Since 1993 the Section of General Academic Pediatrics has participated in an integrated program for research training in primary care. Since 2002 these fellowships have been administratively based within the Section. Two training programs exist and are run conjointly. The National Research Service Award (NRSA) fellowship funds full-time primary care research fellows; and the Faculty Development in Primary Care fellowship funds primary care faculty who spend 60% of their time in training while maintaining their clinical and administrative duties as faculty. These generalist fellowship programs provide didactic instruction in research methods, public health, clinical teaching, and administrative skills, as well as substantial protected time for research. At the end of the two-year program, fellows are prepared to assume roles as academicians in the Divisions of General Internal Medicine or General Pediatrics or the Department of Family Medicine.
To improve clinical teaching, fellows participate in workshops that involve brief didactic presentations, review of videotaped teaching sessions, role-play teaching sessions, and review of practical experience. Fellows also attend in the outpatient clinics for residents in their clinical discipline one-half day per week.
Because of our belief that the primary goal of the fellowship is to develop new skills in research and teaching, NRSA fellows are encouraged to limit clinical practice to one day per week. Faculty Development fellows practice two days per week.
At the beginning of the fellowship, fellows are guided in the identification of research projects and mentors.
Completion of at least one independent project requiring study design, data collection, and statistical analysis is required; many fellows have been able to complete more than one project during the program.
Well-established research mentorships are available with active researchers in generalist disciplines and other departments or divisions in the School of Medicine.
All enrollees in the NRSA fellowship are expected to enter the Masters of Public Health (MPH) Program, unless they already possess that degree or its equivalent.
The MPH Program, administered by the Colorado School of Public Health, consists of advanced training in population epidemiology, clinical epidemiology, biostatistics, and health services.
Forty-four credit hours of required and elective course work is necessary, along with six hours toward the completion of an independent research project resulting in a publishable paper, a substitute for the traditional master's thesis.
Core faculty in the Section of General Academic Pediatrics are involved with the teaching of many courses in the MPH Program. The Faculty Development Fellows complete course work for a Certificate in Public Health, rather than a full MPH.
The certificate requires completion of all the core courses in epidemiology, biostatistics, and introductory courses in public health and is a total of 18 hours of coursework.
All fellows participate in "mini-courses" in medical writing, grant writing, secondary dataset analysis, and critical review of literature.
For program information and application materials, please contact:
Fellowship Coordinator: Katrina Widmer Racich
Program Co-Director: Mandy Allison, MD, MSPH
Assistant Professor of Pediatrics
University of Colorado Denver
P.O. Box 6508, F-443
Aurora, CO 80045-0508
|Diversity / Equity / Inclusion|
We are committed to creating a diverse environment for students, residents, fellows, and faculty. We believe that an environment of inclusiveness and respect promotes excellence and that a setting where diversity is valued leads to the training of physicians who are prepared to practice culturally effective medicine and meet the needs of the various populations we serve. Visit our Diversity, Equity, and Inclusion in PEM page for more.
|Well-Being / Resilience|
By embracing wellness and improving personal resiliency, physicians can reconnect with the meaning of their work and fend off stress. Reducing or eliminating burnout also has practical implications for the entire department such as improving patient safety, student advancement, and the overall campus environment.