Personal and Professional Development

The program dedicates a great deal of time, effort, and resources to the educational and professional development of residents. Orientation of new residents includes a University orientation, sessions on cultural competency diversity, a Hartford community activity, orientation to CT Children’s Medical Center, certification in PALS and NRP resuscitation, clinical skills boot camps for inpatient and outpatient care, a departmental picnic, and "shadow" demonstration sessions. Orientation didactics on acute care topics are given weekly for the PL-1s and PL-2s during the first two months of the program.

Each resident has a faculty mentor and a companion resident upon acceptance to the program. The mentoring program works to promote academic and personal development of each resident. Faculty meet with residents at least twice yearly and serve as mentors in developing individualized learning plans (ILP), reviewing the American Board of Pediatrics In-Service Training Examination score, creating board study plans and planning career goals. In addition, meetings occur at least twice yearly with a program director. These meetings include reviews of rotation evaluations, progress in the program and discussion of other individualized needs. The companion resident is available to facilitate adjustment to the program and the community.

Each class participates in full-day retreats during the Fall and Spring. The fall retreats focus on wellness and include a morning of practice of mindfulness and renewal or team building. The spring retreats are facilitated by a senior pediatrician who also addresses issues of resident well-being. The afternoons are for a group recreational activity to develop and appreciate the value of connectedness. This is followed by dinner with faculty guests.

There is a Wellness Committee that plans resident social activities to further enhance connectedness.This group also considers ways to enhance the wellness of the residents personally but also by addressing the working environment. In addition, they provide sessions such as massage, meditation, art and pet therapy to expose residents to a variety of wellness options. Residents complete the Maslach Burnout survey yearly to assess their wellness level. A Resident Forum at UConn Graduate Medical Education, allows residents and fellows from all disciplines to come together to advance the compensation and resources available to them.

Personal counseling and psychiatric support are available confidentially through the Capital Area Health Consortium, residency employer, at no cost to the resident. Medical/Personal/Family leave can be provided as needed to meet resident's needs.

Each year all residents take with appropriate follow-up including a study plan.

Each resident is given a membership in the American Academy of Pediatrics, which includes a subscription to Pediatrics, Pediatrics-in-Review and the PREP board study questions. Access to MedStudy questions and board study materials are available to all residents. Educational stipends for books and academic material is provided for the three years during residency. Financial support is available for residents to attend national or local conferences.

A 4-session course on "Residents as Teachers" is conducted in the fall and spring of the first two years. This is a multiple afternoon course to promote residents as effective teachers and supervisors. Residents each develop and demonstrate teaching a skill, group teaching, acquisition of information, teaching in a busy clinical setting, and rounding skills.

Residents receive a required structured didactics curriculum, with 2 hour-long case-based sessions per week ensuring education on all the topics in the American Board of Pediatrics Content Knowledge Curriculum. Topics repeat every 3 years. A new evidence-based medicine conference has been created for one hour per week where residents teach a group of fellow residents about finding, selecting and applying best evidence in evaluating a topic (case management), evaluating a critical event (M&M), critically reading medical literature (journal club) or assessing a clinical pathway or guideline. Feedback on these performances is provided to ensure growth of skills and competence in this important area.

Residents take the PALS and NRP recertification course as PL-3 residents, and may take a PALS instructor course. PL-2 residents may participate in a "nitty gritty" course on neonatal skills. Delivery room experience is incorporated in the well newborn and NICU rotations. Residents may choose to take an additional advanced newborn rotation or delivery room experience.

Four professionalism dinner sessions are held each year. Topics have included humanism in Pediatrics, end of life care, balancing career and personal life, interactions with industry, quality improvement, and community advocacy.

Every year there are a number of social events including our Thanksgiving breakfast and winter holiday party. At the conclusion of each year, there is a graduation dinner at which faculty, all residents, and significant others honor the graduates.

The program is guided by recommendations from the Residency Advisory Committee (RAC) and the Pediatric Education Committee (PEC). RAC is an open forum for discussion of topics of concern to residents held 1-2 times per month. PEC is made up of residents, core faculty and led by the Associate Program Directors. Proposals are presented by residents and/or faculty and this group makes recommendations for approval by the Program Director. Through these groups, as well as close personal interaction at all levels, the program continues to grow and change to meet the needs of residents.

University of Connecticut Pediatric Residency Program, Connecticut Children's Medical Center.

Medical Education, 4H, 282 Washington Street, Hartford, CT 06106