Program Curriculum and Requirements

Our program is structured to permit the physician to develop broad clinical expertise in general and primary care pediatrics as well as in-depth competence in the pediatric sub-specialties. We accomplish this by offering three progressive levels of training characterized by increasing complexity of clinical problems, increasing responsibility for patient care and increasing availability of elective time. The program mixes hands-on, bedside training, didactic sessions, one-on-one consultations, small group sessions and online learning that strives to meet all learning styles of our residents as well as getting broad exposure to specific areas that might be of interest as formal career paths.

Sample Resident Annual Schedule

Disclaimer:  The following table is a general schedule only. There will be variability from resident to resident, year to year, but each resident over their three years will meet all ACGME training requirements.

PGY - 1PGY - 2PGY - 3
Rotation# monthsRotation# monthsRotation# months
UL NICU1NCH NICU1NCH NICU1
Hem/Onc1PICU1PICU1
ED1.5ED1ED1.5
Wards3Wards2Wards2
Night Team0.5Night Team1Hem/Onc Nights0.5
Outpatient Block*3Outpatient Block*3Outpatient Block*1.5
Core Elective1Cardiology1Core Elective1
Individualized Curriculum Elective1Individualized Curriculum Elective2.5
Vacation1Vacation1Vacation1
Overall Total12Overall Total12Overall Total12

Rotations in italics include elements of the Individualized Curriculum.

* The Outpatient block contains the following experiences:

○     PGY-1: Adolescent, Newborn, Procedure, Career Exploration, Longitudinal Clinic
○     PGY-2: Ambulatory with Community Involvement, Behavior and Development, Career Exploration, Longitudinal Clinic
○     PGY-3: Ambulatory with Community Involvement, Individualized Curriculum Electives, Career Exploration, Longitudinal Clinic

For a more detailed description of our outpatient experience, check out the Longitudinal Outpatient Experience



Program AIMS, Mission, Vision, & Values

Program AIMS

  • To train critically thinking general pediatricians who, through comprehensive clinical training, leave our program: feeling prepared to enter a variety of career fields; with ownership of their life-long learning; and with skills to lead at the institutional, community, and national level
  • To provide residents with the skills to advocate for their patients at all levels: the individual patient, the hospital or clinic, the community, the population
  • Create a culture with emphasis on patient safety, personal accountability, and the willingness to continuously and objectively evaluate our practices to improve our quality of care
  • To promote a scholarly approach to clinical, teaching, and research activities and provide role modeling, mentoring, and basic skills that prepare our residents for a future in medicine
  • To recruit, retain, and engage a diverse workforce that represents the population we serve and to foster a nurturing and supportive environment that values diverse perspectives

 

Mission

Vision

Values

Our program mission is to develop well-rounded, balanced physicians with a deep commitment to their patients,
their profession, their community, and life-long learning by
providing a robust clinical environment, experiential curriculum,
innovative teaching, opportunities for scholarly activity
and attention to personal professional development
  • "Raise" the kind of pediatrician that makes us proud
  • Achieve our mission by being true to the strengths
    of our department
  • Allow residents the freedom to find their niche while encouraging personal accountability to their
    patients and themselves
  • Acceptance and Inclusion
  • Professionalism and respect to everyone, always
  • Advocacy -- community and safety
  • Well-being
  • Growth mindset
  • Self-regulated learning
  • Competence
  • Independence

Program Requirements

Our program is structured to permit the physician to develop broad clinical expertise in general and primary care pediatrics as well as in-depth competence in the pediatric sub-specialties. We accomplish this by offering three progressive levels of training characterized by increasing complexity of clinical problems, increasing responsibility for patient care and increasing availability of elective time. The program mixes hands-on, bedside training, didactic sessions, one-on-one consultations, small group sessions and online learning that strives to meet all learning styles of our residents as well as getting broad exposure to specific areas that might be of interest as formal career paths.

