Resident Research
As a resident, you will complete a Resident Academic Project (RAP) during your training. Each project is unique and will allow you to answer a hypothesis-driven question generated by your interests. A broad range of possibilities are available for independent data collection, including laboratory and clinical research, quality improvement, sociobehavioral health research and educational projects. You may also choose to answer your query by in-depth review of literature and analysis to arrive at a conclusion. A faculty mentor will guide and provide full support during all stages of your project.
During the first year, residents are encouraged to formulate questions with the assistance of faculty who have interest and experience related to the topic. Basic background information is gathered and a formal mentor is identified. By early in the second year, project ideas are finalized with materials developed and submitted for IRB approval (if necessary), and a protocol and timeline are established for completing the project. During the third year, completion of the project includes submission of abstracts for consideration at national meetings, completion of manuscripts for those interested in pursuing publication, and preparation of a formal presentation for a special spring departmental program highlighting the activities of residents and fellows.
Support for necessary materials to complete the project, as well as personnel to help guide residents with protocol development and IRB approval, are provided by the Department of Pediatrics. Residents have access to a biostatistician at all stages for assistance in developing projects and analyzing results. Funds are also available to help residents attend national meetings to present their work.
The block schedule incorporates an academic month to ensure that residents have adequate protected time to complete their projects.
The goal of this project is to provide residents a positive and supported experience with research in an area of the residents' choosing. Residents will identify their own research questions, most often drawing inspiration from the bedside or clinic, or from their own educational experiences. Ideally, the resident academic project will provide experience working with a research mentor, learning to critically review relevant literature, refining and then answering a research question, and presenting findings to others so that the work can improve patient care. In doing so, this project allows residents an opportunity to improve the health of our patients beyond their one-to-one patient interactions.
Current and Past Resident Academic Projects
Class of 2010
The Role of a Multidisciplinary Clinic in Achieving Weight Loss Among Adolescent Girls with Polycycstic Ovarian Syndrome
Resident: Lindsay Geier, MD; Faculty Mentors: Tracy Bekx, MD and Ellen Connor, MD
Kidney Stones in Pediatric Leukemia at the University of Wisconsin
Resident: Laura Houser, MD; Faculty Mentor: Bruce Slaugenhaupt, MD
Treatment Outcomes in Perineal Streptococcal Dermatitis
Resident: Daniel Olson, MD; Faculty Mentor: Bruce Edmonson, MD
The Adventures of Iggy and the Inhalers: Asthma Education
Resident: Alex Thomas, MD; Faculty Mentor: Mark Moss, MD
Class of 2011
An 11y/o Female with Fever & Hemoptysis
Resident: Katie Baker, MD; Faculty Mentor: Todd Varness, MD
The Ethics of Mandatory HPV Vaccination
Resident: Ben Hanisch, MD; Faculty Mentors: Norm Fost, MD and Jim Conway, MD
Effects of Environment on Obesity and Strategies to Address Environmental Effects
Resident: Jenn Hartwell, MD; Faculty Mentor: Murray Katcher, MD
Education vs. Enforcement: Online Privacy Concerns and College Females
Residents: Megan Lederer, MD and Sarah Rastogi, MD; Faculty Mentor: Megan Moreno, MD
The Impact of a Parent Child Preoperative Program in Perioperative Anxiety in Children
Resident: Jen Mosher, MD; Faculty Mentor: Michael Kim, MD
Technological Facilitation of Transition to Adult Care in the IBD Clinic
Resident: Valentina Shakhnovich, MD; Faculty Mentor: Dorota Walkiewicz, MD
The Murine Allantois: A Model System for Mammalian Hematopoetic Differentiation
Resident: Adam Wolfe, MD, PhD; Faculty Mentor: Karen Downs, PhD
Class of 2012
The Efficacy of AAP Advocacy Modules
Resident: Cathy Lee-Miller, MD; Faculty Mentor: Dipesh Navsaria, MD
The Predictability of Congenital Heart Defects Based on Abnormal Triple/Quad Screen Results
Resident: Ravi Meibalane, MD; Faculty Mentor: Shardha Srinivasan, MD
Perceptions and Use of Social Networking Sites and Blogs During Global Health Electives
Resident: Erin Turner, MD;Faculty Mentor: Sabrina Wagner, MD
Bruising in Children Under 9 Months: Sentinel Findings
Resident: Hillary Petska, MD; Faculty Mentor: Barb Knox, MD