How to use the Curriculum

Our curriculum uses adult learning methods to maximize the value of time spent learning about core topics in outpatient pediatrics. We have developed modules or "Case Studies" on dozens of topics. Each module can be used as a guide for small group discussions, large group discussions, self-study, resource at the point of care, etc.

At our own residency program, we have had success with the following model for both in-person and video-conferenced group discussions. Trainees and faculty read the Primary References for each module prior to conference attendance. Faculty review the "answer key" contained in the moderator's version, which contains suggested answers to all questions posed, teaching pearls, and suggestions for group exercises to reinforce key points. Advance preparation minimizes the amount of didactic information to be covered during conference and enable vigorous discussion of the questions posed in the case studies. We do not make the "answer key" available to trainees before the session unless a particular trainee is designated as the discussion moderator.

Designated trainees or faculty moderate the discussion during each conference session. When pre-assigned to moderate the discussion, trainees receive a copy of the moderator's version in advance. All of our sessions fit into a 30-minute block, but may be condensed or expanded depending on the time available. We encourage our trainees serving as moderators to speak to faculty in advance of each session, and/or seek feedback afterwards, to review effective techniques for small group teaching.

When we first developed the curriculum, many programs had a weekly continuity clinic requirement, so we have highlighted the “top 52” chapters every year in our printed book to facilitate a weekly module. However, we recognize that many programs have evolved their scheduling with clinic blocks, X+Y, etc. We are sure our users have come up with many creative ways of incorporating our curriculum into their residency education didactics. If you are new to the Primary Care Pediatric Curriculum, here are some suggested ways to incorporate our modules into your didactic format.

Weekly Continuity Clinic: 1 chapter per week, repeated daily

X+Y Formats

4+1:

typically 10 weeks of ambulatory education throughout the year
divide curriculum into 5-module sections (50 modules total)
assign 1 topic per day or cover 5 modules on an academic half day during Y blocks
repeat each set of 5 topics 5 times so each resident sees the material (e.g. A, A, A, A, A, B, B, B, B, B)
repeat that pattern for each set of 5-modules for a total of 10 cycles

4+2+2 or 6+2:

typically 12 weeks of ambulatory education throughout the year in 2 week blocks
divide curriculum into 4-module sections (48 modules total)
assign 1 topic per day for 4 days of the week or on an academic half day during Y blocks
alternate the first 2 sections 4 times (e.g. A/B, A/B, A/B, A/B), then alternate the next 2 sections 4 times (e.g. C/D, C/D, C/D, C/D)
repeat for a total of 6 cycles

If you are using our program differently in your program, we would love to hear what is working for you!

Many of our case vignettes have characters with clever (or not-so-clever) names. Our hope is that these names remind you of the fun and joy in caring for children and offer some balance to the serious work we all do in medicine. We are different in that way than other medical specialties! In selecting names, we try to avoid causing offense or suggesting that laughter is appropriate around certain particularly emotionally-laden topics (e.g., child abuse). If you see places we’ve fallen short regarding name selection, or any other aspect of the curriculum, please let us know! In addition to keen attention from our authors, comments from subscribers also help to make the curriculum better year after year.

Questions or comments about the curriculum in general should be sent via email to jaideep.talwalkar@yale.edu, samantha.smith@yale.edu, or ada.fenick@yale.edu.