About Our Program
- Primary Care
- Hospitalist Medicine
- Sub-Specialty Training
- Physician Scientist Pathway (PSTP)
- Global Health
- EPAC Program
- Rural Medicine Rotations
- Program Involvement
Well Rounded Education Experience
Residents take advantage of training at 4 different key clinical sites and have broad exposure to subspecialty pediatrics, community-based pediatrics, and underserved medicine. Residents can tailor their experience to meet their future career needs. The breadth of patient care settings is truly impressive.
Innovation in Education
Innovation and continuous re-invention is at the heart of our educational approach at the University of Minnesota. Recent projects include the implementation of academic half days and a new longitudinal quality improvement curriculum for second-year residents.
Community and Advocacy Opportunities
Through a strong partnership with the state chapter of the AAP, as well as role modeling from faculty throughout our program, residents at our program are deeply invested in connecting with their communities. Upcoming projects include providing healthy meals at a local crisis nursery and family education nights at early childhood centers in underserved neighborhoods.
- Academic half-days every other Friday afternoon for 3.5 hours
- All residents attend (except those on nights or PTO)
- 3 year curriculum:
- Year 1: Infant/Early Childhood
- Year 2: School-Age
- Year 3: Adolescence
The program is home to a cutting-edge, longitudinal mock-code simulation curriculum spanning across the four hospital sites. This initiative is designed to prepare all residents for potential emergency situations encountered in clinic, on the inpatient wards, and in the emergency department.
Lunch & Learn
- Noon conference at the U of M Masonic Children’s Hospital and Friday mornings at Children's Minnesota - Minneapolis and St. Paul
- Use of educational threads to guide content and frequency of conference types
- Examples include: Morbidity, Mortality and Management, Resident and Fellow Research Spotlight, Collaborative Office Rounds in Pediatric Mental Health, Wellness topics such as Debriefs and Narrative Writing, Board Review
Residents at the University of Minnesota get a broad foundation in primary care starting early in their training. Residents participate in a unique 8 week immersion experience in their first year called Primary Care Fundamentals (PCF). During their PCF rotation, residents are immersed in their continuity clinic site to help them build the roots of their outpatient primary care experience throughout residency. During PCF, residents also have the opportunity to broaden their perspective on primary care through a variety of experiences with community health partners such as early childhood intervention home visits, windshield surveys, and WIC nutrition appointments.
Continuity clinic starts in the resident’s first month of training and continues as a consistent thread throughout all three years of a resident’s training. Given our broad network of community partners, we are able to offer a rich selection of continuity clinic sites including inner city pediatrics, free-standing children’s hospital based clinics, and suburban private practice. At the time of matching with our program, residents are able to indicate preference for continuity clinic location and any language fluency, so that they can be matched with the best continuity clinic setting for their skills and career goals. This longitudinal experience fosters a very strong mentorship between preceptor and continuity resident, and is something that our residents regard very highly during their residency and beyond.
Residents build on their primary care skillset in our robust Developmental-Pediatric and Adolescent Medicine rotations which include case-based seminars, simulation sessions, and clinical training sites throughout the Twin Cities.
Residents in our program receive superb training in pediatric hospital medicine through rotations on inpatient teams at UMMCH, Children’s Minnesota (Minneapolis & St. Paul Campuses), and HCMC. Each site provides a different example of hospital medicine so residents have a well-rounded experience during their training. While on their inpatient pediatric rotations, residents have the opportunity to care for kids with “bread and butter” pediatric diagnoses, to coordinate care for medically complex patients, and to co-manage patients with subspecialty and surgical teams.
For residents interested in pursuing a career as a pediatric hospitalist, there are two pediatric hospital medicine fellowships available in the Twin Cities: one at Children’s Minnesota and one at UMMCH. Although fellowship training is not required to practice hospital medicine, these fellowships do offer a fantastic opportunity for additional training in quality improvement, research, education, and leadership. In addition, it is anticipated that hospital medicine will soon be an official subspecialty of the American Board of Pediatrics, and fellowship training would be required for those who want to be board-certified.
