University of Manitoba - Pediatrics - Winnipeg

2022 R-1 Main Residency Match - first iteration
CMG Stream for CMG

Last approved on November 10, 2021

Summary of changes

Approximate Quota:


Accreditation status : Accredited

Provincial Criteria

Dr. Jayson Stoffman
Dr. Megan Cooney
Pediatric Postgraduate Medical Education 
Max Rady College of Medicine  
HSC AE405-840 Sherbrook Street
Winnipeg, Manitoba, R3A 1S1
(204) 787-2439
University of Manitoba Peds Residency Program

Program Contacts

Dr. Jayson Stoffman
Pediatric Program Director

Dr. Megan Cooney
Pediatric Associate Program Director

Dr. Jaqueline Richelle
Pediatric Assistant Program Director

Kathlyn Borromeo
Postgraduate Program Assistant
(204) 787-2439

Important Information

The Postgraduate Medical Education Orientation which will be held on June 29, 2022 is mandatory for all residents.

Return of Service

The following applicants will be required to sign a Return of Service “ROS” contract with the Province of Manitoba. The ROS commitment is commensurate with the length of the training program

  • All IMGs entering all training programs

IMGs already holding a return of service obligation must disclose these obligations at the time of application. IMGs who have undischarged return of service obligations may not be eligible to begin training in a position funded by Manitoba Health.

Such individuals may wish to contact Shared Health at for more information.


General Instructions

Program application language: English

Please note that in 2021 all applicants to the University of Manitoba residency programs are required to complete an online assessment (CASPer) to assist with the selection process. Successful completion of CASPer is mandatory in order to maintain admission eligibility.

CASPer is an online test which assesses for non-cognitive skills and interpersonal characteristics that we believe are important for successful students and graduates of our program.  The results will complement the other tools that we use for applicant screening and will enhance fairness and objectivity in our selection process. 

The CASPer test is comprised of 12 sections of video and written scenarios. Following each scenario, you will be required to answer a set of probing questions under a time contract. Each response is graded by a different rater, giving a robust and reliable view of personal and professional characteristics important to our program. No studying is required for CASPer, although you may want to familiarize yourself with the test structure at, and ensure you have a quiet environment to take the test.

In order to take CASPer, you will be responsible for securing access to a computer with audio capabilities, a webcam, and a reliable internet connection on your selected test date. CASPer can be taken practically anywhere that you can satisfy the aforementioned requirements. No exceptions will be provided for applicants unable to take CASPer online due to being located at sites where internet is not dependable due to technical or political factors.

Please go to to sign up and reserve a test using your student identifier and a piece of government-issued photo ID.  You will be provided with a limited number of testing dates and times. Please note that these are the only testing dates available for your CASPer test. There will be no additional tests scheduled.  Please use an email address that you check regularly as there may be updates to the test schedule.

CASPer test results are valid for one admissions cycle. Applicants who have already taken the test in previous years will therefore be expected to re-take it.

Please direct any inquiries on the test to  Alternatively, you may use the chat bubble in the bottom right hand corner of your screen on the CASPer website.

You are required to fulfill ALL of the most current Provincial Criteria for Canadian Medical Graduates for Manitoba

The criteria can be found at:

Supporting Documentation / Information

Applicants are advised to only provide the documents requested by the program. No other documents submitted will be reviewed.
Canadian citizenship
CaRMS partners with third-party organizations to verify your citizenship or permanent resident status. If your status is verified by one of these organizations, you will not need to provide citizenship documents in your application. If your citizenship status is not verified, you must provide one of the documents listed below.
Document must be notarized/certified
Submit one of the following documents to verify your Canadian citizenship:
• Canadian Birth Certificate or Act of Birth
• Certificate of Canadian Citizenship
• Confirmation of Permanent Residence in Canada
• Passport page showing Canadian Citizenship
• Canadian Permanent Resident Card (both sides of card)


Language proficiency
Submit one of the following documents to verify your language proficiency:
• Occupational English Test (OET) - Medicine
• Canadian English Language Proficiency Index Program (CELPIP) - General

Language Proficiency
English is the language of study at the Rady Faculty of Health Sciences, Max Rady College of Medicine, University of Manitoba. All applicants whose first language is not English must submit proof of English language proficiency to CaRMS by the file review opening date.


