Mentoring

Our mentoring program supports an individualized approach to resident development and pursuit of educational goals. A faculty mentor is assigned a small group of resident mentees from the incoming class, and a relationship is established that lasts all three years. The faculty mentors are chosen by residents and chief residents as master clinicians and role models.

The mentor’s focus is to provide oversight, general advice and guidance for the individual in their development as a general pediatrician. The mentors are well positioned within the department to have broad connections to all subspecialty areas, and can help arrange contact with the appropriate division or faculty member. The mentoring program focuses on several aspects of residency training:

  • Review of performance evaluations

    Residents meet with their assigned mentor to discuss performance evaluations three times yearly. These evaluations include, but are not limited to:

    • Rotation evaluations
    • Procedure reporting
    • Observed history and physical assessments
    • Multisource feedback
    • Spontaneous evaluations or feedback submitted since the previous mentor/mentee meeting
    • General pediatrics in-training exam
  • Development of an individualized learning plan

    The mentor, along with program leadership, will help the resident in navigate an Individual Education Pathway. The mentor is responsible for reviewing the resident’s Individualized Learning Plan (ILP), developed using the American Academy of Pediatrics’ Pedialink website, and also helps the resident reflect on evaluations and prior effective learning strategies to further refine and adjust learning goals.

  • Required resident projects and presentations

    The mentor also provides oversight and guidance on various projects and presentations over the 36-month training period. Major projects for the program include the residency advocacy and quality improvement projects. Additional projects may include a critically appraised topic, and resident morbidity and mortality (M & M) presentations.

  • Procedure tracking

    Since July 2006, the Accreditation Council for Graduate Medical Education (ACGME) has required all residents in pediatric programs to enter all procedures performed on its online procedure log. The mentor reviews the tri-annually updated ACGME procedure log with the resident, provided by the Program’s Evaluation and Data Coordinator, to assure that opportunities to demonstrate competency are achieved.

  • Duty hours

    Residents are expected to keep their duty hour log using an online tool. Compliance with duty hours is reviewed with the faculty mentor three times yearly.

  • Stress monitoring and resident fatigue

    It is well-recognized that residency can be a time of significant stress and fatigue. Residents and their mentors will be encouraged to discuss any issues and difficulties they may be experiencing with stress, depression, sleep or other issues of personal balance and wellness.

  • Educational and professional growth

    Mentors are able to assist the resident in planning effective strategies to achieve their educational and professional goals. Assistance with writing personal CVs, reminders to register for board exams in anticipation of licensure, and advice regarding fellowship applications and job searches are very helpful. This is a rewarding relationship for both residents and faculty, with mutual growth directly related to the level of personal commitment of time and energy.

  • Additional opportunities for mentoring

    In addition to the mentor-mentee program described above, there are multiple additional opportunities for mentoring within the residency program at CHOP.

    Both the Chairman of Pediatrics, Joseph W. St. Geme, III, MD, and the Program Director, Lisa B. Zaoutis, MD, are excellent sources for mentorship within the department of Pediatrics.

    Residents will also have the opportunity to develop “ad hoc” mentoring relationships with subspecialists, continuity clinic attendings, and other faculty and community resources. Long-term, genuine relationships are often initiated during the three-year relationship with Primary Care or while working together on the floor services, in the Emergency Ddepartment or the intensive care units.