DOCSLIB.ORG

Adolescent to Adult HIV Health Care Transition from the Perspective of Adult Providers in the United States

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Adolescent to Adult HIV Health Care Transition from the Perspective of Adult Providers in the United States Journal of Adolescent Health 61 (2017) 434e439 www.jahonline.org Original article Adolescent to Adult HIV Health Care Transition From the Perspective of Adult Providers in the United States Amanda E. Tanner, Ph.D., M.P.H. a,*, Morgan M. Philbin, Ph.D., M.H.S. b, Alice Ma, M.P.H. a, Brittany D. Chambers, Ph.D., M.P.H. a, Sharon Nichols, Ph.D. c, Sonia Lee, Ph.D., M.A. d, J. Dennis Fortenberry, M.D., M.S. e; and the Adolescent Trials Network for HIV/AIDS Interventions a Department of Public Health Education, University of North Carolina Greensboro, Greensboro, North Carolina b Department of Sociomedical Sciences, Mailman School of Public Health, Columbia University, New York City, New York c Department of Neurosciences, University of California, San Diego, California d Maternal and Pediatric Infectious Disease Branch, National Institute of Child Health and Human Development, Bethesda, Maryland e Section of Adolescent Medicine, Indiana University School of Medicine, Indianapolis, Indiana Article history: Received January 24, 2017; Accepted May 3, 2017 Keywords: Adolescents; Health care transition; HIV; HIV care; Youth See Related Editorial p. 407 ABSTRACT IMPLICATIONS AND CONTRIBUTION Purpose: The HIV Care Continuum highlights the need for HIV-infected youth to be tested, linked, and maintained in lifelong care. Care engagement is important for HIV-infected youth in order for Extant research suggests them to stay healthy, maintain a low viral load, and reduce further transmission. One point of that adolescent clinics are potential interruption in the care continuum is during health care transition from adolescent- to primarily responsible for adult-centered HIV care. HIV-related health care transition research focuses mainly on youth and preparing youth to transi- ’ on adolescent clinic providers; missing is adult clinic providers perspectives. tion to adult care, yet the Methods: We examined health care transition processes through semi-structured interviews with role of the adult clinic in 28 adult clinic staff across Adolescent Trials Network sites. We also collected quantitative data HIV transition has been related to clinical characteristics and transition-specific strategies. largely ignored. These re- Results: Overall, participants described health care transition as a “warm handoff” and a collab- sults suggest that adult orative effort across adolescent and adult clinics. Emergent transition themes included adult and adolescent clinic clinical care culture (e.g., patient responsibility), strategies for connecting youth to adult care (e.g., involvement is essential to adolescent clinic staff attending youth’s first appointment at adult clinic), and approaches to provide coordinated care evaluating transition outcomes (e.g., data sharing). Participants provided transition improvement during HIV-related health recommendations (e.g., formalized protocols). care transition. Conclusions: Using evidence-based research and a quality improvement framework to inform comprehensive and streamlined transition protocols can help enhance the capacity of adult clinics to collaborate with adolescent clinics to provide coordinated and uninterrupted HIV-related care and to improve continuum of care outcomes. Ó 2017 Society for Adolescent Health and Medicine. All rights reserved. Conflicts of Interest: The authors have no conflicts of interest to disclose. Disclaimer: The comments and views of the authors do not necessarily represent the views of the Eunice Kennedy Shriver National Institute of Child Health and Human Development. * Address correspondence to: Amanda E. Tanner, Ph.D., M.P.H., Department of Public Health Education, University of North Carolina Greensboro, PO Box 26170, Greensboro, NC 27402-6170. E-mail address: [email protected] (A.E. Tanner). 1054-139X/Ó 2017 Society for Adolescent Health and Medicine. All rights reserved. http://dx.doi.org/10.1016/j.jadohealth.2017.05.011 A.E. Tanner et al. / Journal of Adolescent Health 61 (2017) 434e439 435 HIV rates in the United States (U.S.) continue to rise among participating ATN sites approved the study protocol. All in- youth (ages 13e24 years), who account for 22% of all new HIV terviewees provided verbal consent. infections [1]. The HIV Care Continuum highlights the need for HIV-infected youth to be tested, linked, and maintained in care as Qualitative data part of achieving optimal health [2]. However, fewer than half of Twenty-eight semi-structured interviews were conducted HIV-infected youth in the U.S. know their status, only one quarter with medical and social service providers (e.g., case managers, are engaged in care, and approximately 6% achieve viral sup- nurses, physicians, and social workers). Purposive sampling was pression; in contrast, 51% of adults are