Donald L Boyer
VerifiedUniversity of Pennsylvania · Rehabilitation Medicine
Active 1979–2025
About
Donald L Boyer, MD, MSEd, is an Associate Professor of Clinical Anesthesiology and Critical Care at the University of Pennsylvania Perelman School of Medicine. He serves as Co-Director of the University of Pennsylvania Graduate School of Education's MedEd Master's Program and is the Associate Chief for Education in the Division of Critical Care Medicine at the Children's Hospital of Philadelphia, affiliated with the University of Pennsylvania. Dr. Boyer completed his undergraduate degree in Chemistry at Case Western Reserve University in 2001, earned his MD from the University of Pennsylvania Perelman School of Medicine in 2005, and obtained a Master’s in Medical Education from the University of Pennsylvania Graduate School of Education in 2014. His professional focus includes medical education within anesthesiology and critical care, contributing to training programs and educational leadership in these fields.
Research topics
- Medicine
- Medical education
- Family medicine
- Nursing
- Anesthesia
Selected publications
Academic Pediatrics · 2025-07-21 · 4 citations
articleImpact of Resources and Structure on Scholarly Productivity in Pediatric Critical Care Fellowship
ATS Scholar · 2025-07-31
articleOpen accessAbstract Background Pediatric critical care medicine (PCCM) fellowship structures vary widely among programs and have not been examined since 2006. The development of scholarly knowledge and skills is an important part of fellowship training. However, the optimal PCCM fellowship structure to enable fellows’ scholarly productivity is unknown. Objective We examined PCCM fellowship time structure and resources to better understand their association with scholarly productivity. Methods This is a secondary analysis of cross-sectional survey data from PCCM fellowship program directors. We defined highly productive programs as those in which greater than 75% of fellows published papers from their scholarly projects in the previous 5 years. Analyses investigated the association of scholarly productivity with dedicated scholarship time and program resources and barriers. Results Forty-nine of 65 PCCM fellowships (75%) completed the survey. Only 20% of fellowships reported that greater than 75% of fellows published papers from their scholarly projects. Median total scholarly activity time was 16 months (interquartile range, 10–18 mo). The total amount of time devoted to scholarly activity was not associated with highly productive programs. Among resources and barriers, only T32 training grants were associated with highly productive programs. Conclusion We found no relationship between time allocated to scholarly activity and high scholarly productivity in PCCM fellowships. Hence, programs that wish to increase fellows’ scholarly productivity should not rely solely on providing more time for scholarly activity. Aside from T32 training grants, no specific resource or barrier that we evaluated is related to productivity.
Academic Pediatrics · 2025-10-30
articleHospital Pediatrics · 2025-08-13
articleSenior authorOBJECTIVE: Health disparities persist among marginalized racial, ethnic, and lower socioeconomic status groups, extending to pediatric intensive care units. Complex interactions between structural forces and provider biases influence patients' risk for critical illness, access, timing, and quality of care. An understanding of how these social influencers of health directly impact health outcomes should be necessary components of pediatric critical care medicine (PCCM) fellowship. Currently, no uniform guidelines exist that provide training in diversity, equity, and inclusion (DEI) in PCCM. We therefore sought to describe the current state of DEI education in PCCM fellowship programs from the program director (PD) perspective. METHODS: A national survey was conducted among Accreditation Council for Graduate Medical Education-accredited PCCM fellowship PDs to evaluate the state of DEI education. The survey, developed collaboratively and iteratively, encompassed program details, DEI teaching modalities, barriers, and PD perspectives. Statistical analysis was performed using descriptive statistics. RESULTS: Of the 76 PDs surveyed, 47 responded (62% response rate). Although 57% of PDs recognized DEI education as a divisional priority, only 34% had a formal DEI curriculum. Barriers to DEI education included lack of trained faculty, attending time, and engagement. Notably, PDs expressed concerns about faculty competence in delivering DEI education and the scarcity of underrepresented in medicine physicians across trainees and faculty. CONCLUSIONS: The findings reveal significant gaps in DEI education within PCCM fellowship programs. Despite recognition of DEI importance, formalized curricula are lacking. The study underscores the necessity for tailored educational interventions and strategies to optimize care.
ARE PEDIATRIC SUBSPECIALTY FELLOWS READY FOR UNSUPERVISED PRACTICE AFTER TWO YEARS OF TRAINING?
Academic Pediatrics · 2025-01-01
articlePediatric Critical Care Medicine · 2025-04-04 · 2 citations
articleMultidisciplinary Perspectives on Resident Autonomy in Three Pediatric Intensive Care Units
Academic Pediatrics · 2025-11-01
articleAcademic Pediatrics · 2025-01-01
articleAcademic Pediatrics · 2025-01-01
articleIMPROVING SCHOLARSHIP OVERSIGHT COMMITTEE PROCESS IN A NEONATAL-PERINATAL MEDICINE FELLOWSHIP
Academic Pediatrics · 2025-01-01
articleSenior author
Frequent coauthors
- 84 shared
David Turner
University of East Anglia
- 75 shared
Richard Mink
Los Angeles Medical Center
- 66 shared
M. Hossein Tcharmtchi
Texas Children's Hospital
- 63 shared
Katherine Mason
Brown University
- 61 shared
Margaret K. Winkler
- 61 shared
Adrian Zurca
Lurie Children's Hospital
- 59 shared
Jennifer Schuette
Dana-Farber/Boston Children's Cancer and Blood Disorders Center
- 55 shared
Toni Petrillo
Emory University
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