From the Department of Pediatrics (E. Laureta), Lincoln Medical and Mental Health Center, and Departments of Neurology, Neuroscience, and Pediatrics, and Montefiore/Einstein Epilepsy Management Center (S.L. Moshй), Albert Einstein College of Medicine, Bronx, NY.

Address correspondence and reprint requests to Dr. Solomon L. Moshй, Department of Neurology, Albert Einstein College of Medicine, K316, 1410 Pelham Parkway South, Bronx, NY 10461; e-mail: moshe@aecom.yu.edu

Objective: To track growth of child neurology training programs during the past 7 years and to assess changes in resident demographics, use of different pathways for completion of training, and chosen careers after residency.

Methods: Two surveys were sent: one in June 2000 (response rate = 92% of active programs) and one in May 2001 (response rate = 98%) to the directors of all Accreditation Council for Graduate Medical Education-listed child neurology programs. Fifty-eight programs were consistently active through the survey period.

Results: From 1997 through 2002 there was an average of 80 positions per year with a fill rate of 65% and an average of 1.4 positions per program. Fifty-five percent of programs completely filled their first-year positions. An average of 47% of residents were international medical graduates. In 2001 and 2002, 51.5% of trainees were men, and 48.5% were women. Sixteen percent entered their programs through an alternative pathway. An equal number of residents entered academic and fellowship positions after graduation (41%), and 18% of residents went into private practice. Twenty-three percent went into basic research. Residents wrote papers in 48% of the programs.

Conclusions: The number of child neurology positions and trainees has been stable through recent years but may not meet the growing demand for services. The increasing number of international medical graduates and women in training programs predicts a change in the demographic characteristics of the future child neurology workforce. Many residents are pursuing academic careers, and continued support for programs that provide avenues for training in research is needed.