Mission

Our overarching goal is to prepare and empower active duty Medical Officers (physicians) to independently practice clinical child neurology. In essence, the NCC Child Neurology Residency is committed to shaping competent and compassionate child neurologists who serve not only as healthcare providers but as dedicated military officers. Through our comprehensive training, diverse experiences, and alignment with military healthcare needs, we aim to produce graduates who make meaningful contributions to the field of child neurology within the context of military service.

Vision

We aspire to be a beacon of excellence and innovation in the field of pediatric neurological care. Our vision is rooted in the commitment to nurture compassionate, highly skilled child neurologists who stand as advocates for the well-being of children facing neurological challenges. our vision for the Child Neurology Residency program is one of comprehensive education, compassionate patient care, and transformative leadership. We strive to empower each resident to become a beacon of hope and healing for children and families affected by neurological conditions, leaving an indelible mark on the landscape of pediatric neurology

Aims

The Child Neurology Residency program is designed to achieve several essential goals and objectives, preparing physicians for independent practice in Child Neurology. 

Goals

• Clinical Understanding: Demonstrate a comprehensive understanding of major developments in the clinical sciences related to child neurology, including anatomy of the nervous system, normal and abnormal child development, analysis and interpretation of diagnostic tests, nerve and muscle physiology, genetic etiologies, and diverse clinical manifestations.
• Lifelong Learning: Cultivate habits for lifelong learning and self-improvement, utilizing all available resources to enhance understanding and knowledge for improved patient care.

Objectives

Knowledge Acquisition

Through reading, lectures, conferences, and teaching, acquire in-depth knowledge in neuroanatomy, neurogenetics, neuropharmacology, neuro-ophthalmology, neuropathology, neuroradiology, and electrophysiology.

Clinical Competence

Demonstrate competency in patient evaluations, differential diagnoses, effective treatments, test interpretations, counseling, and overall patient management in both inpatient and outpatient settings.

Independence in Practice

Develop competency to practice without direct supervision through the evaluation and presentation of inpatients and outpatients, documentation of thought processes, and plans in electronic medical records.

Commitment to Learning

Document commitment to lifelong learning and self-improvement by actively participating in patient presentations, medical record reviews, morning reports, didactic presentations, and teaching junior trainees.

Residency Completion

Successfully complete 36 months of neurological residency training, including a diverse range of rotations such as inpatient, outpatient, neurological consultation, pediatric neurology, adult neurology, EEG/Epilepsy Disease, child psychiatry, and neuro-radiology.

Continuity Clinic

Successfully complete approximately three years of child neurology continuity clinic (0.5 days per week), presenting historical and physical exam data to attending child neurologists.

Board Examination Preparation

Pass five NEX exams during the three years as one component of the ABPN board examination.

Milestone Achievement

Achieve a 4-rating (minimal) in each of the 27 ACGME milestones by the end of training, demonstrating competence for independent practice in general neurology and systems-based competence within the Military Healthcare System.

This structured program aims to produce well-rounded and competent Child Neurologists, ready to contribute to both military health readiness and civilian pediatric neurology practices.

All child neurology trainees are expected to participate in the Wednesday morning didactic sessions, with the only exceptions being leave, Temporary duty (TDY), or post-call as a PGY-3 (first-year fellow) on an inpatient adult neurology month. Any absence requires an email to the Program Director (PD) explaining the reason, including emergent patient care issues. These didactic sessions aim to broaden neurological knowledge, encompassing basic to clinical neuroscience, essential for mastering the art and science of neurology.

Wednesday Didactic Schedule

• Neuroradiology (7:30 - 8:30 a.m.): Radiology Conference Room
• Basic Neuroscience Lecture Series (8:30 - 9:15a.m.): Mountain Conference Room, 6th Floor
• Clinical Lecture Series (9:15-10 a.m.): Mountain Conference Room, 6th Floor
• Pediatric Neurology (10:15-11 a.m.): Mountain Conference Room, 6th Floor
• Grand Rounds (11 a.m. - 12 p.m.): Desert Conference Room, 2nd Floor

Pager and Service Handling

• For the Child Neurology service, the person on the on-call schedule carries the pager.
• If no resident or fellow is on call, the attending on service handles any pages or service issues.