Residents in the University of Minnesota pediatric residency program have access to unparalleled subspecialty education. Rotations at the University of Minnesota Masonic Children’s Hospital provide an impressive foundation in subspecialty training at a tertiary referral center. Residents will gain experience caring for patients with a wide variety of complex diseases including bone marrow and solid organ transplant patients. Residents will also have access to a large network of mentors as they consider fellowship training in pediatric subspecialty.
A unique aspect of our program is the opportunity to also explore subspecialty pediatrics in a private practice setting. Residents can take advantage of subspecialty rotations at Children’s Hospitals and Clinics of Minnesota, Gillette Children’s Hospital, and Hennepin County Medical Center. This broad exposure to subspecialty care allows residents to not only determine their field of choice, but also get exposure to the possible career pathways in subspecialty medicine after training.
Our residents are very successful in the Fellowship match, matching both to our local fellowship programs and to competitive programs across the country. We strongly encourage academic scholarship with residents presenting at the annual Pediatric Academic Society meeting as well as many national and international meetings related to specific subspecialties.
Residents are encouraged to engage in scholarship during residency. The Program works with interested residents to identify and select faculty mentors for academic projects. Block education sessions devoted to fundamentals of the research process are provided to all residents. Several local and national meetings provide venues for residents to present their findings. These include our Departmental Pediatric Research and Scholarship Symposium (PRESS), Grand Rounds, the Minnesota American Academy of Pediatrics Meetings, the Midwest Society for Pediatric Research, American Pediatric Society/Society for Pediatric Research, American Academy of Pediatrics Annual Meeting, plus a host of subspecialty-focused meetings.
The University of Minnesota Pediatric Residency Program supports residents in all 3 years of residency who are pursuing scholarly projects in advocacy, basic science or clinical research, and medical education. Residents also have protected time for research electives and are eligible to receive stipends for attending any relevant research conferences.
Residents can earn cash prizes for their scholarly activities through P-QUAD (Positive Peer Pressured Productivity), a novel program from the University of Minnesota Department of Pediatrics. All scholarly projects in these areas, plus global health and quality improvement are all eligible for entry, and residents can win prizes at regular drawings. This program has been implemented in the hospitalist group and has recently been rolled out for residents.
You can follow this link to learn more about pediatric research here at the U of M.
"I barely had any experience with scholarly work prior to residency, and as an intern I could not imagine having time to pursue projects. But after attending diabetes camp as part of an endocrinology elective in August of my intern year, all that changed! I fell in love with type 1 diabetes and was invigorated to take on projects that directly impacted the campers I had worked with. I have presented my work locally and nationally, which has helped me make connections for fellowship!"
-Liz Mann, MD, Former Pediatric Chief Resident and Program Alumni
"When I started residency, I didn't think I would have time to engage in the public health research and advocacy work that inspired me to go into medicine in the first place. I didn't have much time during medical school, so I assumed residency would be the same. One of our attendings in newborn nursery showed me an article in the paper about a new non-profit called Babies Need Boxes, an organization that provides safe sleep spaces, clothing and support to families. I wanted to get involved and was encouraged to contact the founder of the organization and introduce myself. The community she was serving wanted to make sure that baby boxes were safe and families were supported throughout their baby's first year of life, so we designed a parenting education program that focused on safe sleep. Being involved in initiatives that local communities are advocating for fuels my passion for pediatrics and makes me feel like I'm doing something for the greater good. I feel so lucky to be part of a residency program that supports me and encourages my community-based participatory research."
