Educational Goals

Residency Program

Our educational program is designed for residents to gain the fundamental knowledge and expertise to become the best pediatricians possible, and from there to pursue their individual giftedness, whether that be general pediatrics or subspecialty practice. We challenge residents to become leaders and agents of change in their individual career paths as well as true child advocates.

The departmental philosophy is one of broad-based training with exposure to a wide variety of general and subspecialty problems in children stressing the importance of patient involvement and ownership. We recognize that three years is an arbitrary time limit and that this is not the end of a pediatric education, but only the beginning. Thus, we emphasize not only building medical knowledge and patient care skills but also how to learn and how to incorporate new knowledge into practice as preparation for continuing education throughout their medical careers.

Overall Learning Objectives

Medicine is learned best from patients, with guidance from experienced role models. The pediatric residency program is designed to provide increasing responsibility commensurate with the resident's level of education.

Thus, Leadership experience begins early in the PGY 2 year, when the resident is placed in supervisory positions on the inpatient floor and in the NICU. PGY 2 and PGY 3 Residents assume a large part of the responsibility for teaching the medical students. In the PGY 3 year, in addition to clinical supervisory assignments, additional supervisory opportunity is provided through rotating assignments as acting chief resident and as a guest attending during the Teaching & Leadership elective.

The ACGME Core Competencies

Our residency program requires the residents to obtain competency in the 6 areas below to the level expected of a new practitioner. To this end, we have defined the specific knowledge, skills, and attitudes required and will provide educational experiences to develop this competency. These are detailed in the specific goals and objectives for each rotation at each level of training.

  • Medical Knowledge about established and evolving biomedical, clinical, and cognate (e.g. epidemiological and social-behavioral) sciences and the application of this knowledge to patient care.
  • Patient Care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health.
  • Professionalism, as manifested through a commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to a diverse patient population.
  • Interpersonal and Communication Skills that result in effective information exchange and teaming with patients, their families, and other health professionals.
  • Practice-Based Learning and Improvement that involves investigation and evaluation of their own patient care, appraisal and assimilation of scientific evidence, and improvements in patient care.
  • Systems-Based Practice, as manifested by actions that demonstrate an awareness of and responsiveness to the larger context and system of health care and the ability to effectively call on system resources to provide care that is of optimal value.