engaged in care and 28% used to choose individuals whose role included receiving and are virally suppressed [2,3]. Indeed, there are many factors across supporting youth as they transitioned from pediatric/adolescent diagnostic and care systems that challenge youth’s ability to to adult clinical HIV care. This provided a comprehensive progress through the care continuum [4]. One stage that has assessment of the transition processes and protocols and received scant attention is during the transition from adolescent illuminated the role of context in facilitating transition. In- to adult HIV care. terviews occurred from August 2015 to June 2016 and lasted Although transition to adult care is important for adolescents approximately 45 minutes (range: 23e54 minutes); they were living with a variety of noninfectious chronic diseases [5], conducted over the phone, digitally recorded, and professionally including diabetes [6] and cancer [7], it is especially critical for transcribed. Interviewers prepared field notes after each HIV-infected youth in order for them to remain healthy, maintain interview. a low viral load, and reduce further transmission [8,9]. Approx- Interviewers used a topic guide that focused on site-specific imately 25,000 HIV-infected youths are scheduled to transition organization and characteristics; transition processes and in the next decade [10], demonstrating the need for effective protocols; facilitators and barriers to transition; and relation- transition approaches to support care engagement and ships with adolescent clinics. Prior HIV and other chronic continued treatment in adult HIV care settings. Initially, suc- disease transition research informed interview questions. cessful transitions do not necessary suggest long-term engage- Questions focused on (in order) clinic-specific characteristics ment [11]; only 50% of youth who successfully transition were (e.g., What is your patient population? Do you have relation- retained in adult care after 1 year [12]. ships with adolescent care clinics? How is your clinic different To improve the transition process for HIV-infected youth, the from the youths’ adolescent clinics?), site-specific transition American Academy of Pediatrics [13] released recommendations process and protocols (e.g., What does your process look like for HIV-related health care transition: (1) development of writ- for receiving transitioning youth? What are ways to facilitate ten policies to guide transition; (2) joint creation of a transition transition?), descriptions of health care transition (e.g., Can plan by youth, family, and providers; (3) planned facilitation of you describe a representative example of a recent transitioning youths’ connection to adult clinics as transition is initiated; and youth?), factors affecting health care transition (e.g., What do (4) communication between adolescent and adult clinics during you consider indicators of “successful” transition? Do you have the transition process for quality assurance review. However, a sense of drop out at transition? How do you reengage those these guidelines and previous HIV-related transition research who drop out?), and transition recommendations (e.g., What focus almost exclusively on adolescents and adolescent/young suggestions do you have for how to keep youth in care during adult clinics [14e17]. The adult clinic perspective is missing, transition?). although it plays a critical role in health care transition [12,15,18]. The constant comparative method [20,21] was applied to Understanding adult providers’ attitudes and comfort in treating examine how providers described and approached health care youth is essential to ascertain preparation gaps and needs. transition. Two researchers trained in qualitative research Accordingly, this study examined HIV-related health care tran- methods independently read and coded each transcript to create sition approaches and processes for behaviorally infected youth an initial codebook. Subsequently, a list of thematic codes based from the perspectives of adult clinic staff. on the literature was incorporated to ensure that both theory- Methods based and emergent concepts were included. This codebook was then reviewed by other team members [22]. A data table was fi As part of the larger Comprehensive Assessment of Transi- created to summarize and re ne codes [21]; then, a matrix was ’ tion and Coordination for HIV-Positive Youth as they Move from developed to compare adult clinics descriptions of health care Adolescent to Adult Care (CATCH) study, data were collected transition processes, which included differences between and fi from adult clinics that received youths who were transitioning within adult clinics. Researchers applied the nalized coding from Adolescent Trials
Load more

Recommended publications
  • HIPAA Notice of Privacy Practices
