Foundations of Discipline

Short title (medSIS): FOD-EPA CRITICALLY ILL

Description:

• This EPA focuses on recognizing when a patient requires timely intervention and/or an increased level of care, and initiating necessary interventions including pediatric basic life support and advanced life support, when needed.

• It includes identifying when further assistance is required and promptly seeking it.

• This EPA does not include the delivery room setting and does not include leading the resuscitation or ongoing management of the patient.

• This EPA may be observed in simulation

Assessment plan:

• Direct observation or case review by supervisor or senior resident

• Collect at least 5 observations of achievement

  • At least 1 neonate

  • At least 1 infant

  • At least 1 preschool, school age or adolescent

  • At least 3 different clinical presentations

  • No more than 2 simulations

  • At least 1 observation by a pediatrician /faculty

  • At least 3 different observers

Milestones:

• Provide assessment and initial stabilization of ABCs (ME 2.2)

• Perform the sequence of resuscitation as per established protocols (ME 3.4)

• Reassess clinical status and re-evaluate and adjust resuscitative and diagnostic efforts as appropriate (ME 2.4)

• Recognize urgent problems that need the involvement of more experienced colleagues and seek their assistance (ME 1.4)

Mapped to the following training experiences:

Those in colour denote direct mapping, those in typical font denote those that may be possible during this rotation

• Clinical Teaching Unit (CTU) including junior night float and weekends

• Hematology/oncology

• Pediatric Surgery

• Community pediatrics

• Pediatric Emergency Medicine

Short title (medSIS): FOD-EPA LOW RISK DELIVERIES

Description:

• This EPA focuses on recognizing the features of normal and abnormal fetal to neonatal transition and responding appropriately, providing standard newborn care and initiating basic neonatal resuscitation (NRP), when needed.

• It includes identifying when further assistance is required and collaborating with the neonatal resuscitation team.

• This includes term and near term deliveries where there are no expected congenital anomalies. This EPA does not include high risk deliveries, antenatal consultation/care, care beyond initial management of resuscitation (feeding, ongoing NICU care), or nursery care.

• This EPA may be observed in the delivery room or in a simulation setting.

Assessment plan:

• Direct observation by supervisor, which may include input from members of the neonatal resuscitation team

• Collect 5 observations of achievement.

  • No more than 2 in simulation

  • At least 3 initiations of resuscitation

  • At least 2 different observers

Milestones:

• Perform a focused clinical assessment, without excluding any key elements (ME 1.4)

• Perform basic neonatal resuscitation, if needed (ME 3.4)

• Recognize when a neonate needs additional resuscitation (ME 2.1)

• Recognize urgent problems that need the involvement of more experienced colleagues and seek their assistance (ME 1.4)

Mapped to the following training experiences:

Those in colour denote direct mapping, those in typical font denote those that may be possible during this rotation

• Community pediatrics - Foundations

• St Joseph's Hospital - Level 2 Nursery

Short title (medSIS): FOD-EPA WELL NEWBORN CARE - Part A Newborn Exam, Part B Discharge Assessment

Description:

• This EPA includes providing care to healthy newborns and includes the routine screening newborn exam, and discharge counselling.

• This EPA is divided into two parts: initial assessment of newborns; and, discharge assessment.

• The discharge assessment aspect of this EPA includes planning follow-up and providing anticipatory guidance and counselling for healthy newborn care.

Assessment plan:

• Part A: Newborn exam

• Direct observation by supervisor, senior resident, nurse practitioner, or advanced care nurse

• Collect 5 observations of achievement

  • At least 2 different observers

• Part B: Discharge assessment

• Direct observation, case presentation or review of written documentation by supervisor, senior resident, nurse practitioner, or advanced care nurse

• Collect 5 observations of achievement.

  • At least 2 different observers

Milestones:

Part A: Initial assessment

• Elicit an accurate, relevant history including pertinent antenatal, perinatal and/or postnatal information (ME 2.2)

• Perform all elements of the newborn physical examination (ME 2.2)

• Recognize normal variants and abnormal findings on the neonatal physical examination (ME 2.2)

• Share information and explanations that are clear and accurate (COM 3.1)

• Use plain language and avoid medical jargon (COM 3.1)

Part B: Discharge assessment

• Perform a focused clinical assessment to assess readiness for discharge (ME 2.2)

• Establish plans for ongoing care (ME 4.1)

• Provide counselling and anticipatory guidance for common neonatal issues, including breastfeeding, safe sleeping, car seat safety, and postpartum depression (HA 1.3)

