WIP 56 - Pathways to Practice: A Professional Development Curriculum for Pediatric Residents

Publication Number: WIP 56.7667

Collette M. Tilly, University of Arkansas for Medical Sciences College of Medicine, Little Rock, AR, United States; Carol R. Thrush, University of Arkansas for Medical Sciences, Little Rock, AR, United States; Devin Cook, University of Arkansas for Medical Sciences College of Medicine, Little Rock, AR, United States; Hannah G. Barkley, University of Arkansas for Medical Sciences College of Medicine, Little Rock, AR, United States; Paul Drake, University of Arkansas for Medical Sciences, Little Rock, AR, United States; Rachel O. Millner, University of Arkansas for Medical Sciences College of Medicine, Little rock, AR, United States; Shruti Tewar, University of Arkansas Medical Sciences, Little Rock, AR, United States; Oriaku A. Kas-Osoka, University of Arkansas for Medical Sciences - Little Rock, AR, Littlle Rock, AR, United States

Background: While residency training emphasizes clinical competence and board exam preparation, it often lacks formal instruction on the complex professional challenges residents face throughout their careers. Consequently, residents find themselves ill-equipped to navigate the multifaceted landscape of career transitions, ongoing professional development, and the demands required for long-term success. The professional development curriculum bridges the gap between clinical competence and comprehensive professional skills critical for sustainable professional growth.

Objective: The curriculum aims to (1) provide pediatric and internal medicine-pediatric residents with practical tools and competencies to build and advance their careers during and beyond residency and (2) support residents in exploring diverse professional pathways, addressing real-world challenges, and facilitating a confident transition into independent practice or fellowship training.

Design/Methods: Following IRB approval, the professional development curriculum was designed and implemented as a longitudinal curriculum for 96 pediatric and internal medicine-pediatric residents over one academic year at a single institution. The curriculum was structured into tailored tracks based on the resident's level of training, with each session crafted to meet specific goals and objectives. The three overarching themes emphasized building a foundational framework for professional development, guiding decision-making for post-residency career paths, and addressing practical aspects to integrate personal and professional well-being.

Data were collected from eight sessions via RedCap, using Likert-type and open-ended items adapted from previously published tools to evaluate residents' perceived knowledge, topic relevance, and core concept retention. Feedback from presenters and facilitators was used to assess goal achievement, session relevance, and effectiveness in targeting professional development. Quantitative and qualitative analysis will be performed on data gathered during sessions conducted from July 2024 to March 2025.