The Pediatric Residency Program was initially accredited in 1978, and has remained fully and continuously accredited since then. The program is administered by the Department of Pediatrics at the Brody School of Medicine, while Vidant Medical Center (formerly Pitt County Memorial Hospital) employs the residents who train at our joint institutions. Inpatient services are provided within the Vidant Children’s Hospital, which encompasses all divisions of Vidant Medical Center designated for the care of neonates, infants, children, and adolescents. Outpatient clinics, both general and subspecialty, are conducted in the adjacent Pediatric Outpatient Clinics of the Brody School of Medicine.
We strongly support training in community pediatrics. Each resident is introduced to the role pediatricians play in the community during the first year of training. Focus areas of learning include Child Advocacy, Public Health, Children with Special Needs, Health in School and Daycare, and Cultural Diversity. Learning is enhanced by participation at sites in the local community including local schools and daycares, telemedicine, a pediatric nursing home for technology-dependent children (the only such facility in the state of North Carolina), the child abuse center for eastern North Carolina, a regional asthma management program, and health departments. First year residents also complete a community needs survey on a topic of interest. Senior residents participate in in-depth experiences designed to increase understanding of Career Development and Child Advocacy. The program supports office-based practice opportunities and community-based projects for interested residents.
We have a highly functional continuity clinic. Residents are assigned to a continuity clinic group practice for the entire three years of training. In this setting they work with a consistent group of faculty and residents from all years of training to provide a medical home for well children and those with a variety of chronic diseases and special needs. Educational sessions specific to continuity care are held monthly in clinic and reinforced during the noon conference series. Patients are assigned to continuity in a manner to assure exposure to a broad range of patient problems.
All third year residents have a month devoted to honing academic skills including group teaching, medical student precepting, literature review, and academic writing. Using these skills, many residents have prepared and presented posters and abstracts at regional meetings and national meetings, and written articles accepted for publication.
Journal club is organized into small groups of residents and faculty who meet monthly for discussion. Articles are selected to reinforce specific professional reading skills such as reading an article about diagnosis or understanding and using clinical practice guidelines. Competency-based evaluation documents proficiency in evidence-based medicine and with practice-based learning and improvement.
Weekly conferences are scheduled around a three-year curriculum, assuring appropriate content for each resident. Faculty covers all clinical areas for three hours each Friday afternoon to allow dedicated, protected lecture time. Each summer "survival topics" are highlighted, and topics for board review are emphasized in the spring. The conference schedule dovetails with journal club and continuity clinic curricula. Regularly scheduled conferences in addition to the noontime series include Grand Rounds, Clinical Case Conference, Ethics Conference, combined Pediatrics/Emergency Medicine Grand Rounds, and Morning Reports on the Ward, the Newborn Nursery, and in General Clinic.
We have a specific board study preparation curriculum that includes monthly board review conferences and practice board exams every three months. All residents develop and maintain an individualized learning plan, and are mentored by a faculty advisor. Board study groups meet regularly. Assistance from an Educational Specialist is available for those with specialized test-taking or study concerns.
All residents gain experience with public and academic speaking by presenting at morning report, clinical case conferences, ethics conferences, and Grand Rounds. Faculty support is given for these activities.
We offer retreats throughout training to meet specific residents needs. Interns have a mid-winter "time-out and team-building" retreat as well as a late spring retreat on becoming a supervising resident. A retreat for second year residents addresses career planning issues. Third year residents have two retreats, one for specific job preparation and one for building academic skills.
Training for our residents is enhanced by close interaction with residents from the combined Medicine-Pediatrics Residency Program and through the opportunity to work with Neonatology fellows during rotations in the Neonatal Intensive Care Unit.