• Provide the parent (s) with information about newborn screenings, and associated processes for results and follow-up (COM 3.1)

• Convey information to the family clearly and compassionately (COM 3.1)

• Use strategies to verify and validate the understanding of the patient and/or family (COM 3.1)

Mapped to the following training experiences:

Those in colour denote direct mapping, those in typical font denote those that may be possible during this rotation

Part A: Newborn examination:

• Orientation bootcamp

• Community pediatrics - Foundations

• St Joseph's Hospital - Level 2 Nursery

• Clinical Teaching Unit (CTU) including junior night float and weekends

• Rheumatology

• Pediatric Emergency Medicine

Part B: Discharge assessments:

• Community pediatrics

• St Joseph's Hospital - Level 2 Nursery

Short title (medSIS): FOD-EPA COMMON NEWBORN PROBLEMS

Description:

• This EPA includes performing a comprehensive and/or targeted history and physical examination for a patient with a new presentation.

• It also includes developing a differential diagnosis and initial management plan, and presenting the case to a supervisor.

• Examples of common problems include neonatal abstinence syndrome, poor weight gain, hypoglycemia, hyperbilirubinemia, respiratory distress and the neonate at risk for sepsis.

Assessment plan:

• Direct observation or case review by supervisor

• Collect 3 observations of achievement

  • At least 2 different presentations

Milestones:

• Elicit a history, including the perinatal history as relevant (ME 2.2)

• Perform a physical examination relevant to the presentation (ME 2.2)

• Seek and synthesize relevant information from other sources (e.g., family, medical record) (COM 2.3)

• Develop a differential diagnosis relevant to the patient’s presentation (ME 2.2)

• Select and/or interpret appropriate investigations (ME 2.2)

• Develop a plan for initial management (ME 2.4)

Mapped to the following training experiences:

Those in colour denote direct mapping, those in typical font denote those that may be possible during this rotation

• Community pediatrics - Foundations

• St Joseph's Hospital - Level 2 Nursery

• Clinical Teaching Unit (CTU) including junior night float and weekends

• Pediatric Emergency Medicine

• Neurology

• Pediatric Surgery

Short title (medSIS): FOD-EPA COMMON PEDS PROBLEMS

Description:

• This EPA includes performing a comprehensive and/or targeted history and physical examination for a patient with a new presentation or an exacerbation of a pre-existing illness that is common in pediatric care.

• It also includes developing a differential diagnosis and initial management plan, and presenting the case to a supervisor.

• This EPA does not include assessing and managing patients who are critically ill or have complex multisystem problems.

Assessment plan:

• Direct observation or case review by supervisor, subspecialty resident or senior resident

• Collect 10 observations of achievement

  • At least 5 direct observations of a component of history and/or physical

  • At least 1 from each age group

  • At least 5 types of condition

  • At least 1 observation for each of respiratory distress, dehydration and fever

  • At least 5 observations by an attending physician

  • At least 5 different observers

Milestones:

• Elicit a history, including the perinatal history as relevant (ME 2.2)

• Perform a physical examination relevant to the presentation (ME 2.2)

• Develop a differential diagnosis relevant to the patient’s presentation (ME 2.2)

• Select and/or interpret appropriate investigations (ME 2.2)

• Synthesize and interpret information from the clinical assessment (ME 2.2)

• Develop a plan for initial management (ME 2.4)

Mapped to the following training experiences:

Those in colour denote direct mapping, those in typical font denote those that may be possible during this rotation

• Clinical Teaching Unit (CTU) including junior night float and weekends

• Pediatric Emergency Medicine

• Hematology/Oncology

• Infectious Diseases

• Neurology

• Pediatric Surgery

• Resident Continuity Clinic

• Community pediatrics

• Rheumatology

Short title (medSIS): FOD-EPA PREVENTATIVE HEALTH

Description:

• This EPA includes identifying opportunities and providing developmentally appropriate anticipatory guidance and preventive care for patients and their families.

• This includes guiding healthy habits (e.g., diet and nutrition, physical activity, sleep), preventing injuries and illness, advising regarding immunizations for children and contacts, performing appropriate screening, and supporting mental health.

• This EPA also includes applying knowledge of social determinants of health, dynamics of family functioning (including parental mental health), and the specific challenges faced by vulnerable populations.