Pediatric Level 1 (PGY-1)

This year is designed to provide a comprehensive experience in inpatient and outpatient pediatrics, a basic fund of knowledge of human growth and development and pediatrics diseases, and an opportunity to develop the basic clinical and technical skills involved in the diagnosis and treatment of diseases of infants, children and adolescents. There is an emphasis on learning the pathophysiology of diseases in children and developing clinical judgment in caring for sick children.

All rotations are located at Norton Children's Hospital except for rotations on the newborn and neonatal intensive care units at University of Louisville Hospital.

Pediatric Level 2 (PGY-2)

Physicians who have completed one year of pediatric training and have fulfilled the requirements for medical licensure in the state of Kentucky are advanced to the second year of training. This year provides an opportunity for the physicians to improve clinical skills acquired during the first year, assume increasing levels of responsibility and patient care, and develop knowledge and skills in subspecialty areas. In addition to subspecialty rotations, PL-2s rotate through the pediatric intensive care unit and neonatal intensive care unit assuming an increasing responsibility in patient care and in PL-1 and medical student supervision and education.

Pediatric Level 3 (PGY-3)

Physicians in their third year of training assume maximum responsibility both for patient care and the supervision of junior house officers and medical students on the inpatient and outpatient services of Norton Children's Hospital and University of Louisville Hospital.

It is a year devoted to improving clinical judgment and preparation for practice or further sub-specialty training. In addition, the senior resident is expected to review medical literature pertinent to the problems of patients under his supervision and present this material to other house officers and students on rounds.

 

Medicine-Pediatrics Combined Residency Program

This four-year special residency program, sponsored jointly by the Department of Medicine and Pediatrics, was established in the early 1980's. During the four years, residents participate in the basic services, continuity practices and electives of the two departments. Upon completion, Med-Peds physicians are eligible for board certification in both specialties.

Individualized Curriculum Overview

Summary of Individualized Curriculum

We know that all residents have their own path, and this may change during the course of training. With early exposure to career interests as an intern, mentorship to discuss career goals and needs throughout residency, and guidance from division education leaders, our residents are prepared for life after residency. No matter your desired career path, our individualized curriculum guides each resident toward their future career.

Career Exploration

At the beginning of intern year, each resident will schedule a longitudinal career exploration experience that they will choose based on their anticipated career pathway. Over the course of the first two years, residents will spend 1-2 half days during their Y (outpatient) block with the division of their choice. The activities in those exploration opportunities have been specifically tailored by divisional education leaders to provide a broad range of exposure to their fields, giving a true taste of life in that specialty. If a resident's career path changes over time, as it often does, the career exploration assignment can be modified accordingly.

 

During the intern year, each resident will have the opportunity for:

  • One month of ward service choice: One month of ward experience on a team that focuses on the subspecialty patient population of the resident's choosing
  • Individualized Curriculum mentor: Each intern is assigned a mentor (either the Program Director or Associate Program Director) at the beginning of residency to provide him or her with objective career advice and guidance over the course of the three-year residency. This mentor will meet with the resident at least annually to assist in this process.

 

At the beginning of the second year, each resident will choose a career-focused pathway. Options include:

  • Primary Care
    • Community Private Practice
    • Academic General Pediatrics
    • Rural General Pediatrics
  • Hospital Medicine
    • Community
    • Academic
  • Neonatology
  • Emergency Medicine/Critical Care
  • Subspecialty Fellowship
    • Adolescent
    • Allergy
    • Behavior/Development
    • Cardiology
    • Child Abuse
    • Endocrinology
    • Gastroenterology
    • Genetics
    • Hematology/Oncology
    • Infectious Diseases
    • Nephrology
    • Neurology
    • Pulmonary Medicine
    • Rheumatology
  • Global Health

Each pathway contains required elements as deemed necessary by faculty in each field as well as "Menu Options" from which residents will choose. Each pathway will also have strongly recommended subspecialty core electives which are separate from the six months of Individualized Curriculum. For example, the resident above might choose electives in Infectious Diseases, Hematology/Oncology, Neurology, and Allergy, which are applicable to his or her career but are in addition to the six months of Individualized Curriculum. See Specific Pathway Curricula for additional information.