Additional Attendance Requirements

• Chief Rounds (8 - 9 a.m. Fridays): Desert Conference Room, American Bldg., 2nd Floor.
• Morning Report (8 - 9 a.m. Monday, Tuesday, Thursday): Desert Conference Room, American Bldg., 2nd Floor – Ward residents present cases.
• Morning Series (8 - 9 a.m. Tuesdays): Desert Conference Room, American Bldg., 2nd Floor – Ward residents present cases:
• Week 1: Neuropathology
• Week 2: Neuro-ophthalmology
• Week 3: Journal club
• Week 4: Peds Neuro
• Week 5: ADMIN time

Rotation-Specific Attendance

• Residents and fellows rotating at Washington Hospital Center, Suburban, NIH, and Children’s National Medical Center are expected to attend all conferences.
• Grand Rounds Requirement:
• All PGY-5 (senior fellows) are required to prepare and present a Grand Rounds lecture.

Please note: Urgent patient needs aside; all residents are expected to be present on time for all conferences. Didactic lecture series may occasionally require the purchase of textbooks.

Possible electives:

• Adult Neurology Consult Service
• Neuro-Ophthalmology
• Epilepsy
• Neuroradiology
• Neuromuscular
• Adult Subspecialty
• Child Psychiatry
• Research
• Neuro-Metabolic
• Child Subspecialty

The call schedule is a critical aspect of the Child Neurology program, ensuring that residents are exposed to diverse clinical scenarios and are equipped to handle emergent situations. The program's approach to the call schedule is structured to provide a comprehensive experience while integrating the use of simulation centers with live patients.

Overview of Call Responsibilities

No months within the program are without call, underscoring the commitment to preparing residents for the demands of real-world practice. Home call is associated with many months, offering residents the opportunity to manage patient care remotely and be available for consultation.

Child Neurology Service at WRNMMC

Residents on the Child Neurology service, as well as other rotations at WRNMMC (excluding adult neurology service), are responsible for taking call for child neurology. This ensures exposure to a broad spectrum of pediatric neurological conditions and the application of knowledge in real-time.

CNMC Rotation: While at CNMC, residents take home-call for pediatric neurology. This extends the learning environment beyond the military setting, exposing residents to civilian healthcare nuances and diverse patient populations.

Adult Rotations at WRNMMC

First-year residents on adult rotations at WRNMMC are associated with in-house adult neurology call. In the second and third years, during adult rotations at WRNMMC and Suburban, residents take home-call at WRNMMC for adult neurology.

Integration with Simulation Center

The call schedule is complemented by the integration of simulation centers with live patients. These centers serve as invaluable tools for residents to practice and refine their skills in managing emergent neurological cases. Simulation scenarios are designed to mirror the challenges residents may face during on-call responsibilities, ensuring a seamless transition from theoretical knowledge to practical application.

Benefits of Simulation Center Integration

Realistic Scenarios

Simulation scenarios include a spectrum of pediatric and adult neurological emergencies, allowing residents to navigate situations they may encounter during their on-call duties.

Team-Based Training

Simulated emergencies provide opportunities for collaborative decision-making and interdisciplinary teamwork, aligning with the program's emphasis on comprehensive patient care.

Continuous Improvement

Simulation experiences offer a platform for continuous improvement. Residents receive feedback on their performance, identify areas for enhancement, and apply these learnings to subsequent on-call responsibilities.

In summary, the call schedule in the Child Neurology program is designed to be both challenging and enriching. The integration of simulation centers ensures that residents are well-prepared to handle the complexities of on-call responsibilities, fostering a dynamic and immersive learning environment. This comprehensive approach reflects the program's commitment to producing adept and confident child neurologists capable of delivering high-quality patient care in various clinical settings.

