What can data tell us about the quality and relevance of current pediatric residency education?
The Residency Review and Redesign (R(3)P) 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 R(3)P Project as well as findings by Freed and colleagues published in this supplement to Pediatrics. Primary questions of interest to the R(3)P 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 R(3)P 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 R(3)P Project hope to enhance learning, encourage multiple career paths within the broad field of pediatrics, and, ultimately, improve patient and family outcomes.
Leslie
Laurel K
LK
Department of Medicine, Tufts Medical Center, 800 Washington St, 345, Boston, MA 02111, USA. lleslie@tuftsmedicalcenter.org
D001291:Attitude of Health Personnel; D002321:Career Choice; D002983:Clinical Competence; D003226:Congresses as Topic; D006801:Humans; D007396:Internship and Residency / Q000458:organization & administration*; D020380:Needs Assessment; D010372:Pediatrics / Q000193:education*; D014481:United States