    Effective Date of this Notice:_4/14/03__________ Pediatrics and Adolescent Medicine, P.A. NOTICE OF PRIVACY PRACTICES TO THE PARENTS OF OUR PATIENTS AND TO OUR PATIENTS As Required by the Privacy Regulations Created as a Result of the Health Insurance Portability and Accountability Act of 1996 (HIPAA) THIS NOTICE DESCRIBES HOW HEALTH INFORMATION MAY BE USED AND DISCLOSED, AND HOW OUR PATIENTS CAN GET ACCESS TO THEIR INDIVIDUALLY IDENTIFIABLE HEALTH INFORMATION. PLEASE REVIEW THIS NOTICE CAREFULLY. A. OUR COMMITMENT TO YOUR PRIVACY Our practice is dedicated to maintaining the privacy of your identifiable health information (IHI). In conducting our business, we will create records regarding your child’s treatment and services provided. We are required by law to maintain the confidentiality of health information that identifies your child. We also are required by law to provide our families with this notice of our legal duties and the privacy practices that we maintain in our practice concerning IHI. By federal and state law, we must follow the terms of this notice of privacy practices that we currently have in effect. We realize that these laws are complicated, but we must provide you with the following important information: • How we may use and disclose IHI • Privacy rights in IHI • Our obligations concerning the use and disclosure of IHI The terms of this notice apply to all records containing IHI that are created or retained by PAMPA. We reserve the right to revise or amend this Notice of Privacy Practices. Any revision or amendment to this notice will be effective for all records that our practice has created or maintained in the past, and for any records that we may create or maintain in the future.
    [Show full text]
  • Adolescent Medicine Consultation and Referral Information
    Adolescent Medicine Consultation and Referral Information Our team specializes in consultative care for patients from 11 years old to 21 years old. We provide female gynecologic evaluation and treatment for sexually transmitted infections (STI), polycystic ovary syndrome (PCOS), reproductive counseling, contraception, and menstrual problems. Our specialists provide treatment for male STI and genitourinary problems. We also provide care for gay, lesbian, and bisexual teenagers and those questioning their sexuality, however, transgender care is provided by our colleagues in Pediatric Endocrinology. Additionally, we provide services for other acute and chronic conditions, such as puberty and growth disorders, substance abuse, chronic fatigue, weight management and nutritional concern. Meet Our Team of Specialists and Get Directions to Our Office work-up is needed Please provide us with any office notes, labs and/or diagnostic images that pertain to the T prior to an problem that are not accessible through CHKD's EHR. This information can be faxed to appointment? (757)668-7885. will my patient be able to obtain an Your patient's estimated wait time for an appointment is approximately 2 weeks. appointment? will my patient be The Adolescent Medicine office is located at CHKD (Norfolk). seen? can I refer my Urgent Consultations (Providers): (757) 668-9999 (Doctor's Direct) patient to the Non-Urgent Referrals (Providers): (757) 668-7850 Adolescent Medicine Clinic? Scheduling (Families): (757) 668-7850 Information Shown Above was Updated as of
    [Show full text]
  • Adolescent Health
    AAFP Reprint No. 278 Recommended Curriculum Guidelines for Family Medicine Residents Adolescent Health This document is endorsed by the American Academy of Family Physicians (AAFP). Introduction This Curriculum Guideline defines a recommended training strategy for family medicine residents. Attitudes, behaviors, knowledge, and skills that are critical to family medicine should be attained through longitudinal experience that promotes educational competencies defined by the Accreditation Council for Graduate Medical Education (ACGME), www.acgme.org. The family medicine curriculum must include structured experience in several specified areas. Much of the resident’s knowledge will be gained by caring for ambulatory patients who visit the family medicine center, although additional experience gained in various other settings (e.g., an inpatient setting, a patient’s home, a long-term care facility, the emergency department, the community) is critical for well-rounded residency training. The residents should be able to develop a skillset and apply their skills appropriately to all patient care settings. Structured didactic lectures, conferences, journal clubs, and workshops must be included in the curriculum to supplement experiential learning, with an emphasis on outcomes-oriented, evidence-based studies that delineate common diseases affecting patients of all ages. Patient-centered care, and targeted techniques of health promotion and disease prevention are hallmarks of family medicine and should be integrated in all settings. Appropriate referral patterns, transitions of care, and the provision of cost- effective care should also be part of the curriculum. Program requirements specific to family medicine residencies may be found on the ACGME website. Current AAFP Curriculum Guidelines may be found online at www.aafp.org/cg.