  • If you graduated from an English medical school in Canada or the US, you are exempt from providing proof of language proficiency.

Candidates who attended medical school in Quebec or the University of Ottawa where the language of instruction or the primary language of patient care was not English, must fulfill the English Language Proficiency requirements.



  • IMG applicants must fulfill the English Language Proficiency requirements.

 Candidates are exempted from English language proficiency testing under the following circumstances:

  1. the language of instruction and patient care throughout the entire undergraduate medical education curriculum was in English. A letter of attestation obtained directly from the Dean of the candidate’s medical school confirming that the majority of the language of instruction and patient care was conducted in English is required.
  2. their undergraduate medical education was taken in English in one of the countries that have English as a first and native language (see list below)

All other candidates must have taken one of the following:

  • the Academic Version of International English Language Testing System (IELTS) with a minimum score of 7 in each component with an overall band score of no less than 7 in the same sitting.  IELTS scores will be considered valid for 2 years from the date taken
  • Occupational English Test – Medicine (OET-Medicine), with a minimum grade of B in each of the four subsets in the same sitting; or
  • Canadian English Language Proficiency Index Program – General (CELPIP-General) Test, with a minimum score of 9 in each of the four skills in the same sitting

List of countries that have English as a first and native language - Countries: Australia, Bahamas, Bermuda, British Virgin Islands, Canada, Ireland, New Zealand, Singapore, South Africa, United Kingdom, United States of America, US Virgin Islands - Caribbean Islands: Anguilla, Antigua and Barbuda, Barbados, Dominica, Grenada, Grenadines, Jamaica, St. Kitts and Nevis, St. Lucia, St. Vincent, Trinidad and Tobago

Please note the following:

  • Photocopies are acceptable.
  • Language Proficiency Attestations will not be accepted from the candidate or a third party.
  • Language Proficiency results will not be accepted by fax or e-mail.


Reference documents
Number requested: 3

Three (3) reference letters are required. Your three references should be from medical faculty members or from practicing physicians (not residents or fellows) with whom you have had significant and preferably direct work-related contact.

Additional documents
[Note: Photograph is used as memory aid only]

Undergraduate Transcript (Bachelor's Degree) 

The University of Manitoba Pediatric Residency Program requires your undergraduate transcript.

Medical School Transcript 

CASPer exam 

Custom Résumé / CV 

Personal Letter 
Word count
Minimum : None
Maximum : None

In lieu of a personal letter please answer the following 2 questions:

#1. Why do you want to complete residency in our residency program? Do you have a connection to Manitoba? What unique attributes and perspectives would you bring to our community and residency program? Do you belong to a community or come from a background that has not traditionally been represented in medicine? (Approx. 300 words)

#2. The United Nation Declaration on the Rights of Indigenous People provides a broad framework for reconciliation at all levels and across all sectors of society. How have you seen anti-Indigenous racism operationalized in the medical education or health care system?  What is your role and what are your responsibilities on the path to Indigenous reconciliation? (Approx. 300 words)

Medical Student Performance Record 

Review Process

Applications submitted after file review has opened on January 31, 2022

Supporting documents (excluding letters of reference) that arrive after file review has opened  on  January 31, 2022

Letters of reference that arrive after the unmasking date on January 31, 2022

Applicants selected for interviews will be contacted by email to arrange a virtual interview. 



  • March 7, 2022
  • March 8, 2022
  • March 9, 2022
  • March 10, 2022
  • March 11, 2022
Interviews will be offered to those applicants considered most suitable for the residency program based on the submitted package. Our program will notify all applicants of their status as: selected to interview, on waitlist for an interview, not selected for an interview. Applicants on the waitlist will be notified if and when interview spaces become available

Program will notify all applicants through CaRMS Online and will send email invitations directly to applicants selected for an interview.
A maximum of 72 applicants (64 Canadian Medical Graduates and 8 International Medical Graduates) will be interviewed.  All interviews will be virtual. The interview process will last 90 minutes.  Applicants will have three individual interviews, one with the program director, one with the assitant program director and one with a chief resident. There will also be time to meet virtually with a group of residents to have questions answered. 

