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EDUCATIONAL EXPERIENCES

We do not follow a track based curriculum. We feel it is important for each resident to have the flexibility they desire as they obtain the experiences and training they require to be successful in their future career goals. Below are examples of what each academic year might look like:

PGY-1
PGY-2
PGY-3
Specialty Electives
Conferences & Schedules
PedSTAR
Quality Improvement & Safety
Unique Experiences
PGY-1

First year residents focus on building foundational pediatric medical knowledge and patient care skills. As interns, they are supervised by senior residents, fellows and faculty. They become acquainted with the medical health care system within Albany Medical Center and the surrounding community.

Rotations13 4-Week Blocks
Ward3-4
Ward Night Team1
NICU2
ED1-2
Ambulatory/Newborn2
Development & Behavioral0-1
Community Health/Acute Care1-2
Individualized0-1
Elective1-2
4 Weeks Vacation1
STAR Block1

PGY-2

Second year residents graduate into more autonomous roles while continuing to build their medical knowledge and patient care skills. They develop their leadership skills and enjoy numerous opportunities for teaching residents and medical students.  Significantly, second year residents begin utilizing their 6 individualized block rotations as outlined by the ACGME. These rotations allow a resident to tailor their educational experience to meet their own career goals.

Rotations13 4-Week Blocks
Ward1-2
NICU Night Team0-0.5
NICU0-1
PICU1-2
ED1-2
Ambulatory1
Adolescent0-1
Individualized2-5
Ward Night Team0-1
4 Weeks Vacation1

PGY-3

Third year residents hone their teaching and supervisory skills as they take on more responsibility for decision making and leading their patient care teams.  We emphasize independent and critical thinking skills as they approach graduation.

Rotations13 4-Week Blocks
Ward1-2
Ward Night Team0-1
NICU0-1
NICU Night Team0-0.5
PICU0-1
Ambulatory1
Individualized2-4
Adolescent0-1
Elective5
4 Weeks Vacation1

Specialty Electives

Our program will help you develop elective experiences above and beyond the required experiences that best prepare you for your career goals.

AnesthesiologyAdolescent IIBioethics
Cardiology I & IICaregiver ElectiveChief Elective
CircumcisionsCommunity IIDermatology
Development and Behavior IIEndocrinologyPediatric Emergency Medicine III
ENTGeneral Peds- AcademicGeneral Peds- Private
GastroenterologyGenetics/MetabolismHematology/Oncology
HematopathologyHospitalist Elective I & IIInfectious Disease
Lactation MedicineNephrologyNeurology
NICU ElectiveNICU Transport ElectiveNutrition
OphthalmologyOrthopedicsPalliative Care
SurgeryPICU ElectivePICU Transport Elective
PsychiatryPulmonologyRadiology
Research ElectiveRheumatologySedations
Sports MedicineUltrasound ElectiveUrology

Conferences & Schedules

Example Conference Schedule

MondayTuesdayWednesdayThursdayFriday
Morning Conference
8:00 am
Grand Rounds
8:00 am
Morning Report
8:30 am
Morning Report
8:30 am
Case Management
8:00 am
Noon Conference
12:00 pm
Noon Conference
12:00 pm
Noon Conference
12:00 pm

Noon Conference
Topics routinely include the following: American Board of Pediatrics general didactics by faculty, ethics, the “Bread and Butter” resident directed lecture series, House Staff meetings, Morbidity & Mortality conference, or team based learning (TBL), and clinical skills workshops such as suturing, lumbar punctures, and casting & splinting.

Formal Board Review
Formal Board Review takes place 1-2 times each block in a faculty-led, small group format. This format emphasizes test taking strategies while reinforcing medical knowledge. Additional board review materials are available to our residents in the form of the MedStudy board review curriculum, and Pedialink online access for independent study during quarterly ILP assignments

Learning to Teach
Every resident workshop includes didactics and skills training to develop our residents’ teaching abilities–focusing specifically on giving feedback, evaluating learners and their needs, and modeling clinical reasoning. The workshops dovetail with two subsequent experiences. The first is our unique Learning to Teach Blue Senior ward rotation. The second is our longitudinal resident-delivered lecture series beginning with “Bread & Butter” lectures by PGY2s aimed at new PGY1s and culminating with a series of “Case Management” presentations by PGY3s emphasizing critical thinking and concise delivery of focused didactics as they review cases they have worked that year.

Simulations and Procedures
We are fortunate to have access to a state of the art simulation center within the medical college. We use the Sim Center routinely for NICU Boot camp curriculum, monthly mock codes, the “delivering bad news” workshop with standardized patients, and conducting our bedside ultrasound curriculum.

Longitudinal Learning
Longitudinal Learning is strongly emphasized at Albany Medical Center in the form of Individualized Learning Plans (ILPs), YALE Team Based Learning (TBL), and the Quality Improvement (QI) curriculum.