    [Show full text]
  • Adolescent Medicine Resident Curriculum
    Society for Adolescent Health and Medicine Adolescent Medicine Resident Curriculum Adolescent Medicine Resident Curriculum Updated August 2020 In response to the transition to milestones and EPAs (entrustable professional activities) for medical education, the ACGME has asked individual subspecialty organizations to create learning objectives and educational materials within their subspecialty area to help guide resident training. To this end, the SAHM education committee, with review and approval of the SAHM Board of Directors has developed a set of educational materials linking learning objectives for pediatric and other residents with educational resources to help achieve those objectives. These objectives are broad and designed both for the four-week adolescent medicine rotation and for residents’ longitudinal learning throughout residency training, with the final goal of helping residents achieve competence in care of adolescent patients. These resources are divided into ten content modules with specific content areas and linked resources. The adolescent curriculum is designed to supplement existing adolescent rotation teaching, or can be used as a guideline for program directors to develop or revamp their rotation. We are aware that the amount of material is more than can be covered during the required four weeks, and hope that educators will use these materials in a way that optimizes their existing program. For example, programs which already have robust teaching in a specific content area, like eating disorders, may not use these resources, but may use the curriculum to bolster their teaching in a less well-rounded content area, like substance use and abuse. This resource is here for you to use in whatever ways it supports your adolescent medicine teaching.
    [Show full text]
  • Spiritual/Religious Needs of Adolescents with Cancer
    religions Article Spiritual/Religious Needs of Adolescents with Cancer Hamideh Zeighamy 1 and Narges Sadeghi 2,* 1 Department of Nursing, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan 81551-39998, Iran; [email protected] 2 Department of Nursing, Elderly care and Health Promotion Research Center, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan 81551-39998, Iran * Correspondence: [email protected]; Tel.: +98-31-3535-4001-14 Academic Editor: Paweł Socha Received: 29 January 2016; Accepted: 4 July 2016; Published: 15 July 2016 Abstract: Adolescents, when faced with cancer and hospitalization, experience different needs that can have a profound impact on the adolescent and their family. Spirituality and religion are helpful in order to find meaning in the experience of cancer. Therefore, the aim of this study was to explore the spiritual/religious needs of adolescents with cancer in Iran. This study was an exploratory qualitative research. Adolescents with cancer, their families and nurses working in cancer unit formed the participants. The study environment was the cancer unit and the study population was adolescents with cancer in Kerman, Iran. Purposeful sampling and, semi-structured interviews with 14 adolescents with cancer and their families and six nurses were performed individually. To analyze the data, qualitative content analysis was used. From the data analysis four main themes emerged: the need for a relationship with God; the need for a relationship with the self; the need for a relationship with others; and the need for a relationship with the environment and nature. The results of this study provided a new vision in meeting the spiritual/religious needs of adolescents with cancer.