Selection Criteria

Program goals

Our residents will develop the academic skills, clinical skills and knowledge required to excel as general pediatricians who are capable of managing medically and socially complex children and adolescents. They will utilize their medical expertise within a model of patient-centered care and become proficient with shared decision making in medically and socially complex situations. They will develop a comprehensive understanding of the social determinants of health and wellness though exposure to urban, rural, immigrant, refugee, Aboriginal and Inuit populations. They will become effective advocates for their patients, community and profession.

Selection process goals

1. Demonstrated ability to commnicate and work with patients and colleagues from diverse backgrounds. 

2. Committed to providing anti-racist and culturally safe health care to Indiginous people and other marginalized groups. 

3. Demonstrated ability to function well within a multidisciplinary healthcare team with a strong work ethic

4. Interest in scholarly activity, either through previous experience or a desire to participate in scholarly activity

5. Charisma, uniqueness, nerve and talent

File review process

Review team composition : Our review team is composed of the program director, associate program director, assistant program director, chief residents and faculty members

Average number of applications received by our program in the last five years : 51 - 200

Average percentage of applicants offered interviews : 51 - 75 %

Evaluation criteria :
File component Criteria
CV We are evaluating the applicant's personal, educational, volunteer and work journey and accomplishments. We are looking to see if all of the applicant's time is accounted for and that absences from work or education are identified and explained.
Electives We are evaluating the applicant's range of experiences in within Pediatrics and related specialties.
Examinations We do not evaluate this file component
Extra-curricular We are evaluating the applicant's volunteer activities, with long term and extensive involvement in an activity weighted more favourably than superficial involvement in many activities. If an applicant has not been able to participate, or has had limited participation, in extra-curricular activities due to social or life circumstances the applicant should include this in their response to Question #1 of the personal letter. This will be factored in to how this element is scored in file review. We are also evaluating the applicant's non-medical areas of interest and talent.
Leadership skills We are evaluating the applicant's involvement in leadership roles on committees, organizations, extra-curricular activities or clubs. We are also interested in learning about unique leadership roles and experiences that the applicant may have had in his/her family or past employment or education.
MSPRs We are evaluating the MSPR for overall weakness and strengths of the applicant during his/her time in medical school.
Personal letters We are evaluating the applicant's interest and motivation in completing residency in Manitoba through his/her knowledge of our program, knowledge of Manitoba and connection to Manitoba. We are evaluating if the applicant is from a group or community or background that is underrepresented in medicine. We are also evaluating what unique experiences and perspectives the applicant would bring to our program and community. We are evaluating the applicant's knowledge and understanding of Indigenous health issues, including the role of anti-Indigenous racism in Canadian medical education and health care.
Reference documents We are evaluating the referees' assessment of the applicant's aptitude, medical expertise, communication skills, ability to work in a team environment and work ethic.
Research/Publications We are evaluating past experiences in research and academic scholarship, current projects and interest in future projects. If an applicant has not been able to participate, or has had limited participation, in research or scholarly activities due to social or life circumstances the applicant should include this in their response to Question #1 of the personal letter. This will be factored in to how this element is scored in file review. Significant contributions to a project will be weighted more favourably than minor contributions.
Transcripts We do not evaluate this file component. However, this file component is required by the University of Manitoba
Other file component(s) CASPer as required by the University of Manitoba

Elective criteria

We encourage applicants to have completed at least one elective in our discipline.
We do not require applicants to have done onsite electives.

Interview process

Interview format :

We routinely accommodate requests to re-schedule interviews for applicants.