Assessment plan:

• Direct observation and/or case review by supervisor, subspecialty resident, senior resident, nurse practitioner or physician assistant

• Collect 5 observations of achievement

  • At least 1 direct observation

  • At least 1 from each age group

  • At least 1 chronic disease

  • At least 1 vulnerable population

  • At least 2 different observers

Milestones:

• Assess a child’s growth and development (ME 2.2)

• Provide counselling and anticipatory guidance, appropriate for age and developmental stage for healthy growth and development (ME 2.4)

• Incorporate the patient’s/family’s beliefs, values, preferences, context and expectations (COM 4.1)

• Develop a plan for primary and secondary prevention strategies as part of the child’s overall care (ME 2.4)

• Provide advice about appropriate educational resources (HA 1.2)

Mapped to the following training experiences:

Those in bold denote direct mapping, those in typical font denote those that may be possible during this rotation

• Clinical Teaching Unit (CTU) including junior night float and weekends

• Social Pediatrics

• Resident Continuity Clinic

• Community pediatrics

• Pediatric Emergency Medicine

• Hematology/Oncology (after-care)

• Infectious Diseases

• Neurology

• Rheumatology

• St Joseph's Hospital - Level 2 Nursery

Short title (medSIS): FOD-EPA BASIC PROCEDURES

Description:

• This EPA includes determining which procedures are necessary and appropriate to the situation.

• Procedures include: bag valve mask ventilation; cardiopulmonary resuscitation (ventilation and massage, defibrillation in core); intraosseous injection; lumbar puncture in neonates and infants; changing tracheostomy tubes for obstruction or decannulation; needle thoracostomy in neonate.

• Some procedures may be observed in a clinical or simulation setting, including Pediatric Advanced Life Support (PALS) or Neonatal Resuscitation Program (NRP) courses, and/or mock codes.

Assessment plan:

• Direct observation by supervisor

• Collect 12 observations of achievement (those marked with an asterisk* may be observed in simulation).

  • At least 4 bag valve mask ventilation in neonate/infant (no simulation), preschool* and school age/adolescent*

  • At least 2 cardiopulmonary resuscitation*

  • At least 1 changing tracheostomy tubes for obstruction or decannulation*

  • At least 2 intraosseous injection*

  • At least 2 lumbar punctures in neonates/infants

  • At least 1 needle thoracostomy in neonate* (clinical setting recommended, but simulation is acceptable)

Milestones:

• Select and provide sedation and local analgesia, as appropriate (ME 3.4)

• Perform the procedure in a skilful and safe manner (ME 3.4)

• Monitor patient comfort and safety, and adjust the procedure as needed (ME 3.4)

• Communicate effectively with patient and/or assistant(s) during the procedure (COL 1.2)

• Work within personal limits, asking for assistance as needed (P 1.1)

• Document the procedure and outcome (COM 5.1)

Mapped to the following training experiences:

Those in colour denote direct mapping, those in typical font denote those that may be possible during this rotation

Bag Valve Mask Ventilation (4)

• Orientation bootcamp - NRP & PALS

• St Joseph's Hospital - Level 2 Nursery

• Community pediatrics - Foundations

• Pediatric Emergency Medicine

• Pediatric Surgery (in OR)

Cardiopulmonary resuscitation (2)

• Orientation bootcamp - NRP & PALS

• St Joseph's Hospital - Level 2 Nursery

• Community pediatrics - Foundations

• Pediatric Emergency Medicine

Changing tracheostoy tubes for obstruction or decannulation (1)

• Transition to Foundations bootcamp - complex care skills

Intraosseus injection (2)

• Orientation bootcamp - NRP & PALS

• Pediatric Emergency Medicine

Lumbar puncture in neonates/infants (2)

• Clinical Teaching Unit (CTU)

• Community pediatrics - Foundations

• Pediatric Emergency Medicine

• St Joseph's Hospital - Level 2 Nursery

• Hematology/Oncology

• Infectious Diseases

Needle thoracostomy in neonate (1)

• Orientation bootcamp

• Community pediatrics - Foundations

• St Joseph's Hospital - Level 2 Nursery

• Pediatric Emergency Medicine

Short title (medSIS): FOD-EPA PATIENT FAMILY COMMUNICATION

Description:

• This EPA focuses on the application of communication skills and strategies to convey information, engaging the patient and/or family in shared decision-making.

• This EPA also includes teaching the patient and/or family about the diagnosis and management.

• This does not include complex situations such as discussions involving disclosing serious diagnoses, end-of-life decision-making, or suspected child maltreatment.