Electives

by Stover,Dianna K — last modified Sep 03, 2020 11:00 AM — History

Core Electives

Residents are required to complete at least four core electives as one-month blocks.

  • Allergy/Immunology
  • Cardiology
  • Child Abuse
  • Endocrinology
  • Gastroenterology
  • Genetics
  • Hematology/Oncology
  • Infectious Diseases
  • Nephrology
  • Neurology
  • Pulmonary Medicine
  • Rheumatology

 

Other Electives

These are examples of electives may be taken in two- or four-week blocks. We are constantly adding to this list based on resident feedback.

Cardiology (Advanced)Hospital MedicinePalliative Care/Pain Management
Care of the Complex ChildInternational PediatricsPoverty & Social Justice
Center for Courageous KidsLabor & DeliveryPrivate Practice
Child AdvocacyLee Specialty Clinic (intellectual/developmental disabilities)Pulmonary Medicine (Advanced)*
Critical Care (Advanced)Medical SpanishRadiology
Emergency Medicine (Advanced)Mental & Behavioral HealthResearch
Endocrinology (Advanced)*Neonatology (Advanced)Sports Medicine
Gastroenterology (Advanced)Nephrology (Advanced)Surgery (pediatric)
Hematology/Oncology (Advanced)*OphthalmologyTransplant Infectious Diseases
Hematology/Oncology (Outpatient)Non-operative Orthopedics (Pediatric)Ultrasound

Longitudinal Outpatient Experience

by Stover,Dianna K — last modified Aug 19, 2019 08:38 AM — History

Our program is participating in a pilot study looking at an alternative method of resident scheduling called X+Y scheduling.  As part of this study, residents will do their outpatient rotations and longitudinal clinic in multiple two week rotations over the course of each year. This means that residents will not go to their longitudinal clinic on inpatient rotations such as the Wards or ICU.

The goals and anticipated advantages of this method are:

  • Minimizing conflict between inpatient and outpatient responsibilities
  • Improving resident “presence” on their rotations
  • Improving the predictability of clinic schedules to allow for more patient continuity

 

Here is a sample annual schedule for residents:

 

 

 

 

 

  • For interns, the Y outpatient blocks include: Adolescent, Newborn, Procedure, Career Exploration, and Longitudinal Clinic
  • For second year residents, the Y outpatient blocks include: Ambulatory with Community Involvement, Behavior and Development, and Longitudinal Clinic
  • For third year residents,  the Y outpatient blocks include: Ambulatory with Community Involvement, Longitudinal Clinic, and some electives

 

Where do I do my Longitudinal Outpatient Clinic? 

At the beginning of training, first-year residents are assigned to one of our three primary continuity sites - UofL Pediatrics - Downtown (opened in their new space in the Novak Center for Children's Health in July 2018) , UofL Pediatrics - Sam Swope Kosair Charities Center, and UofL Pediatrics - Stonestreet for their longitudinal clinic. Residents attend their assigned outpatient clinic for a minimum of 36 half-day clinic experiences per year. Residents are able to watch patients grow and develop over three years and have the opportunity to  develop a strong bond with their patients and their families.

Our ambulatory faculty act as mentors and preceptors and conduct structured clinical observations. Residents also complete an online curriculum on common pediatric outpatient topics and discussions on these modules are facilitated by outpatient clinic faculty.

The longitudinal outpatient experience is designed to provide the house officer with a view of growth and development and disease evolution in the pediatric patient that encompasses the spectrum of birth through adolescence. Residents have the opportunity to recruit patients into their clinic throughout all three years of training. Patients may be recruited during the nursery, wards or emergency department rotations.

Our clinics serve over 50,000 of the most vulnerable patients in our community.

Conference/Workshops

Medical Education Conference Curriculum

We have created a diverse, well-rounded learning environment to prepare our residents for superior patient care and impart the knowledge to manage their profession as pediatricians.

