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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, while also allowing time for career exploration, mentorship and personal and professional goal development.

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

The final year of residency involves exploration in the role of supervisor and autonomous practitioner, focusing 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 Inpatient Night Supervisor/Vacation 
Community Inpatient Hospital Medcine-LGH PICU

Acute Care Pediatrics

Heme Onc Inpatient  Community Inpatient Supervisor-MetroWest
Inpatient Night Supervisor/Vacation
Nursery NICU Elective with Call
Acute Care Pediatrics ER Elective No Call
NICU Night Team/Vacation NICU Night Team/Vacation Elective No Call
Cardiology Consult Elective No Call Individual Curriculum
Subspecialty Elective 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. We have created career interest paths to guide residents with suggested rotations that will help prepare them for related specialties, but most importantly there is flexibility to supplement rotations to meet the needs of each individual.

We have 3 paths to choose from

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

These paths also help 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 case-based morning learning three times per week. At times, these are broken up as level-specific educational sessions. 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. Grand Rounds typically start our weekly block conferences. Learn more about Grand Rounds at Floating Hospital >

Quality improvement is a part of every medical professional’s career and a core priority of our training program. All trainees graduate with an understanding of QI methodology and tools for making change in the systems in which they practice. In addition, we engage our residents in meaningful, systems based thinking. We believe in learner-centric QI projects, and residents will complete at least one resident-driven longitudinal group project during their training, allowing for multiple Plan-Do-Study-Act cycles to be completed, in an effort to create sustainable change.

All physicians are teachers, whether we are educating patients, with leading discussions with medical students, or sharing discoveries in the lab with an auditorium full of colleagues. It is our mission to train residents to be comfortable and confident educators. As a resident of Floating Hospital for Children, you will regularly interact with, and teach, medical students from Tufts University School of Medicine. 

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 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.

There is a unique opportunity to refine your teaching skills in a more formal and longitudinal way through participation in the Clinician Educator Track. This interdisciplinary program with the Tufts Medical Center Internal Medicine Residency selects three pediatric residents each year to complete a two-year longitudinal teaching experience, that includes formal didactics, mentorship, and scholarship. 

As the educational needs of our residents evolve, so does our educational curriculum. Every year our conference schedule and special educational sessions are reviewed by our Program Evaluation Committee and resident feedback is a driver for change. In the past few years, we have made significant modifications to our educational experience with the creation of a wellness curriculum, longitudinal advocacy experiences/education and a formalized research and scholarship didactic series.