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Our program utilizes a highly interactive case based group discussion format called “McChief Rounds” for Morning Report. The goal of Morning Report is to develop the residents’ critical thinking skills. This includes the ability to obtain a good patient history, understand important physical findings, and analyze laboratory and radiologic studies order to generate a pertinent differential diagnosis. Morning report is resident-led, resident-driven, and resident-focused.
Our Pediatric Noon Conference is protected educational conference time for residents (faculty cover the clinical services during this time). The curriculum is based on the content specifications created by the American Board of Pediatrics. The curriculum includes ambulatory Pediatric topics and sessions on quality improvement and patient safety. Formal board review sessions using the ARS (automatic response system) are held weekly during pediatric noon conferences.
Graduating residents are given the opportunity to attend an on-site pediatric board review course during their last month of residency. Residents may also use their educational allowance to attend an additional board review course during their residency.
Two Noon Conferences per year are devoted to a case based series about professionalism that discuss topics that residents may encounter during or after residency. The sessions are facilitated by the Pediatric program director and consist of small group case discussions. Residents also participate in a “Resident as Teacher series”. Topics include how to manage an in-patient team, feedback, evaluation, and how to teach in large and small group settings.
Continuous wellness opportunities are available to residents through the ACH's wellness program which is available to all employees.
The resident focused wellness series begins with the intern retreat each September. This half day retreat is focused on the transition from medical school to residency and exploring opportunities for stress recognition and management.
The series is then continued on a monthly basis during a scheduled resident noon conference. Wellness opportunities such as massage, creative journaling, aromatherapy, guided meditation, nutrition and many more are explored. This series is guided by resident interest and response. The goal of the series to encourage the resident physicians to explore and develop wellness habits. These habits can serve them during residency and throughout their professional lives.
The Resident Wellness Series is led by R. Esther Lutes, MD, director of the Pediatric Emergency Medicine Fellowship. She has spent her career exploring wellness opportunities nationally, and in the community surrounding Akron Children's Hospital. Her special interests include Reiki, yoga, meditation, breath work, therapeutic journaling, creative journaling, vision boarding, aromatherapy, Ayurvedic medicine, and nutrition.
Each month the floor team members participate in educational activities led by the chief residents. There is a new activity each week for 3 weeks during each floor month. The floor teams compete against each other to see who can accumulate the most number of points for each activity. At the end of the month, the medical education department buys lunch for the winning team from an establishment of their choosing.
An evidence based medicine (EBM) concept is selected to direct the EBM-specific Journal Club. The faculty presents the concept earlier in the month in the form of a didactic lecture during noon conference. The resident assigned to lead Journal Club then selects an article that covers the concept. Each resident is assigned a faculty advisor who assists in the preparation of the Journal Club presentation. The resident teaches the concept and how it relates to the article at Journal Club, and facilitates the discussion of how/why the evidence presented should support a change in one’s clinical practice. Each senior resident is required to lead Journal Club at least once during residency.
The simulation center and in-situ scenarios have been designed to teach residents how to develop team leadership skills and how to improve communication among healthcare team members during acute pediatric emergencies.
Residents attend “Pediatric Boot Camp” as part of Intern Orientation. The procedures taught at “Boot Camp” are bag valve mask ventilation, intravenous access, intubation, and lumbar puncture. Interns also practice scenarios where they learn how to present patients during family centered rounds, document in the EHR, provide formal hand-offs during transitions in care, and use clinical pathways. Residents also continue to refine their physical examination skills.
Residents are assigned to attend sessions in the simulation center during their Term Newborn and Pediatric Emergency Medicine rotations throughout their residency. During the simulation sessions residents learn and practice procedures. They also practice resuscitation scenarios where they are assigned roles as members of the health care team. At the end of the simulation case, a debriefing session is held where all team members discuss their communication and team skills and how to improve them. All members of the healthcare team reflect and self-assess their own communication and team skills and provide feedback to each other.
PL 3 residents also practice their delivery resuscitation and procedural skills in the simulation lab. These sessions are facilitated by neonatologists.
In-situ scenarios are held in the pediatric intensive care unit, emergency department and on the inpatient floors to improve communication among healthcare team members. Residents act as the medical team leader on cases they may encounter in these locations, while working with other healthcare providers as part of the multi-disciplinary team. The use of communication skills, including the “Situation, Background, Assessment and Recommendation” (SBAR model) is promoted. After the in-situ scenario, a faculty member facilitates a debriefing session for all members of the multi-disciplinary team to discuss methods of improving communication and team skills.
An academic advisor program is in place to ensure residents transition smoothly into a career in pediatrics. Each resident is paired with a volunteer faculty advisor who provides support and guidance. The program’s goals include helping residents prepare for the American Board of Pediatrics Certification Examination. The academic advisor also provides career counseling and ensures that residents are making adequate progress on their scholarly activity (research) projects. The advisor helps the resident to set goals for their Individualized learning plan and works with the resident to help them develop a residency curriculum that meets their learning needs and career goals. The academic advisor also reviews the resident’s performance on monthly rotations and serves as the resident’s advocate.
Residents can select to do one of two QI projects, ambulatory or inpatient. Resident can be enrolled in the AAP QI EQIPP project ,“Give your immunization rates a shot in the arm.” The residents work on their QI project during their continuity clinic and complete the project by the end of the PGY-3 academic year. The project provides exposure to a Plan-Do-Study-Act-Plan (PDSA) cycle. Residents can select the inpatient QI Health IT project which works with one of the hospital-based EMR order sets to make it more efficient and functional for front-line providers.
Residents can chose to do a QI research project through the hospital’s Mark A. Watson Center for Operational Excellence, which uses lean six sigma strategies to help hospital departments find simple, cost-effective solutions for improving processes and quality for our hospital, patients and families.
|Tumor Board||1 lecture/week|
|Pediatric Emergency Medicine City-Wide Conference||2 hours/monthly|
|PICU lecture series for residents in the PICU||4 lectures/monthly|
|Palliative Care Conference||1 lecture/month|
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