Pediatrics Residency

PGY-1

During the first year of training, our pediatric residents are introduced to foundational clinical and scholarly experiences through integration into varied clinical settings with exposure to a diverse patient population. PGY-1 residents build upon their undergraduate medical education competencies in the ability to perform thorough but focused age-appropriate histories and physical examinations in the inpatient and outpatient settings. PGY-1 residents develop patient appropriate assessments and management plans with the guidance of their upper-level residents and faculty. They learn to identify levels of illness severity and begin to address psychosocial and environmental influencers to care delivery. In the first year of training, residents begin to establish their panel of continuity clinic patients at their continuity clinic site.

As they progress through the first year, PGY-1 residents are encouraged in their ability to independently seek knowledge and critique medical literature through a structured evidence-based medicine curriculum. They are coached in their ability to be “Residents Educators” for both their teammates and their patient families. They are also introduced to Quality Improvement concepts and begin a project relevant to their career interests, with the guidance of an experienced faculty mentor.

Throughout the first year of training, residents establish a framework of understanding of pediatric practice that incorporates issues of child health advocacy, preventive health care, clinical ethics and effective cost containment into each aspect of their future experiences.

PGY-2

The second year of pediatric training builds upon the skill and knowledge base established in the first year and uses evidence-based medicine to enhance patient care and self-improvement. During the year, PGY-2 residents refine their clinical assessment skills. They also broaden the scope and complexity of the health care problems they address and critically analyze their performance and patient outcomes.

PGY-2 residents are exposed to in-depth experiences in a variety of subspecialty areas, including adolescent medicine . They expand their practice experience and demonstrate greater clinical competency and efficiency in providing care to patients with a broader range of disease complexity. In the primary care setting, residents gain increasing responsibility and autonomy to begin functioning in an effective supervisor role for interns and medical students.

Residents enhance their teaching role at the bedside and expand their teaching efforts in the conference room. They learn to develop effective group teaching sessions and to efficiently utilize available teaching materials and literary resources. Via exposure to an expansive number of pediatric experiences, the PGY-2 residents begin to focus their career planning deliberations through discussions with faculty advisors and successfully develop their future practice interests. PGY-2 residents affirm their role as trusted child health advocates, preventive primary care providers and ethical and cost-effective practitioners.

PGY-3

PGY-3 residents continue to expand their pediatric knowledge base through additional supervisory, subspecialty, and intensive care rotations. As they prepare for the American Board of Pediatrics certifying examination, there is opportunity to spend dedicated time to study. Residents further refine their competence in clinical diagnostic evaluations and technical procedural skills and in their patient stabilization, office preparedness and telephone triaging abilities. They practice pediatrics efficiently and effectively with a significant degree of independence and demonstrate level-appropriate leadership, confidence and supervisory capabilities.

PGY-3 residents assert their preceptorial and group-teaching skills as they expand their capacity to critically evaluate the medical literature and to teach other healthcare professionals and multiple level learners in a “round” format with a concurrent, patient-care service function. Residents complete a scholarly activity that will be submitted for presentation and/or publication. Third-year residents develop focused sign-out skills to facilitate continuity of care and learn how to expand these skills to apply to the community practice setting. They bring appropriate closure to their resident continuity care clinic experience and, while establishing successful lifelong learning habits, they complete plans for their future careers in primary care practice or in additional fellowship training. PGY-3 residents participate at the community level in preventing or solving child healthcare problems, publicly, promote preventive healthcare and advocate for children's causes.

Telefono

There is no traditional 24-hour in-house call; residents complete a night float rotation Our program strictly adheres to the duty hours restrictions outlined by the ACGME, with zero duty hour violations. There is a resident back-up schedule to provide coverage in the event that the assigned resident is unable to fulfill scheduled responsibilities.

Flotador nocturno

Night float is a 1-2 week rotation of night shifts on the inpatient pediatric service integrated into each PICU and MSU inpatient rotation.

Jeopardy Call

The jeopardy call resident is available as back-up for inpatient rotations (MSU/PICU/NICU/nursery) in the event of illness. Currently, PGY-2 and PGY-3 residents cover 2-3 half blocks PGY-1 residents cover 2 half blocks.

Conferences

Attendance at scheduled conferences is monitored, with a goal of 70% attendance to account for clinical obligations and time off. The conference series addresses the first three aims of the program, with a primary emphasis on successful passage of the American Board of Pediatrics exam following completion of the training program.

Department of Pediatrics Grand Rounds

Weekly Grand Rounds speakers include Baylor Scott & White pediatric medical staff, guest lecturers and residents . Several of the guest speakers are known nationally or internationally in their area of expertise. General and subspecialty clinical issues, health policy and pediatric research are some examples of the types of topics presented.

Core curriculum (half-day conference)

Residents have weekly half day conference led by various faculty and staff members. They cover a broad range of board-relevant topics that encompass both general and subspecialty clinical areas. Additional topics such as excellence in telemedicine, billing/coding, child advocacy, residents as teachers, evidence based medicine, quality improvement, procedural skills, food insecurities, and social determinants of health supplement the core medical knowledge series.

Club de diarios

A discussion based, multidisciplinary journal club series is facilitated by PGY-3's who are mentored by faculty in their areas of clinical expertise. Residents read an article of current literature to facilitate discussion and focus on mastering evidence-based medicine concepts through guided practice.

Simulation training

Simulation is shifting the paradigm of medical education from didactic lectures to a hands-on approach. Simulation also supports the practice of safer medicine.

In pediatrics, the residents perform mock codes both in the simulation center and at the bedside under the supervision of one of the PICU/MSU physicians. The attending physicians also work one-on-one with residents throughout the course of their residency to become more comfortable with specific procedures, including bag-valve mask technique, neonatal and pediatric intubations, central line placement, IV placement, and other resuscitation skills.

Learn more about clinical simulation education at Baylor Scott & White

BIENESTAR

Our residency wellness events vary from group discussions to social gatherings as well as annual program wide and class specific retreats.

Investigación

Quality improvement - Residents participate in ONE quality improvement project that impacts their learning or patient care environment to facilitate the delivery of safer, more effective patient care or high impact learning. They also have the option to engage in a multitude of ongoing projects within the institution.  All QI projects are done with the guidance of a faculty mentor.

y

Residents will choose one or more additional option from below:

• Hypothesis driven Research project
• Poster & Case Report write-up to be submitted for publication
• QI project (additional)- with particular attention to publishing and/or presenting at conference

For each of the above projects, residents work closely with a research mentor

Residents will have the opportunity to present their scholarly activity at Resident Research Day. Residents are strongly encouraged to present at local, regional and national conferences. These presentations can be funded by our GME department.