Gregory Blaschke - Academia.edu (original) (raw)

Papers by Gregory Blaschke

Pediatric Annals, Apr 1, 2008

Pediatric Annals, Feb 1, 2003

Ambulatory Pediatrics, Nov 1, 2006

To describe baseline perceptions of first-year pediatric residents of participating in community ... more To describe baseline perceptions of first-year pediatric residents of participating in community activities, to determine whether demographic factors are related to perceived benefits and constraints, and to identify factors associated with expected community involvement. Pediatric residents beginning their training in the fall of 2000 to 2003 participated in a 12-item self-administered written survey as part of the national evaluation of the Dyson Community Pediatrics Training Initiative. Of the 612 first-year residents surveyed (90% response rate), most reported they receive personal satisfaction (92%) and gain valuable skills and knowledge (83%) from their involvement in community activities. Less than a quarter felt peer support and professional recognition were benefits. Almost two thirds reported logistics and lost personal time as constraints to community involvement. Compared with their colleagues, older residents (> 29 years) and underrepresented minority residents reported fewer constraints. Most residents (72%) expect moderate to substantial involvement in community activities after graduating. Those expecting greater involvement were more likely to report personal satisfaction, gaining valuable skills and knowledge, peer support, and the opportunity to spend time with like-minded peers as benefits. Pediatric residents beginning their postgraduate training perceive numerous benefits from their participation in community activities and most expect a moderate degree of future community involvement. Residency directors should: 1) consider their trainees' insights from prior community involvement and 2) integrate meaningful community experiences in ways that confront logistic barriers and time constraints.

Pediatric Annals, Mar 1, 2003

Springer eBooks, 2016

Lesbian, gay, bisexual, and transgender (LGBT) youth face multiple challenges during their adoles... more Lesbian, gay, bisexual, and transgender (LGBT) youth face multiple challenges during their adolescence. This chapter addresses the developmental, psychosocial, medical, and mental health needs of LGBT youth and their families. This chapter explores literature on LGBT youth health disparities and introduces a framework for providing LGBT youth clinically and culturally competent care. Best practices and clinical resources for those caring for LGBT youth are reviewed in this chapter.

Journal of Developmental and Behavioral Pediatrics, Apr 1, 2006

CASE: 19-year old male was admitted to a trauma service after falling from a height of 20 feet wh... more CASE: 19-year old male was admitted to a trauma service after falling from a height of 20 feet while rope climbing during military basic training activity. He climbed to the top of the rope but was unable to navigate a series of other activities at the top, became distracted, and fell. He sustained superficial injuries but was admitted to the hospital for observation. An Adolescent Medicine consult was obtained consistent with the trauma service protocol. During that consultation, a comprehensive past medical history was initially negative. On further inquiry however, when asked "Are you supposed to take any medications?" the patient revealed that several years earlier he was diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Medication at that time was associated with improvement in school performance. He progressed from being a poor student to successfully completing freshman year at college prior to enlistment. He knew medication for ADHD would prevent enlistment, so he did not reveal the disorder or medication to his recruiter. While obtaining this history the patient was talkative, easily distracted and admitted that his concentration and ability to follow instructions was significantly enhanced on medication. For a consultant, the dilemma became how to handle this potentially important piece of history. Inability to follow instructions may have contributed to this hospitalization and had the potential to put him and his colleagues in greater future jeopardy. Revealing this history might also cause discharge from the military.