Assessment plan:

• Direct observation by supervisor, or Core or TTP resident

• Collect 5 observations of achievement

• At least 1 neonate, infant or preschool

• At least 1 school age

• At least 1 adolescent

• At least 2 observations by supervisor

• At least 2 different assessors

Milestones:

• Establish rapport with the patient and family (COM 1.1)

• Engage the patient in the discussion as appropriate for their developmental stage (COM 1.1)

• Convey information about medical course and management plan (COM 3.1)

• Use plain language and avoid medical jargon (COM 3.1)

• Use communication skills and strategies that help the patient and/or family make informed decisions (COM 4.3)

• Solicit and answer questions from the patient and/or family (COM 4.3)

Mapped to the following training experiences:

Those in colour denote direct mapping, those in typical font denote those that may be possible during this rotation

• Clinical Teaching Unit (CTU) including junior night float and weekends

• Community pediatrics

• St Joseph's Hospital - Level 2 Nursery

• Pediatric Emergency Medicine

• Resident Continuity Clinic

• Hematology/oncology

• Infectious Diseases

• Neurology

Short title (medSIS): FOD-EPA CLINICAL DOCUMENTATION

Description:

• This EPA focuses on the application of written communication skills in a variety of formats such as assessment/progress notes; consult letters; discharge summaries; consult requests.

• This includes a synthesis of the pertinent clinical findings, investigations, management plan, and clinical reasoning, as well as clear documentation of the plan for further care.

• Any documents submitted for review must be the sole work of the resident.

Assessment plan:

• Review of documentation by supervisor, clinical associate, subspecialty resident or senior resident

• Collect 4 observations of achievement.

  • At least 1 admission note

  • At least 1 discharge summary

  • At least 1 progress note

  • At least 1 consult letter

Milestones:

• Synthesize and interpret information from the clinical assessment (ME 2.2)

• Organize information in appropriate sections (COM 5.1)

• Document all relevant findings and investigations (COM 5.1)

• Convey clinical reasoning and the rationale for decisions (COM 5.1)

• Provide a clear plan for ongoing management (COM 5.1)

• Complete clinical documentation in a timely manner (COM 5.1)

Mapped to the following training experiences:

Those in bold denote direct mapping, those in typical font denote those that may be possible during this rotation

• Clinical Teaching Unit (CTU) including junior night float and weekends

• Community pediatrics

• St Joseph's Hospital - Level 2 Nursery

• Resident Continuity Clinic

• Hematology/oncology

• Infectious Diseases

• Neurology

• Rheumatology

• Pediatric Surgery

• Pediatric Emergency Medicine

Short title (medSIS): FOD-EPA HANDOVER

Description:

• This EPA focuses on communicating acute and ongoing information about a group of patients with varying complexity between colleagues at times of transition in physician responsibility.

• It includes handover when going off duty, at the end of a rotation, and/or at the end of call shifts.

Assessment plan:

• Direct observation by supervisor, or Core or TTP resident, which may include review of sign-out sheet, electronic document or other communication tool

• Collect 2 observations of achievement.

Milestones:

• Use structured communication tools and strategies to enhance patient safety (ME 5.2)

• Summarize and prioritize patient issues providing rationale for key decisions (COL 3.2)

• Provide anticipatory guidance for ongoing management, such as results of outstanding investigations and/or anticipated events/outcomes (COL 3.2)

• Clarify issues with the receiving physician(s), as needed, and confirm with closed loop communication (COL 3.2)

• Integrate the patient’s and family’s perspective and context into the care plan (COL 1.3)

• Demonstrate punctuality (P 1.1)

• Complete assigned responsibilities in a timely fashion (P 1.1)

Mapped to the following training experiences:

Those in colour denote direct mapping, those in typical font denote those that may be possible during this rotation

• Clinical Teaching Unit (CTU) including junior night float and weekends

• Hematology/oncology

• St Joseph's Hospital - Level 2 Nursery

• Community pediatrics

• Neurology

• Pediatric Surgery

Short title (medSIS): FOD-COORDINATING TRANSITIONS

Description:

• This EPA focuses on transferring patients from one hospital setting to another or to other health care facilities, and discharging patients.

• This includes summarizing the hospital course and any remaining issues, coordinating ongoing care/follow-up and providing all needed documentation (e.g., summary, prescription) in a timely manner.

• This also includes oral or written transfer of information and responsibility of patient care from one practitioner to another.

• This EPA does not include complex patients (Core).