    [Show full text]
  • Definitions: Fellow/Resident: a Physician Who Is Engaged in A
    Roles, Responsibilities and Patient Care Activities of Fellows ADOLESCENT MEDICINE FELLOWSHIP PROGRAM Definitions: Fellow/Resident: A physician who is engaged in a graduate training program in medicine (which includes all specialties) and who participates in patient care under the direction of attending physicians (or licensed independent practitioners) as approved by each review committee. Note: The term “resident” may also be used interchangeably with fellow for training and includes all residents and fellows including individuals in their first year of training (PGY1), often referred to as “interns,” and individuals in approved subspecialty graduate medical education programs who historically have also been referred to as “fellows.” As part of their training program, fellows are given graded and progressive responsibility according to the individual fellow’s clinical experience, judgment, knowledge, and technical skill. Each fellow must know the limits of his/her scope of authority and the circumstances under which he/she is permitted to act with conditional independence. Fellows are responsible for asking for help from the supervising physician (or other appropriate licensed practitioner) for the service they are rotating on when they are uncertain of diagnosis, how to perform a diagnostic or therapeutic procedure, or how to implement an appropriate plan of care. Attending of Record (Attending) An identifiable, appropriately-credentialed and privileged attending physician or licensed practitioner (as approved by each Review Committee) who is ultimately responsible for the management of the individual patient and for the supervision of the fellows involved in the care of the patient, The attending delegates portion of care to fellow based on the needs of the patient and the skills of the fellow.
    [Show full text]
  • Adolescent Medicine
    The University of Arizona Pediatric Residency Program Primary Goals for Rotation Adolescent Medicine 1. GOAL: Understand the role of the pediatrician in the prevention of adolescent health problems through screening, counseling and advocacy. 2. GOAL: Understand normal adolescent behavior, growth, development and physiology and recognize deviations from the norm. 3. GOAL: Evaluate and manage common signs, symptoms and situations or risks in adolescents, recognizing when referral is indicated. 4. GOAL: Diagnose and manage common conditions in adolescents that generally do not require referral. 5. GOAL: Recognize, manage, and refer adolescent conditions that generally require consultation or referral. 6. GOAL: Demonstrate high standards of professional competence while working with adolescents. 1. GOAL: Understand the role of the pediatrician in the prevention of adolescent health problems through screening, counseling and advocacy. A. Discuss and follow recommendations for the frequency, type and content of adolescent health care visits outlined by the Bright Futures, AAP Health Supervision Guidelines and GAPS guidelines, and describe the rationale behind these recommendations. B. Perform adolescent health maintenance visits, demonstrating ability to: 1. Organize the visits appropriate for situation (e.g., individualization according to the adolescent's developmental level, social, cultural, spiritual/religious, national [immigrant] background, and family characteristics). 2. Obtain and interpret a history from the adolescent's parent(s), including: concerns about the adolescent's health, past medical history, family history, psycho-social history, spiritual or religious history, academic performance, needs for anticipatory guidance, etc. 3. Obtain and interpret a detailed, sensitive, and private history from the adolescent (assessing current health concerns, bio-psycho-social history, spiritual or religious history, and behaviors that may affect health).