Interview evaluation criteria :
Interview components Criteria
Collaboration skills We are evaluating the applicant's ability to work well with individuals from diverse backgrounds and collaborate with families and colleagues in medical decisions
Collegiality We are evaluating if the applicant demonstrates professional and respectful behaviour. The applicant should value and consider the perspectives and opinions of others.
Communication skills We are evaluating the applicant's verbal and non-verbal communication skills. The ability to speak and write in English is mandatory. The ability to communicate in other languages is weighted favourably.
Health advocacy We are evaluating the applicant's interest and experience in health advocacy, including his/her ideas for advocacy initiatives.
Interest in the discipline We are evaluating the applicant's interest and commitment to Pediatrics. We are interested in learning how the applicant sees him/herself contributing to the health of children.
Interest in the program We are evaluating the applicant's knowledge of our program and province and his/her interest in living in Winnipeg. We are interested in learning how the applicant sees him/herself fitting into our program.
Leadership skills We are evaluating the applicant's skills to lead by example with strong communication, collaboration and delegation skills. We are evaluating if the applicant has leadership experience and how the applicant has learned from past experience. We are also interested in learning about unique leadership roles and experiences that the applicant may have had in his/her family or past employment or education.
Professionalism We are evaluating the applicant's professional interactions with interviewers, faculty, residents, other interviewees and program assistants.
Scholarly activities We are evaluating the applicant's past scholarly activities and interest in future scholarly activities .

Information gathered outside of CaRMS application

Specifically, we may consider:

Ranking process

The behavior(s) exhibited below during the interview process may prevent an applicant from being ranked by our program :

Program Highlights

Quick Facts

  • We low-key have the best residents in the country! Seriously. Watch our video
  • Winnipeg Children's Hospital offers very diverse clinical exposure with a vast catchment area including all of Manitoba, Eastern Saskatchewan, the Kivalliq Region of Nunavut and Northwestern Ontario.  Residents have opportunities to work with patients from a variety of ethnic populations and receive significant clinical exposure to urban, rural, immigrant, refugee, Aboriginal and Inuit pediatric health. Residents can expect to see a wide variety of patients with unusual pathology.
  • Residents are provided experiences in rural and northern pediatrics through rotations in Brandon and Thompson, Manitoba. In addition, residents are provided opportunities to accompany pediatricians who travel to remote communities within northern Manitoba and Nunavut through Ongomiizwin – Health Services.
  • Residents are allowed one outside elective per core residency year and three outside electives during the fourth year. Outside electives may be arranged at other universities within Canada, or may be international in nature.
  • With few subspecialty trainees at our site, residents receive plenty of hands-on exposure with consultations and development of procedural skills. In addition, a 2-week procedural skills rotation is scheduled early in the first year of residency.  Residents are confident and ready to transition to senior by the end of first year. We have a senior skills rotation for residents looking to develop advanced procedural skills training. 
  • The program has an academic teaching curriculum which provides a standardized curriculum over a three-year period. This curriculum is aimed at meeting the Royal College objectives of training in all CanMEDS competencies, with complementary teaching provided at other protected times as well.
  • There are 6 hours of protected time per week. This includes academic half day, morning report, grand rounds and resident led teaching.
  • Residents participate monthly in Ice Cream Rounds that focus on discussing and processing difficult situations that have been encountered during residency as well as learning to adapt to adversity and improving resiliency. These rounds are resident led with mentorship from faculty trained and experienced in physician wellness. These rounds are protected educational time. 
  • To develop the competency of leading a resuscitation team, frequent mock codes are scheduled throughout the training program. These will occur regularly for residents on rotations in the CTU, PICU, or ER. Residents will also be assigned to multiyear groups for mock codes in the Clinical Learning and Simulation Facility on a rotating weekly basis.
  • Wards (aside from Oncology) are designated as general pediatrics with subspecialty consultants. This provides continuous exposure to patients from every subspecialty, all of which are represented at our university.
  • Each summer we host a dedicated Physical Exam Boot Camp with weekly sessions designed to enhance physical examination skills for the first-year residents. These sessions are taught by faculty members.
  • A protected Academic Skills rotation occurs simultaneously for all first-year residents.  This rotation provides dedicated time for acquisition of research and teaching skills and consists of a variety of session types, including small-group discussions, role-playing and didactic sessions. This rotation also provides interaction with a variety of faculty members and gives residents the opportunity to be introduced to faculty with shared academic and research interests.
  • Transitioning to the senior role occurs near the end of the first year, with a Transition-To-Senior Workshop and buddied CTU Senior and Night Float rotations.  
  • Third-year residents are required to develop and participate in a collaborative health advocacy project with a local, national, or international perspective. This project has received accolades from the Royal College as a Top 5 What Works in residency education. Previous projects have included successful lobbying for restricting tanning salons to minors, booster seat legislation, and promoting literacy and bicycle helmets.
  • Third and fourth year general pediatric residents take part in an office-based weekly continuity clinic.  
  • Dedicated senior-level teaching occurs weekly at Morning Report through a case-based discussion led by a faculty preceptor. This is protected academic time.
  • Incoming residents are matched with three mentors, including a resident mentor, a faculty mentor and a research mentor. These mentors are actively involved through the residency years.
  • Residents have 4 weeks of vacation per year. This is given as 2 x 2-week blocks and is scheduled prior to the commencement of the academic year. 