Throughout your training, there are various military and hospital-specific requirements that may not directly align with neurology education but are crucial as a member of the Armed Forces and a participant in a large teaching hospital. While some may not seem educationally focused, they contribute to the broader context of healthcare in the United States. These requirements, often falling under the Systems Based Practice category in ACGME vocabulary, are mandatory for all trainees:

• Annual Review Training
• Urinalysis (Drug Testing)
• Common Task Training
• Soldier Readiness Packet
• Periodic Health Assessment Inventories
• Equal Opportunity Classes
• Military Ethics Course
• Medical Evaluation Boards, Fitness Reports, Profiles, Temporary Disability Retired List
• Joint Commission Training
• Coding of Patient Telephone Conversations and Consultations
• Physical Fitness Tests
• HAZCOM Training
• BLS/ACLS/PALS
• OER and OER Support Forms (Army), FITREP (Navy), OPR (Air Force)

These duties, although diverse, are essential for maintaining readiness, ensuring compliance with military regulations, and contributing to the broader healthcare system. Completion of these requirements is mandatory, and failure to do so may impact leave eligibility and require additional workdays. Additionally, meeting weight and physical fitness standards is crucial, involving necessary paperwork, exams, and testing as directed by the respective service.

The program integrates simulation centers seamlessly into the curriculum, leveraging advanced technologies and live patient scenarios to create realistic and immersive learning environments. These centers are equipped with state-of-the-art simulators and interactive tools that mimic diverse neurological conditions, allowing residents to apply theoretical knowledge to hands-on situations.

Objectives of Simulation Training

• Clinical Decision-Making: Residents engage in simulated scenarios that mirror real-world clinical situations, honing their ability to make critical decisions under pressure.
• Diagnostic Skills: Simulation training focuses on refining diagnostic skills, allowing residents to practice and enhance their proficiency in identifying various neurological disorders.
• Communication and Interpersonal Skills: Live patient interactions in a simulated setting provide a platform for residents to develop effective communication and interpersonal skills essential for patient care.

Military Context Considerations

Given the military context, the simulation training extends beyond conventional civilian scenarios. Residents are exposed to simulations that align with the specific challenges and requirements of treating pediatric neurological conditions in a military healthcare setting. This includes scenarios related to neurotrauma, deployment-related health issues, and unique aspects of military family dynamics.

Multi-Disciplinary Collaboration

The simulation center experience fosters collaboration among different specialties, mirroring the interdisciplinary nature of military healthcare. Residents work alongside professionals from neurology, pediatrics, and other relevant fields, enriching their understanding of holistic patient care within a military context.

Real-Time Feedback and Assessment

Simulation sessions are not only opportunities for learning but also occasions for real-time feedback and assessment. Faculty members and experienced practitioners provide constructive feedback, allowing residents to reflect on their performance and refine their skills continually.

Integration with Continuity Clinic

Simulation experiences are thoughtfully integrated into the continuity clinic, ensuring a seamless connection between theoretical learning, simulated practice, and real patient encounters. This holistic approach contributes to a comprehensive and well-rounded training experience.

In conclusion, the military Child Neurology program's utilization of simulation centers with live patients represents a dynamic and tailored approach to training. By simulating military-specific scenarios and emphasizing practical skills, this methodology equips residents with the expertise needed to excel in their roles as military child neurologists. The integration of simulation into the broader curriculum reflects the program's commitment to providing a robust and adaptive learning environment.

Residents have many opportunities to participate in military and academic leadership training through WRNMMC, USUHS, and NCC courses. Clinical leadership principles are also taught and reinforced through our simulation center curriculum. The role of the child neurologist as leader in operational medicine is taught and reinforced throughout our clinical curriculum.

The Child Neurology Residency program places a strong emphasis on research, providing fellows with an opportunity to engage in scholarly activities and contribute to the advancement of knowledge in the field. Below is a detailed explanation of the research requirements, including the types of projects accepted, the approval process, and the potential for presentation at national meetings.

Types of Research Projects

Residents are required to complete a research project in the form of a case report, equivalent research, or a literature review. The primary aim is to foster an understanding of research techniques, patient rights issues, and statistical analysis.

Case Report (or Equivalent)

• The case report should present a unique clinical case or an innovative approach to patient management.
• Equivalent research may involve other types of studies, such as observational studies, retrospective analyses, or innovative clinical interventions.

