Mission, Goals and Objectives


Academic Excellence Social Commitment

The purpose of this three-year training program is to educate the resident in the entire breadth of the discipline of pediatrics and to foster a lifelong commitment to the promotion of children’s health care. The resident will acquire cognitive knowledge, technical skills, and interpersonal skills through didactic lectures, small group conferences, audiovisual media, individual instruction, independent reading, and direct patient care.

Upon successful completion of the training program, the resident will be fully prepared for the general practice of pediatrics and for further training in a subspecialty discipline. The department is firmly committed to helping each resident recognize their full academic, clinical, and personal potential within an intellectually stimulating and emotionally supportive environment.


The goal of the residency program in Pediatrics is to “provide educational experiences in the diversified field of Pediatrics in an intellectual environment conducive to learning the exemplary practice of Pediatrics”. This is accomplished by providing an organized, progressive educational experience with increasing patient care responsibilities over a three-year period in a setting which has a diverse patient population and a teaching staff with professional ability, enthusiasm, and a commitment to teaching. We strive to have an appropriate balance between structured educational activities including didactic lectures and clinical learning and patient care responsibilities.

The teaching staff also serve as role models for the residents to develop their interpersonal skills and participate in ethical decision making. Faculty and residents are expected to display attitudes and behaviors that demonstrate a commitment to patients, their families, and the highest level of care. Working with the health care team, which includes Social Service, Child Life, Physical Therapy, Respiratory Therapy, Psychology, and Nutritional Service is emphasized. The curriculum of the residency program meets the guidelines of the Accreditation Council of Graduate Medical Education.

Pediatric General Competencies

Patient Care

Residents must be able to provide family-centered patient care that is developmentally and age-appropriate, compassionate, and effective for the treatment of health problems and the promotion of health. Elements May Include:

  • Gathering essential and accurate information about the patient using the following clinical skills:
    • medical interviewing
    • physical examination
    • diagnostic studies
    • developmental assessment
  • Making informed diagnostic and therapeutic decisions based on patient information, current scientific evidence, and clinical judgment:
    • use effective and appropriate clinical problem-solving skills
    • understand the limits of one’s knowledge and expertise
    • use consultants and referrals appropriately
  • Developing and carrying out patient care management plans
  • Prescribing and performing competently all medical procedures considered essential for the scope of practice
  • Counseling patients and families:
    • to take measures needed to enhance or maintain health and function and prevent disease and injury
    • by encouraging them to participate actively in their care by providing information necessary to understand illness and treatment, share decisions, and obtain informed consent
    • by providing comfort and allaying fear
  • Providing effective health care services and anticipatory guidance
  • Using information technology to optimize patient care

Medical Knowledge

Residents must demonstrate knowledge about established and evolving biomedical, clinical, epidemiological, and social-behavioral science, and the application of this knowledge to patient care.

The Competent Physician is Expected to know, critically evaluate, and use current medical information and scientific evidence for patient care.

Interpersonal and Communication Skills

Residents must be able to demonstrate interpersonal and communication skills that result in effective information exchange and teaming with patients, their families, and professional associates. Elements May Include:

  • Communicating effectively in a developmentally appropriate manner with patients and families to create and sustain a professional and therapeutic relationship across a broad range of socioeconomic and cultural backgrounds
  • Communicating effectively with physicians, other health professionals, and health-related agencies
  • Working effectively as a member or leader of a health care team or organization
  • Being able to act in a consultative role to other physicians and health professionals
  • Maintaining comprehensive, timely, and legible medical records

Practice-based Learning and Improvement

Residents must be able to use scientific methods and evidence to investigate, evaluate, and improve their patient care practices. Elements May Include:

  • Taking primary responsibility for lifelong learning to improve knowledge, skills, and practice performance
  • Analyzing one’s practice experience to recognize one’s strengths, deficiencies, and limits in knowledge and expertise
  • Using evaluations of performance provided by peers, patients, superiors, and subordinates to improve practice
  • Locating, appraising, and assimilating evidence from scientific studies related to health problems of patients
  • Using information technology to optimize lifelong learning
  • Actively participating in the education of patients, families, students, residents, and other health professionals.


