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Arch Pediatr Adolesc Med. 2006;160:453.

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

We are responding to the thoughtful editorial by Dr Bergman¹ to our study "Child Advocacy Training: Curriculum Outcomes and Resident Satisfaction."² We could discuss many of the details of advocacy training that Dr Bergman mentions, but the real issue is how to create and disseminate educational experiences that will serve all physicians, not only future pediatricians.

It is important to determine what is meant by advocacy both in terms of its historical roots and dynamic boundaries. We would suggest that this is a dynamic conversation involving pediatrics and beyond. We believe that the term advocacy incorporates a broad range of physician engagement. To advocate is when one "defends, maintains, publicly recommends, or raises his voice in behalf of a proposal or tenet."³ The venue is not inherent in the definition. This personal calling to "publicly defend" can manifest at the individual level in the clinic or hospital¹; at the . . . [Full Text of this Article]

AUTHOR INFORMATION

Lisa J. Chamberlain, MD, MPH; Lee M. Sanders, MD, MPH; John I. Takayama, MD, MPH

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RELATED ARTICLE

Advocacy Is Not a Specialty
Abraham B. Bergman
Arch Pediatr Adolesc Med. 2005;159(9):892.
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