    [Show full text]
  • Adolescent Medicine Resident Curriculum
    Adolescent Medicine Resident Curriculum SEXUAL AND REPRODUCTIVE HEALTH CREATIVE COMMONS Legal Code You are free to copy and redistribute the following materials as long as you follow the below outlined license terms: Attribution (BY) - You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. NonCommercial (NC) - You may not use the material for commercial purposes. NoDerivatives (ND) - If you remix, transform, or build upon the material, you may not distribute the modified material. Society for Adolescent Health and Medicine Adolescent Medicine Resident Curriculum – Sexual and Reproductive Health MODULE AND LEARNING OBJECTIVES TEACHING MATERIALS CLINICAL AND COMMUNITY SETTINGS Interactive Learning Materials to Develop Educational SEXUAL AND REPRODUCTIVE HEALTH Readings and Videos Opportunities Sessions Contraception: Readings: Family Planning National Training Improving Contraceptive Counseling ● Outpatient (adolescent 1. Committee on Adolescence. Contraception for adolescents. Center, Available online for free at: through Shared Decision-Making clinic, primary care clinic, 1. Examine your values around prescribing Pediatrics. 2014;134(4):e1244-1256. https://www.fpntc.org/training- Curriculum [slideset]. Innovating education pediatric OB/GYN) contraception to adolescents and young packages/contraceptive-services in reproductive health. adults, and discuss professional responsibility 2. Society for Adolescent Health and Medicine. Emergency https://www.innovating- ● Inpatient (wards) to provide evidence-based care Contraception for Adolescents and Young Adults: Guidance for 1. Quality Contraceptive education.org/2016/03/2743/ Healthcare Professionals. Journal of Adolescent Health Counseling & Education: A ● Emergency department 2. Describe the US Medical Eligibility Criteria 2016;58(2):245-8.
    [Show full text]
  • 2015-16 Duke University School of Medicine Bulletin
    Cover The Mission of Duke University James B. Duke’s founding Indenture of Duke University directed the members of the University to “provide real leadership in the educational world” by choosing individuals of “outstanding character, ability and vision” to serve as its officers, trustees and faculty; by carefully selecting students of “character, determination and application;” and by pursuing those areas of teaching and scholarship that would “most help to develop our resources, increase our wisdom, and promote human happiness.” To these ends, the mission of Duke University is to provide a superior liberal education to undergraduate students, attending not only to their intellectual growth but also to their development as adults committed to high ethical standards and full participation as leaders in their communities; to prepare future members of the learned professions for lives of skilled and ethical service by providing excellent graduate and professional education; to advance the frontiers of knowledge and contribute boldly to the international community of scholarship; to promote an intellectual environment built on a commitment to free and open inquiry; to help those who suffer, cure disease and promote health, through sophisticated medical research and thoughtful patient care; to provide wide ranging educational opportunities, on and beyond our campuses, for traditional students, active professionals and life-long learners using the power of information technologies; and to promote a deep appreciation for the range of human difference and potential, a sense of the obligations and rewards of citizenship, and a commitment to learning, freedom and truth. By pursuing these objectives with vision and integrity, Duke University seeks to engage the mind, elevate the spirit, and stimulate the best effort of all who are associated with the University; to contribute in diverse ways to the local community, the state, the nation and the world; and to attain and maintain a place of real leadership in all that we do.
    [Show full text]
  • B – UFC/ACC Provider Directory
    2021 Provider Directory Central AHCCCS Complete Care Welcome Welcome to Banner – University Family Care/ACC (B – UFC/ACC). B – UFC/ACC’s comprehensive network of providers has been built to treat behavioral and physical health care needs for all members. Building our provider network is a collaborative effort and together we select providers for our members. All providers are required to provide a wide range of services in a culturally sensitive manner specific to your needs, this includes specialty services for all age ranges. The service area covered in this provider directory is Gila, Maricopa and Pinal. How do you find B – UFC/ACC providers in your area? Our provider directory includes a listing of our in-network providers who offer physical and behavioral health services. Providers are listed alphabetically, by city, specialty, and provider’s last name. All providers included in the directory accept Medicaid. The directory includes a listing of services that may be available to adults who are: Determined to have a serious mental illness (SMI) Eligible for Medicaid (also called the Arizona Health Care Cost Containment System, or AHCCCS) Determined to have general mental health and/or substance abuse issues A listing of all available providers can be found online at www.BannerUHP.com The online directory includes the following details: locations, telephone numbers and languages. Internet services are offered at most public libraries at no cost, if you are unable to access the internet form home. The online directory is available in other formats, such as large print and other languages. To request a copy of this directory in another language, call our Customer Care Center at (800) 582-8686.
