A Structured Neonatal Parenting Elective: An Approach for Parenting Leave During Residency.

OBJECTIVE: Pregnancy is common during residency, yet the duration of allowed paid leave is inadequate and utilizing unpaid family medical leave act (FMLA) time has financial and professional consequences. We evaluated the effectiveness of a novel parenting elective, consistent with educational goals for pediatric residents, on resident parents' financial, academic, and family outcomes. METHODS: In 2010, a 2-4 week structured at-home elective of outpatient neonatal care with full pay was implemented. Data were collected from all new parents in a large academic pediatric residency from 2002 to 2018, including duration of leave, on-time graduation, choice to pursue postresidency training, and unpaid FMLA leave. Data were compared from before/after implementation and by parent type (mothers or resident partners of mothers). RESULTS: Twenty-two pregnancies occurred prior to implementation and 42 afterward. In mothers, leave duration was similar (7.9 ± 3.5 weeks before, 8.0 ± 0.3 after, P = .50) but the minimum time increased from 2 to 6 weeks and those taking ≥7 weeks increased (54% vs 96%, P = .002). Mothers using unpaid FMLA time decreased (38% vs 7%, P = .04) although on-time graduation (69% vs 93%, P = .13) and postresidency training rates were similar. Among partners, leave duration increased (0.8 ± 0.4 weeks vs 4.0 ± 1.7, P < .001) and 79% took ≥4 weeks, compared to 0% pre-elective (P < .001). In partners, postresidency training, FMLA, or on-time graduation rates did not change. CONCLUSIONS: Parenting a neonate provides learning opportunities for pediatric residents that can be encompassed in an elective consistent with training requirements. This elective improved outcomes for mothers and partners and is generalizable to any training program.

A longitudinal career-focused block for third-year pediatrics residents.

BACKGROUND: The traditional 1-month training blocks in pediatrics may fail to provide sufficient exposure to develop the knowledge, skills, and attitudes residents need for practice and may not be conducive to mentoring relationships with faculty and continuity with patients. INTERVENTION: We created a 4-month career-focused experience (CFE) for third-year residents. The CFE included block time and longitudinal experiences in different content areas related to residents' choice of urban and rural primary care, hospitalist medicine, or subspecialty care (prefellowship). Content was informed by graduate surveys, focus groups with primary care pediatricians and hospitalists, and interviews with fellowship directors. Outcomes were assessed via before and after surveys of residents' attitudes and skills, assessment of skills with an objective structured clinical examination (OSCE), and interviews with residents and mentors. RESULTS: Twenty-three of 49 third-year residents took part in the first 2 years of CFE. Two residents dropped out, leaving 21 who completed the 4-month experience (9 in primary care, 2 in hospitalist medicine, and 10 in a subspecialty). Residents reported improvement in their clinical skills, increased satisfaction with faculty mentoring and evaluation, and the ability to focus on what was important to their careers. OSCE performance did not differ between residents who completed the CFE and those who did not. Administrative burden was high. CONCLUSIONS: Four-month career-focused training for pediatrics residents is feasible and may be effective in meeting part of the new requirement for 6 months of career-focused training during pediatrics residency.