The focus of the first year (PGY-1) is to differentiate between well, ill- appearing, and critically ill children. Four months of the year are spent in the inpatient setting at BMSCH. Additional time is spent learning about newborns both in the well-baby unit and in the neonatal intensive care unit.
The second year (PGY-2) lets the resident begin to take on leadership roles in the inpatient setting. Further, the resident is able to start exploring various areas of pediatrics that he/she believe will be helpful in his/her future with several months tailored to individual needs. The resident spends block time in the intensive care units and in the emergency department.
The final year (PGY-3) encourages residents to take ownership of their year developing an individualized curriculum that meets both their educational needs as well as their career goals. Opportunities for electives and completing their individualized curricula are the primary emphasis. However, residents also spend time as the inpatient senior for two blocks, and an additional two blocks in the intensive care unit.
In July 2022, our program transitioned to the X+Y scheduling system. We are using a 3 +1 model and have officially joined the ACGME pilot for pediatric programs. With this system, residents spend 3 weeks in an “X” rotation and then have one “Y” week of outpatient experiences that can include continuity clinic, advocacy, development, research and administrative time. Overall, this scheduling system has been shown to lead to improvements in patient care, educational outcomes and the clinic experience.
For their clinic experience, residents are assigned to either Eric B Chandler Health Center or Robert Wood Johnson Medical Group at Somerset. Accompanying the continuity clinic experience is a well-organized curriculum that rotates and repeats over the course of the residents’ training. During years one and two all residents are required to see general pediatric patients at their primary care continuity site. However, if residents are pursuing subspecialty training and they wish to have a continuity experience in their subspecialty, they are able to arrange an outpatient longitudinal clinic in that venue.
All residents participate in a quality improvement (QI) curriculum and participate in QI workshops during block lecture. In addition, all residents are required to complete a scholarly project.
In addition to teaching and clinical activities, faculty, fellows and residents are involved in basic clinical research. Some of the many research project opportunities include: pediatric HIV; nephrotic syndrome; developmental follow-up of premature infants; control of neonatal respiration; necrotizing enterocolitis; transdermal drug administration; autism; Tourette’s syndrome; childhood rheumatological diseases; learning and motivation in the infant; sexual abuse in children; new treatments of childhood cancer; respiratory mechanics in children with lung disease; molecular genetics; emergency room utilization; and screening for language delay.
Residents are required to complete a scholarly activity prior to graduation. Projects involving quality improvement and community advocacy have been completed to fulfill this requirement and opportunities in the Pediatric Clinical Research Center, located within the Child Health Institute, are available to residents.
Financial literacy curriculum for pediatric residents
Exclusive enteral nutrition in IBD pts and effectiveness in getting remission
Review of disparities in pediatric Sickle Cell Disease
Lung Ultrasound Findings in the Delivery Room Predicts NICU Admission for TTN or RDS in Infants Born via Cesarean Section
Outcomes of children with Congenital Adrenal Hyperplasia
Simulation led assessment of EPA 8 & 10 for evaluation of residency preparedness
Effect of topical swallowed steroids on symptom relief of atopy in patients with eosinophilic esophagitis and concurrent atopic conditions
The relationship between emotional intelligence and burnout during the COVID-19 pandemic in New Jersey Childrens Hospitals
Meditation in pediatric cancer patients
Implementation of feeding protocol in low and ELBW infants at BMSCH NICU
Review of healthcare disparities in the Emergency Room