Pediatric Residency Program

Frequently Asked Questions

What is the mission of the Johns Hopkins All Children’s Hospital Pediatric Residency Program? 

By prioritizing innovative and individualized education, the Johns Hopkins All Children's Pediatric Residency Program is committed to developing leaders in pediatric medicine who will provide exceptional, evidence-based care for the children, families and communities they serve.

We value…

A culture of diversity and inclusion, health equity and accountability, and inquiry and discovery.

We provide…

An environment of wellness, camaraderie, collaboration, and support.

We empower…

Residents to provide compassionate, comprehensive, and personalized care to all children.

The Johns Hopkins All Children's Pediatric Residency Program is educationally-driven in its philosophy and its design.

Our educationally-driven approach was developed in response to the ACGME's call to action to engage residents more meaningfully in individualized education. We strive to use sound educational principles in our approach to program, curriculum, and rotation design to ensure an appropriate balance of service and education for the residents. This approach allows us to design unique educational programs during which our residents can participate in novel training opportunities and explore their individual interests. The Pediatric Residency Program contains innovative curricula and experiential learning activities, such as: 

Johns Hopkins All Children's Hospital residents are leaders within an innovative program and forward-thinking institution.

In addition to clinical training, residents receive training in education, health systems science, patient safety and leadership. Residents work with interdisciplinary teams to change and improve pediatric health care delivery and systems of care for the future. We believe that resident physicians can and should lead these changes with their peers and faculty colleagues.

Johns Hopkins All Children's sponsors medical fellowship programs in Neonatal-Perinatal Medicine, Hospice and Palliative Care, Pediatric Hospital Medicine, Pediatric Neuro-Oncology and Pediatric Critical Care Medicine, as well as surgical programs in Pediatric Surgery, Surgical Critical Care and Pediatric Neurosurgery. Fellows from the USF Health Allergy/Immunology and Neonatal-Perinatal Medicine fellowships complete rotations at Johns Hopkins All Children's Hospital.

First-year residents develop core skills caring for acutely ill patients while rotating in inpatient pediatric medicine, neonatology, and emergency medicine.  Additionally, they rotate in the newborn nursery to learn to care for well infants and attend deliveries, and complete subspecialty rotations to gain early experiences in these fields and inform career decision-making. The community health rotation and a longitudinal experience in the continuity clinic setting provides opportunities for coordination of care, continuous quality improvement activities, and community engagement. Finally, each resident will have a scholarship rotation that will continue throughout each year of the program, allowing residents to have dedicated time to work on their scholarly pursuits.

Second-year residents focus on building on medical knowledge and skills developed in the first year and implementing goals from your individualized learning plan. Key rotations include developmental pediatrics, adolescent medicine NICU, PICU and many other subspecialties, with an emphasis of residents as educators, permitting flexibility to individualize curriculum based on career and scholarship goals. Second-year residents will be encouraged to develop continuity of care with their patients in the ambulatory setting and acquire an in-depth understanding of patient management among various subspecialties. Finally, residents complete rotations in pediatric critical care and hematology/oncology in order to maintain and build upon core skills developed in the first year.

Residents as Educator (RAE) is a unique PGY-2 rotation within our program.  During this rotation, the RAE begins to understand the role of the clinical educator in academic medicine. As such, the RAE develops a toolbox of clinical and didactic teaching skills, as outlined below. In addition, the RAE explores and apply key concepts in educational theory, curriculum development, and assessment in the following:

  1. Teaching on rounds and at bedside
  2. Small group teaching
  3. Morning report
  4. Patient Education Consults
  5. Rotation learning plan
  6. Assigned reading
  7. Weekly observations and reflections

The RAE spends six weeks on the pediatric hospital medicine team with three weeks in a clinical educator role during the day and three weeks on nights on the inpatient pediatric hospital medicine team.

The second year is meant to also provide support and mentoring for deliberate career planning and clinical exposures. Residents have the opportunity to rotate at Johns Hopkins Hospital in Baltimore in order to gain a different experience and network with other faculty.

