Medicine-Pediatrics Residency Curriculum

At Baystate Med-Peds, our curriculum is designed to help residents grow with intention across all four years of training. Residents build strong foundations in Internal Medicine and Pediatrics, then progress toward increasing autonomy, team leadership, teaching, and individualized career preparation.

Our program offers the breadth of two strong categorical departments with the added benefit of a dedicated Med-Peds curriculum, continuity clinic, advising structure, and community. Throughout training, residents care for patients across the lifespan in inpatient, outpatient, critical care, emergency, newborn, subspecialty, and community-based settings.

Intentional Growth Across Four Years

One of the hallmarks of our program is our Learner-Manager-Teacher model, an educational framework developed at Baystate to support graduated autonomy throughout residency.

Early in training, residents focus on building clinical knowledge, developing efficient habits, and learning how to care for patients within complex health systems. As they progress, residents take on increasing responsibility as managers of patient care, leaders of teams, and teachers of medical students and junior residents.

This progression is intentional. We believe residents learn best when expectations are clear, feedback is meaningful, and faculty help residents take the next step in their development.

Clinical Training and Continuity

Residents rotate through core clinical experiences in both Internal Medicine and Pediatrics, including inpatient medicine, ambulatory medicine, critical care, emergency medicine, newborn care, adolescent medicine, developmental pediatrics, geriatrics, consultative medicine, community medicine, and electives.

A central part of our curriculum is our combined Med-Peds continuity clinic at Baystate Mason Square Neighborhood Health Center. There, residents care for their own panel of patients across the lifespan under the guidance of Med-Peds trained faculty. This experience allows residents to develop long-term relationships with patients and families while learning comprehensive, team-based primary care.

Learning Together: Conferences, Teaching, and Program Time

Learning at Baystate happens in many settings: at the bedside, in clinic, during rounds, through conferences, and in dedicated time together as a Med-Peds community.

Residents participate in the educational conferences of both the Internal Medicine and Pediatrics departments, including morning reports and academic half-days. These conferences provide core clinical teaching, case-based learning, board preparation, and opportunities to learn alongside categorical colleagues.

Med-Peds residents also have dedicated time each month for Med-Peds Conference. These sessions bring residents and faculty together across all four years of training for community building, mentorship, and discussion of topics unique to combined training, including clinical care, evidence-based medicine, professional development, advocacy, and transitions across the lifespan.

Our program also holds regular retreats and resident meetings, creating space for reflection, feedback, program improvement, mentorship, and connection.

Teaching, Mentorship, and Scholarship

As residents advance, they have opportunities to grow as educators, mentors, and scholars. Senior residents develop their teaching skills through structured teaching experiences, retreats, and work with students and junior learners.

Residents also participate in peer mentoring and may engage in scholarly work, quality improvement, advocacy, and medical education projects. These experiences are designed to help residents build skills that will serve them well in primary care, hospital medicine, fellowship, academic medicine, and leadership roles after graduation.

Year-by-Year Curriculum Overview

The table below provides an overview of typical clinical experiences by year. Rotation order and timing may vary based on program structure, scheduling needs, elective choices, individual resident goals, and ongoing curricular development.