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Residency in Pediatrics at Staten Island University Hospital

The overall aim of the three-year residency curriculum is the comprehensive education and training of pediatric residents to be competent general pediatricians able to provide experienced and coordinated health care to a broad range of pediatric and adolescent patients.

The program's educational experiences are designed to develop the competencies and skills needed to practice high quality community pediatrics. Pediatric residents will also develop sufficient familiarity with the various pediatric subspecialties to participate as effective and productive team members in the care of chronic and complex pediatric conditions.

Clinical rotations blend a mixture of inpatient pediatrics, including intensive care experience, with ambulatory pediatrics in a multitude of settings. In addition to the education derived from direct patient care, a comprehensive conference curriculum is utilized to ensure each resident receives a complete, well-rounded education.

Written goals and objectives have been established for each of the program's educational experiences. The following overall goals and objectives based on the core general competencies as described by the RRC for Pediatrics are designed to guide the expectations of both pediatric residents and faculty as they implement each of the individual curricular components.

Patient care

Residents must be able to provide patient care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health.

Medical knowledge

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

Practice-based learning and improvement

Residents must demonstrate the ability to investigate and evaluate their care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and life-long learning.

Interpersonal and communication skills

Residents must demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals.

Professionalism

Residents must demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles.

Systems-based practice

Residents must demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care.

Residents are given a progressively increasing level of responsibility for managing their patients and supervising more junior staff on the various inpatient, outpatient, newborn and intensive care services. The increase in responsibility is commensurate with their increase in knowledge and demonstrated performance.

Mission and core values

Our vision is in line with the mission of the Department of Pediatrics which is to offer the best pediatric and children’s health care services in a safe, comfortable, and stress-free environment for our children. To fully achieve this mission, the Pediatric Residency Program here at SIUH has the following four core values that is the foundation of our learning and growth.

Commitment

Display devotion, loyalty and accountability to patients and the mission of the department and hospital.

Leadership

Demonstrate personal growth in excellence, professionalism, and innovation, thereby becoming an inspiration and role model for others.

Adaptability

Exhibit flexibility, resilience and collaboration as an example of a team player responding to ever-changing and challenging situations.

Integrity

Show moral courage, ethical strength and trustworthiness, with a willingness to stand up for what is right.

Didactics

The pediatric residency program is designed as a continuing and progressive educational experience. While bedside teaching and learning is of the essence, a core of didactic and interactive conferences form the basis to solidify the educational experience.

These include the following:

  • Daily Work Rounds on the inpatient service are supervised by the senior and chief residents. The focus of discussion is patient progress and management plans.
  • Daily Inpatient, NICU and PICU Attending Teaching Rounds
  • Daily Core Lectures on a wide variety of topics presented by many different faculty members of the Department of Pediatrics
  • Morning Report
  • Weekly Grand Rounds - Residents attend weekly Grand Rounds throughout the academic year of which two conferences per year are dedicated to unusual pediatric case presentations by residents.
  • Weekly Pediatric Board Review (PREP) conference - Under the supervision of the chief resident, topics and PREP questions are reviewed in preparation for the pediatric boards.
  • Daily Radiology Rounds/Conference - This is a daily conference for residents, interns, students and attendings to discuss the radiologic studies on their patients with a board certified pediatric radiologist.
  • Monthly Journal Club - Important clinical questions will be proposed and residents will be required to review important and timely publications of clinical trials and to provide critical analyses of such trials in a systematic fashion. They will be encouraged to apply this evidence-based approach to the medical literature and also to the care of patients
  • Monthly Neonatal Teleconferences
  • Performance Improvement/Morbidity and Mortality Conferences
  • Clinical Pathologic Conference - Residents choose cases which are presented under the supervision and guidance of pediatric and pathology faculty to provide a valuable experience in the importance of pathology when diagnosing and treating pediatric diseases
  • Sim lab courses - A state of the art sim lab provides training for procedural skills such as IV insertion, LP and intraosseous placement in addition to the clnical scenario simulator courses provided.

Various individualized conferences are also held in continuity clinic settings, outpatient rotations, and on subspecialty services. At the beginning of each academic year, there is also a series of orientation and review conferences for the incoming and present pediatric residents.

In addition to the above structured didactics, pediatric residents will be taught and guided through venues such as Online modules for GME Competencies, PREP Self-assessment exams, Individualized Learning Plans, various Resuscitation Courses and Human Patient Simulator Courses.

Clinical rotations

The following is a summary of experiences residents will have over the course of 3 years in pediatric training at Staten Island University Hospital. The program allows for flexibility as long as training requirements are fulfilled.

The PL-1 year

In the first year (PL-1) of training, a foundation of basic knowledge in pediatrics is established. Under supervision, residents have direct responsibility for the care of all of the patients, including the initial history and physical, progress notes, all procedures, diagnostic information, all orders and communication with parents.

Residents learn the characteristics of normal growth, development, health maintenance, anticipatory guidance as well as variations of normal. With a broad experience in inpatient and outpatient pediatrics and neonatology, residents learn the characteristics and management of the more common illnesses encountered in neonates, infants, children and adolescents. In addition, first year residents directly supervise third and fourth year medical students assigned to them.

The following is the curriculum for the year

Term Newborn

8 weeks

Neonatal ICU

4 weeks

Pediatrics Inpatient (Junior Resident)

26 weeks

Subspecialty Experience

10 weeks

Vacation

4 weeks

 

The PL-2 year

During the second year of training, residents have greater exposure to pediatric subspecialties. They learn the pathophysiology and management of the more complex conditions encountered in pediatrics. In addition, residents learn to understand and manage multiple system disease and more serious, life threatening conditions during their various ICU rotations. With this advancement in knowledge and demonstrated clinical competence, residents are given greater supervisory responsibilities as seniors over first year residents and also care for the most critically ill patients.

The following is the curriculum for the year

Neonatal ICU (Senior Resident)

4 weeks

Pediatric ICU (Senior Resident)

4 weeks at Cohen's Children Medical Center

Behavior and Developmental Pediatrics

4 weeks

Emergency Medicine

10 weeks

Subspecialty Experience

10 weeks

Required Subspecialty

4 weeks

Pediatrics Inpatient (Senior Resident)

12 weeks

Vacation

4 weeks

 

The PL-3 year

The third year of training is one in which the pediatric experience is rounded out. Third year residents rotate with additional subspecialty services and expound on subjects briefly considered before. During this year residents improve and refine their clinical skills and judgment. Third year residents assume a still greater role as the supervising senior in the hospital. With their greater fund of knowledge they are expected to be educators of other residents, medical students, and ancillary personnel. Having formed a very solid foundation in general pediatrics, residents can now pursue their postgraduate plans with the assistance and advice of the chairman, program director and faculty mentors.

The following is the curriculum for the year

Neonatal ICU (Senior Resident)

4 weeks

Pediatric ICU (Senior Resident)

4 weeks at Cohen's Children Medical Center

Adolescent Medicine

4 weeks

Emergency Medicine

8 weeks

Subspecialty Experience

4 weeks

Required Subspecialty

8 weeks

Pediatrics Inpatient (Senior Resident)

12 weeks

Elective

4 weeks

Vacation

4 weeks

In addition, during all three years of training, residents will have half-day continuity clinic sessions once a week.