In Their Words

"I could not imagine being a resident without this group of such genuine, supportive and passionate colleagues and faculty helping me along the way to becoming a well-qualified Pediatrician." -PGY4

"The very welcoming and friendly resident and faculty body contributes to a highly supportive, smaller-centre feel while working in a centre that sees a wide diversity of patients will all subspecialties represented." -PGY1

"I doubt there's another pediatric program in Canada that would have given me the same diversity of patients and firsthand experiences than this one!" -PGY3

"Unique and large patient population with a plethora of rare and unique diseases" -PGY2

"The program directors are outstanding in every sense of the word" -Program director 

Program Curriculum

This residency program is for 4 years.

Program length of training does not exceed the Royal College or College of Family Physicians of Canada standard.

General Description

The Program design fulfills the Specialty Training Requirements in Pediatrics from the Royal College of Physicians and Surgeons of Canada (RCPSC). Effective July 2021 our program will deliver a Competence By Design (CBD) curriculum to residents at all stages of training. Trainees beginning in July 2021 or later will have mandatory core training experiences spread throughout all stages of the CBD curriculum. We expect that all residents beginning in July 2021 or later will require 4-years of training to complete our program. 

The Pediatric Residency Program provides the resident a choice in training experience selection each training year. Residents are provided with at least one elective training experience each year which can be a program selective or elective, an outside elective or a research elective.  Residents are required to undertake a minimum of six weeks in rural pediatrics during their core stage of training. This includes a two-week rotation in Brandon, Manitoba and a four-week rotation in Thompson, Manitoba. 

Overnight and weekend call occurs throughout all four years. Senior call is predominantly covered by senior residents on their night float rotations. The majority of junior overnight call is provided by the pediatric and off-service learners on their CTU rotations. Residents rotating through the PICU cover 50-75% of PICU calls. All remaining calls are assigned to off-service pediatric residents who have completed at least one PICU block in the core stage of training.

The University of Manitoba program is committed to providing excellent educational opportunities spanning all seven CanMEDS compentencies.  With an early transition-to-senior process, more time is available for teaching and supervisory experiences. A close collaboration with faculty is fostered and encouraged.  

Transition to Discipline (Anticipated 10 to 12 weeks)

The purpose of Transition to Discipline is confirm knowledge and skills achieved in medical school and to orient the trainee to the speciality of Pediatrics, our training program, the University of Manitoba and Children's Hospital. The focus of Transition of Discipline is successful achievement in conducting a Pediatric specific history and physical exam and communicating patient centred care plans. 

Training Experiences May Include:

  • CTU Pediatrics as a Junior Resident 
  • Emergency Pediatrics 
  • Community-Based Pediatrics - urban
  • Social Ambulatory-Based Pediatrics
  • Skills rotation*
  • Selective (Allergy, Endocrinology, Infectious Disease, Gastroenterology)
  • Junior Call 

*A two-week Skills training experience provides opportunities in procedural skills with mentoring from nursing staff, senior residents, sedationists and anesthesiologists in the operating theatre. Teaching with simulation is also utilized. 