Literature Review

• The literature review must either be published (e.g., in medlink or emedicine) or meet specific criteria for length and quality (typically 15-20 pages, single-spaced, Times New Roman font 12, with at least 25 references).
• It aims to provide a comprehensive overview and analysis of existing literature on a specific topic within child neurology.

Approval Process

• Prior approval from the Program Director (PD) is essential for all research projects. Residents are encouraged to discuss their research ideas with the PD, ensuring alignment with program expectations.
• The PD evaluates the proposed research, considering its significance, methodology, and ethical considerations.
• Approval for literature reviews requires adherence to specific length and quality criteria or publication in recognized platforms.

Timeline and Presentation

• Residents should initiate groundwork for the research project during the PGY-3 year, with the presentation scheduled for the spring of the PGY-4 year during Research Day.
• Research presentations are expected to be 10 - 15 minutes, followed by a 5 - 10-minute question-and-answer session.
• Encouragement is provided for fellows to maintain an ongoing interest in research beyond the initial project, fostering a commitment to scholarly activities.

Publication Opportunities

• If the research work is accepted for publication as an abstract at a national meeting (e.g., the annual AAN meeting), efforts are made to facilitate the fellow's attendance for presentation.
• Presentation at national meetings offers a platform to showcase residents' contributions to the broader medical community.

Case Report or Literature Review Approval:

• For a case report to count, it must be accepted for publication or presented as an abstract at a national meeting.
• Literature reviews must meet specific criteria to merit approval, ensuring depth, quality, and relevance.

Final Approval and Revision

The final approval of the research project lies with the PD, and fellows should anticipate revisions or rewrites as part of the approval process.

In summary, the research requirements for Child Neurology residents are designed to instill research skills, ethical considerations, and a commitment to scholarly pursuits. By engaging in meaningful projects, fellows contribute to the advancement of knowledge in child neurology and prepare for successful and impactful careers in the field.

One of the essential components of your Child Neurology Residency is the completion of a Clinical Quality Improvement (CQI) project before graduation. This project serves as an opportunity for fellows to identify and address inefficiencies or inadequacies in patient care or management. The CQI project should culminate in a 2 - 3 page single-spaced document using Times New Roman font 12, incorporating at least five references (not included in the page count). Before initiating the project, it is crucial to engage in discussions with the Program Director (PD) to generate ideas and obtain approval. The final approval of the CQI project rests with the PD, and fellows should anticipate revisions or rewrites, underscoring the importance of starting early in the process.

Guidelines for CQI Project

Topic Selection

• Collaborate with the PD to identify a facet of patient care or management that warrants improvement.
• Ensure that the chosen topic aligns with the goals and priorities of the Child Neurology Residency program.

Project Proposal

• Develop a comprehensive proposal outlining the scope, objectives, and methodologies of the CQI project.
• Seek approval from the PD, incorporating any feedback or suggestions.

Literature Review

• Conduct an extensive literature review to gather evidence-based insights related to the chosen topic.
• Integrate at least five relevant references into the CQI project.

Recommendations

• Clearly articulate recommendations for addressing identified inefficiencies or inadequacies in patient care.
• Provide a detailed summary of proposed changes, emphasizing their potential impact on improving patient outcomes.

Approval and Revisions

• Submit the initial draft of the CQI project to the PD for approval.
• Anticipate revisions or rewrites as per the PD's feedback and guidance.

Grand Rounds Presentation

• A grand rounds session is scheduled for October to cover the CQI topic.
• Prepare a comprehensive and engaging presentation to communicate key findings and recommendations.

Hospital-wide Engagement

• Gain insights into hospital-wide quality improvement initiatives by participating in the Stroke Steering Committee.
• Attend quality improvement and peer-review sessions to understand broader institutional efforts.
• Collaborate with staff involved in initiatives such as the American Heart Association's "Get with the Guidelines" program.
• Embarking on the CQI project provides fellows with a unique opportunity to contribute to the enhancement of patient care within the Child Neurology Residency program. Through collaboration with the PD and engagement in hospital-wide initiatives, fellows can drive positive changes and further their understanding of quality improvement in health care.