Assessment plan:

• Direct observation and/or case review by supervisor, subspecialty resident, senior resident, nurse practitioner or other with expertise in transitions

• Collect 4 observations of achievement

  • At least 1 of each transition type (transfer, discharge)

  • At least 2 different observers

Milestones:

• Integrate clinical information to determine the patient’s clinical status and health care needs (ME 2.2)

• Establish plans for ongoing care, follow-up on investigations, response to treatment and/or monitoring for disease progression (ME 4.1)

• Apply knowledge of the resources and/or services available in other care settings (L 2.1)

• Facilitate timely access to services and resources in the health and/or social system(s) (HA 1.1)

• Convey information to the patient and/or family regarding the patient’s care needs and treatment plan (COM 3.1)

• Solicit and answer questions from the patient and/or family (COM 4.3)

• Communicate with the accepting physician(s) or health care professional, clarifying issues as needed (COL 3.2)

Mapped to the following training experiences:

Those in colour denote direct mapping, those in typical font denote those that may be possible during this rotation

• Clinical Teaching Unit (CTU) including junior night float and weekends

• Community pediatrics

• St Joseph's Hospital - Level 2 Nursery

• Hematology/oncology

• Neurology

• Pediatric Surgery

The following EPAs are mapped to this rotation:

Those in colour denote direct mapping, those in typical font denote those that may be possible during this rotation

• FOD EPA #1 - Recognizing deteriorating and/or critically ill patients and initiating stabilization and management

• FOD EPA #3 - Providing well newborn care

  • • • • • • • Part A: Newborn Exam

• FOD EPA #4 - Assessing, diagnosing and initiating management for newborns with common problems

• FOD EPA #5 - Assessing, diagnosing and managing patients with common pediatric problems

• FOD EPA #6 - Providing primary and secondary preventive health care

• FOD EPA #7 - Performing basic pediatric procedures

  • • • • • • • lumbar puncture in neonate/infant

              • changing tracheostomy tubes for obstruction or decannulation

• FOD EPA #8 - Communicating assessment findings and management plans to patients and/or families

• FOD EPA #9 - Documenting clinical encounters

• FOD EPA #10 - Transferring clinical information between health care providers during handover

• FOD EPA #11 - Coordinating transitions of care for non-complex pediatric patients

The following EPAs are mapped to this rotation:

Those in colour denote direct mapping, those in typical font denote those that may be possible during this rotation

• FOD EPA #1 - Recognizing deteriorating and/or critically ill patients and initiating stabilization and management

• FOD EPA #2 - Managing low risk deliveries and initiating resuscitation

• FOD EPA #3 - Providing well newborn care

  • • • • • • • Part A: Newborn Exam

              • Part B: Discharge Assessment

• FOD EPA #4 - Assessing, diagnosing and initiating management for newborns with common problems

• FOD EPA #5 - Assessing, diagnosing and managing patients with common pediatric problems

• FOD EPA #6 - Providing primary and secondary preventive health care

• FOD EPA #7 - Performing basic pediatric procedures

  • • • • • • • bag valve mask ventilation

              • cardiopulmonary resuscitation

              • lumbar puncture in neonate/infant

              • needle thoracostomy in neonate

• FOD EPA #8 - Communicating assessment findings and management plans to patients and/or families

• FOD EPA #9 - Documenting clinical encounters

• FOD EPA #10 - Transferring clinical information between health care providers during handover

• FOD EPA #11 - Coordinating transitions of care for non-complex pediatric patients

The following EPAs are mapped to this rotation:

Those in colour denote direct mapping, those in typical font denote those that may be possible during this rotation

• FOD EPA #1 - Recognizing deteriorating and/or critically ill patients and initiating stabilization and management

• FOD EPA #5 - Assessing, diagnosing and managing patients with common pediatric problems

• FOD EPA #6 - Providing primary and secondary preventive health care (off-therapy, after-care, sickle cell clinics)

• FOD EPA #7 - Performing basic pediatric procedures

  • • • • • • • lumbar puncture in neonate/infant

• FOD EPA #8 - Communicating assessment findings and management plans to patients and/or families (symptom mgmt)

• FOD EPA #9 - Documenting clinical encounters

• FOD EPA #10 - Transferring clinical information between health care providers during handover

• FOD EPA #11 - Coordinating transitions of care for non-complex pediatric patients

The following EPAs are mapped to this rotation:

Those in colour denote direct mapping, those in typical font denote those that may be possible during this rotation

• FOD EPA #5 - Assessing, diagnosing and managing patients with common pediatric problems

• FOD EPA #6 - Providing primary and secondary preventive health care

• FOD EPA #8 - Communicating assessment findings and management plans to patients and/or families

