The Coaching Program is an innovative approach to providing longitudinal assessment and feedback to residents throughout their training, and to help residents develop skills of lifelong learning and self-reflection. Each resident is assigned a specific Faculty Coach who observes and guides that resident across multiple rotations, inpatient and outpatient settings, and training years. The Coach observes the resident in multiple clinical situations (rounds, clinic, initial H&P, handoffs, supervisory encounters, care conferences, and others) and provides specific and directed feedback aimed at strengthening clinical skills. Each coach oversees approximately 10 residents.
Residency Council is one of many opportunities for residents to help improve our program. Every year, 3 class representatives and 1 representative from each track are elected by their peers to represent their voice on the council. Additionally, we have Diversity and Wellness representatives who are elected by the entire program. Meetings are held monthly with the Chief Residents and our Program Director to discuss current events and tackle challenges brought up by the residents themselves.
Intern Boot Camp
Intern Boot Camp is a novel program that allows all pediatric interns to meet each Friday morning for 2.5 months with protected time to further develop skills in being a physician leader. Sessions have included:
- How to Lead a Team
- How to Learn as a Busy Resident
- How to Think Critically
- How to Tell a Story Succinctly
- How to Prioritize Patient Care Activities/How to do Contingency Planning
- How to Manage Conflict
- How to Give Feedback
- How to Teach as a Busy Intern
- How to Survive Intern Year
- Introduction to the Scholarly Concentrations
IPASS Handoff Study Site
We were one of the ten national sites for the NIH-funded IPASS Handoff Study, and we were one of the first two sites to actually pilot the curriculum. Through this endeavor, our residents have felt much more prepared for giving and receiving handoffs. Through this study, it was found there was a 30% decrease in adverse events after IPASS training. And at this point, we have extended the curriculum to pediatrics Sub-I’s and Fellows.
Understanding our role in quality improvement and performance improvement is important to our role as leaders in healthcare systems. As such, we have a required QI rotation to allow residents hands-on, experiential learning in improving real systems of care at LPCH.
The Scholarly Concentrations were created in 2009 to give residents more formalized training and personalized mentorship in one of six scholarly areas:
- Basic Science
- Clinical Research
- Community Engagement and Advocacy (StAT program)
- Medical Education
- Quality and Process Improvement
- Global Health
Our goal is to develop leaders in pediatrics. We believe that in-depth training and experiential learning through completion of a scholarly project empowers our residents to approach medicine in a scholarly way and see how to incorporate scholarship into their careers to improve children’s health.
LEAD (Leadership Education in Advancing Diversity)
LEAD (Leadership Education in Advancing Diversity): A program, created in 2017, with the vision to educate and empower the next generation of medical leaders to carry forward the mission of diversity and inclusion. The LEAD program is a voluntary, 10-month longitudinal program, for residents and fellows to provide leadership training and mentorship in creating scholarly works around diversity and inclusion topics. It consists of monthly, 2-hour evening sessions. The first hour is devoted to interactive discussion-based lectures led by leaders in and outside of Stanford community. The second hour is spent working in mentored, small groups on developing workshop presentations, culminating in the annual Diversity and Inclusion Forum to showcase the scholarly works completed.
In our inaugural year (2017-2018), we had 3 small groups and LEAD participants presented 3 local, 2 regional, and 4 national workshops. For 2018-2019, we are expanding outside of Pediatrics to also include: Internal Medicine, Emergency Medicine, OB/GYN, Psychiatry, Surgery, and Anesthesia.
We were fortunate to have Stanford Diverse Stories feature a short video about our program.
Initial Pilot Site for the National Pediatric Nighttime Curriculum
Stanford Pediatrics has had a nighttime curriculum since 2005. In 2011, a number of pediatric educators at Stanford and around the country developed the National Pediatric Nighttime Curriculum, and it was piloted at Stanford in the Spring of 2011, before being piloted at 89 sites (46% of residence programs) in the Summer/Fall of 2011.
Junior/Senior Morning Report
Junior/Senior Morning Report occurs once/week (Tuesdays) and allows Medical Students/Interns and Juniors/Seniors to have separate morning reports that best reach their needs. For the Junior/Senior Morning Report, twice/month, the night float supervisor (3rd year resident) shares an interesting case which is discussed by the group at a higher level. The other two sessions each month allow juniors and seniors to delve into other important topics: controversies in ethics, professionalism, leadership, career development, new clinical guidelines, and other important topics.
Starting in 2014, we have added an elective rotation at Watsonville Community Hospital (in Watsonville, CA, 1 1/4 hours from Stanford, along the California coast), where our junior and senior residents can spend a month working as a Co-Attending, caring for pediatric and neonatal patients, on the wards, level 2 nursery, ED, and in follow-up clinic at the FQHC clinic on-site. This rotation allows residents to have incredible autonomy in a community setting, better understanding how to care for a underserved population of patients, including a large migrant farm working community. Residents are backed up by Stanford Children's Health hospitalists.