The Pediatric Residency Training Program at UAB delivers in-depth experience in both inpatient and outpatient settings in general and sub-specialty pediatrics to ensure a well rounded training experience. Emphasis is placed on progressively increasing individual responsibility to help each resident develop the necessary skills to thrive in whatever pediatric career setting they choose. We believe that every pediatrician, whether in general pediatric practice or basic science research must acquire the necessary expertise to provide excellent care to children of all ages. Thus the UAB program is designed to provide the necessary core pediatric experience, while allowing individual flexibility to adapt to special training needs. The curriculum is fully compliant with both ACGME and American Board of Pediatrics program requirements which emphasize training directed at competency attainment in six core competency areas:
- Patient Care
- Medical Knowledge
- Practice-based learning and improvement
- Interpersonal and Communication skills
- Professionalism
- Systems-based practice
The curriculum is designed and managed by a Residency Curriculum Committee consisting of program directors, faculty and residents. At UAB, resident education remains paramount; therefore all changes to the curriculum are made with resident input and review.
The intern year (PGY-1) is designed as an intensive introduction to clinical pediatrics. Rotations include two months of general inpatient pediatrics, two months of inpatient subspecialty experience, two months of emergency medicine, two months of neonatal intensive care, one month of term newborn nursery, one month of rotating ambulatory subspecialty clinics and one month of community private practice/ambulatory clinics. In addition, each intern has a two week, inpatient night float rotation. Although aided by attendings and upper-level residents, interns are given primary responsibility over their patients. Most procedures including lumbar punctures, neonatal intubations, and laceration repairs are performed by interns with attending/resident supervision.
The second year (PGY-2) is an important period of transition. During this time, residents assume a more supervisory role as well as responsibility for intern and medical student education. Rotations include one month of general inpatient pediatrics, one month of inpatient subspecialty experience, two months of emergency medicine, one month of neonatal intensive care, two months of pediatric intensive care, one month of adolescent medicine, one month of behavior and development, one month of ambulatory subspecialty experience, one month of elective and another two week inpatient night float rotation. Most residents would begin to make further career decisions during the PGY-2 year. To assist in career development, a full day Resident Career Day is sponsored in the PGY-2 year.
During the PGY-3 year, training is devoted to supervisory functions and developing independence and confidence in the care of children in all clinical settings. Rotations include 1 month of general inpatient pediatrics, one month on the hospitalist inpatient service, two months of emergency medicine, one month of neonatal intensive care, one month in an ambulatory community health clinic, one month of inpatient subspecialty, two months of ambulatory subspecialty, two elective months and a final two week block of inpatient night float. The senior resident’s guidance plays a major role in the supervision and teaching of junior residents and medical students. All PGY-3 residents are expected to develop and present an Evidence Based Medicine scholarly presentation to their peers in the format of a didactic noon conference lecture. Many residents would also use elective time to participate in clinical or basic research projects. In addition, UAB allows one month of electives to take place off campus which provides the opportunity for international health experiences or visiting rotations to prepare for fellowship training.
During all three years of training, one-on-one instruction and teaching is supplemented by a comprehensive educational program.
Morning report takes place at Children’s Hospital each weekday morning. This conference, managed by the chief residents with faculty involvement, reviews patients admitted to the hospital in the previous day. Because of the large service area of our children’s hospital, residents at this program see both bread and butter pediatrics, as well as many rare medical diagnoses. Cases are selected for resident educational value. In addition, board review questions in the form of "Questions of the Day" are presented at each morning report session.
Resident noon conference takes place daily (Monday-Wednesday). This traditional, didactic lecture series is designed by the faculty and residents to encompass the key components of pediatric knowledge delivered over a recurring 18 month lecture cycle. Each specialty of pediatrics takes part in this series. In addition, such topics as professionalism, ethics case reports, risk management, child advocacy, international medicine, health care financing, and quality improvement introduce residents to topics they will deal with in their post-residency careers.
Pediatric Grand Rounds are held each Thursday and provides the opportunity to hear local, national and international experts discuss a wide array of pediatric topics. Lunch is provided for all noon educational conferences.
Self-directed learning modules are increasingly finding use in our technology-driven educational arena. Current modules, available at all times on our resident educational website currently includes a procedural skills module, a pediatric pain module, adolescent care modules and a quality improvement module.
A wide array of other educational activities include: journal club, injury prevention modules in emergency medicine, mock code reviews, patient advocacy instruction, statistics and a wide array of educational sessions available during monthly subspecialty rotations.
The American Board of Pediatrics "In-Training Examination" is offered free of charge to all residents each year of training to allow the individual resident to track their progress in preparing for board certification.
Individual resident progress if monitored via individual meetings with the program director at least twice a year. In these semi-annual meetings, resident educational accomplishments, procedural skill acquisition and performance are reviewed and individualized learning plans are formulated by the resident and program director.