Core Conference - Daily noon conferences provide the residents with a rolling, 18-month comprehensive core curriculum of pediatric topics as determined by the chief residents and program director. These are chosen from the ABP, PREP and ACGME core medical knowledge themes. Lectures are given by UofL faculty in the Department of Pediatrics.

Business Side of Medicine - These monthly lectures cover topics such as contract negotiation, what to do if you’ve been subpoenaed, malpractice coverage, and creating your CV.

Child Advocacy (P.U.S.H.)Each month, residents meet to discuss issues related to child advocacy within the framework of the resident-led child advocacy program, P.U.S.H. These meetings are a combination of project planning sessions as well as didactic sessions focusing on topics pertinent to child advocacy.

Communication - Delivering difficult news is never easy, but our communication curriculum gives residents the skills necessary to handle this challenging responsibility as well as more routine tasks such as phone consults and patient handoffs. On a monthly basis, residents meet to focus on communication as it relates to patients and their families as well as other healthcare professionals. With a goal of exceeding the ACGME's core competencies of Interpersonal and Communication Skills and Professionalism, the communication curriculum is delivered in a variety of formats through a combination of workshops, video sessions and standardized patient encounters over 18 months.

Grand Rounds - This is a weekly, one-hour conference that is available to all pediatric faculty and residents. A wide variety of topics pertinent to general pediatrics are covered. These sessions are given by a combination of invited speakers and faculty within the department.

Medical Education Business Meetings - During these monthly meetings, resident issues and ideas for program improvement are discussed openly among the residents, chief residents, program director, associate program directors and office staff.

 

Mentoring program - Each resident chooses a mentor at a “mentorship fair” at the beginning of the academic year. Following this fair, new interns are paired with faculty who have similar interests both in and out of medicine as well as personality traits. Once matched, residents and mentors meet both independently
and during scheduled meetings throughout the year. Topics covered during these meetings include: clinical performance, program engagement and time management, personal wellness, lifelong learning, and planning for the future.

Morbidity and Mortality (M&M) - Each month, faculty, residents, and students participate in this resident-led, multidisciplinary conference aimed at improving patient safety and quality of care. Cases are chosen by the Pediatric M&M Committee, consisting of pediatric residents, chief residents, and faculty.

Morning Report - This daily session offers a format for residents to discuss newly admitted patients and follow-up of interesting and complex cases. It gives the residents a perspective on the variety of illnesses in the hospital each day and the opportunity to discuss in-depth specific educational topics.

PREP Party - Based on resident feedback, we implemented a new approach to Board Study where the residents work through board review questions that pertain to a suggested reading assignment for each month. The conference is led by either a chief resident or a program director in addition to a guest faculty member from the “specialty of the month” who helps facilitate discussion and expand on the questions/explanations.

Quality Improvement and Patient Safety - Our Quality Improvement (QI) and Patient Safety curriculum consists of monthly sessions with brief didactics on common QI methods/topics. These didactics are followed by working meetings in which residents participate in team-based QI and safety projects both in the hospital and in our clinics. Residents work with faculty and nursing mentors on process evaluation, root cause analysis, and designing and implementing Plan-Do-Study-Act(PDSA) cycles. Residents take turns acting as the "Champion" for their team, moving their projects forward between these noon meetings. Senior residents also participate and report in Daily Safety Briefings on their inpatient ward rotations.

Resident Grand Rounds - All pediatric faculty, residents and students are invited to attend this weekly conference where interesting case-based presentations are made by Pediatric and Med-Peds residents. 

 

Wellness Curriculum - The wellness curriculum includes quarterly noon sessions focused on nutrition, exercise, coping with grief and stress and other topics related to personal wellness; Fun Friday "free lunch hours" on the fifth Friday of the month; assistance from the OME due to burnout, stress, depression or other personal issues; formation of a spouse/significant other support group, including an event during resident orientation; and a monthly community event calendar. Additionally, “Resilience Rounds” gives residents the opportunity to
debrief and process difficult events in either written or discussion format. These sessions will be moderated by our clinical psychology staff who can also provide tips for coping with stress and building resilience.