Third-year residents experience emphasizes residents as teachers who serve as leaders of teams of interdisciplinary health care professionals. They rotate through inpatient pediatric medicine, neonatology, pediatric critical care, and emergency medicine and serve in a senior role to more junior residents. Third-year residents grow their expertise in the management of hospitalized patients and critically ill children while also enhancing their knowledge of the health care environment.

In the continuity clinic, an emphasis is placed on the role of the senior residents as educators. Interactions with junior residents are highlighted during this year by role-modeling an analytical approach to acquiring new knowledge and an open mind (listening to or accepting different ideas or opinions). In addition, senior level residents are expected to understand the business of general pediatric practice by assisting their patients with access to resources and care coordination from the advanced medical home.

In response to the ACGME’s call for advancing innovation in residency education, the Johns Hopkins All Children's Pediatric Residency Program seized the opportunity to develop innovative curricula and integrate leadership training and learning communities into the residency program.

Leadership Executive Academic Development (LEAD) is a didactic and experiential learning curriculum that aims to prepare residents for leadership roles of interest within the field of pediatrics. LEAD consists of immersive learning sessions and simulation exercises on a variety of topics – self-discovery, leadership, cultural competence, diagnostic errors, population health, ethics, safety and quality improvement. The curriculum promotes resident knowledge, skills, and attitudes in many core competencies, as well as the development of leadership skills early in residency with the goal of producing innovative practitioners and leaders of the future.

Pediatric Academics Colleagues and Communities (PACC) are personal and professional development communities that use team-based learning and peer mentorship to reinforce LEAD topics, build skills as a teacher, and support resident career development. Residents engage with their peers and faculty mentors regularly and continually assess and adjust their individualized learning plans (ILP) in order to promote synergistic achievement of milestones, competencies, and desired career goals.

Leadership in child health through education is central to Johns Hopkins All Children's mission and we believe expert care begins with education. Johns Hopkins All Children's Hospital is dedicated to providing high quality education to a variety of audiences, including practicing physicians, medical students, residents, fellows, clinical and allied health professionals, and families. We accomplish this mission through the Office of Medical Education, Office of Continuing Medical Education, Clinical Education Department and Community Education Department.

In addition to the Johns Hopkins All Children's residency and fellowship programs, learners from University of South Florida, HCA Healthcare, and Bayfront Health rotate at Johns Hopkins All Children's. As a training site for multiple learners, our goal is to develop an educational environment in which all learners, regardless of their program, thrive and learn the best of pediatric medicine. Therefore, the increased growth of the hospital, resources and faculty have been an asset to all learners. Because the ACGME requires that programs utilizing similar training sites identify distinct training goals and curriculum, there must be differences in the training goals of parallel programs like ours and USF. Further, because the goals of the integration is to create a unique residency program, the Johns Hopkins All Children's residents are exposed to unique experiences like LEAD and rotations at The Johns Hopkins Hospital in Baltimore, scholarship and other program components. Having multiple learners at one institution is a genuine asset to further the academic mission of Johns Hopkins All Children's.

Interns work NICU nights for one week of their rotation. During the newborn nursery rotation, they take nursing calls from home, with an assigned supervisory attending. There are also late-night and some overnight shifts during the Emergency Medicine rotation.

Based on residents' feedback, this year we are piloting interns working one week of nights during the wards rotation.

During the second year, residents are the primary provider for the Blue team patients for three weeks as part of the Resident as Educator rotation. Their schedule is usually Sunday night to Thursday night.

During the third year, residents experience nighttime patient care during wards, NICU, PICU and Emergency Medicine.