Residents must demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to diversity. Elements May Include:

  • Demonstrating respect for responsiveness to the needs of patients and society by:
    • accepting responsibility for patient care including continuity of care
    • demonstrating integrity, honesty, compassion empathy in one’s role as a physician
    • respecting the patient’s privacy and autonomy and maintaining appropriate professional boundaries
    • demonstrating accountability and commitment
    • demonstrating responsiveness to the needs of patients and society that supersedes self-interest
  • Demonstrating high standards of ethical behavior
  • Demonstrating sensitivity and responsiveness to patients’ and colleagues’ gender, age, culture, disabilities, ethnicity, and sexual orientation

Systems-based Practice

Residents must practice quality health care and advocate for patients in the health care system. Elements May Include:

  • Knowing how types of medical practice and delivery systems differ from one another, such as in methods of controlling health care costs, assuring quality, and allocating resources
  • Practicing cost-effective health care and resource allocation that does not compromise the quality of care
  • Advocating for quality patient care and assisting patients in dealing with system complexities
  • Knowing how to work with health care managers and health care providers to assess, coordinate, and improve patient care
  • Knowing how to advocate for the promotion of health and the prevention of disease and injury in populations
  • Acknowledging medical errors and developing systems to prevent them

Source: American Board of Pediatrics – 6/2006

Educational Objectives for Resident Rotations

Resident rotations are done in four-week blocks. Some rotations are mandatory (Inpatient Wards, ER, NICU, etc) others are elective. For each rotation there are learning objectives, educational resources, and evaluations. Please note the RRC requirements (“core electives“) that a minimum of four rotations be in the required subspecialties. These rotations must be of a minimum duration of four weeks (no vacation). As you complete each rotation, you should make sure you have had the opportunity to have a face to face evaluation with your preceptor.


Feedback will be given at every level of interaction. It may be formal or informal. It should be timely, objective, and given with the objective of reinforcing strengths and correcting deficiencies. Residents at all levels are responsible to receive and to give feedback.

Resident Teaching Responsibilities

Medical student teaching is one of the most important resident activities. Student responsibilities will vary with the service.

Because of the leadership qualities, this residency is designed to foster, student teaching will continue to be expected, and excellence in this area will be noted. The opposite is also true. Those who fail to use common courtesy in dealing with students, who neglect their role as leaders, and who deal with students in an antagonistic, counter-productive manner will be similarly evaluated and open to faculty criticism. Chronic behavior of this nature will not be tolerated.

At the end of each third-year student’s rotation, you will be expected to contribute to the student evaluation and make comments on each student’s progress.

Procedure Documentation

Throughout the three years of training, residents are expected to keep an accurate record of their clinical experience. All procedures must be entered into the ACGME Case Log System. They will be reviewed by the Program Director and included in your permanent personnel file for your future credentialing needs.

American Board of Pediatric In-Training Examination

Each year, all residents are required to take the ABP In-training examination in July. The examination feedback provides a method to determine individual strengths and weaknesses in cognitive knowledge. Examination scores are one measure of the resident’s clinical performance.

Educational Programs

Formal learning does not end with medical school. Many aspects of pediatrics require additional didactic instruction before they can be integrated into the resident’s fund of working knowledge. A scholastic series of lectures for residents has been developed to include a broad range of issues of importance to pediatricians.

Pediatric Educational Conference Schedule

All residents are expected to attend scheduled conferences unless specifically excused. Senior residents are responsible for residents on their services and may be asked to explain unexcused absences.

Academic Half-Day Conferences – These conferences are on topics developed from the “Pediatrics in Review” program, a program developed by the American Board of Pediatrics as a comprehensive review for certification. The topics are spread out over a rotating three-year period so that each resident is exposed to teaching on these topics at least once during their residency. Academic Half Days occur on Tuesdays from 12-4 pm. Attendance is required and monitored.

Grand Rounds – These conferences are generally an update on new developments in an area of broad pediatric interest. Visiting professors, faculty, and residents may present. Conferences vary from primarily clinical to mostly research. Grand Rounds conference is scheduled for Thursday, at 8:00 am. Housestaff attendance is required and monitored.

Journal Club – Two to three articles are presented by Housestaff. Articles are chosen and distributed before the meeting, which is monthly.

Morbidity & Mortality – This conference reviews adverse patient outcomes with the goal of improving care. There may be participation of quality assurance/quality improvement when appropriate. This conference is monthly.