Additional Conferences & Workshops


Crisis Management Program with Simulation -
Pediatric residents participate in 2-4 simulated crisis management scenarios per academic year as part of our Crisis Management Program. We created numerous emergent scenarios that require residents to demonstrate skills in airway management and intubation, cardiac arrest and CPR, arrhythmia management and defibrillation, shock management, seizure management, needle thoracostomy, and more. These sessions include an orientation, the session itself, and a debriefing period. Assessment of knowledge, patient care, systems based practice, communication and team dynamics are completed by the team about themselves and the experience. The faculty preceptors and nurses involved also complete evaluations that are available to the resident for review.

Residents as Teachers - Residents as Teachers (RATs), first offered in 2007, is a full day workshop for residents in all specialties to teach, discuss, and practice the principles of adult education that will help them in teaching medical students, patients, other residents, and of course faculty and staff. Offered four times during intern year, this interactive curriculum includes small group work supported by clinicians and medical educators as facilitators and standardized patients to help residents practice new instructional skills.

Scholarly Activity

Throughout our program, our residents work with their faculty mentors on scholarly activity in a planned progression, building on ideas formulated during their intern year and culminating in a presentation for the entire Department of Pediatrics during their senior year. Prizes are awarded to the top projects in several categories. Winners are announced during the graduation ceremony among peers, faculty, family and friends.

The learning objectives of the scholarly project are to:

  • improve understanding of a particular subject area related to child health;
  • improve skills in critical review of the medical literature and understanding of research methods;
  • develop personal experience in the advancement of medical knowledge; and
  • develop improved foundations in one or more of the following:
    1) advocacy or public health policy for children;
    2) preparation for research requirements for subspecialty fellowships;
    3) patient care quality improvement, and/or;
    4) practice-based continuing medical education.

Throughout their training, residents develop these skills through various avenues, such as lectures, small-group sessions, and individual work with their mentors.  Additionally, residents receive assistance identifying a mentor and project via a series of three Research Oversight Committee (ROC) meetings.  At ROCs, residents initially give a brief overview of their career goals and potential scholarly interests, and peers and faculty are available to provide feedback, generate ideas, and build connections or network.  As residents progress, ROCs provide a chance to give updates, seek guidance, and troubleshoot projects in an informal, non-threatening environment.

Additionally, a Research Track is available for residents interested in research-focused careers or accelerated exposure to research and scholarship.

 

2020 Projects

Original Research

The effect of continuous glucose monitoring on admissions for diabetic ketoacidosis - Jeremy Brown, MD

Quality of life and psychologic comorbidities in youth with gender dysphoria - Katie Burgener, MD [1st place]

Real world assessment of patients with cystic fibrosis treated with lumacaftor-ivacaftor and transitioned to tezacaftor-ivacaftor - Ashlee Christmas, DO

Failure is not an option: Outcomes in pediatric patients who fail initial discharge spirometry - Brooke Gustafson, MD

Predictive value of ISTH-BAT scores in the diagnosis of mild bleeding disorders - Judith Kabat, MD

Growth and tolerance of a new, sterile ready to feed donor human milk in preterm infants - Daniel Kahn, MD

Lack of correlation between bleeding scores and platelet electron microscopy in delta granule storage pool disorder - David Taylor, MD

Healthcare barriers for Congolese refugee children in Louisville, KY:  Parental perception and narratives through focus group discussions - Zheyi Teoh, MD [2nd place, Viewers Choice]

The impact of high flow nasal cannula and intravenous fluid hydration on length of stay in acute pediatric respiratory distress - Ryan Williams, MD

Quality Improvement

Penicillin allergy de-labeling in the pediatric inpatient setting - Sathvik Balaram, MD [1st place]

Fighting the “silent epidemic:” Fluoride varnish use in pediatric academic clinics - Beth Brooks, DO

Improving pediatric resident use of personal protective equipment during respiratory viral symptoms encounters in the pediatric emergency department - Christina Brown, MD

