Frequently Asked Questions

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 Individualized Learning Experiences Rotation is offered during second and third year of residency and is in addition to the scholarship rotation.  The Individualized Learning Experiences Elective rotation provides residents an opportunity to connect their individualized learning plan to rotational experiences.  For example, if a resident is considering a hematology/oncology fellowship, then they might arrange to spend more time working with the hematology/oncology attendings and coordinate learning experiences that provide a deeper examination of the field. During this rotation, and with the approval of the program director, residents can arrange to do away rotations at Johns Hopkins in Baltimore, other residency programs and teaching facilities, global health experiences and summer camps.

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 nights for one week with the Wards team during their 6-week elective 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.

During the second year, residents work one week of nights during their NICU and PICU rotation. In addition, they are the primary provider for the Wards 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, 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 will have the opportunity to participate in scholarship during their training at Johns Hopkins All Children's Hospital. Scholarly projects include clinical and translational research, quality improvement initiatives, curriculum development and assessment, clinical pathway development, and advocacy initiatives. To help you achieve your scholarly goals, the residency program provides several resources including the Clinical and Translational Research Training Track, Health Systems Science: Quality Improvement Scholar Program, and project and mentorship advising through the scholarship rotation and individual PACC groups. 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. 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.

• ECFMG Status Report (international graduates only, to be provided by ECFMG)
• We do accept international graduates. International candidates should clearly specify the details of their current visa status in the ERAS application including dates and time limits for that status. We anticipate sponsoring J1 visas only.
• For international candidates, the ECFMG status report is required in order for us to list you on our rank list.
• Candidates must be within five years of graduation from medical school (i.e. graduation date of 2010 or later for residency entering class of 2014) at the time of matriculating into the residency program.