Pediatric Residency Program

Frequently Asked Questions


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 JHH 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, ED 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 advisor(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:


  • 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


  • 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 advisors on annual basis
  • Submit abstract to JHACH Research Symposium


  • 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 advisors on annual basis

Residents get one 6-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 JHACH 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 with 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.

Yes, we are offering 2nd looks starting January 20, 2020. Candidates can reach out to Dawn Jones about scheduling a 2nd visit by emailing