One component of our individualized curriculum is the opportunity to customize training utilizing a well-developed, optional track system during the second and third years. Each track resident has a half day per week of protected time during most rotations (~30 weeks/year). Unless noted, every resident in good standing is accepted into their track of choice.
Project topics are individualized based on career goals and personal interests rather than a predetermined list of projects. In addition to a half day a week, residents in project-based tracks are scheduled 1-2 blocks annually to work on their projects.
- Community Health and Advocacy Resident Education (CARE): This program is a national model in training residents in community-level advocacy. Residents partner with community-based organizations, acquire skills for initiating, sustaining, and evaluating community projects, and enhance communication and leadership skills. Fondly referred to as the “mini MPH,” the track includes a required 2-week block early in second year to jump start skills and project initiation while earning MPH credit, if desired.
- Global CARE: As with CARE, this track focuses on community-based global projects rather than medical tourism. Track participants have 4 weeks for travel abroad in their third year.
- Refugee CARE: This track can have a clinical-focus at the Center for Refugee Health, be project-based around refugee health, or combine both clinical and project elements.
- Digital Health and Innovation (New!): This track is designed for residents with a background in areas such as computer science, engineering, data science, or information technology. Residents will complete a mentored project and participate in activities with the UR Health Lab, a multidisciplinary collaboration between the medical center and College of Arts, Science, and Engineering, to learn about how technology and data drive the way healthcare is delivered. Topics include telehealth, medical devices, mobile and web applications, electronic health records, data analysis, and artificial intelligence.
- Medical Educator: Residents incorporate basic educational theory, acquire and practice novel teaching techniques, and develop a medical education-focused project.
- Research: Whether new or experienced in research, projects span the gamut of bench, translational, and clinical work. Residents develop and/or refine research skills and enhance presentation and communication skills. There are 4 weeks of protected time annually including a required 2-week block early in second year to jump start skills and project initiation. Residents have access to faculty expertise across the University of Rochester, IRB submission and statistics guidance, and funding for 1st author presentations at conferences.
Frederick Douglass and Susan B. Anthony Scholars Program
Residents interested in projects related to racial or gender disparities are encouraged to apply to the Scholars Program to address health inequity through community health advocacy or research. In addition to track resources, the Scholars Program incorporates a broad mentorship team, endowed funding, and optional Certificate programs.
Read more about the Frederick Douglass and Susan B. Anthony Scholars Program.
Residents work with a primary care pediatrician in the community to develop a better understanding of continuity as a tool in caring for patients and families as well as office management and finances. This track allows residents to customize their practice setting from urban to rural and care of specific patient populations.
Residents work longitudinally within a subspecialty’s outpatient practice. Some residents choose an area that they would like to pursue after residency; this option is very popular among our Child Neurology residents. Other residents choose an area that differs, yet complements, their future career goals.