ILPs are tailored to the adult learner and encourage residents to actively design and execute their own longitudinal road map of their studies. The program schedules biannual “ILP Round-Ups” in which residents meet with their ILP advisor for 5-15 minutes to reflect on their success from the past six months and plan for the next six months. Residents are also expected to meet with the ILP coaches between these scheduled meetings as needed to optimize their study efforts throughout residency.

YALE TBL occurs once a block and is lead by a PGY-3 and PGY-2 resident with our Gen-Peds faculty functioning as discussion moderators. Residents receive readings prior to these scheduled conferences and then work in small groups to answer questions and discuss clinical points. The faculty draw on their years of practice and expertise to provide clinical pearls and nuanced answers and approaches to challenging clinical scenarios.

All PGY1s complete Institute for Healthcare Improvement modules during their acute care rotation and take part in our flipped-classroom Team Based Learning QI experience during their PedSTAR block. All residents then commit to projects (often as multi-year teams). The faculty and resident teams then present their data and their progress at quarterly “Quality Management” conferences.

Resident Wellness
Resident Wellness includes a 12 month curriculum as well as retreats, a resident-run wellness committee, peer mentoring groups and monthly program outings.
PedSTAR

Our Pediatric Scholarly Track for Advocacy and Research (PedSTAR) is a four-week experience during which all interns are excused from clinical duties. Interns receive one week of intensive advocacy training drawing on the expertise of several pediatric faculty while leveraging advocacy opportunities that exist in the state capital.  Interns also receive one week of hands-on instruction in developing clinical research skills. This week is comprised of multiple mini didactic sessions including but not limited to how to write an IRB proposal, grant proposals, consents, and data analytics. The third week of PedSTAR is then a week of dedicated training in Quality Improvement, leadership and teaching skills, and simulation. The block concludes with each resident committing to designing either a research or advocacy project to complete in the following 2 years of their training and then drafting an IRB proposal or a roadmap for their advocacy project. Each resident will present their project at our annual internal residency research day, a national or regional conference, and during our annual PedSTAR Grand Rounds in the spring of their third year.

Longitudinal Mentorship and Guidance
Our residents receive continued mentorship and guidance from the PedSTAR faculty throughout residency in the form of annual “Round- Ups” as well as in preparation for the pediatric conference season each spring. Residents receive guidance on navigating submission processes, poster design and presentation, and how to write abstracts and articles. Residents are encouraged to partner with faculty throughout the children’s hospital to facilitate projects that best suit their interests. The PedSTAR faculty can function as consultants to help guide research and advocacy projects using best practices.
PEDStar Faculty
Advocacy
Meghan Aabo, DO
Tricia Hopkins, MD

Research
Amy Mitchel, PharmD
Meredith Monaco- Brown, MD

Quality Improvement
Ronald Dick, MD

Simulation Workshops
Sarah Klaiber, DO
Lauren Weintraub, MD

Published and Presented Works
‣Shah, Rushabh
‣Bhalodkar, Sonali
‣Sefick, Sam
Vanc+Zosyn in AKIPresented at PAS 2019
Goodman, AlyssaTime to treatment for febrile neutropenia in the EDPresented at ASPHO
Goodman, AlyssaPTSD effects of chemotherapy on children and parentsPresented at ASPHO
‣Philbin, Molly
‣Sinha, Tiya
DKA and cerebral edema: utility of head CT (with Tiya)Poster Accepted for AAP Fall 2019
Sinha, SanghamitraAgammaglobulinemiaWritten, submitted AAAAI, accepted
‣Walker, Rusty
‣Shanley, Kathleen
‣Tayler, Brittany
Relabeling MDIs for improved asthma control in the communityMet with CDPHP and they have facilitated numerous regional pharmacies to get on board… has recruited K Shans and B. Tayler
Wertalik, LarissaTime to antibiotics with febrile sickle cell patientsPresented at ASPHO, Spring 2019
Wertalik, LarissaGiving Bad News follow upPresented at ASPHO, Spring 2019
‣Quinones, Josh
‣Gupta, Sanjeev
Troponin elevation in Neonates with HIEPresented at PAS 2018
Sandoval, AlexisOnset of Lactation in mothers with pretermPresented at AAP 2018
Sandoval, AlexisOnset of Lactation in Mothers with Chorio and/or steroidsPresented at PAS 2019
Sandoval, AlexisTetralogy of Fallot Repair in a 9 year old with post op complicationsPoster accepted for Anesthesia conference
Shah, RushabhNEC scoring systemPresented to PAS, May 2017
Testo, NataliaXolair in idiopathic urticariaPresented at AAAAI 2018
Testo, NataliaUtility of Brain MRI in first time seizuresPresented at PAS 2019 and AMC Res Research Day
Halligan, KatharineFactor 9 Inhibitor ProjectPresented Prelim at Hemophilia society Regional meeting 2016
Halligan, KatharineGiving Bad News Resident Sim ModulesPresented at ASPHO
Halligan, KatharineNeuro-Onc PosterPresented at Society of Pediatric Neuro Oncology
Halligan, KatharineDeferasirox and Liver Toxicity
Accepted Journal of Pediatric Heme-Onc PMID:28221265
Halligan, KatharineGiving Bad News ModulesPresented abstract at ASPHO
Halligan, KatharineUse of Eculizumab in Autoimmune Hemolytic anemiaPresented at ASPHO 2018
Halligan, KatharineBrain Tumors and Genetic Markers in Lieu of HistopathologyAccepted to Neuro-Oncology, Volume 20, Issue suppl_2, 22 June 2018
Koblick, SarahPatient presenting with ITP in setting of IBDPresented to North East Hematology Society
Rosloff, DanielKostmann SyndromePublished & Presented to AAAAI 2017
Rosloff, DanielFPIES incidencePublished J All Clin Imm 2017
Wilcox, HayleyPost-op complications after arterial switchPresented at NeoHeart
Gallup, JacquelineCalculator to Predict BPD validationPresented at PAS 2018
Gupta, SanjeevSternotomy Pain ControlPresented at CHOP
Gupta, SanjeevNeoReviews Meconium OrchiitisPresented at NCE
Babson, ChristieFluoride workPresented at NYS conference
Iyengar, SandhyaaReading to children in the NICUPostered, published
Iyengar, SandhyaaMindfulness/meditation in parents of children with autismPublished, TED Talk, National Librarian Foundation Presentation
Quality Improvement & Safety

