Innovative Programs

Coaching Program

We were the first program in the country to have a Coaching Program for residents, started in 2013 as 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

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:

  1. How to Lead a Team
  2. How to Learn as a Busy Resident
  3. How to Think Critically
  4. How to Tell a Story Succinctly
  5. How to Prioritize Patient Care Activities/How to do Contingency Planning
  6. How to Manage Conflict
  7. How to Give Feedback
  8. How to Teach as a Busy Intern
  9. How to Survive Intern Year
  10. 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.

Watsonville Rotation

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.

Valley Children’s Hospital ED Rotation

Residents spend one formative block during junior year in the busy ED at Valley Children’s Hospital in Madera, CA (near Fresno). Goals of this highly rated rotation include becoming comfortable managing common ED presentations including traumas, low- and high-acuity complaints, gaining competence in common pediatric procedures, and understanding how practice may vary in a different health care system.

Scholarly Concentrations

The Scholarly Concentrations were created in 2009 to give residents more formalized training and personalized mentorship in one of six scholarly areas:

  1. Basic Science
  2. Clinical Research 
  3. Community Engagement and Advocacy (StAT program)
  4. Medical Education
  5. Quality and Performance Improvement 
  6. 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)

Mission: Educate and empower the next generation of medical leaders to advance equity, diversity, and inclusion.

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.

Quality Improvement

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 curriculum to allow residents hands-on, experiential learning in improving real systems of care at LPCH.

Academic Half Days

Recognizing the need for blocks of educational time free from clinical duties, we implemented academic half days in 2018-2019. Thus far, these sessions have included topics such as cardiology, critical care medicine, and pediatric mental health. In addition to providing residents a dedicated 4.5 hour block of educational time, academic half days have also allowed for different teaching methods such as simulation, small group discussions, and skills workshops. Along with our existing morning report, noon conferences, and rotation specific small groups, academic half days help ensure our residents have a consistent and wide variety of educational opportunities.