Med Peds Primary Care Curriculum
At the end four years, med-peds residents should feel comfortable providing well outpatient care to children to adults as well as initial workup of common outpatient complaints. They should be familiar with current guidelines and resources to provide primary care to patients of all ages.
Establish basic understanding of guidelines related
to common outpatient visits/topics in medicine and pediatrics including: newborn and well child care, pediatric screening tests,
vaccines, puberty, women’s health, diabetes, hyperlipidemia, hypertension, CKD, COPD, and asthma.
Introduction and orientation to clinic systems: Differences in HUP and CHOP Epic, clinic staff and services, results and follow up, letters and telephone medicine.
- Transitions curricula: Introduction to transitions at Penn and CHOP (Dava)
- Leadership/Career Development curricula: Emotional Intelligence lecture
- Communication with standardized patient on medicine, Home visit with social work on peds
- Wellness: Letter to yourself, inner critic (Oana)
- QI: Introduction to QI lectures either via medicine ILM or Peds “E” rotation (or in year 2)
- Residents as teachers: CHOP Intern report
- Other: Step 3
Learn general outpatient approach to symptom based problems and appreciate the differences across the age spectrum including: headache, URI, UTI, rashes, hematuria/proteinuria, growth abnormalities, failure to thrive, musculoskeletal complaints
Understand role of general practitioner as consultant: sports physical and preoperative evaluation
Increase efficiency in clinic by seeing increased numbers of patients and improving use of clinic resources
- Transitions curricula: Transitions clinic session
- Leadership/Career Development curricula: DISC exercise (end of second year)
- Wellness: Narrative Medicine exercise
- QI: brainstorming QI exercise with Angelico Razon
- Other community exposure: Philadelphia FIGHT, esperanza, health center, Peuntes, and/or homeless health initiative
Develop further understanding of psychosomatic and psychosocial conditions: chronic pain and substance abuse, aging, IBS, Chronic Fatigue, Fibromyalgia, ADHD, anxiety, depression, parenting and discipline, eating disorders
Appreciate challenges caring for marginalized populations: refugee health, language support services. Observe differences in academic and community practice setting
Tailor subspecialty experiences to career goals
- Transitions curricula: Psychosocial resources, educational/vocational (Symme Trachtenberg, Natalie Stollon)
- Leadership/Career Development curricula: CV/Cover Letter, Networking, making the EMR work for you (Chad)
- Wellness: Care for the Care Giver session, Self-Care time
- QI: Define QI project, needs assessment and start project
- Communication: Options include communication with patients with chronic pain, de-escalation, trauma informed care
- Other (community exposure): Return to Philadelphia FIGHT, esperanza, health center, Peuntes, and/or homeless health initiative . Mural arts tour, West Philadelphia
Focus on teaching skills in clinic and didactic seminars: Med-Peds conference topic, prepare talk for categorical colleagues
Use evidence base to answer clinical questions.
Prepare for independent practice: Solidify clinical experience with increased number of clinical sessions per week, telephone medicine, and necessary procedures
- Transitions curricula: Case exercises, prep talks for peds or medicine reports on “Med-Peds issue”
- Leadership/Career Development curricula: MOC/CME, Negotiations (Sheila Quinn), Contracts
- Wellness/Community: Volunteer activity in spring
- QI: Complete QI project. Goal: Write up for advocacy project and/or national conference for spring.
- Community exposure: Geriatrics visit with ILM
- Residents as teachers: Med-Peds conference topic, prepare talk for categorical colleagues
- Other: Tailor subspecialty experiences to career goals: can shadow master clinicians, get appropriate procedure training