AMA journal of ethics, Nov 1, 2014

Michael's mother, Mary, is concerned because Michael mentioned having a "crush" on his school fri... more Michael's mother, Mary, is concerned because Michael mentioned having a "crush" on his school friend Steven. Both boys are 12 years old and in the seventh grade. "We're a religious family," Mary explains, "and we want to do what's right for Michael now and in the future. We want to save him from this sinful lifestyle before it's too late, and we have heard there has been some success with the One Choice Conversion Therapy Camp. We are ready to make him work hard at this." Dr. Smith is also concerned. He, too, wants what's best for Michael, but his knowledge of behavioral therapies that attempt to change sexual orientation does not accord with Mary's. "I share your concern for Michael's well-being and future. He's a great kid. He's healthy and seems to be happy, which is what parents hope and pray for. We don't know much about his sexuality at the present, but if it is different than yours, we still want him to be able to choose the life that makes him healthiest and happiest. Do you agree?" "Not if that means being homosexual," Michael's dad replies. "It's a sin. It's our job to protect him and keep him on the right path." Dr. Smith offers what he has read about conversion therapies. "They have been shown to be ineffective and even psychologically damaging. One of the originators of the method later renounced it. I can give you some literature on the therapy, if you'd like." "Well, we must do something to prevent Michael from being gay," Mary interjects, as her husband nods, "and we were hoping that you, as Michael's doctor, would help us." Dr. Smith's suggestion that the family see a therapist who specializes in children's developing sexuality is rebuffed by Michael's parents. "We don't need counseling," they say. "We know what the right path is here."

Clinical Pediatrics, Jul 2, 2014

Pediatric Annals, Apr 1, 2003

Ambulatory Pediatrics, Jul 1, 2005

Objective.-To determine how pediatric residents' perceptions of continuity clinic experiences var... more Objective.-To determine how pediatric residents' perceptions of continuity clinic experiences vary by level of training, after controlling for the effect of continuity setting. Method.-Cross-sectional survey of pediatric and combined pediatric trainees in US residency programs. Results.-Survey responses were received from 1355 residents in 36 training programs. Residents' continuity experiences were in hospital-based and community settings. Numbers of patients seen increased between PGY-1 and PGY-3 years, but not in the PGY-4 and PGY-5 years. Compared to PGY-1 residents, PGY-2 and PGY-3 residents were more likely to report more encounters with established patients, but were not more likely to feel like the primary care provider. There were no significant differences by training level in terms of involvement in panel patients' laboratory results, hospitalizations, or telephone calls, although nursery involvement decreased with increasing training level. Autonomy was directly related to training level. The perception of having the appropriate amount of exposure to practice management issues was low for all respondents. Conclusions.-Residents perceived that they had greater autonomy and continuity with patients as they become more senior, yet they were not more likely to feel like the primary care provider. Lack of increased involvement in key patient care and office responsibilities across training years may reflect a need for changes in resident education. These data may be helpful in formulating recommendations to program directors with regard to determining which Accreditation Council for Graduate Medical Education competencies should be emphasized and evaluated in the continuity experience.

Ambulatory Pediatrics, May 1, 2001

Objective.-To develop a standardized case-based curriculum for pediatric residents on child growt... more Objective.-To develop a standardized case-based curriculum for pediatric residents on child growth, development, behavior, and adolescent medicine that incorporates the Bright Futures health supervision guidelines. Design.-This project included a needs assessment, development of a list of important topics, writing and revising of standardized cases, formative evaluation of cases, and efficacy pilot testing of 2 cases. Setting.-A large pediatric teaching hospital continuity clinic. Participants.-Pediatric residents, fellows, and faculty. Interventions.-Preparation of standardized cases, facilitator training, and resident-led teaching conferences. Outcome Measures.-Learner and facilitator evaluation forms and two 10-item diagnostic skills assessments. Results.-During the project, faculty-fellow teams wrote 29 case-teaching modules. All participants gave high ratings to cases, and resident facilitators reported increased comfort with the case discussion method. Resident learners' ability to accurately interpret developmental screening tests and growth charts improved following sessions on those topics. Conclusions.-Further evaluation is required, but these standardized cases appear promising for teaching pediatric residents. The curriculum is now freely available to faculty nationwide.

