At Floating Hospital for Children, our curriculum is designed to support our mission of providing residents with a strong foundation in general pediatrics through care of diverse patients in community and tertiary care settings and close contact with experienced faculty. This ultimately allows each resident to pursue a successful career in their preferred field, including academic, community based or subspecialty pediatrics.

Overview of our 3 year curriculum

The first year of residency is dedicated to achieving a foundation in pediatrics with appropriate supervision, and allowing career exploration, mentorship and personal and professional goal development.

The second year of residency promotes a transition to supervisory roles with emphasis on autonomy, scholarship and career mentorship.

The final year of residency involves exploration the role of supervisor and autonomous practitioner with focus on preparing for independent practice and achieving professional goals.

PL-1  PL-2 PL-3
Inpatient Medical Floor Heme-Onc Inpatient Supervisor
Inpatient Medical Senior
Behavior and Development NICU Night Team/Vacation Teaching Resident
NICU Adolescent BMC ER
Inpatient Medical Floor ER  PICU
NICU Night Team/Vacation Heme Onc Outpatient Elective Inpatient Night Supervisor/Vacation 
Community Hospitalist-LGH PICU Nursery/Clinic Preceptor
Heme Onc Inpatient  Community Inpatient Supervisor-MetroWest
Inpatient Night Supervisor/Vacation
Nursery NICU Elective with Call
Community Pediatrics/Advocacy ER Elective No Call
NICU Night Team/Vacation NICU Night Team/Vacation Elective No Call
Cardiology Elective Elective No Call Individual Curriculum
Neurology Elective Individual Curriculum Individual Curriculum
Individual Curriculum Individual Curriculum Individual Curriculum

Individual Curriculum

In July 2013, Floating Hospital for Children introduced the Individual Curriculum: 6 educational blocks integrated over 3 years designed to help each resident prepare for the next step of his or her career. There is 1 Individual Curriculum block in the intern year, 2 in the second year, and 3 blocks in the third year scheduled consecutively to facilitate the creation of longitudinal experiences.

Our approach to the Individual Curriculum is the creation of paths with flexibility, meaning all residents will be in a path that has suggested experiences, but the choice of how Individual Curriculum blocks are used is not prescribed.

We have 3 paths to choose from

  1. Primary Care and Development
  2. Care of the Acutely Ill Child
  3. Subspecialty Care

These paths allow us to create peer groups of residents with similar clinical interests and deliver innovative education and mentorship.  We have created a robust goal setting and mentorship structure to help each resident make the most of their Individual Curriculum.


Weekly Block Conferences

The core educational curriculum is delivered in a 3.5 hour afternoon block each week. All day team residents are protected from clinical duties including pager coverage regardless of rotation. The content is delivered by faculty and derived from the American Board of Pediatrics specifications. Sessions combine interactive lectures, simulation, small group work and other innovative teaching techniques. View a sample calendar month of our curriculum >

Morning Report

Residents and faculty participate in level specific, case based morning reports 3 times per week. Intern morning report focuses on foundations of knowledge, differential diagnoses and management, and upper level resident morning report focuses on advanced management, clinical decision making and independent practice.

Grand Rounds

Residents also take part in the Floating Hospital for Children Grand Rounds. Learn more about Grand Rounds at Floating Hospital >

Quality Improvement

Quality improvement is a part of every medical professional’s career and a strength of training at Floating Hospital. It is our goal to have all of our trainees graduate with an understanding of QI methodology and tools for making change in the systems in which they practice.

We engage our residents in meaningful, systems based thinking from day one of training. Through our Systems Improvement Workshop, each intern will identify a systems issue with the help of a mentor that has impacted patient care, engage in a root cause analysis, and lead a multidisciplinary team in generating action plans to address the issue.

Recent systems issues addressed by residents include:

  • Senior Admitting Resident (SAR) autonomy
  • Timely completion of scheduled chemotherapy admissions
  • Creation of an order set for acetaminophen ingestion

Residents also complete their required QI project as a longitudinal group project, allowing for multiple Plan-Do-Study-Act cycles to be competed in an effort to create sustainable change.

Residents as Teachers

All physicians are teachers, whether with patients, in academic medicine with students, or by educating others about discoveries in the lab. It is the mission of Floating Hospital for Children to train residents to be comfortable and confident educators.

Interactive conferences on topics in medical education including feedback, evaluation, team leadership, and individual goal setting are integrated into the curriculum. Each third year resident will also participate in the Teaching Resident rotation, an experiential block with mentored experiences in multiple educational settings including: large group lecturing, small group teaching, bedside teaching, case based teaching, facilitating team based learning, and giving feedback. The goal is for each resident to develop their own educator’s toolkit for lifelong use.

Technology in Education

At Floating Hospital for Children, we believe that technology has the power to enhance both resident education and the way we deliver patient care. We strive to integrate technology in the conference room and at the bedside. All residents are given iPads when they start in the program. We integrate handheld technology into our resident conferences, through innovative learning apps and platforms. We use iTunes University to house our conference and quality improvement curricula, including pre-reading, lecture materials, relevant videos and articles for ease of access. Our residents are frequently seen using bedside drawing and anatomy applications to explain conditions and treatments to patients and families.  Residents learn through hands-on experience how technology can facilitate learning, not only for their own professional development, but for patient education as well.