Residency Training Program In the Department of Pediatrics

Resident Education:

Combined Residency in Pediatrics and Anesthesiology

In July 2011 we proudly launched a combined residency in pediatrics and anesthesiology.  This five year program combines educational opportunities in both specialties and prepares the trainee to be board certified in both pediatrics and anesthesiology. The first year of residency is devoted almost entirely to pediatrics so you enter this program as a pediatric intern with the categorical residents.  The second year is spent almost entirely in anesthesiology training as a PGY2 with the categorical anesthesia residents who are beginning anesthesia residency after a transitional internship. Years 3 through 5 are spent in both departments, six months in pediatrics and six months in anesthesiology each year.

To see a snapshot view of the program at Stanford, click here.

To read Dr. Alex Macario's blog about this program, click here.

To read a detailed description of the program requirements for dual certification, click here.

To apply to this program, submit ERAS applications to both programs and plan to interview at BOTH programs.  We will do our best to coordinate your interview dates to make them consecutive.


Stanford Society of Physician Scholars

For residents with a commitment to a career in science, Stanford has a new initiative to encourage and support future clinician scientists, the Stanford Society of Physician Scholars. This program connects trainees from all disciplines in the medical center by a series of seminars and classes and provides mentorship and networking opportunities to foster scientific innovation. Application to join the Society should be sent to the program director at the same time as the ERAS application is completed. Those applicants who interview for membership in the Society should plan for a 2 day interview at Stanford to allow for adequate time to explore the opportunities for investigation on site. Although this program was configured for the applicant with a dual degree (MD, PhD) in a basic science, MD applicants with a strong research background are also encouraged to apply. Those physicians chosen for membership in the Society will receive a fellowship position and full funding for pediatric subspecialty training in any one of the many areas offered at LPCH after residency requirements are fulfilled.

Stanford also supports entry into any one of the fast track alternatives for pediatrics residency training.

Curriculum for Categorical Residency Program in Pediatrics

We provide a broad-based exposure to general pediatrics,  critical care, and subspecialty pediatrics through both clinical experience and our lecture curriculum. The subspecialty rotations are designed to model the practice of each specialty, with time spent in both inpatient care and outpatient clinics.  The months in the NICU and PICU provide education in life saving resuscitation efforts, critical care, and both medical and surgical morbidities.  There are several months in each year of training that are dedicated to general pediatric care in both inpatient and outpatient settings.  As our program has expanded to include 26 residents per class, we have worked to create more elective time for individualized educational pursuits.

Didactic learning occurs twice daily during morning report and noon conference.  Morning report at Lucile Packard is a case-based session, with an interactive approach to learning the steps of diagnosis and management of conditions seen in patients cared for by the residents themselves.  Noon conference is divided between a general pediatric lecture series and subspecialty topics that rotate monthly and relate to material identified as relevant to our population and the Pediatric Certifying Exam.  Morning report and noon conference occurs both at LPCH and SCVMC and is now being broadcast from LPCH to El Camino Hospital several days a week.  In order to foster a focus on evidence based medicine, Junior and Senior residents deliver Journal club at both Lucile Packard Children’s Hospital (LPCH) and Santa Clara Valley Medical Center (SCVMC).  The Teaching Seniors also take an active role in didactic education as they learn to develop their teaching styles.  Grand Rounds occurs weekly at both LPCH and SCVMC, allowing the entire community an opportunity to hear from experts about recent developments in pediatrics.  Residents and medical students also have the opportunity to attend weekly Chairman’s Rounds where senior faculty members help to dissect interesting cases on the floors. 

Our curriculum is in a state of continuous quality improvement.  Curriculum change occurs with active involvement of housestaff and faculty.  Overseeing this process are the Program Director, the Associate Program Directors, the chief residents, and the Curriculum Committee.  This committee is made up of housestaff and attendings dedicated to optimizing education on each rotation. The active participation and collaboration of faculty and housestaff creates a comfortable educational environment that truly distinguishes our training program.

For a breakdown of rotations in each year, please see the schedules section.

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Individualized Education

With ample elective and subspecialty selective time in every year of training, we encourage residents to explore all fields of pediatrics with special attention to those that may be relevant to their carrers. With careful planning, residents are also able to participate in international electives or research electives. Frequently chosen electives include Lactation, Parenting, Pediatric Surgery, Anesthesia, Vascular Access, Advanced Adolescent Medicine, Sports Medicine, CVICU, and Clinical Informatics. Subspecialty selectives have an outpatient focus and integrate clinical experiences at LPCH and affiliated sites. The selectives offered are Cardiology, Dermatology, Endocrinology, Gastroenterology, Genetics, Infectious Diseases, Neurology, Nephrology, Pulmonology, Allergy/Immunology, Ophthalmology, Oncology, Orthopedics, Radiology, and Rheumatology.

