Program Contacts

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Important Information

Applicants are responsible for reviewing the University of Saskatchewan Policies for the R-1 Match to determine if they meet all requirements and eligibility criteria. Failure to meet or provide proof of any of the stated requirements or documents may result in an applicant’s file not being reviewed or ranked.

PGME Residents Applying for Transfer to Another Program/Specialty
Residents currently training in a Canadian residency training program can apply to programs in the second iteration of the CaRMS match as a possible route to change program or specialty, in accordance with University of Saskatchewan eligibility criteria and the National Transfer Guidelines. Residents applying for transfer must upload all in-training assessments/evaluations and a PGME Training Record in addition to the other required components of their CaRMS application. More information is available under Supporting Documentation-Additional Documents.

Shortlisted applicants will need to provide permission for the program to speak with their current Program Director as per the National Transfer Guidelines.

Casper Test
All applicants must complete the Casper test. Please refer to the Examinations section for more information.

Licensing
Matched applicants must be eligible for an educational register license with the College of Physicians and Surgeons of Saskatchewan (CPSS) for a July 1^st start date and must maintain eligibility for an educational register license throughout their entire training program. Matched applicants who are graduating in the spring will need to provide a copy of their medical degree/diploma to the PGME office and the College of Physicians and Surgeons of Saskatchewan (CPSS) prior to the start of residency training. Any delays in providing all required documentation to CPSS may result in the following:

• delay in issuance of an educational register license and a delay in start of postgraduate training beyond July 1^st
• release from CaRMS match contract

Applicants completing medical education at the University of Montreal, Sherbrooke, Laval, and the University of Ottawa (French stream) are required to submit proof of English language proficiency before the rank order deadline to demonstrate they meet CPSS requirements. More information is available under Supporting Documentation-Language Proficiency.

NOTE: Applicants who are considering a delay to their convocation date must be aware that a medical degree cannot be issued to a student until they have convocated. CPSS bylaws require that new residents must have received their medical degree prior to the commencement of residency training. Choosing to delay convocation will affect a matched applicant’s ability to commence their residency training program in Saskatchewan on July 1. Please refer to the U of S CaRMS Deferral Policy for additional information.

Credentialing
In order to commence and continue in Postgraduate Medical Education training programs, matched applicants must be eligible for and maintain privileges within the Saskatchewan Health Authority (SHA) as determined by their credentialing process. The Saskatchewan Health Authority requires successful applicants to submit immunization records and a current criminal record check as part of their pre-resident application for appointment. Applicants with criminal records will be considered on a case by case basis by the College of Medicine in consultation with the Health Authority. 

Any delays in providing all required documentation to the Saskatchewan Health Authority may result in a delay in the start of postgraduate training beyond July 1st.

Resident Boot Camp
All matched applicants must attend a mandatory in-person Resident Boot Camp scheduled for June 29 and 30, 2026 in Saskatoon. The purpose of the Boot Camp is to provide additional support to trainees as they transition to residency by introducing and consolidating baseline skills and knowledge needed to flourish during their residency years. The program includes interactive case-based and hands-on practice sessions. A social event is held to provide trainees with an opportunity to interact and network. Stipends are provided to trainees.

Attendance is required in person and absences are only permitted in exceptional circumstances with prior approval of the PGME office.

SHA Orientation
All matched applicants must attend a mandatory orientation with the Saskatchewan Health Authority on July 2, 2026. Attendance is mandatory and absences are only permitted in exceptional circumstances with prior approval of the PGME office.

Basic Life Support Course/PALS
Matched applicants are required to provide proof of BLS certification through the Heart & Stroke Foundation (current as of July 1, 2026) to the PGME office prior to starting their training program. If BLS has not been completed, please let the program administrator know and this may be combined with your PALS training in early July 2026. 

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General Instructions

Program application language: English

Reference letters: Three letters of reference are required. Your referees must complete the required structured reference form. Traditional letters of reference are no longer accepted for this program. Reference letters should be submitted from faculty/practicing physicians in any type of supervisory role (clinical, research, etc.). Letters from residents or peers will not be accepted.

Personal Letter/Statement: Specific details regarding the questions to address and the length of the letter can be found in the Personal Letter section of the Additional Documents section. We encourage you to review this closely and address the questions to the best of your capability. 

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Supporting Documentation / Information

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Review Process

Applications submitted after file review has opened on March 17, 2026

Supporting documents (excluding letters of reference) that arrive after file review has opened  on  March 17, 2026

Letters of reference that arrive after the unmasking date on March 17, 2026

All applicant files submitted before the deadline will be reviewed by our selection committee. Our selection committee is composed of a diverse mix of pediatric faculty with experience in the CaRMs file review. File review is done using a standardized file review tool such that each file is assessed in a consistent manner.

