INNOVATIONS

Residency Program
Educational Innovation

UCLA’s education program is not static. It is continually evaluated and improved. With the encouragement of our Physician-in-Chief, Ed McCabe, and the active involvement of the pediatric housestaff, several new initiatives have been implemented in the last several years.

UCLA and Cedars-Sinai Residency Training Programs merge to form the

UCLA Tri-Campus Pediatric Residency Training Program!

Frequently asked questions

  Residency Tracks

In order to better meet the educational needs of our housestaff, we offer four different pediatric residency tracks in 2004-2005. More information about each track may be found by clicking on the links below.

1)The Categorical Pediatrics Program – This track offers tremendous flexibility and accommodates the needs of residents interested in either general or subspecialty pediatrics.

2)Pediatrics/Genetics –This five-year track leads to board eligibility in both fields.

3)Pediatric Research Track  –This track targets MD/PhDs or equivalently trained individuals and is designed to sustain research skills during residency, while providing comprehensive training in general and subspecialty pediatrics.

4)Community Health and Advocacy Track – This track provides residents with community-based curricular experiences to prepare them for careers in public health, advocacy, general academic, and community settings.

 Innovations in Continuity Clinic
A combination of well child care and acute care

Residents in their half day of continuity clinic see not only their usual well child patients but acutely ill patients as well.  Thus, continuity practices are much more likely to mirror an actual general pediatric practice, where a mixture of patients is seen each day. Moreover, we are beginning a gradual transition to resident small group practices to enhance patient continuity and serve as educational laboratories for systems-based practice improvement.

The continuity clinic experience is supplemented by an informal 30-minute talk given by a resident at the start of each half day of clinic on important general pediatric topics – residents give about 500 small-group talks covering 50 topics each year.

Some residents can select a community-based site for their continuity clinic – either Burke Clinic (part of Venice Family Clinic, one of the premier free clinics in the country) or Mid-Valley Health Center (a major LA County clinic in the San Fernando Valley). These opportunities again reflect our emphasis on diversity and our commitment to the underserved. 

Interactive Learning

It is our firm belief that self-directed interactive learning is the most effective mode of education for residents and faculty alike. This method of learning has been integrated into our patient rounds, Morning Report, noon conferences, continuity talks, and Journal Clubs in all three campuses. This year, we have added “tea time rounds,” which generally involve interactive case presentation and analysis, followed by bedside exam.

 Community-based Training

All residents participate in a three-year community-based curriculum, which consists of Community Pediatrics in the PL-1 year, Development in the PL-2 year, and Adolescent Medicine in the PL-3 year.  These experiences are based in the community and include activities at the Venice Family Clinic/Burke Health Center, Head Start and Early Head Start programs, Los Angeles Unified School District elementary schools, child care centers, family resource centers, and home visits.  Residents also research a community-based topic during each rotation to present to their colleagues at noon conferences and other didactic settings.

 The Guilds

Starting this year, residents are encouraged to join one of four areas of extracurricular interest, or “guilds” (recalling the age-old concept of medical apprenticeships). The guilds (Basic and Clinical Sciences, Community Health and Advocacy, Health Services/Medical Education, and International Health) are designed to provide an infrastructure for residents to pursue mentored longitudinal projects that will introduce them to subspecialty fellowships and careers in public health/public policy, or simply allow them to sustain their idealism through service to the community or the program.