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Pediatric Resident Educational Experiences

We offer a range of educational experiences to help you learn and prepare for practicing medicine after your residency, as well as achieve successful board certification in pediatrics.

Conferences / Lectures -- 2020 - 2021 Academic Year

Monday Tuesday Wednesday Thursday Friday
        Pediatric Grand Rounds
8-9 a.m.

Afternoon Conference
12:30-1:30 p.m.

- Resident Case Conferences           

- Resident M&M Conference

Afternoon Conference
12:30-1:30 p.m.

- Faculty lectures at intern
conferences (first 3 months of
academic year - open to all)
- Faculty lectures for all
(remainder of year)

Afternoon Conference
12:30-1:30 p.m.

- Wellness
- House Staff                             
- Evidence-based Medicine
- Journal Club
- Faculty lectures

Afternoon Conference
12:30-1:30 p.m.

- Faculty lectures
- Resident Case Conferences          

Afternoon Conference
12:30-1:30 p.m.

-Faculty lectures at intern
conference (first 3 months of
academic year - open to all)
- Independent Study

Pediatric Residency Conferences

Our Pediatric Resident Conferences are protected educational conference time for residents. The 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 also includes ambulatory Pediatric topics and sessions on quality improvement and patient safety. Formal board review sessions using the ARS (automatic response system) are also held during pediatric afternoon conferences.

During the first three blocks of the academic year, interns attend Afternoon Conferences on Tuesday and Friday afternoons to help them learn the clinical skills needed during internship.  These conferences are an extension of Intern Boot-Camp that occurs during Intern Orientation.

Our program also utilizes a highly interactive case-based group discussion format called Resident Case Conferences. Each conference is presented by the residents and lasts for 30 minutes. The goal of Resident Case Conferences is to develop the resident’s critical thinking and presentation skills. This includes the ability to obtain a good patient history, understand important physical findings, and analyze laboratory and radiologic studies in order to generate a pertinent differential diagnosis. 

Every Friday morning the residents attend Pediatric Grand Rounds where speakers often come from around the country to share their clinical and research expertise with the audience.

Pediatric Board Review Course

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. 

EBM Journal Clubs

An evidence-based medicine (EBM) concept is selected to direct our program’s Journal Club. The faculty presents the concept earlier in the month in the form of a didactic lecture during an afternoon conference. Later that month, two senior residents are assigned to lead a Journal Club session. The residents select an article that covers the concept to be discussed for that session. 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.

Resident Morbidity and Mortality (M&M) Conferences

Learning how to analytically review cases is an invaluable skill to develop during residency.   This process enables one to improve patient safety and quality of care. Our hope is to foster an environment of learning through shared investigation of cases that residents themselves select to discuss during morbidity and mortality conferences. These conferences are to review and discuss medical errors in a safe educational environment as this is a resident run and driven forum.

Quality Improvement Projects

Residents work in multidisciplinary hospital-based teams on QI projects throughout their residency.
Residents can choose to do a QI research project through the hospital’s Mark A. Watson Center for Operations 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.

Simulation and In-Situ Training

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. Residents also are taught how to deliver “bad news” during some of these sessions by our Palliative Care team.

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.

Residents who chose to do a global health elective attend a Global Health “Boot Camp” to prepare them for medical conditions and situations that they may encounter in resource limited environments.

Academic Advising Program

An academic advising 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 an individualized master schedule  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.

Success, Perception, and Achievement through Resident Knowledge (SPARK): Leadership Program

  • The purpose of this curriculum is to generate physician leaders of tomorrow by developing leadership skills through a novel discussion-based leadership curriculum for pediatric residents.
  • Themes focuses on providing residents with the knowledge, skills, and attitudes to become successful physician leaders and administrators.  Topics covered include leadership styles, emotional intelligence, effective communication, conflict management, leading change/leading without authority, team building, values within leadership.
  • The curriculum consists of four discussion-based classes focused on 4 main topics all within the leadership theme.  A leadership track is offered to those who attend and participate in all 4 classes, complete post-session survey and a comprehensive assignment.  Upon completion, participants receive a Leadership certificate to put on their CV, discuss in job interviews, and use the knowledge gained from this experience in their professional development.

Pediatric Advocacy Track

This is a longitudinal 2-year curriculum for residents interested in pursuing a career with an advocacy focus. The program includes a personalized elective, quarterly luncheons, and a quality improvement project. The advocacy elective is individualized to your area of interest and incorporates the American Academy of Pediatrics Advocacy Training Modules and tools to reach out to local and federal legislators. Quarterly luncheons offer an opportunity to join with likeminded colleagues to hear speakers, participate in outreach projects, and learn skills to incorporate advocacy into your future practice. Residents are able to choose from numerous ongoing advocacy-based quality improvement projects or create a novel project in their area of interest. Upon completion, participants receive a Pediatric Advocacy certificate to put on their CV, discuss in job interviews, and use throughout their career to advocate for patients

Other Available Conferences/Educational Opportunities

  • Tumor Board (weekly)
  • Pediatric Emergency Medicine City-Wide Conference (monthly)
  • PICU Lecture Series for Residents 
  • Palliative Care Conference (monthly)
  • Schwartz Rounds
  • Annual Wellness Conference

Resident Well-Being Program and Resources

Continuous wellness opportunities are available to residents through the ACH's wellness program which is available to all employees.

The wellness series occurs on a monthly basis during a scheduled resident afternoon conference. The series has behavioral and cognition components.

The behavioral component includes opportunities such as massage, creative journaling, aromatherapy, guided meditation and nutrition. This series is guided by resident interest and response. The goal of the series to encourage the residents to explore and develop wellness habits which can serve them during residency and throughout their professional lives.

This component of the series is led by R. Esther Lutes, MD, director of the Pediatric Emergency Medicine Fellowship who is also certified in Urban Zen and Reiki. 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.

The cognitive component is led by Sumru Bilge-Johnson, MD, director of the Pediatric Psychiatry Fellowship.  This component helps residents recognize and manage stress, burnout and compassion fatigue by using concrete cognitive strategies.  The purpose of this component is to promote resident resilience. 

Exercise is a great way to promote both physical and mental well-being. To make it easier for our residents to participate in regular exercise, we provide free memberships to Cleveland Clinic Akron General Health & Wellness Centers in Bath, Green and Stow. These centers are located 15 minutes, south, east, and west, of the hospital.

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