• FOD EPA #9 - Documenting clinical encounters

The following EPAs are mapped to this rotation:

Those in colour denote direct mapping, those in typical font denote those that may be possible during this rotation

• FOD EPA #4 - Assessing, diagnosing and initiating management for newborns with common problems

• FOD EPA #5 - Assessing, diagnosing and managing patients with common pediatric problems

• FOD EPA #6 - Providing primary and secondary preventive health care

• FOD EPA #8 - Communicating assessment findings and management plans to patients and/or families

• FOD EPA #9 - Documenting clinical encounters

• FOD EPA #10 - Transferring clinical information between health care providers during handover

• FOD EPA #11 - Coordinating transitions of care for non-complex pediatric patients

The following EPAs are mapped to this rotation:

Those in colour denote direct mapping, those in typical font denote those that may be possible during this rotation

• FOD EPA #1 - Recognizing deteriorating and/or critically ill patients and initiating stabilization and management

• FOD EPA #3 - Providing well newborn care

  • • • • • • • Part A: Newborn Exam

• FOD EPA #4 - Assessing, diagnosing and initiating management for newborns with common problems

• FOD EPA #5 - Assessing, diagnosing and managing patients with common pediatric problems

• FOD EPA #6 - Providing primary and secondary preventive health care

• FOD EPA #7 - Performing basic pediatric procedures

  • • • • • • • bag valve mask ventilation

              • cardiopulmonary resuscitation

              • intraosseus injection

              • lumbar puncture in neonate/infant

              • needle thoracostomy in neonate

• FOD EPA #8 - Communicating assessment findings and management plans to patients and/or families

• FOD EPA #9 - Documenting clinical encounters

The following EPAs are mapped to this rotation:

Those in colour denote direct mapping, those in typical font denote those that may be possible during this rotation

• FOD EPA #5 - Assessing, diagnosing and managing patients with common pediatric problems

• FOD EPA #6 - Providing primary and secondary preventive health care

• FOD EPA #8 - Communicating assessment findings and management plans to patients and/or families

• FOD EPA #9 - Documenting clinical encounters

The following EPAs are mapped to this rotation:

Those in colour denote direct mapping, those in typical font denote those that may be possible during this rotation

• FOD EPA #1 - Recognizing deteriorating and/or critically ill patients and initiating stabilization and management

• FOD EPA #4 - Assessing, diagnosing and initiating management for newborns with common problems

• FOD EPA #5 - Assessing, diagnosing and managing patients with common pediatric problems

• FOD EPA #7 - Performing basic pediatric procedures

  • • • • • • • bag valve mask ventilation (in OR)

• FOD EPA #9 - Documenting clinical encounters

• FOD EPA #10 - Transferring clinical information between health care providers during handover

• FOD EPA #11 - Coordinating transitions of care for non-complex pediatric patients

The following EPAs are mapped to this rotation:

Those in colour denote direct mapping, those in typical font denote those that may be possible during this rotation

• FOD EPA #6 - Providing primary and secondary preventive health care

The following EPAs are mapped to this rotation:

Those in colour denote direct mapping, those in typical font denote those that may be possible during this rotation

• FOD EPA #2 - Managing low risk deliveries and initiating resuscitation

• FOD EPA #3 - Providing well newborn care

  • • • • • • • Part A: Newborn Exam

              • Part B: Discharge Assessment

• FOD EPA #4 - Assessing, diagnosing and initiating management for newborns with common problems

• FOD EPA #6 - Providing primary and secondary preventive health care

• FOD EPA #7 - Performing basic pediatric procedures

  • • • • • • • bag valve mask ventilation

              • cardiopulmonary resuscitation

              • lumbar puncture in neonate/infant

              • needle thoracostomy in neonate

• FOD EPA #8 - Communicating assessment findings and management plans to patients and/or families

• FOD EPA #9 - Documenting clinical encounters

• FOD EPA #10 - Transferring clinical information between health care providers during handover

• FOD EPA #11 - Coordinating transitions of care for non-complex pediatric patients

This is a 1-2 week period, when a resident can plan, alongside their Academic Coach for supplemental experience in an area where they feel that a little extra clinical exposure would be helpful in completing EPAs, learning objectives or as supplemental experience. Plans should be made at least 4-6 weeks ahead of time, with details and learning objectives uploaded to resident Dropbox folder. Academic Coach and Program Director should be requested to approve this experience ahead of time through same Dropbox excel sheet. See details of IP/elective logistics on Core Pediatrics medportal site