which includes participation in the activity, with individual assessments of the participant and feedback to the participant, enables the participant to earn 7.5 MOC points in the American Board of Pediatrics’ (ABP) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit participant completion information to ACCME for the purpose of granting ABP MOC credit.

By attending this activity and providing your ABP number and Date of Birth, you authorize BUSM CME office to report your information to the ACCME so that we may process your MOC Part II credit on your behalf.

Physician Assistant Accreditation
AAPA accepts certificates of participation for educational activities certified for AMA PRA Category 1 Credit™ from organizations accredited by ACCME or a recognized state medical society. Physician assistants may receive a maximum of 7.5 hours of Category I credit for completing this program.

 

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Needs Statement

Developmental-behavioral conditions are common, affecting 15% of children in the USA. The prevalence and complexity of these conditions are increasing despite long wait times and a limited pipeline of new providers. The recent AAP report on the DBP workforce recognized the growing challenge facing the US health system in providing care for these children and families.  The viability of the DBP subspecialty requires strategies to maintain and expand the workforce, improve clinical efficiency, and prevent burnout.

The last year has been a significant challenge for children and families in the US and globally with a myriad of issues but most centrally the impact of the racial unrest in the US and the COVID 19 pandemic.

Racism is a social determinant of health that has a profound impact on the health status of children, adolescents, emerging adults, and their families. Although progress has been made toward racial equality and equity, the evidence to support the continued negative impact of racism on health and well-being through implicit and explicit biases, institutional structures, and interpersonal relationships is clear.The issue of race and equity has been explored for several decades but most recently studies have continued to show the significant impact of race on child and family functioning 1. This module will explore this impact and discuss the ways pediatric clinicians can optimize their practice to address these issues.

The COVID 19 pandemic has changed our lives in many practical and important ways but the long term impact on child development is currently emerging. It’s increasingly plausible that the pandemic will come to define, in large part, the lives of younger generations whose development will be marked by this unprecedented upheaval. Many believe it will be viewed on the same scale as World War II was for its generation of youth. Though the studies are just emerging we will start the discussion exploring the areas including the impact on academic achievement and neurodevelopment among others. We will explore published studies to date as well as provide a forum for clinical discussion. 2

 References

  1. Maria Trent, Danielle G. Dooley, Jacqueline Dougé, SECTION ON ADOLESCENT HEALTH, COUNCIL ON COMMUNITY PEDIATRICS and COMMITTEE ON ADOLESCENCE. “The Impact of Racism on Child and Adolescent Health” Pediatrics August 2019, 144 (2) e20191765; DOI: https://doi.org/10.1542/peds.2019-1765
  2. Shweta Singh,a Deblina Roy,b,⁎ Krittika Sinha,c Sheeba Parveen,c Ginni Sharma,c and Gunjan Joshi, “Impact of COVID-19 and lockdown on mental health of children and adolescents: A narrative review with recommendations”, Psychiatry Res. 2020 Nov; 293: 113429.

 

Objectives

Through lectures and question and answer sessions, participants at the conclusion of this conference will be able to:

· Address the issues of race and equity in the care of families facing developmental challenges

· Recognize the impact of the COVID 19 pandemic on the developmental trajectory of children and families

· Identify such problems in their practice and work settings

· Choose and provide appropriate treatment for such issues

 

Target Audience

Primary care physicians, pediatricians, pediatric nurse practitioners, nurses, physician assistants, social workers, child mental health professionals and family nurse practitioners.

 

Faculty Disclosure

Boston University School of Medicine asks all individuals, and their spouses/partners, involved in the development and presentation of Continuing Medical Education (CME) and Continuing Nursing Education (CNE) activities to disclose all relevant financial relationships with commercial interests. This information is disclosed to activity participants prior to the start of the educational activity. Boston University School of Medicine has procedures to resolve all conflicts of interest. In addition, faculty members are asked to disclose when any unapproved use of pharmaceuticals and devices is being discussed.