Clinical Pediatrics, Sep 10, 2013

Journal of Adolescent Health, Apr 1, 2000

Academic Pediatrics, 2016

Advances in Polymer Technology, 2008

Pediatric Annals, Apr 1, 2008

Pediatric Annals, Feb 1, 2003

Ambulatory Pediatrics, Nov 1, 2006

To describe baseline perceptions of first-year pediatric residents of participating in community ... more To describe baseline perceptions of first-year pediatric residents of participating in community activities, to determine whether demographic factors are related to perceived benefits and constraints, and to identify factors associated with expected community involvement. Pediatric residents beginning their training in the fall of 2000 to 2003 participated in a 12-item self-administered written survey as part of the national evaluation of the Dyson Community Pediatrics Training Initiative. Of the 612 first-year residents surveyed (90% response rate), most reported they receive personal satisfaction (92%) and gain valuable skills and knowledge (83%) from their involvement in community activities. Less than a quarter felt peer support and professional recognition were benefits. Almost two thirds reported logistics and lost personal time as constraints to community involvement. Compared with their colleagues, older residents (> 29 years) and underrepresented minority residents reported fewer constraints. Most residents (72%) expect moderate to substantial involvement in community activities after graduating. Those expecting greater involvement were more likely to report personal satisfaction, gaining valuable skills and knowledge, peer support, and the opportunity to spend time with like-minded peers as benefits. Pediatric residents beginning their postgraduate training perceive numerous benefits from their participation in community activities and most expect a moderate degree of future community involvement. Residency directors should: 1) consider their trainees' insights from prior community involvement and 2) integrate meaningful community experiences in ways that confront logistic barriers and time constraints.

Pediatric Annals, Mar 1, 2003

Springer eBooks, 2016

Lesbian, gay, bisexual, and transgender (LGBT) youth face multiple challenges during their adoles... more Lesbian, gay, bisexual, and transgender (LGBT) youth face multiple challenges during their adolescence. This chapter addresses the developmental, psychosocial, medical, and mental health needs of LGBT youth and their families. This chapter explores literature on LGBT youth health disparities and introduces a framework for providing LGBT youth clinically and culturally competent care. Best practices and clinical resources for those caring for LGBT youth are reviewed in this chapter.

Journal of Developmental and Behavioral Pediatrics, Apr 1, 2006

CASE: 19-year old male was admitted to a trauma service after falling from a height of 20 feet wh... more CASE: 19-year old male was admitted to a trauma service after falling from a height of 20 feet while rope climbing during military basic training activity. He climbed to the top of the rope but was unable to navigate a series of other activities at the top, became distracted, and fell. He sustained superficial injuries but was admitted to the hospital for observation. An Adolescent Medicine consult was obtained consistent with the trauma service protocol. During that consultation, a comprehensive past medical history was initially negative. On further inquiry however, when asked "Are you supposed to take any medications?" the patient revealed that several years earlier he was diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Medication at that time was associated with improvement in school performance. He progressed from being a poor student to successfully completing freshman year at college prior to enlistment. He knew medication for ADHD would prevent enlistment, so he did not reveal the disorder or medication to his recruiter. While obtaining this history the patient was talkative, easily distracted and admitted that his concentration and ability to follow instructions was significantly enhanced on medication. For a consultant, the dilemma became how to handle this potentially important piece of history. Inability to follow instructions may have contributed to this hospitalization and had the potential to put him and his colleagues in greater future jeopardy. Revealing this history might also cause discharge from the military.

