Fellowship Program Overview
Training & Curricula is an important focus of the DBP fellowship. This ongoing experience is an opportunity for fellows to develop their training and clinical research skills and increase their abilities to contribute to the scientific base of DBP, particularly related to improving the developmental and behavioral outcomes of infants born prematurely and advancing treatment strategies for children with developmental and behavioral disorders. To develop as researchers, the fellows have training in clinical research fundamentals (e.g., identifying a research question, selecting a study design, and choosing research study participants.
Components of the Program
Click on one of the five links above to learn about program components,
or Click here to download a summary chart showing all components.
Highlights of the First Year
DBP Y1 fellows distribute most of their time across clinical (~65%), educational (~20%), and research (~10%) experiences. The remaining time (~5%) involves leadership training, teaching, and community-based activity.
Clinical training, in which the majority of time is spent, focuses on DBP Clinics. These clinics currently convene via telehealth (virtually) or in-clinic (at the Stanford Children’s Health Specialty Services building in Sunnyvale CA).
DBP Clinic session hours are 8 AM - 12 PM and 1PM - 5PM; DBP Y1 fellows typically see 2-3 patients per session.
Other clinical training includes an in-patient month at the Lucile Packard Children’s Hospital Stanford with Child Psychiatry Consult Liaison Service.
Highlights of the Second and Third Years
DBP Y2 and Y3 fellows have increasing research time and administrative leadership experience over years two and three of the program, along with increasing teaching/precepting experience.
DBP Fellowship Community
The Stanford DBP fellowship program is funded in part by the Maternal & Child Health Bureau (MCHB) of the Health Resources & Services Administration (HRSA). Because of this support, our fellows have the opportunity to be members of a DBP community in annual meetings, and in communication interaction between meetings, as well as establish professional relationships with peers and faculty at other institutions that will become lifelong connections.