Dr. Amonpreet Sandhu
RTC VISION: Excellent pediatricians in any setting
RTC MISSION: We aim to do this by fostering outstanding learning experiences, supportive teacher-learner relationships, innovation and diversity
We currently have a very robust simulation program with dedicated simulation facilities and a world-renowned KidSIM program that offers simulation based learning and courses for all levels of learners. Simulation is integrated into resident education in the form of mock codes during ward rotations, Just-in-Time simulations on the CTU, PICU-focused scenarios during the PICU rotations, ER focused scenarios during the emergency rotation, specific sessions held annually for each resident training year to learn crisis resource management skills and sessions built into academic half day as well.
Many outlying centres in Alberta welcome residents and all residents must participate in at least one regional training site rotation during the R3 year. These include Regional Hospitals in the Province, both urban and rural. Electives in other regional or rural jurisdictions are encouraged as long as they meet the learning objectives for Royal College certification.
Two retreats are held annually, one in the city in the Fall and the other outside of the city in the Spring. The fall retreat is usually focused on advocacy and community service while the Spring retreat is focussed on team building and resident wellness. These retreats provide a break from the rigors of residency while providing education. The retreats are considered mandatory events and residents are protected from their usual clinical and administrative duties during this time. We also have an active Resident Wellness Committee that puts together additional events throughout the year.
There are several formative exams during each of the residency years to support clinical learning and preparation for the Royal College Certifying examinations. OSCEs are held twice a year, two observed Hx and PE per year, American Board of Pediatrics (ABP) exam in the fall and the Canadian Pediatric Program Directors (CPPD) exams in the fall the spring each year.
Starting in the PGY2 year all residents are paired with a community pediatrician for a continuity clinic. The resident will attend a monthly half day clinic where he/she will see new consultations and provide ongoing follow up for these patients. The resident will continue with this clinic through to at least the end of the PGY3 year for all residents, and extend this to the PGY4 year for those residents planning a career in community clinics. This clinic allows residents to develop longer term relationships with both patients and their preceptor, giving a better idea of the nature of a community based practice.
In the PGY-1 year there is a dedicated research block designed to provide the foundation for scholarly projects in terms of research methodology. Each resident will also be assigned to a Scholarly Oversight Committee, which is meant to support residents in designing feasible projects of interest to the trainees, identifying preceptors/supervisors, monitoring progress and assist in achieving the goal of a completed scholarly project during their training.
In the PGY-4 year residents can pick from one of 3 streams: hospitalist, urban or small urban/regional. These streams are designed to give fourth year residents a tailored experience that best fits with their individual learning needs and ultimate career goals.
All residents complete a social pediatrics rotation, during which residents are attending child abuse consultations and reviews, home assessments and follow-ups, school assessments, refugee clinic and outreach to first nations communities, among other opportunities. Residents must complete a written reflection at the conclusion of this block.
We offer an elective experience for residents interested in education and global child health to the Mbarara University of Science and Technology (MUST) in Mbarara, Uganda. Residents are paired with a local U of C faculty member who will be on-site during their elective experince. Residents will work with their faculty preceptor to prepare and deliver subspecialty teaching modules to Ugandan students and residents. A simulation-based pre-departure course is mandatory for all residents participationg in global child health experiences.
All residents participate in a mentorship group that is led by a faculty member and includes residents from various years in the program. These groups meet as best suits the needs and desires of each particular group. Mentorship groups allow for near-peer and faculty led mentoring in an informal, small group and collegial atmosphere.
In 2016-17, we implemented a Procedural Skills Curriculum that is scheduled as a regular component of our Academic Half-day (once every 4 weeks). Residents are provided with learning resources (handouts, videos, etc) ahead of time describing the techniques of the procedures to be practiced, and during the session preceptors facilitate the using task trainer to develop their skills. The procedures are grouped into 3 separate sessions: IV/LP/etc, airway management (LMA, OPA, BMV, intubation), tubes (tracheostomy tube management, g-tube, bladder catheterization, etc) which rotate through the half-day sessions. There is an NRP station at each session as well for ongoing skill development/maintenance in this key area. Our goal is for residents to develop greater confidence and sense of self-efficacy with these skills, with the intent that this will then translate into more clinical procedural skills exposure as well.