    [Show full text]
  • Australian Standards of Care and Treatment Guidelines for Trans and Gender Diverse Children and Adolescents
    Australian Standards of Care and Treatment Guidelines For trans and gender diverse children and adolescents Version 1.3 Table of contents Authors Introduction . 2. Associate Professor Michelle Telfer, Paediatrician, The Royal Children’s Hospital Melbourne, Murdoch Children’s Research Institute and The University of Melbourne Terminology . 4. Dr Michelle Tollit, Research Officer, The Royal Children’s Hospital Melbourne, Murdoch Children’s Research Institute and General principles for supporting trans and gender diverse children and adolescents �������������������������������� 5 The University of Melbourne Individualise care ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 5 Dr Carmen Pace, Clinical Psychologist, The Royal Children’s Hospital Melbourne, Murdoch Children’s Research Institute Use respectful and affirming language ��������������������������������������������������������������������������������������������������������������������������������������������������������������������� 5 Associate Professor Ken Pang, Paediatrician, The Royal Children’s Hospital Melbourne, Murdoch Children’s Research Institute, The University of Melbourne, The Walter and Eliza Hall Institute of Medical Research Avoid causing harm. 5. Consider sociocultural factors �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������
    [Show full text]
  • Training Opportunities in Adolescent Medicine - 2019
    Training Opportunities in Adolescent Medicine - 2019 Adolescent Medicine Training Director & Institution ACGME US Number of Training Annual Unified Level of Accredited Citizenship Openings Duration Stipend Applicatio Training Necessary on July 1, (YRS) n (ERAS) Required 2019 Accepted Tina Simpson, MD, MPH Yes No 1 3 Based on Yes PL-3 University of Alabama at Birmingham PGY Level IM-3 1600 5th Avenue South FP-3 CPPI – 310 PL/IM-4 Birmingham, AL 35233 205-638-5266 [email protected] https://www.uab.edu/medicine/peds/educatio n/fellowships/adolescent-medicine-fellowship Mark Rubinstein, MD Yes Yes 2 3 years Yes PL-3 University of California, San Francisco (UCSF) IM-3 3333 California St., Suite 245 FP-3 San Francisco, CA 94118 PL/IM-4 415-502-2067 [email protected] https://pediatrics.ucsf.edu/adolescent- young-adult-medicine/fellowship-program Claudia Borzutzky, MD Yes No 1-2 2-3 years, $63,344- Yes PL-3 Children’s Hospital Los Angeles depending $69,506, IM-3 CHLA Division of Adolescent Medicine on dependin FP-3 4650 Sunset Blvd, M/S#2 residency g on year PL/IM-4 Los Angeles, CA 90027 in 323-361-2112 program [email protected] www.chla.org/adolescentmedfellowship Jennifer Carlson, MD Yes Yes 1 3 years $74,760. Yes PL-3 Stanford University School of Medicine 23 PL/IM-4 770 Welch Road, Suite 100 Palo Alto, CA 94304 650-736-9557 [email protected] http://adolescent.stanford.edu/ Eric Sigel, MD University of Colorado, School of Medicine, Department of Pediatrics/Children’s Hospital Colorado 13123 E 16th Ave, B025 Aurora, CO 80045 Awaiting updated info for 2019 (720) 777-6133 [email protected] http://www.ucdenver.edu/ACADEMICS/COLLE GES/MEDICALSCHOOL/DEPARTMENTS/PEDIATR ICS/SUBS/ADOLMED/EDUCAT/FELLOWS/Pages/ fellows.aspx Training Opportunities in Adolescent Medicine – 2019 Page 1 of 6 Training Director & Institution ACGME US Number of Training Annual Unified Level of Accredited Citizenship Openings Duration Stipend Applicatio Training Necessary on July 1, (YRS) n (ERAS) Required 2019 Accepted Brooke R.
    [Show full text]