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Arch Pediatr Adolesc Med. 2005;159:892.

	Since this article does not have an abstract, we have provided the first 150 words of the full text and any section headings.

A bush of wild roses, lovely but tangled and full of thorns is how I view the pediatric residency review committee’s new requirement of "structured educational experiences that prepare residents for the role of advocate for the health of children within the community."¹

The idea, of course, is wonderful. Who can argue with residents becoming familiar with how children function outside of clinical settings? And implementing aspects of this vision may even be feasible. For example, elsewhere in this issue of the ARCHIVES, Chamberlain and colleagues² report favorably on the experiences of advocacy training at Stanford University in Palo Alto, Calif, the University of Miami in Miami, Fla, and the University of California, San Francisco. Protected time was carved out of existing block rotations for two 3-hour preparatory workshops, independent field work, and presentation of the projects to peers and faculty. Using tools introduced during the workshops, "each . . . [Full Text of this Article]

AUTHOR INFORMATION

Abraham B. Bergman, MD

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Advocacy by Any Other Name Would Smell as Sweet
Lisa J. Chamberlain, Lee M. Sanders, and John I. Takayama
Arch Pediatr Adolesc Med. 2006;160(4):453.
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RELATED ARTICLE

Child Advocacy Training: Curriculum Outcomes and Resident Satisfaction
Lisa J. Chamberlain, Lee M. Sanders, and John I. Takayama
Arch Pediatr Adolesc Med. 2005;159(9):842-847.
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