Ask, Assist, Refer: Increasing pediatric resident evaluation, education and documentation of second-hand smoke exposure in pediatric patients - Andrea Calvo, MD

A quality improvement study to evaluate intranasal fentanyl in improving the management of vaso-occlusive episodes in the pediatric emergency department - Anya Dabrusco, MD

Implementation of a structured feedback initiative in the hematologyoncology rotation - Brad Miller, MD

Assessing HIV testing rates in resident longitudinal clinics - Priyanka Saxena, MD

Comprehensive sexual history documentation for teenage females in the inpatient setting - Jenna Still, MD

Case Reports

A case of ARC syndrome - Diane Buckley, MD

An unusual case of cryptococcal meningitis in an immunocompetent pregnant patient - Hannah Freeland, MD

Diagnosis of Acute Myeloid Leukemia in a patient with Emanuel Syndrome - Adam Gasser, MD, PhD

Histoplasmosis in the heartland: Infectious pericarditis in a pediatric patient - Ben Hannah, MD

Unprotected sex: A rash decision - Seth Harris, DO [1st place]

IPEX: A case of autoimmune enteropathy - Hazar Hassuneh, MD

An unexpected case of metastatic gastrinoma in a child presenting for recurrent abdominal pain - Hugo Hua, MD

Functional constipation: How bad can it get? - Matt Jackson, MD

Infective endocarditis and renal failure in an otherwise healthy 16-year-old male - Rachael Janoso, MD

Infective endocarditis caused by highly resistant Streptococcus pneumoniae in a previously healthy child with normal heart structure - Christen Seaman, MD

Prenatal plumbism: A case of prenatal exposure to lead - Tabitha Townsend, MD

Gaining a “foothold” on the diagnosis of leishmaniasis - Brent Troy, MD

 

2019 Projects

Original Research

Do asthma inhaler formulary changes impact lunch function and control? - Caitlin Canal, MD

Assessment of iron overload in the pediatric allogeneic HSCT recipient - Paige DePriest, MD

Opioid prescriptions among children enrolled in Kentucky Medicaid:  A review of a recent cohort - Kasi Eastep, DO [2nd place; Viewers' Choice Award]

Hepatitis C testing on infants suffering from neonatal abstinence syndrome - Will Johansen, MD

Admissions without resident notification:  Streamlining patient intake - Sayeed Khan, DO

Health outcomes of pediatric patients with isolated mild and moderate neutropenia:  A retrospective chart review of 92 pediatric patients - Colleen Mathews, MD

Effects of different categories of intrauterine drug exposure on the neurodevelopmental outcomes of infants with clinically significant neonatal abstinence syndrome - Alice Meng, MD

Constipation:  When no urgency becomes an emergency - Kevin Murray, MD

Pediatric asthma control in the ED - Michael Orangias, MD

Assessing diversity and inclusion initiatives among residency programs:  A systematic review - Tiffani Payne, MD

Zinc and nutrient deficiency in children with type 1 diabetes mellitus - Lauren Roach, MD

Anxiety, depression, ADHD, neurocognitive, and quality of life screening in children referred to an ambulatory cardiology clinic - Rachel Schutt, DO

Impact of refugee status on mental health in Latino children - Jenny Smith, MD [1st place winner]

Long-term health outcomes of patients evaluated for unexplained fever in a pediatric infectious diseases clinic - Katie Weakley, MD

Association of adverse childhood experiences (ACEs) in pediatric gastrointestinal disorders - Ashley Zerr, MD

Quality Improvement/Curriculum Development/Case Report

Toxic stress and adverse childhood experiences - Nicole Barrett, MD & Kelsey Field, MD [QI]

Improving recognition of hypertension in a pediatric primary care office - Trisha Clum, MD & Andrew Jones, MD [1st place] [QI]

Asthma exacerbations and subspecialty consultations - Stephen Franklin, DO [QI]

Increasing pediatric resident evaluation, education, and documentation of smoking status and second-hand smoke exposure in pediatric residents - Megan Montague, MD [QI]