During the intern year, residents are exposed to a wide variety of specialties and potential mentors to help them formulate a career plan and identify areas of special interest. During the second and third years of residency, all trainees have 5 call free electives.  Residents can use this time to develop a longitudinal project as part of the Scholarly Concentration.  This longitudinal research project is open-ended and can consist of basic, clinical, or qualitative research, or global health/ outreach /public health work.  This work will take place with the oversight and support of LPCH faculty, and can be undertaken in either a local or international setting.

In addition, the residents have the opportunity for more specialized educational opportunities.  The StAT rotation is a specialized month long rotation at LPCH designed to provide pediatric advocacy residents with a foundation in child advocacy and health disparities. The StAT rotation includes StAT foundation tutorials, advocacy and career development sessions, and protected time to work on individual advocacy projects.  A StAT rotation highlight is the trip to Sacramento to learn about legislative advocacy through the American Academy of Pediatrics.

Providing safe and high quality health care extends beyond direct patient care to the technology supporting this care.  LPCH is a leader in the field of clinical information technology. With the implementation of a comprehensive electronic medical record, including computerized physician order entry, electronic order sets, and online nursing documentation, outcomes have improved in multiple areas including clinical, regulatory, financial, research, and operations. Residents at LPCH have the opportunity to participate in ongoing clinical informatics projects through the pediatric informatics elective and research tracks.

It is an exciting time for Global Health at Stanford. With the addition of a Dean of Global Health, the University has started down a pathway towards developing one of the most comprehensive programs in the nation. Currently pediatric residents have opportunities during their 3 years to spend multiple elective rotations in several international sites working both in clinical settings and development projects. Nearly two thirds of our residents spend some time overseas during their time at Stanford and more than half have been involved in significant projects in Global Health.

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Faculty and Resources

The Department of Pediatrics faculty is an extraordinarily talented group of clinicians, teachers, research scientists, and child advocates. Their world-class clinical and research programs in children’s health provide our pediatric residents with exciting educational opportunities. In addition to our university faculty, we have a large and talented group of community-based faculty that provide teaching and mentoring in all of our affiliated sites.

Housestaff have access to the Lane Medical Library at Stanford University School of Medicine. The print collection houses 30,000 rare/historical works, 165,700 print book titles and 15,917 periodical titles (404,307 volumes). The library’s website offers an outstanding compilation of online information resources, including eJournals, eBooks, databases, calculators, Image and PDA tools. Lane Library digital collection is currently composed of over 4,500 journal titles, over 600 databases and over 5,700 books.  In addition, Stanford SKOLAR, MD Consult and OVID are available for all residents via the Stanford University Network. Residents are able to access this site on campus and from off site locations.

LCPH is a leader in the field of clinical information technology with an expanding electronic medical record.  Throughout Packard and SCVMC, numerous computer stations allow easy access to the internet and online medical resources. In addition, Lucile Packard has recently unveiled team laptops to complement our COW's or computers on wheels which assist physicians and nurses to bring patient care directly to the bedside.  Whether showing a parent the results of a CT scan or looking up laboratory values when rounding, staff applaud this new innovation.  Remote access from your home computer to the medical information system at LPCH or to the Stanford University Information Systems is also available and is free of charge.  Our satellite sites are also in the process of moving towards electronic health record systems.

The Housestaff Website was initially started to enable text paging of residents; however, the website has evolved into a portal for housestaff to access weekly calendars, on-call schedules, and a host of online resources and links.  The website is currently in the process of expansion with the addition of rotation guides and PDF copies of morning reports, noon conferences, and other key lectures.

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Career Advising and Mentoring

Faculty members are actively involved in the career and professional development of our residents.  In addition to their important role in clinical training and didactic instruction, Stanford faculty are paired with residents to serve as academic advisors and career mentors.  The Associate Program Directors devoted to advising and mentoring work to match residents with faculty who have similar academic interests or career goals.  Meetings are planned throughout the year to discuss progress and career planning.  Residents work with their advisors to establish learning objectives using an Individualized Learning Plan.  Residents also meet with the program director on a bi-annual basis to discuss professional development, performance evaluations, and personal goals or challenges. 

The Career Development Workshop Series occurs yearly and is open to residents at all levels of training.  In these sessions, residents gain insight into applying for jobs/fellowships and writing CVs.  Separate sessions are dedicated to the pursuit of all types of pediatrics:  outpatient practice, hospitalist medicine, emergency medicine, cardiology, intensive care, gastroenterology, oncology, neonatology, etc.  Panels of pediatricians in each field are invited to the session most relevant to their practice to provide a more personal perspective and answer questions from the group.

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