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Published online December 16, 2008
PEDIATRICS Vol. 123 Supplement January 2009, pp. S50-S55 (doi:10.1542/peds.2008-1578L)
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SUPPLEMENT ARTICLE


What Can Data Tell Us About the Quality and Relevance of Current Pediatric Residency Education?

Laurel K. Leslie, MD, MPH

Departments of Medicine and Pediatrics, Tufts Medical Center, Boston, Massachusetts

The Residency Review and Redesign (R3P) Project relied on both qualitative and quantitative data in developing its recommendations regarding residency education. This article reviews quantitative data in the published literature of import to the R3P Project as well as findings by Freed and colleagues published in this supplement to Pediatrics. Primary questions of interest to the R3P Project included: What factors drive decision-making regarding residency selection? Do current training programs have the flexibility to meet the needs of residents, no matter what their career choice with pediatrics? What areas need greater focus within residency training? Should the length of training remain at 36 months? Based on the available data, the R3P Project concluded that more diversity needs to be fostered with training programs. By promoting innovative and diverse approaches to improving pediatric residency education, members of the R3P Project hope to enhance learning, encourage multiple career paths within the broad field of pediatrics, and, ultimately, improve patient and family outcomes.

Key Words: education • medical • graduate • decision-making • organizational • program development • policy-making • certification • accreditation

Abbreviations: R3P—Residency Review and Redesign in Pediatrics • PGY—postgraduate year

Accepted Sep 22, 2008.


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