Resident participation and satisfaction with Louisville Lecture FOAM platform - Molly Brockman, MD & Mary Rush, MD [CD]

Evaluating medical students' perceived knowledge and attitude toward social determinants of health and child advocacy:  A needs assessment - Alex Healy, MD [CD]

Improving a residency program's training and confidence in caring for children presenting with gender dysphoria in a primary care setting - Courtney Sumner, MD [CD]

Pseudo-hyperchloremia and negative ion gap acidosis in a patient with dextromethorphan hydrobromide abuse - Christian Matar, MD [CR]

Disseminated adenovirus associated with hemophagocytic lymphohistiocytosis in a newborn - Doug McConnell, MD [CR]

Kawasaki disease - John Wehry, MD [CR]


2018 Projects

Original Research

Effectiveness of concussion management education in changing educator behavior in the classroom - AJ Abney, MD

The relationship between FeNO, spirometry, and the C-ACT in pediatric asthma - Michael Bricken, MD

Awkward conversations:  Impact of leading school-based sexual education seminars on resident comfort discussing sexual health with adolescent patients - Elizabeth Lehto, DO & Gabe Tarshish, MD

Establishing current benchmarks in the management of vaso-occlusive episodes:  A pilot study - Brandon McHenry, DO

Weak correlation of bleeding scores to platelet electron microscopy:  A retrospective chart review of pediatric patients with delta-storage pool disorder - Nate Nessle, DO [1st place]

Evaluating knowledge of infant safe sleep practices in a pediatric emergency department population - Lauren Pontikos, MD

Assessing pediatric residents' training and confidence in caring for children presenting with gender dysphoria in a primary care setting - Shanna Sharber, MD

Prevalence and risk factors for postpartum depression in mothers of hospitalized infants - Lauren Swift, MD [2nd place]

Correct identification of non-accidental injury by medical providers - Erin Wade, DO & Megan Evers, MD

Neonatal cytomegalovirus screening practice within the local community - Kate Lipka Wilson, DO

Quality Improvement
Improving communication of results to families in a resident pediatric primary care clinic - Nicole Bichir, MD

Reducing the number of patients admitted unannounced to a resident teaching service - Mark Brockman, MD

Early corticosteroid administration in the ED setting for status asthmaticus - Will Guider, MD

An intervention to improve feedback for night team residents - Jennifer Hoefert, MD

Evaluating effects of patient-driven screening for social determinants of health in a primary care setting - Mary Johnson, MD

Improving HIV screening rates in adolescents in the primary care setting - Melissa Kadish, MD

Resident attitudes toward patient ownership in clinic - Rebecca Metry, MD

Evaluation of the Watcher Program at Norton Children's Hospital - JB Remmel, MD

Congenital heart surgeon society technical assessment echo project - Aniqa Shahrier, MD

Improving BP and volume assessment in children admitted to the nephrology service - Elizabeth Spiwak, MD [winner]

Curriculum Development/Case Report
Development of a transition of care course elective and needs assessment evaluation - Shanna Barton, MD [winner]

Water intoxication leading to hyponatremic seizure:  A rare presentation - Alex Brainard, MD

Accelerated atherosclerosis:  A chronic complication of perinatal human immunodeficiency virus (HIV) infection - Amy Higgins, MD

HHV6 causing acute liver failure in teenager - Ali Mortensen, MD

Case report of aHUS in a 2-month-old-male - Laith Sweis, MD

Tubo-ovarian abscess masquerading as a pelvic mass in a sexually inactive adolescent female - Jenna Thurman, MD

Rare presentation of hyponatremia in an infant leading to failure to thrive - Scott Tracy, MD

Partnering for children's hearts - an illustrative case series of acquired pediatric heart disease in low and middle income countries - Keith Wickenhauser, MD

Spinal epidural lipomatosis and vigabatrin associated changes on brain magnetic resonance imaging with standard therapies for infantile spasms - Sonam Bhalla, MBBS