Our Residency

Our program philosophy centers on a sense of balance. This balance is pursued not only between primary and quaternary care, but between multiple attitudes and emphases. Primary care is a critical component of our experience, one third to one quarter of our graduates enter primary care fields upon completion of training. We also take enormous pride in the exceptional subspecialty experiences we offer and the percent of our residents who will pursue the entire range of subspecialty careers after graduation. Our graduates who choose to pursue fellowship training go on to the top programs in the nation.

Equally important is our program's balance between service and education. We believe that residents gain important perspective by learning from the bedside, conference, simulation lab, and in the communities in which they work. Our daily conferences are beloved spaces for trainees and faculty to unpack cases from across our services and are a protected time where pagers and phones are held.

Culture

Through our program directors and Residency Committee (a group of residents and faculty charged with program oversight), we work to facilitate a culture of open communication, problem-solving, and constant striving to build our program in the most thoughtful, intentional, and reflective way possible. There is a prevailing notion of "co-ownership" within our program. The residents are involved in our program's system of change to ensure continual personal and programmatic improvement. Changes in the residency program must be predicated on educational value and the way in which we train exceptional pediatricians, not staffing needs. This approach furthers resident investment in the experience and a stronger program overall.

Mentorship

We believe exceptional training and professional development relies on deliberate practice with opportunities to explore and build repetition in clinical spaces partnered with mentorship. From the start of residency, each resident is connected with a network of faculty and resident leaders who provide guidance, support and coaching throughout training.  

Coaching Program

Each incoming resident is paired with a dedicated faculty coach through our Coaching Program. Faculty coaches are selectively chosen and receive protected time for this role, allowing them to build meaningful relationships with residents through regular meetings, direct observations, individualized feedback/coaching, professional development, reflection, career exploration, and goal setting. The coaching relationship is designed to help residents grow as clinicians, educators, leaders, and lifelong learners.

In addition to their faculty coach, every incoming resident is assigned an Associate Program Director and regularly meets with them, their chief resident and the program director throughout training.

In second year, residents also join one of our four Resident as Scholars domains, joining a community of faculty mentors and trainees who share common academic interests and career goals.

These structured mentorship relationships exist alongside the many additional mentoring connections that develop naturally throughout residency, including important career mentors, research mentors, advocacy mentors, and project-specific mentors over time.

25-26 Class Coaches
Aisha Ahmed, MD
Christina Rojas, MD
Robert Sanchez, MD
Samantha Scanlon, MD

26-27 Class Coaches
Rhodes Hambrick, MD, MS
Talia Shear, MD
Maheen Quadri, MD
Raina Voss, MD

Resident as Scholars

The Resident as Scholars (RaS) curriculum is designed to provide residents with structured exposure to academic medicine, scholarly development, and leadership pathways throughout residency training. The curriculum introduces foundational concepts during intern year and allows residents to deepen their learning within a focused scholarly domain during the PL2 and PL3 years. 

The RaS curriculum is intended to: 

• Build foundational knowledge, skills, and attitudes related to academic careers  

• Introduce residents to multiple scholarly pathways within pediatrics  

• Create opportunities for mentorship, collaboration, and project development  

• Foster residents’ identities as clinician-scholars and future academic leaders 
• Create collaborative relationships between a resident and their mentor supported by the Resident as Scholars Program.  

Advocacy Opportunities

We encourage our residents’ involvement in the lives of children and communities through our longitudinal advocacy curriculum, support for advocacy projects, our longitudinal Resident as Scholars curriculum, longitudinal simulation curriculum, longitudinal bedside medicine curriculum, as well as research and domestic and global health opportunities.