AMA journal of ethics, Nov 1, 2014

Michael's mother, Mary, is concerned because Michael mentioned having a "crush" on his school fri... more Michael's mother, Mary, is concerned because Michael mentioned having a "crush" on his school friend Steven. Both boys are 12 years old and in the seventh grade. "We're a religious family," Mary explains, "and we want to do what's right for Michael now and in the future. We want to save him from this sinful lifestyle before it's too late, and we have heard there has been some success with the One Choice Conversion Therapy Camp. We are ready to make him work hard at this." Dr. Smith is also concerned. He, too, wants what's best for Michael, but his knowledge of behavioral therapies that attempt to change sexual orientation does not accord with Mary's. "I share your concern for Michael's well-being and future. He's a great kid. He's healthy and seems to be happy, which is what parents hope and pray for. We don't know much about his sexuality at the present, but if it is different than yours, we still want him to be able to choose the life that makes him healthiest and happiest. Do you agree?" "Not if that means being homosexual," Michael's dad replies. "It's a sin. It's our job to protect him and keep him on the right path." Dr. Smith offers what he has read about conversion therapies. "They have been shown to be ineffective and even psychologically damaging. One of the originators of the method later renounced it. I can give you some literature on the therapy, if you'd like." "Well, we must do something to prevent Michael from being gay," Mary interjects, as her husband nods, "and we were hoping that you, as Michael's doctor, would help us." Dr. Smith's suggestion that the family see a therapist who specializes in children's developing sexuality is rebuffed by Michael's parents. "We don't need counseling," they say. "We know what the right path is here."

Clinical Pediatrics, Jul 2, 2014

Pediatric Annals, Apr 1, 2003

Ambulatory Pediatrics, Jul 1, 2005

Objective.-To determine how pediatric residents' perceptions of continuity clinic experiences var... more Objective.-To determine how pediatric residents' perceptions of continuity clinic experiences vary by level of training, after controlling for the effect of continuity setting. Method.-Cross-sectional survey of pediatric and combined pediatric trainees in US residency programs. Results.-Survey responses were received from 1355 residents in 36 training programs. Residents' continuity experiences were in hospital-based and community settings. Numbers of patients seen increased between PGY-1 and PGY-3 years, but not in the PGY-4 and PGY-5 years. Compared to PGY-1 residents, PGY-2 and PGY-3 residents were more likely to report more encounters with established patients, but were not more likely to feel like the primary care provider. There were no significant differences by training level in terms of involvement in panel patients' laboratory results, hospitalizations, or telephone calls, although nursery involvement decreased with increasing training level. Autonomy was directly related to training level. The perception of having the appropriate amount of exposure to practice management issues was low for all respondents. Conclusions.-Residents perceived that they had greater autonomy and continuity with patients as they become more senior, yet they were not more likely to feel like the primary care provider. Lack of increased involvement in key patient care and office responsibilities across training years may reflect a need for changes in resident education. These data may be helpful in formulating recommendations to program directors with regard to determining which Accreditation Council for Graduate Medical Education competencies should be emphasized and evaluated in the continuity experience.

Ambulatory Pediatrics, May 1, 2001

Objective.-To develop a standardized case-based curriculum for pediatric residents on child growt... more Objective.-To develop a standardized case-based curriculum for pediatric residents on child growth, development, behavior, and adolescent medicine that incorporates the Bright Futures health supervision guidelines. Design.-This project included a needs assessment, development of a list of important topics, writing and revising of standardized cases, formative evaluation of cases, and efficacy pilot testing of 2 cases. Setting.-A large pediatric teaching hospital continuity clinic. Participants.-Pediatric residents, fellows, and faculty. Interventions.-Preparation of standardized cases, facilitator training, and resident-led teaching conferences. Outcome Measures.-Learner and facilitator evaluation forms and two 10-item diagnostic skills assessments. Results.-During the project, faculty-fellow teams wrote 29 case-teaching modules. All participants gave high ratings to cases, and resident facilitators reported increased comfort with the case discussion method. Resident learners' ability to accurately interpret developmental screening tests and growth charts improved following sessions on those topics. Conclusions.-Further evaluation is required, but these standardized cases appear promising for teaching pediatric residents. The curriculum is now freely available to faculty nationwide.

Clinical Pediatrics, Sep 10, 2013

Journal of Adolescent Health, Apr 1, 2000

Academic Pediatrics, 2016

Advances in Polymer Technology, 2008