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At the University of Toledo, we offer the benefits of a small residency program, which allows our residents to work closely with faculty and receive individualized attention throughout their training. Our size fosters a supportive learning environment where strong professional relationships develop naturally between residents and faculty.

We use an X+Y scheduling model to enhance continuity of learning and patient care. With one dedicated week of continuity clinic every fourth week, our residents are able to focus fully on outpatient pediatrics and build meaningful, lasting relationships with their patients and families.

Clinically, our program is anchored by the diverse resources of ProMedica Russell J. Ebeid Children鈥檚 Hospital. We have a Cystic Fibrosis Center, a Level III Neonatal Intensive Care Unit, a Pediatric Emergency Department, Pediatric Intensive Care Unit, and a full range of pediatric subspecialty services. Since we serve a large catchment area spanning northwest Ohio, southern Michigan, and eastern Indiana, our residents encounter patients with a wide breadth of pathology, from common conditions to rare and complex pediatric diseases.

We offer eight categorical pediatric positions annually, for a total of 24 residents across the three-year program.

Longitudinal clinic follows an X+Y model in which residents spend one dedicated week in the clinic every fourth week. This ambulatory block allows them to focus fully on outpatient care while participating in a PGY year鈥憇pecific longitudinal curriculum. This supports steady growth in outpatient skills over the course of training.

We utilize a night shift rotation schedule instead of call. Residents typically work five night shifts from Sunday to Friday. Residents on their daytime inpatient rotation work two to three weekend shifts per month, which may be either 12鈥� or 24鈥慼our shifts. Residents on elective rotations may cross cover over the weekend. A jeopardy system is assigned to second鈥� and third鈥憏ear residents on electives and is activated if an inpatient or ED resident is sick, has an emergency, or if patient volume requires additional support.

Interns receive three weeks of vacation (15 customary working days, Monday through Friday) per year along with five sick days. Senior residents receive four weeks of vacation (20 customary working days, Monday through Friday) plus additional sick leave as needed. Scheduling is arranged to ensure coverage and completion of requirements while still supporting resident well鈥慴eing. Time off is in compliance with American Board of Pediatric (ABP) requirements.

Per ABP requirements, residents must complete a scholarly project during their three years of training. Past examples have included prospective clinical research, retrospective chart reviews, quality improvement projects, and advocacy projects. Most residents select their project and begin their work during the second half of their PGY鈥�1 year. All PGY鈥�3 residents present their completed project during the program鈥檚 Annual Pediatric Resident Scholarly Day. Many residents share their work at regional and national meetings, including the American Academy of Pediatrics, the Pediatric Academic Societies, and the Pediatric Endocrine Society meetings.听

All first鈥憏ear residents participate in our longitudinal advocacy curriculum that culminates in a community鈥慺ocused advocacy project. In addition to this structured experience, residents have ongoing opportunities to engage in advocacy throughout their training. Each December, we also hold an Advocacy Day, during which program leadership and residents volunteer with a local organization. An Advanced Advocacy Pathway is available for interested senior residents.听

Residents are encouraged to prioritize work-life integration throughout training. Fall and spring retreats provide dedicated time to connect, reflect, and recharge within a supportive professional environment. As a group, residents and faculty participate in volunteer efforts that extend beyond the hospital and into the community we serve. We also host events to welcome our newest colleagues and celebrate graduating residents, and we highlight 鈥渟hout outs鈥� in program communications to recognize meaningful contributions.

Pediatric faculty regularly organize gatherings that foster connection, and our Graduate Medical Education (GME) office supports resident wellbeing through a variety of activities and events. Many residents also spend time together outside of work, whether running, going to the gym, or socializing. Wellness resources are introduced during intern orientation and remain easily accessible throughout training. Residents may apply for access to the Toledo Hospital fitness center, and mental health resources and support are readily available.

Each resident is paired with an academic mentor who serves on the Clinical Curriculum Committee. Program leadership meets with residents twice annually to review progress and support ongoing academic development. A structured career advising program further guides residents as they explore future pathways. In addition, residents are encouraged to identify professional mentors who align with their individual interests and long-term career goals, fostering meaningful and well-matched guidance.