Resident Training

Adolescent Health Rotation

The Resident Adolescent Health Training Rotation at the University of Minnesota is distinguished in the following ways:

  1. Interdisciplinary approach to preventive care for adolescents
  2. Community-based clinical experience,
  3. Interviewing skills integrated as core topic, and
  4. Affiliated with one of seven federally-funded graduate/post-graduate training programs in adolescent health.

The rotation provides an overview of major developmental issues and health concerns of youth, with an emphasis on building communication skills and facility in assessing and addressing risk factors. Serving pediatric residents, internal medicine interns and fourth-year medical students, the rotation draws on faculty who are leaders in the fields of medicine, nursing, social work, psychology, public health and nutrition. In addition, a company of adolescent actors trained as simulated patients/teachers provides trainees with opportunities for direct practice of clinical interviewing, assessment and intervention skills. Clinical experiences expose students to community-based services for youth, including general adolescent services clinics, programs for at-risk youth, school-based clinics, adolescent reproductive health clinics, programs serving incarcerated youth and youth in treatment, and programs for pregnant and parenting teens. Trainees do relevant reading and attend a series of interactive didactic sessions that focus on common adolescent health issues. Upon completion of the rotation, the trainee will:

  1. Understand the pubertal, psychological, social, and sexual developmental processes which characterize adolescence.
  2. Understand how these developmental changes influence adolescent health as well as patterns of morbidity and mortality among youth.
  3. Identify characteristics of appropriate prevention, diagnosis and treatment services for youth.
  4. Have skills in taking a thorough, non-judgmental adolescent health history.
  5. Have skills in addressing multipl e issues at each clinical encounter.

The Resident Training Program in Adolescent Health is part of the Pediatric Residency Program at the University of Minnesota. The Pediatric Residency Program offers a diverse and comprehensive training experience that prepares pediatricians for the 21st century. For information, contact:

Dr. Emily Borman-Shoap
Director, Pediatric Residency Program
Pediatric Education Office
2450 Riverside Ave.
East Building, Room M136
Minneapolis, MN 55454
Phone: (612) 624-4477
Fax: (612) 626-7042
borm0029@umn.edu

Nimi Singh, MD, MPH, Director
Alex Prince, Rotation Coordinator
Resident Training Program in Adolescent Health
Division of General Pediatrics and Adolescent Health
717 Delaware St SE
Minneapolis, MN 55414-2959
Phone: (612) 626-1980
Fax: (612) 626-2134
princ092@umn.edu 

Developmental-Behavioral Pediatrics Rotation

The Developmental-Behavioral Pediatrics (DBP) rotation during the second year of residency is an introduction to the areas of DBP that are integral to the daily encounters and practices of residents, pediatricians, and sub-specialists.  The curriculum and foundation in child development and behavior have been designed to be applicable throughout the residency program, whether in Continuity Clinic, Specialty care, NICUs, PICUs, or the Emergency Department.

Developmental-Behavioral Pediatrics includes a range of developmental, learning, emotional, and behavioral disorders and focuses on healthy child and adolescent development.  The care of all infants, children, and adolescents involves Developmental-Behavioral Pediatrics, whether by primary pediatricians, pediatric sub-specialists, or DBP consultants.  DBP care identifies strengths, promotes resilience, and reduces risk.

During the rotation residents learn from Developmental-Behavioral pediatrician mentors who work as individual consultants or as members of a team.  Residents participate in the interdisciplinary team process that includes speech and language pathologists, audiologists, psychologists, nurses, education specialists, occupational therapists, neurologists, geneticists, and child psychiatrists. Clinical sites and community settings throughout the metropolitan area of Minneapolis/St. Paul serve as teaching centers for the DBP rotation.
 
The following Curriculum Summary outlines the DBP rotation experience:
 
  1. Fundamentals of Child Development and Behavior
    Early brain development, Attachment, Baby Cues, Temperament, ACEs, Screening, Social-emotional development, Sexuality, Media, Bullying
  2. Skill development in DBP at Clinical Sites
    Interviewing, Communication skills, Assessment process, Case planning
  3. Resident Learning Modules – Core DBP Content
    Autism, ADHD, Learning Disorders, Depression, Chronic Abdominal Pain, Anxiety, Divorce, Grief, Enuresis, Encopresis, Tics/Tourette Disorder, Sleep
  4. Community Experiences
    Health care home, Family home visits, Models of child care
The DBP rotation curriculum has been designed for residents to achieve the following educational objectives:
 
  1. Develop skills in interviewing, observation, history-taking, and physical and neurological examinations for assessment of development and behavior.
  2. Acquire a working knowledge of normal development: neuromuscular, sensory, temperament, language, emotional, cognitive, social, and sexual. 
  3. Understand the effect of the environment on development and behavior including family, social, adverse childhood events, school, cultural, and policy influences.
  4. Develop understanding and skills in the following types of screening:    hearing, vision, maternal depression, developmental, autism, social-emotional.
  5. Utilize an understanding of child development and behavior in anticipatory guidance, prevention, promotion of resilience, and reduction of risk.
  6. Develop diagnostic assessment and differential diagnosis skills through data collection, requesting and reviewing of educational, speech/language, and psychological testing, and the team process.
  7. Acquire skills in management of common behavior problems and disorders outlined in DSM-5.
  8. Develop skills working with children and families in the assessment process, sharing of information, grief responses, and community supports and resources.
  9. Acquire a background of DBP skills that can be applied to other settings of the Pediatric and Med-Peds residencies, including the Continuity Clinic, hospital rotations, specialty rotations, and the Emergency Department.

The Resident Training Program in Developmental-Behavioral Pediatrics is part of the Pediatric Residency Program at the University of Minnesota. The Pediatric Residency Program offers a diverse and comprehensive training experience that prepares pediatricians for the 21st century. For information, contact:

Dr. Emily Borman-Shoap
Director, Pediatric Residency Program
Pediatric Education Office
2450 Riverside Ave.
East Building, Room M136
Minneapolis, MN 55454
Phone: (612) 624-4477
Fax: (612) 626-7042
borm0029@umn.edu

Katherine Murray, MD, MPH, Director
Alex Prince, Rotation Coordinator
Resident Training Program in Developmental-Behavioral Pediatrics
Division of General Pediatrics and Adolescent Health
717 Delaware St SE
Minneapolis, MN 55414-2959
Phone: (612) 626-1980
Fax: (612) 626-2134
princ092@umn.edu