Fellows should expect to spend approximately half of their fellowship time in clinical activities and the other half in research over the three-year training period.
An essential component and primary foundation for the clinical and service orientation of the first year of training is the Leadership Education in Neurodevelopmental and related Disabilities (LEND) Program through the Center on Human Development and Disability, University of Washington. Fellows will participate in weekly formal / structured and facilitated discussions on core developmental behavioral pediatrics topics to further develop excellence in clinical care and teaching. Upon completion of the UW LEND training program, trainees successfully achieve the following leadership competencies:
Educational experiences and research methods are introduced in the first year as well.
Research is a required component of the fellowship. A key focus during the second and third years of training will be to assist the fellow in developing a scholarly focus. There is a high degree of flexibility in the topic choice, from clinical outcomes studies to quality of life/care and basic research activities. Fellows develop a clinical research project under the direction of the program director and scholarship oversight committee. This process typically involves developing a funding proposal, implementing the research design, publicly presenting the project, and preparing a manuscript for publication purposes.
All fellows are expected to assume leadership roles in quality improvement projects and / or the development of clinical guidelines.
There are opportunities for fellows to pursue additional degrees and training within the University of Washington (e.g., School of Public Health). Fellows without an MPH or PhD are expected to complete, at a minimum, a certificate program through the School of Public Health in Maternal and Child Health. The program is able to minimize direct costs of this to the fellow (tuition and books reimbursement). The program and faculty members recognize the importance of this training and have prioritized class work / attendance in schedule development and clinical duty assignments.