Published online December 16, 2008
PEDIATRICS Vol. 123 Supplement January 2009, pp. S8-S11 (doi:10.1542/peds.2008-1578D)
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SUPPLEMENT ARTICLE


The Residency Review and Redesign in Pediatrics (R3P) Project: Roots and Branches

M. Douglas Jones, Jr, MDa, Gail A. McGuinness, MDb and Carol L. Carraccio, MD, MAc

a Department of Pediatrics, University of Colorado Denver, School of Medicine, Aurora, Colorado
b Executive Vice-president, American Board of Pediatrics, Chapel Hill, North Carolina
c Department of Pediatrics, University of Maryland School of Medicine, Baltimore, Maryland

The Residency Review and Redesign in Pediatrics Project was fortunate to be able to take advantage of careful thinking by others. In addition to pediatricians, we sought advice from medical educators across the spectrum of medicine, especially in internal and family medicine. Participants in the project concluded early on that top-down "redesign" of pediatric resident education was neither realistic nor appropriate. A better and more durable alternative is a formal process by which residency education can learn and evolve over time. By committing to that model, pediatrics would finally carry out the mandate of the 1978 Task Force on Pediatric Education.

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

Abbreviations: R3P—Residency Review and Redesign in Pediatrics • ACGME—Accreditation Council for Graduate Medical Education • ABP—American Board of Pediatrics • AAP—American Academy of Pediatrics • FOPE—Future of Pediatric Education

Accepted Sep 22, 2008.


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