Professional Development for Military Neurologists

At the commencement of each year, trainees are required to attend an orientation that not only emphasizes the specific program requirements but also comprehensively delves into the LIFE curriculum. This orientation presentation is not exclusive to trainees; it is also extended to faculty members.

Professional Development Process

By integrating these elements into the professional development framework, military neurologists are not only well-prepared for the clinical challenges they may encounter but also equipped with the leadership, innovation, and fitness skills essential for success in their unique roles within the military health care system

Annual Orientation

Trainees undergo a comprehensive annual orientation, focusing on program requirements and highlighting the LIFE curriculum. This session serves as a foundational step in shaping the professional development journey.

LIFE Curriculum Integration

The orientation underscores the integration of the LIFE curriculum, emphasizing Leadership, Innovation, Fitness, and Education. This holistic approach ensures that military neurologists are equipped with a well-rounded skill set beyond clinical expertise.

Faculty Involvement

The orientation is not exclusive to trainees; faculty members also actively participate. This inclusive approach ensures that both trainees and faculty are aligned in their understanding of program expectations and the broader LIFE curriculum.

Continuous Learning Opportunities

Beyond the annual orientation, military neurologists are provided with continuous learning opportunities throughout their training. This includes regular updates on advancements in neurology, emerging medical technologies, and evolving military healthcare practices.

Leadership Development

Special emphasis is placed on leadership development, recognizing the unique role military neurologists play within the military healthcare system. Leadership training modules, workshops, and mentorship programs contribute to the cultivation of effective leadership skills.

Research and Innovation

Professional development extends to fostering a culture of research and innovation. Military neurologists are encouraged to engage in research projects, present findings at conferences, and stay abreast of the latest developments in neurological research.

Fitness and Wellness Programs

The LIFE curriculum's Fitness component is reinforced through tailored fitness and wellness programs. Recognizing the importance of physical fitness for military personnel, these programs contribute to overall well-being.

• Walter Reed National Military Medical Center
• Children’s National Medical Center
• Suburban Hospital
• Joint Pathology Center

Interested students may submit rotation requests via dha.bethesda.Walter-Reed-Med-Ctr.mbx.gmerequests@health.mil. While we make every effort to accommodate learners, we do try to limit the number of applicants rotating concurrently; therefore, please request your rotation as early as possible, especially for requests during peak months of June – September.

One of the essential components of your Child Neurology Residency is the completion of a Clinical Quality Improvement (CQI) project before graduation. This project serves as an opportunity for fellows to identify and address inefficiencies or inadequacies in patient care or management. The CQI project should culminate in a 2 - 3 page single-spaced document using Times New Roman font 12, incorporating at least five references (not included in the page count). Before initiating the project, it is crucial to engage in discussions with the Program Director (PD) to generate ideas and obtain approval. The final approval of the CQI project rests with the PD, and fellows should anticipate revisions or rewrites, underscoring the importance of starting early in the process.

Guidelines for CQI Project

Topic Selection

• Collaborate with the PD to identify a facet of patient care or management that warrants improvement.
• Ensure that the chosen topic aligns with the goals and priorities of the Child Neurology Residency program.

Project Proposal

• Develop a comprehensive proposal outlining the scope, objectives, and methodologies of the CQI project.
• Seek approval from the PD, incorporating any feedback or suggestions.

Literature Review

• Conduct an extensive literature review to gather evidence-based insights related to the chosen topic.
• Integrate at least five relevant references into the CQI project.

Recommendations

• Clearly articulate recommendations for addressing identified inefficiencies or inadequacies in patient care.
• Provide a detailed summary of proposed changes, emphasizing their potential impact on improving patient outcomes.

Approval and Revisions

• Submit the initial draft of the CQI project to the PD for approval.
• Anticipate revisions or rewrites as per the PD's feedback and guidance.

Grand Rounds Presentation

• A grand rounds session is scheduled for October to cover the CQI topic.
• Prepare a comprehensive and engaging presentation to communicate key findings and recommendations.

