ABP Pediatric Emergency Medicine study plan

Map the ABP subspecialty content outline for Professionalism/Communication/Advocacy and ED Systems into a one-page topic checklist with confidence ratings

Draft and rehearse a structured family-disclosure script for a bad-outcome conversation and a separate conflict-negotiation script

Identify three QI frameworks (e.g., PDSA, root cause analysis, run charts) and write a one-paragraph example of applying each to an ED throughput problem

List the regulatory and safety standards most likely tested (EMTALA, consent/assent, mandated reporting, handoff standards) and write the key rule for each from memory

Write out a complete advocacy case narrative (social determinant, ED intervention, community resource linkage) without notes

Explain shared decision-making and adolescent assent/confidentiality exceptions in a written teaching vignette

Design a mock QI project charter (aim statement, measure, intervention, balancing measure) for a pediatric ED metric

Practice 10 communication vignettes aloud, scoring each against a checklist of empathy, information framing, and next steps

Build a cross-domain concept map linking core PEM content areas to resuscitation physiology (shock states, airway, rhythm disturbances)

Recite from memory pediatric resuscitation algorithms: pulseless arrest, bradycardia with poor perfusion, tachyarrhythmia with instability, and post-arrest care targets

Calculate and verbalize weight-based drug and fluid doses for 10 simulated weights, including defibrillation energy and fluid boluses

Describe the approach to the crashing infant (differential, immediate interventions, team roles) in a timed 5-minute verbal run-through

Complete 60 mixed core-PEM and critical care practice questions under timed conditions and categorize every miss by mechanism of error

Re-derive the physiology behind each missed critical care item in writing (e.g., why a given vasoactive or ventilation strategy)

Summarize neonatal and congenital-heart resuscitation modifications in a written comparison table

Teach back the shock classification framework (hypovolemic, distributive, cardiogenic, obstructive) aloud with a pediatric example for each

Outline the primary and secondary trauma survey with pediatric-specific modifications and recite thresholds for imaging and transfer

Write out management of head injury, solid-organ injury, and long-bone injury in children, including when to activate massive transfusion

Build a toxidrome table from memory (anticholinergic, cholinergic, sympathomimetic, opioid, sedative-hypnotic, serotonin) with an antidote column

List common pediatric ingestions, their lethal doses or danger thresholds, and decontamination/enhanced-elimination indications

Describe environmental emergencies (heat illness, hypothermia, drowning, envenomation) with field-to-ED priorities

Recite empiric antimicrobial choices and isolation precautions for sepsis, meningitis, pneumonia, and neonatal fever presentations

Explain the febrile infant evaluation by age stratum, including when lumbar puncture, antibiotics, and admission are indicated

Write out asthma and bronchiolitis severity scoring plus escalation pathways from mild to impending respiratory failure

Describe recognition and initial management of upper airway obstruction (croup, epiglottitis, foreign body) and anaphylaxis

Complete 50 timed mixed infectious/respiratory items and tag each error by knowledge gap versus reading error

Differentiate cyanotic and acyanotic congenital lesions and describe ductal-dependent physiology and its emergency management

Write out the evaluation and acute management of myocarditis, pericarditis, and hypertensive emergency in children

Recite the pediatric stroke, seizure, and status epilepticus pathways including timed medication sequence

Describe the approach to altered mental status, headache red flags, and acute weakness including when to image

Complete 50 timed mixed cardiovascular/neurologic items and re-teach the two weakest concepts aloud

Summarize acute abdominal and genitourinary emergencies (intussusception, malrotation, testicular torsion, UTI/pyelonephritis) with time-critical actions

Describe behavioral/psychiatric emergencies: agitation, suicidality risk assessment, safe restraint standards, and disposition planning

Complete two full-length timed mixed practice blocks and compare domain-level accuracy against week 1 baseline ratings

Rewrite the week 1 confidence checklist to reflect final gaps and schedule a targeted final-week review of the three lowest domains