Our mission is to provide a supportive and educationally rich environment through which our residents can develop into outstanding pediatricians equipped with the skills to enter general pediatrics or fellowships in pediatric sub-specialties. We offer the following programs to support residents throughout their education:
The resident training program at NewYork-Presbyterian Hospital/Weill Cornell Medical Center (NYPH-WCMC) provides residents with opportunities to work in the community and to develop and implement advocacy skills. All pediatric residents participate in a longitudinal curriculum in community pediatrics and child advocacy during the PGY-2 year. During rotations at NewYork-Presbyterian/Queens in the PGY-2 year, residents are introduced to the principles of community pediatrics and advocacy through a series of conferences, online learning and direct interaction with a faculty mentor. In addition, our residents participate in service-based learning opportunities with community partners in Queens, NY, and work on an independent advocacy project with the guidance of a faculty mentor.
In addition, if a resident has a particular interest in community pediatrics and child advocacy, and wants to explore this field in greater depth, they can take part in selective or elective opportunities as part of an individualized learning plan in their second and third years of training. The goal of these rotations is to equip residents with the skills to be effective and engaged leaders in community pediatrics and child advocacy.
The individualized curriculum includes elective opportunities in:
In addition, residents can choose to engage in:
Over the past several years, the mission of Weill Cornell Medical College in Mwanza, Tanzania has been to strengthen medical education at the Weill Bugando University College of Health Sciences (Weill Bugando) and at Bugando Medical Centre (BMC). Weill Cornell is committed to excellence in training to improve and expand Tanzania's core of health-care providers. As part of this mission, pediatric residents have traveled to BMC to take part in an elective opportunity. The goals of the elective for NYP-Weill Cornell pediatric residents include:
The partnership between Weill Cornell and Weill Bugando has had a positive impact on both institutions. This collaboration has contributed to training the next generation of Tanzanian physicians and has expanded the awareness and skills of NYP-Weill Cornell pediatric faculty and residents through their exposure to healthcare in a developing country.
In 2012, we established a bilateral exchange program. The Department of Pediatrics at Weill Cornell hosts two Tanzanians who are in their final years of training and pursuing a career in pediatrics. This opportunity allows the Tanzanian residents to see the practice of pediatrics in an urban academic center in a developed nation. In addition, the visiting Tanzanian residents share their knowledge with the Weill Cornell residents through participation in didactic conferences and teaching rounds.
We have a resident-as-teacher curriculum that begins in orientation for interns and continues throughout the three years of training. The overall goal of this curriculum is to prepare our residents to be educators, either of patients/families or of learners in their future careers in academic medicine. In orientation, interns are introduced to the expectations of teaching medical students during their pediatric clerkship, including creating a positive learning environment and assessing students. Throughout the year, didactic sessions on topics such as adult learning theory, evaluation and feedback, micro-skills of teaching, cognitive biases, and dealing with the difficult learner, are part of the core curriculum noon conference series.
During the senior year, the resident as teacher curriculum culminates in an experiential learning opportunity. Each resident has a block rotation devoted entirely to teaching. The resident is responsible for teaching pediatric clerkship students in multiple settings: at the bedside, in the ambulatory setting, in small groups and in a large group conference. This resident is also responsible for delivering at least two morning report conferences. The resident is evaluated on their teaching skills at morning report by students, peers and faculty. They receive formal evaluation and feedback from their morning report sessions, which are reviewed with a faculty member.