-Erin Gutowski, DO, Former Pediatric Chief Resident and Program Alumni
"When I decided my first year of residency that I wanted to participate in clinical research, I emailed the chairperson of the pediatric endocrinology department and asked if any endocrinologists at the UofM could use a resident's help. Not long after, I was sitting down with Dr. Sarafoglou, one of the nation's foremost experts and textbook writers on congenital adrenal hyperplasia. With her enthusiastic mentorship, we authored a manuscript on hypertension in patients with congenital adrenal hyperplasia and I had the opportunity to travel internationally to present the paper at a Pediatric Academic Societies conference. Though it took three years of residency and multiple drafts of the paper (edited after dinner in Dr. Sarafoglou's apartment late into the night), it was an amazing experience to learn about CAH, statistical analysis, how to write and submit a paper, and - perhaps most importantly- how to ask questions and think critically like a researcher. "
- Nadia Maccabee-Ryaboy, MD, Program Alumni and Pediatric Hospitalist
Physician Scientist Pathway (PSTP)
Global Health Opportunities
The University of Minnesota pediatric residency program offers one of the most unique and diversified pediatric global health education programs in the country. Home to the nation's first Division of Global Pediatrics, global health education is considered a priority for all UMN pediatric residents. Core instruction in global child health is incorporated into the general curriculum, and an elective at our world-renowned adoption clinic is opened to all residents. Residents with special interest in global health may opt in to the global health track, and thereby have further opportunities for clinical electives in international pediatrics and Native American child health.
Minnesota is home to more refugees per capita than any other state, and has a large immigrant population. Global health track residents can explore the "Global is Local" aspect of global health issues through an elective as well. Finally, track residents who complete the University of Minnesota Global Health Course may become eligible for certification in tropical medicine by the American Society of Tropical Medicine and Hygiene, an invaluable opportunity afforded by very few residency programs.
We are pioneers in innovative modes of global health education, and through collaborative efforts with domestic and international partners, have published and disseminated a competency-based global health curriculum and several training programs now being used throughout the world including SUGAR (Simulation Use for Global Away Rotations) and PEARLS (Procedural Education for Adaptation to Resource Limited Settings).
Education in Pediatrics Across the Continuum (EPAC) Pilot Program
EPAC is a national medical education pilot project that seeks to establish a model for true competency-based medical education across the undergraduate medical education (UME) - graduate medical education (GME) continuum. In this program, learners are advanced along the UME-GME continuum by demonstrated competence, not time: time variable, outcome known; as opposed to outcome variable, time known.
The University of Minnesota is 1 of 4 medical schools nationally who participate in this pilot project. The other schools include the University of California San Francisco (UCSF), the University of Colorado and the University of Utah. It is sponsored by the Association of American Medical Colleges (AAMC) and developed in collaboration with the Liaison Committee on Medical Education (LCME), Accreditation Council for Graduate Medical Education (ACGME), and the American Board of Pediatrics (ABP). It received support from the Josiah Macy, Jr. foundation during its inception.
As a Pediatric Resident at the University of Minnesota you will have resident colleagues who are EPAC participants in the GME portion of the project and there will be EPAC students in the UME portion of the project who work with you as learners. Lessons learned are helping to shape our overall approach to curriculum design and evaluation in the Pediatric Residency Program.
Participation in EPAC shows, yet again, that the University of Minnesota Pediatric Residency is committed to medical education innovation!
Rural Medicine Rotations
All residents are paired with a faculty adviser at the beginning of residency. Meetings occur at least twice yearly to review academic progress, performance, and career planning.
Many additional mentorship opportunities are available on a less formal basis, with faculty available in many interest areas including:
- General Pediatrics
- Pediatric Hospital Medicine
- Pediatric Critical Care
- Infectious Disease
- Global Health
- Developmental and Behavioral Pediatrics
- Adolescent Medicine
- Child Abuse
Class Representatives: Class representatives meet with Dr. Borman-Shoap every other month in a casual setting to provide feedback on the residency program. Everyone is welcome to be a class representative, and each class has two lead class representatives who are responsible for making sure that someone from their class will be able to attend each meeting.
Equity, Diversity, and Inclusion Council: Residents are represented on the faculty and staff EDI council, which meets once a month. More information on the council can be found here.
Program Evaluation Committee: This committee is responsible for evaluating all of our rotations and our curriculum overall. The committee meets in person quarterly, and then has a rolling series of meetings where they meet with the faculty who teach on our rotations to give them feedback.
Wellbeing and Resilience Champions: Wellbeing and resilience used to be discussed by the class representatives, but in order to highlight the importance of resident wellness, we created a separate group to focus on these topics, which meets every other month.