Foundations (Anticipated 36-38 weeks)

The purpose of Foundations is to gain experience with common pediatric presenting issues and diagnoses  across the full range of ages seen in pediatric medicine. The focus of Foundations is to perform patient assessments and to develop, initiate and document management plans for common straightforward presenting issues across the spectrum of pediatric ages. Foundations also includes providing preventative health care and performing basic proceedures.  

Training Experiences Include:

  • CTU as Junior Resident 
  • CTU as Transition to Senior Resident 
  • Neonatology 
  • Emergency Pediatrics*
  • Community-Based Pediatrics - Urban*
  • Social Ambulatory-Based Pediatrics*
  • Academic Skills Rotation**
  • Selective (Allergy, Cardiology, Endocrinology, Gastroenterology, Genetics and Metabolics, Infectious Disease, Respirology)
  • Elective
  • Night Float***
  • Junior Call 

*If not previously completed in Transition to Discipline

**This 4 week academic skills course occurs simultaneously for all residents in Foundations and provides residents with a strong background in research and teaching skills

***During this 2 week night float training experience the resident will be in the senior resident role. The resident will do several buddied call shifts before transitioning to independent senior for the completion of the rotation  

Core (Anticipated 96 to 108 weeks)

The purpose of core is to continue to develop and strengthen the skills necessary to practice as a competent consultant pediatrician. The focus of this stage is to gain experience and skill performing patient assessment and management of complex and rare pediatric presentations. This includes  patients in the ambulatory and hospital settings across the range of pediatric ages, including patients who are acutely critically ill. This stage also focuses on providing longitudinal patient management experience as well as development of communication skills for difficult and sensitive issues including mental health concerns, behavioral issues, concerns related to child maltreatment and goals of care discussions. 

Training Experiences Include:

  • CTU Pediatrics as the Senior Resident*
  • Neonatology**
  • Pediatric Intensive Care**
  • Community-Based Pediatrics - Rural (Brandon and Thompson Manitoba)
  • Social Ambulatory-Based Pediatrics 
  • Emergency Pediatrics**
  • Adolescent Medicine and Child Psychiatry
  • Developmental Pediatrics
  • Child Maltreatment and Child Psychiatry
  • Selective (Allergy, Cardiology, Complex Care, Endocrinology, Hematology and Oncology, Gastroenterology, Genetics and Metabolics, Infectious Disease, Nephrology, Neurology, Palliative Care, Respirology, Rheumatology)
  • Continuity Clinic 
  • Elective***
  • Night Float**
  • Senior Call  

*16 weeks total in Core

**8 weeks total in Core 

***12 weeks total in Core 

Transition To Practice (Anticipated 36 to 48 weeks)

The purpose of Transition to Practice is for residents to consolidate their pediatric knowledge and enhance their skills as they prepare to enter independent practice in general pediatrics or a pediatric subspecialty. The focus of this stage is for residents to apply their knowledge and skills to provide comprehesive care in episodic and longitudinal settings. This stage also includes refining communication skills and developing practice management and leadership skills. 

Training Experiences Include:

  • CTU Pediatrics Junior Attending
  • Inpatient Complex Care 
  • Developmental Pediatrics
  • Neonatology
  • Community-Based Pediatrics
  • Continuity Clinic 
  • Electives
  • Senior Call 

With the exception of Senior Call, all non-elective training experiences are 4-weeks in total. 


Residents have a three-hour weekly academic half-day that is protected educational time with mandatory attendance.  Academic half-day is organized to provide a standardized curriculum on core general and subspecialty pediatrics topics rotating over a three-year basis.  The academic half-day curriculum also includes ethics, evidence-based medicine, and palliative care, in addition to other non-Medical Expert CanMEDS roles.  Academic half-day sessions are delivered in a facilitated interactive small group model, where resident groups of 8-10 engage actively in usually case-based discussion of important topics for general pediatrics guided by the specialist preceptors.  