Every resident in our Pediatrics residency program participates in and presents data on a quality improvement project.  We have always emphasized hands-on Quality Improvement experiences for our trainees.  Generous philanthropy from the Capital Region community supports our Quality Improvement & Patient Safety (QIPS) Resident training program. With the Class of 2023, we now offer a special opportunity for one resident per class to develop their QIPS skills even further.  Those interested in this specialized QIPS training apply for the position during their first year and use individualized elective blocks to participate in the myriad QIPS opportunities both nationally and within Albany Med. These opportunities include department funded trips to national and regional QIPS meetings, attending and contributing to our monthly Safety Intelligence Reporting Group meetings, leading Root Cause Analyses, and receiving LEAN training. The QIPS resident will accomplish all of this while meeting or exceeding the requirements necessary to complete and graduate residency at the end of three years in Albany.

Unique Experiences

Under Construction

Mock Codes
We are fortunate to have access to a state of the art Patient Safety & Clinical Competency Center in the medical college. We use the Sim Center to routinely deliver the primary component of our pediatric mock code curriculum. Our pediatric mock code committee, led by our intensivist, Dr. Shahi Ambati, delivers approximately six pediatric “mega codes” to each resident throughout their three year training experience. Four residents are chosen on a bi monthly basis, and are excused from clinical duties to attend. They arrive at the PSCCC, complete a pre-survey, proceed through an ABP validated code scenario, debrief with Dr. Ambati, and then run through the code a second time. These sessions are designed to expose residents to emergent code scenarios while also allowing them to practice hands on skills and communication skills. The session concludes with a post-survey to evaluate the resident experience and knowledge retention. 

To augment the mega codes in the PSCCC, the Learning to Teach Blue Team Senior is tasked with administering one to two mini mock codes during their respective rotation. These scenarios emphasize recognition of common, acute crises scenarios as well as clinical decision making, and communication skills. Additional mock codes are performed in the NICU for common NICU code scenarios. 

Ultrasound Curriculum

Diagnostic ultrasound is the future of clinical practice.  As part of our simulation curriculum, along with mock codes, the giving bad news program and procedure workshops, we developed one of the first courses in bedside ultrasound skills in General Pediatrics.  Since 2017 all of our residents undergo 24 hours of structured teaching in how to use ultrasound diagnostically and to place PIVs beginning in Intern year.  Our trainees have the chance to use their skills in the NICU and PICU to address clinical problems and support bedside procedures.

NICU Bootcamp

Vent Workshop

Masters in Bioethics

The Alden March Bioethics Institute’s online Master of Science degree in bioethics provides mid-career professionals in public health, pastoral care, patient advocacy, medical social work, medical research and the life sciences with innovative and challenging training in bioethics.

The program at Albany Medical College can be completed entirely online, giving students the flexibility to work on courses according to their schedule. Each online term is 10 weeks and the program features rolling admissions with four terms per year. Admission slots are still available for the winter term, which begins on Nov. 30.

Qualified Albany Med employees are eligible to receive a Trustee Scholarship to offset 50% of tuition cost. A bachelor’s degree is required for admission into the program. Visit www.amc.edu/Academic/bioethics or contact Alex Busch at buscha@amc.edu or (518) 262-9396 for more information.

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Caroline Buckley