Hospital-wide Engagement

• Gain insights into hospital-wide quality improvement initiatives by participating in the Stroke Steering Committee.
• Attend quality improvement and peer-review sessions to understand broader institutional efforts.
• Collaborate with staff involved in initiatives such as the American Heart Association's "Get with the Guidelines" program.
• Embarking on the CQI project provides fellows with a unique opportunity to contribute to the enhancement of patient care within the Child Neurology Residency program. Through collaboration with the PD and engagement in hospital-wide initiatives, fellows can drive positive changes and further their understanding of quality improvement in health care.

Professional Development for Military Neurologists

At the commencement of each year, trainees are required to attend an orientation that not only emphasizes the specific program requirements but also comprehensively delves into the LIFE curriculum. This orientation presentation is not exclusive to trainees; it is also extended to faculty members.

Professional Development Process

By integrating these elements into the professional development framework, military neurologists are not only well-prepared for the clinical challenges they may encounter but also equipped with the leadership, innovation, and fitness skills essential for success in their unique roles within the military health care system

Annual Orientation

Trainees undergo a comprehensive annual orientation, focusing on program requirements and highlighting the LIFE curriculum. This session serves as a foundational step in shaping the professional development journey.

LIFE Curriculum Integration

The orientation underscores the integration of the LIFE curriculum, emphasizing Leadership, Innovation, Fitness, and Education. This holistic approach ensures that military neurologists are equipped with a well-rounded skill set beyond clinical expertise.

Faculty Involvement

The orientation is not exclusive to trainees; faculty members also actively participate. This inclusive approach ensures that both trainees and faculty are aligned in their understanding of program expectations and the broader LIFE curriculum.

Continuous Learning Opportunities

Beyond the annual orientation, military neurologists are provided with continuous learning opportunities throughout their training. This includes regular updates on advancements in neurology, emerging medical technologies, and evolving military healthcare practices.

Leadership Development

Special emphasis is placed on leadership development, recognizing the unique role military neurologists play within the military healthcare system. Leadership training modules, workshops, and mentorship programs contribute to the cultivation of effective leadership skills.

Research and Innovation

Professional development extends to fostering a culture of research and innovation. Military neurologists are encouraged to engage in research projects, present findings at conferences, and stay abreast of the latest developments in neurological research.

Fitness and Wellness Programs

The LIFE curriculum's Fitness component is reinforced through tailored fitness and wellness programs. Recognizing the importance of physical fitness for military personnel, these programs contribute to overall well-being.

Walter Reed is strategically co-located with the U.S. military's medical school, the Uniformed Services University. This unique setting provides our Child Neurology residents with exceptional opportunities to contribute to the education and training of medical students and residents, enhancing their own learning experience.

Teaching Opportunities for Medical Students

Residents have the chance to assist in teaching clinical neurology and neuroanatomy to MS1 and MS2 students at the Uniformed Services University. This involvement allows residents to reinforce their own understanding of fundamental concepts while imparting knowledge to early-stage medical students.

Rotations for Medical Students and Residents

The presence of MS4 medical students, pediatric residents, and child and adolescent psychiatry fellows rotating in child neurology creates a dynamic environment for learning. Child Neurology residents actively engage in bedside teaching during these rotations, offering valuable insights and guidance to their peers.

Participation in Case Presentations and Lectures

Child Neurology residents play a pivotal role in pediatric morning report and neurology morning report. They contribute to the educational environment by conducting case presentations and delivering formal lectures. This not only hones their teaching skills but also reinforces their own understanding of complex cases.

Contribution to Morning Reports

Regular participation in morning reports allows residents to share their expertise, discuss challenging cases, and collaborate with colleagues from various disciplines. This collaborative learning environment fosters a culture of continuous learning and knowledge exchange.

Enhanced Learning Through Teaching

The act of teaching is a powerful tool for reinforcing one's own understanding. By actively participating in the education of medical students and residents, Child Neurology residents deepen their knowledge and refine their communication skills.

Interdisciplinary Collaboration

The diverse rotations and teaching opportunities bring Child Neurology residents into contact with professionals from different specialties. This interdisciplinary collaboration enriches their training experience and expands their perspective on patient care.