A specialized Pediatric Indigenous Health curriculum was introduced in 2021. This was created within the residency program in collaboration with Indigenous leaders in medical education, and designed as a distributed experience. At the start of each academic year, there will be one Academic half-day session dedicated to this topic, with a difference focus for each residency cohort to allow for a progressive development of experience in a spiral fashion over the four years of training. Over the rest of the year, there are three hour-long sessions for the entire pediatric cohort where a specific topic will be presented didactically, experientially, and finally practically. In 2021, this will be on trauma-informed care, and in 2022 we will explore the complex relationship with Child and Family Services.

Transition to Discipline residents have a special series of academic half-days for the first two months of residency. This provides an in-depth orientation to residency.  Transition to Practice residents attend protected group study time in preparation for the Royal College examination.

Mandatory courses through the Faculty PGME office include topics on Teaching Development, Practice Management, Professional Boundaries, and Conflict Management.  Additional courses provided and required by the pediatric residency program include PALS (Pediatric Advanced Life Support) and NRP (Neonatal Resuscitation) as well as the choice of either TRIK (Trauma Resuscitation for Kids) or ATLS (Advanced Trauma Life Support).

Other academic activities include a variety of CTU teaching rounds, pediatric Grand Rounds (protected educational time), mock codes, simulation sessions and resident-led seminars (protected educational time Monday afternoons). Morning Report occurs weekly for senior residents only (protected educational time) and involves a resident-led case-based discussion with a faculty preceptor.  An evening journal club is held monthly at the homes of faculty members.


Our residents participate monthly in Ice Cream Rounds (protected educational time) that focus on discussing and processing difficult situations that have been encountered during residency as well as learning to adapt to adversity and improving resiliency. These rounds are resident led with mentorship from faculty trained and experienced in physician wellness.  

The Pediatric Residency Wellness Council was created in 2021 as a dedicated forum to discuss important issues pertaining to resident wellness. This is co-chaired by the Pediatric Chief Residents and the Wellness Lead for the Department of Pediatrics and Child Health. Designated funding support for wellness activities is also provided by the Department.


Each resident must complete a scholarly project as part of their residency training. For many residents, the scholarly project will be a research project.  Residents in Foundations participate in a dedicated four-week Academic Skills rotation and thereby receive a separate curriculum providing an introduction to clinical research with exposure to existing projects and the development of individual research projects. Critical appraisal is taught both formally and as part of journal club experiences and mentorship sessions. A formal research committee, comprised of both clinician scientists and doctoral researchers, supervises and provides excellent resources as part of the larger and well-funded Children's Hospital Research Institute of Manitoba. Additional support in biostatistical counseling is provided to residents from the Centre of Healthcare Innovation.

In each year of training, residents may choose to have an elective rotation dedicated to their research project(s). Competitive funding for resident research projects is awarded from the Children's Hospital Foundation. Resident progress is supported with Work In Progress (WIP) presentations for feedback and advice.  Resident research is presented each year at the departmental research day and at the faculty-wide research symposium. The winner(s) of the resident research competition will receive funding to attend the National Pediatric Resident and Fellow Research Competition at which representatives from each pediatric residency program across Canada take part in the competition by presenting their completed research projects.

Health Advocacy Project

All residents in the latter half of Core are required to work collaboratively on a group health advocacy project. The project will be developed by the residents in response to their own assessment of the health needs of the children at the level of the local community, the province, the nation, or internationally. Previous projects have included successful lobbying for restricting tanning salons for minors, booster seat legislation, and promoting various advocacy topics such as literacy, influenza vaccination, HPV vaccination for boys, pain management during venipunctures, and use of bicycle helmets. Funding is provided by the residency program. Supervision of the project is provided by faculty members as well as non-faculty committee leaders. At the end of the academic year, the residents involved present their project at Pediatric Grand Rounds and at a Manitoba Pediatric Society dinner, and submit a written report on the outcome of their initiative. 

