Pediatric Education and Training focuses on modern pedagogies, competency-based curricula and workplace-based assessment methods that prepare clinicians for high-quality child health care. Educators, program directors, simulation leads, clinical supervisors and trainees will explore evidence-based approaches—entrustable professional activities, competency frameworks, workplace-based assessment tools and longitudinal coaching models—that ensure learners attain required skills and behaviors. The session highlights simulation-based education, mastery learning for procedural skills, and innovative assessment technologies (video-based feedback, structured observation tools) that produce measurable improvements in clinical competence and patient safety. Presentations will showcase integrated curricula linking undergraduate, postgraduate and continuing professional development, with clear pathways for remediation and advanced training.

Practical workshops will teach faculty development strategies: feedback techniques, assessment calibration, and coaching that fosters reflective practice. Sessions will present scalable models for interprofessional education, team-based simulation sessions that improve communication and crisis performance, and digital learning platforms that support spaced repetition and microlearning for busy clinicians. Breakouts will include building OSCE stations, creating entrustment decisions, and implementing programmatic assessment across rotations. Equity and inclusion are central: developing culturally safe curricula, addressing bias in assessment, and supporting diverse learners through mentoring and structured support.

Attendees will leave with ready-to-use resources: simulation scenarios for pediatric emergencies, faculty feedback templates, entrustable activity blueprints, assessment rubrics and a roadmap to implement programmatic assessment. The session in Pediatric Education Conference emphasizes measurable educational outcomes—competence attainment, retention of procedures, and transfer of skills to clinical practice—so participants can justify curricular changes with data.