In essence, the resident training opportunities at Walter Reed extend beyond clinical responsibilities, providing a platform for residents to actively contribute to the education of their peers and future medical professionals. This multifaceted approach not only enhances the residents' own learning journey but also strengthens the overall educational fabric within the institution.

Here is a list of sub-specialty training available:

• Autonomic disorders
• Behavorial neurology
• Child neurology
• Clinical neurophysiology
• Epilepsy
• Movement disorders
• Neurointensive care
• Neurology
• Neuro-oncology
• Neuroradiology
• Vascular neurology

As an integral part of the Child Neurology Residency program, mentorship plays a crucial role in shaping the professional and personal development of each trainee.

Program Mentorship Structure Comprehensive Overview

By emphasizing mentorship at various levels and stages, the Child Neurology Residency program aims to create a supportive environment where trainees can thrive both personally and professionally. This structured mentorship approach enhances the residency experience and prepares neurologists for successful and fulfilling careers.

raged to actively seek guidance and actively participate in the mentorship relationship.

Role Modeling by Upper-Level Residents and Fellows

Upper-level residents and fellows are designated as role models for junior colleagues, emphasizing the importance of supportive interactions.

Faculty Advisor Selection

Each fellow selects a faculty advisor by the end of the first year of Child Neurology training. This advisor serves as a guide and mentor throughout the training period.

Support from Faculty Advisors and Program Director

Faculty advisors, along with the Program Director (PD), offer support on both professional and personal matters, providing a comprehensive network for trainees.

Trainees are encouraged to build relationships not only with their faculty advisors but also with other faculty members, residents, and fellows. Recognizing the close-knit nature of the Child Neurology community, fostering connections is emphasized.

Networking Opportunities

Trainees are urged to engage with faculty, residents, and fellows, recognizing that the field of Child Neurology is relatively small. Networking provides valuable connections that may prove beneficial in future collaborations, whether direct or indirect.

Long-Term Professional Impact

Understanding that interactions during residency can have a lasting impact, trainees are motivated to make the most of mentorship opportunities. The relationships formed during training may extend into future professional endeavors.

Professional Development Opportunities

Mentors may provide insights into professional development opportunities, conferences, and research initiatives, contributing to the overall growth of trainees.

Ensuring the well-being of our trainees is a paramount priority within the Child Neurology Residency program. We recognize the challenges associated with fatigue and stress management and have implemented various initiatives to support our residents:

Wellness/Burnout Session

• The Department of Neurology conducts dedicated wellness/burnout sessions. These sessions provide a comprehensive overview of the challenges associated with fatigue and stress management.
• Trainees are equipped with strategies to combat and navigate through bouts of fatigue. The sessions focus on fostering resilience and coping mechanisms.

Resident Retreat

• Child Neurology residents actively participate in a resident retreat, joining their counterparts from Neurology and Clinical Neurophysiology's Fellowship.
• The retreat serves as a team-building exercise, creating an environment for open discussions about the program. It emphasizes the importance of collaboration and mutual support among residents.

Self-Reflection Evaluation

• Residents receive a self-reflection evaluation twice a year, allowing them to gauge their energy levels and overall well-being.
• The evaluation provides residents with an opportunity to discuss any issues that might be affecting them. This proactive approach ensures that concerns are identified and addressed in a timely manner.

Individual Meetings

• If a resident's self-reflection evaluation indicates a low score or potential issues, the Program Director (PD) automatically initiates a one-on-one meeting.
• These individual meetings create a supportive space for residents to express their concerns, seek guidance, and collaboratively develop strategies to enhance their well-being.

Holistic Approach

• Our well-being initiatives are designed to take a holistic approach, addressing both physical and mental aspects of residents' health.
• Emphasis is placed on fostering a culture of support, open communication, and mutual respect among residents, faculty, and the broader healthcare community.

By actively engaging in these well-being initiatives, the Child Neurology Residency program is committed to cultivating an environment where residents can thrive both personally and professionally. Our goal is to provide comprehensive support, ensuring that residents feel empowered to manage challenges effectively and maintain a healthy work-life balance.