Training Sites

The main training site for pediatric residents at the University of Manitoba is located at the Children's Hospital of Winnipeg, part of the Health Sciences Centre.  Established in 1909, the Children's Hospital of Winnipeg has grown to be a 127-bed facility and treats over 130,000 children each year.  Newer additions include an intensive care building housing the Pediatric Intensive Care Unit, Emergency Department and surgical suites.  A new state-of-the-art Women's Hospital opened in 2019 and includes a new Neonatal Intensive Care Unit.  The Children's Hospital of Winnipeg is the only pediatric hospital in Manitoba and provides tertiary pediatric care for residents of Manitoba, Northwestern Ontario, and the Kivalliq Region of Nunavut.

Additional teaching sites in Winnipeg include St. Boniface General Hospital and various community office sites. Teaching sites outside of Winnipeg include Brandon General Hospital and Thompson General Hospital.  Residents also have the opportunity to travel to various remote communities in northern Manitoba and Nunavut  under the supervision of the pediatricians and pediatric subspecialists working with Ongomiizwin – Health Services 

Additional Information

Winnipeg is a mid-sized city of over 770,000 people and offers a community with a cosmopolitan, international flair. The province of Manitoba has a population of 1.28 million people.   Winnipeg is a culturally diverse city with a multi-ethnic population representing one hundred (100) spoken languages and is known for its cultural achievements, flourishing arts scene, and numerous art and cultural festivals. Highlights include the Canadian Museum for Human Rights, many wonderful restaurants sure to satisfy even the most discerning foodie, the Winnipeg Blue Bombers and the Winnipeg Jets (and their many enthusiastic fans), The Forks, Folklarama, the International Jazz Festival, the Winnipeg Fringe Theatre Festival and the Folk Festival, among many others.

Outdoor enthusiasts enjoy the numerous and easily accessible urban parks, trails, and the wide-open prairie sky. Winnipeg offers a reasonable cost-of-living which is lower than most other North American cities.

Winnipeg experiences a continental climate characterized by four distinct seasons creating a variety of weather conditions throughout the year.  Average temperatures range between -12 degrees Celsius (+10.4 degrees Fahrenheit) in the winter months to +26 degrees Celsius (+78.8 degrees Fahrenheit) in the summertime. Winnipeg receives over 2,300 hours of sunlight annually and has more clear skies than any other Canadian city! Due to its northern location, Winnipeg residents enjoy up to 16 hours of sunlight daily during the summer months. 


How many subspecialty fellows are at the University of Manitoba?
University of Manitoba offers pediatric subspecialty training programs in Allergy and Immunology, Emergency Medicine, Hematology and Oncology, Child Development, Respirology, Infectious Diseases, Neonatology and Genetics, with approximately 15-20 subspecialty residents at any given time. These subspecialty trainees teach and work alongside pediatric residents, but do not detract from learning opportunities. 

How are residents evaluated?
Work place based assessments are used to asses whether residents are developing and demonstrating the Entrustable Professional Activities (EPAs) required in each stage of training. Rotation Evaluations are done by each rotation supervisor at the end of each rotation.  Residents participate in two mock OSCEs each year as well as twice-yearly STACERs (observed history and physical). Written in-training exams (American and Canadian) occur three times each year. With the advent of the national Royal College competency-based medical education curriculum, pediatric residents entering residency in 2021 will have opportunities as a senior resident to evaluate more junior learners and thereby actively participate in the medical education process. The competence committee meets several times per year to review the progress of each resident. Residents meet with the program director every six months and as needed to monitor progress.

What social activities are part of the resident schedule?
Our wonderful group of residents are known to be friendly, hard-working and extremely supportive of one another.  They also have a reputation for having fun! Official activities include twice-yearly retreats (including a weekend retreat away from the city), a December holiday dinner organized by the residents for the Department of Pediatrics, and an end-of-year dinner sponsored by the Manitoba Pediatric Society. In addition, residents enjoy socializing at monthly journal clubs and research activities.

Do you have electronic medical records?
Laboratory and radiology data is reported as part of an Electronic Patient Record (EPR) available throughout the hospital. Documentation is completed on EPR in the emergency department and neonatal intensive care units. Orders are currently done on paper. Documentation on inpatient units is done in a paper chart. There is a plan to move towards electronic ordering in the near future.

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