Specialized Training

Med-Peds residents at the University of Rochester have the option of additional training during residency in community advocacy, global health, research and medical educator. By choosing one of these special tracks, residents receive individualized training and mentorship in these areas by dedicated faculty. Upon satisfactory completion of one of the tracks, Med-Peds graduating residents receive "Distinction" in their chosen area.

Research Track

Director: Dr. Robert Fortuna

The University of Rochester Combined Medicine-Pediatrics Residency program offers a research track for residents to pursue mentored scholarly work during their second, third, and fourth years of training. The primary goal of the research track is to provide structured mentorship to complete a research project and develop the skills necessary for future academic and/or subspecialty careers. Projects are designed to align with individual career or fellowship goals. Mentorship is provided to assist with project design, methodology, and implementation.

 

Residents in the track will meet on a regular basis to discuss their ongoing projects with their peers and mentors. The research experience culminates with a peer and faculty reviewed project that is presented at a research seminar. With successful completion of this track, residents receive “Distinction in Research” upon graduation.

 

Resident Project and Status
Erica Miller
  • Chapter on Cardiovascular Care in Women
  • Factors associated with the accurate diagnosis of obesity in children, adolescents and young adults
Emily Salib
  • Unintentional pediatric ingestions of prescribed narcotics
Alicia Lieberman
  • Investigation of the skin-bone relationship in psoriatic arthritis pathogenesis
Bryan Stanistreet
  • Stress echo and cardiac MRI to evaluate cardiac procedure in pediatric patients s/p re-implantation surgery for anomalous left coronary artery
  • Examination of recurrence patterns in pediatric brain gliomas
  • Factors associated with the accurate diagnosis of obesity in children, adolescents and young adults
Catherine Agricola
  • Teaching ultrasound in primary care
  • Evaluation of the effectiveness of a diabetes prevention program in an urban underserved setting
Rose Coady
  • Evaluation of the effectiveness of a diabetes prevention program in an urban underserved setting
Megan Ditty
  • Factors Associated with continuity in residency practices
Julia West
  • Factors Associated with continuity in residency practices
Patrick Ellsworth
  • Project pending
Brian Dizon
  • Project pending

 

Global Health Track

Director: Dr. David Adler

The Global Health Track (GHT) is designed to provide a broad based didactic curriculum along with 8 weeks of time over the course of the residency to pursue involvement in Global Health activities. Maximum flexibility is afforded to allow for the development of individual interests.

 

A project is required to complete participation in the GHT, culminating in a poster, abstract, presentation, or manuscript. The project may be educational in nature, community based, or research oriented. Examples of recent projects include: a research study evaluating knowledge of HPV and HPV vaccination among HIV-infected adolescents in South Africa; an evaluation of patterns of alcohol consumption among migrant farm workers in Western New York; teaching neonatal resuscitation at a small hospital in Ghana; conducting a comparison of government supported geriatric care between Japan and the United States. Mentorship will be provided to help design projects, identify overseas opportunities, choose among opportunities, and steer GHT activities towards individual career goals.

 

The GHT track includes a two-week course in community health followed by Global Health presentations/seminars spread throughout the academic year. Every effort will be made to coordinate didactic activities with clinical schedules. GHT residents will be encouraged to participate in Global Health activities that are sponsored by other departments and schools at the University of Rochester. With successful completion of this track, residents receive “Distinction in Global Health” upon graduation.


Community Advocacy Track (CARE)

Director: Dr. Andrew Aligne

 

The CARE Track, along with PLC, is a program of the Hoekelman Center in the Dept. of Pediatrics. Our program has won numerous national awards for teaching community health and advocacy. (CARE originally stood for Child Advocacy Resident Education)

Med-peds residents have participated in several long-running CARE projects: e.g. Coping Power, a social-emotional learning program now in more than a dozen City Schools; and, Evidence-Based Contraception, which led to the community-wide Preventing Teen Pregnancy with LARC initiative.

CARE Track begins in the summer after internship with an intensive two-week block, during which residents learn basic knowledge and skills for starting an effective community-based project, e.g. public speaking, grant-writing, brainstorming, project design. After that, residents will have some protected afternoons for working on longitudinal projects in partnerships with community-based organizations as well as with academic mentors. CARE projects are considered successful if the resident learns about evidence-based public health. Some CARE residents receive IRB approval for their projects and work with the Research Track, and that is encouraged but definitely not required. The emphasis is on acquiring lifelong leadership skills for improving health at a community level. More information is available at Pediatrics website

 

Current Med-Peds CARE projects:

  • Erin Kelly:  Book distribution to stop “summer slide” in urban elementary students, in collaboration with the Warner School for Education; it has yielded encouraging preliminary results and received outside funding for expansion.
  • Glenn Buchberger:  Brochures, etc. to decrease patient consumption of sugary beverages.
  • Catherine Agricola:  KidsThrive585.org; a website for increasing awareness about local community-based resources. In partnership with Peds Chief Resident Megan Callanan.

 

Medical Educator Track

The University of Rochester Internal Medicine Residency Program has a long tradition of emphasizing a resident's role as a teacher. the Medical Educator Pathway is an exciting new advance in this tradition. Participating residents will build an even stronger foundation in educational theory and practice to serve as a springboard for a career as leaders in internal medicine education.

 

Under mentorship of URMC faculty, residents will participate in each of the following: hands-on teaching of medical students and residents; curriculum design, delivery, and evaluation; milestone-based competency assessment; medical education-focused scholarship.

 

Med-Peds residents in the Medical Educator Track are Julia West (R3) and Megan Ditty (R3).