The Blue team was built with the principal of providing patient-centered care that benefits both families and learners. In reaching this goal, strategic decisions regarding the goal fill line for the team were created and based in prior precedents for this type of model from The Johns Hopkins Hospital Aliki initiative. Currently, the Blue team is comprised of an attending, one third-year resident, three interns, and one Resident as Educator second-year resident. The interns are the primary contact and the team cap is 12-14 patients. Even though they take care of fewer patients than traditionally expected, the interns are taught to truly handle all aspects of care for the patient and family from admission all the way through the post-discharge follow-up visit. We apply the Aliki (patient-centered) philosophy to approach the whole patient and understand socioeconomic and biopsychosocial factors relating to their admission. Interdisciplinary team members and patients receive much more contact with our residents, which we feel is a necessary way to achieve quality of care as well as develop trainee communication, patient care and professionalism competencies. Residents are exposed to varied volumes of patients in different clinical settings, including clinic, EC and critical care, which provide additional training opportunities.

Residents are assigned a research/scholarship mentor early in their intern year based upon individual research interests. The resident will work with their adviser(s) toward: developing a scholarly QI project or another scholarly project; setting reasonable and attainable scholarship goals; establishing a timeline for completion of the project(s); and implementing a plan by which the resident can achieve their progressive scholarship responsibilities (outlined below).

Resident Progressive Responsibilities with Respect to Research and Scholarship:

PGY1

  • Identify scholarly quality improvement project and/or or another research question
  • Review literature and identify gaps
  • Complete one page proposal for a scholarly activity
  • Use proposal as basis of Institutional Review Protocol for study

PGY2

  • Obtain IRB approval (if necessary) 
  • Initiate and conduct quality improvement project
  • Complete a one-page summary update for scholarly activity to be discussed in PACCs and with advisers on annual basis
  • Submit abstract to Johns Hopkins All Children's Research Symposium

PGY3

  • Disseminate scholarly project on a regional and/or national level
  • Complete one page research summary update for scholarly activity to be discussed in PACCs and with advisers on annual basis

Residents get one six-week block per year dedicated toward advancement of their scholarly projects. In addition, research and scholarship is discussed at least twice a year in the PACC sessions when they discuss updated Individual Learning Plans (ILPs).

The Johns Hopkins All Children's Resident Education in Advocacy for Child Health (REACH) curriculum consists of skill-building workshop sessions, connecting with the community we serve through outreach, partnering and sharing with hospital and community leaders, and an annual hospital wide advocacy week campaign (further details in table below). This academic year, our residency program is partnering with our hospital and community partners in order to have our rotation experiences and outreach be driven by the Community Health Needs Assessment.

Our Advocacy Curriculum is Resident Driven

The curriculum was developed by residents when they discovered a gap in resident knowledge and comfort. With guidance and support from faculty, advocacy is integrated into all aspects of residency training.

Each year, the residency program participates in the AAP advocacy campaign, by weaving the theme into didactics, community outreach and hospital wide awareness. Through these efforts we’ve changed some of our practices.  For example, we added the ACE screening in the continuity clinic, provided leadership in building a food pantry at a local high school and added a social determinates of health simulation to our LEAD curriculum.

Advocacy can be Individualized

In addition to the advocacy curriculum, residents have the opportunity to integrate advocacy experiences into their Individualized Learning Plan (ILP) with intentions to explore and participate in advocacy experiences that are not offered in the curriculum or rotations.

 

Community/Private Practice: 12
Adolescent Medicine Fellowship: 1
Allergy and Immunology Fellowship: 2
Cardiology Fellowship: 3
Emergency Medicine Fellowship: 2
Endocrinology Fellowship: 1
Gastroenterology Fellowship: 2
Hematology/Oncology Fellowship: 2
Hospice and Palliative Medicine Fellowship: 1
Hospital Medicine Fellowship: 2
Hospitalist: 4
Medical Genetics Fellowship: 1
Neonatal/Perinatal Fellowship: 5
Nephrology Fellowship: 1
Pediatric Critical Care Fellowship: 3
Pulmonology Fellowship: 1
Research Fellowship: 1
Sports Medicine Fellowship: 1

Our residency graduates pursue many career paths, with nearly half entering general pediatrics practice in both community and university settings. Graduates have also pursued fellowship training in the majority of pediatric subspecialties at institutions such as Seattle Children's Hospital, Children's Hospital Colorado, Duke University Medical Center and The Johns Hopkins Hospital