Applicant files are evaluated on a number of merits, including, but not limited to: academic potential, interest in scholarly activities, leadership in extracurricular activities, strength of reference letters, interest in our center's pediatric training program, and the candidate's personal statement. Our program values a broad range of electives, especially those with a focus in pediatrics.  For electives in pediatrics, the program may contact any elective supervisor listed on your CaRMS application for further information. After review of documents, selected applicants, based upon the score of their comprehensive file review, will be offered an interview. Not all applicants meeting the minimal requirements will be offered an interview.

The final ranking process is determined primarily by a combination of the file review and the interview assessments. 

The file review and interview processes are conducted in an equitable manner with the goal to identify the candidates that best demonstrate the core values of our program. 

Selection Criteria

Our program values an applicant with a diverse range of clinical, scholarly, leadership, and life experiences.

As a mid-sized program, our trainees have the opportunity to become deeply involved with clinical care from an early stage of their training - therefore, applicants who are enthusiastic, eager to learn, and self-directed will thrive in our program.

We seek applicants who have demonstrated a strong academic standing and have shown a clear interest in child and adolescent health. 

Demonstrating performance in scholarly work and the assumption of leadership roles in your medical school career are strengths further sought.

Residency life can be demanding; therefore, we seek applicants who show a well-rounded approach to life with an interest in personal extracurricular pursuits. 

Further, we seek applicants with an awareness of and respect for cultural diversity, equity, and inclusion. With a large Indigenous population in Saskatchewan, strong candidates demonstrate an appreciation of and a respect for the unique health care needs of Indigenous peoples. 

Program goals

The primary goal is to train emerging general pediatricians with excellent clinical skills and a comprehensive knowledge in general pediatrics, who will utilize their training judiciously and ethically in caring for pediatric patients. For those who may seek further specialization, our program will help to foster your goal of attaining a pediatric fellowship position of your interest. 

At the end of training, residents will have successfully met the requirements as outlined in the Royal College objectives and will have gained competency to practice as a General Pediatric consultant. Furthermore, through coaching and modeling, residents will have a strong awareness of professionalism, equity and cultural diversity. 

Selection process goals

The Pediatric training program at the University of Saskatchewan is committed to a fair, equitable and transparent application process. 

The Selection Committee, composed of pediatric faculty and residents across our Department, will rank applicants based on the following criteria:

-Interpersonal and communication skills and a commitment to teamwork and professionalism

-Clear interest in pursuing pediatrics 

-Medical school grades/class standing/awards

-Demonstration of leadership skills/functioning in a leader role as well as evidence of work as an advocate

-Demonstration of interest in pediatrics as reflected in electives, selectives, etc.

-Personal Letter demonstrating (1) an interest in Pediatrics, (2) interest in training and living in the province of Saskatchewan, and (3) strengths, interests, and/or skills that you would bring to our program. 

-Reference letters

-Demonstrated ability to be organized as evidenced by a complete application that is in accordance with our stated expectations.

File review process

Evaluation criteria :

Elective criteria

Interview process

Interview evaluation criteria :

Information gathered outside of CaRMS application

Specifically, we may consider:
Social interaction during program related events
Communication with program administration
Social media
Unsolicited reference letters
Unsolicited email references
Unsolicited verbal information on a candidate's prior performance
Unsolicited feedback from colleagues and co-workers

Ranking process

The behavior(s) exhibited below during the interview process may prevent an applicant from being ranked by our program :
Unprofessional or inappropriate behavior   
Did not attend interview   
Interview performance was not competitive   

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Program Highlights

QUICK FACTS

- Our pediatric training program is comprised of 6 residents per year (24 total residents) from all over the world. In addition, there are 2 residents per year (8 total residents) based in Regina, for a total of 32 residents in the overall program. 

- We have a strong core of general pediatric and community pediatric training experiences in addition to the full complement of subspecialty pediatric exposures. With no RCPSC fellowship programs, residents in our program have immediate and hands-on direct contact with pediatric faculty and clinical exposures.

- As with all pediatric programs, we employ the use of CBD (Competence by Design) as our core assessment structure. We utilize the Elentra system as our dashboard for data tracking. 

- Training experiences (rotations) are typically 2- or 4-week blocks with the majority taking place in Saskatoon. Other experiences include Regina, Prince Albert, and other community sites; opportunities for 3 electives at other accredited pediatric institutions; and self-designed selectives that meet resident educational needs and Royal College requirements.

- Residents are well-supported by their program directors, administrative staff, and a progressive resident contract through the Resident Doctors of Saskatchewan (RDoS). There are 4 weeks of vacation time allotted per year in addition to 6+ days over the Christmas/New Year's time period, personal days (if needed), and in-lieu days for statutory holidays worked. 

- Resident scholarly projects (research) are well supported through a network of research experts (Division Head of Pediatric Research; Department Research Coordinator; and Department of Pediatrics biostatistician). Moreover, there is a Director of Pediatric Resident Research (Pediatric Faculty member) who meets routinely with residents to support their research curriculum.  A research curriculum including in-person skill development and discussion, self-directed modules and other resources is provided to foster research development. The University of Saskatchewan also provides excellent research supports, and all residents are provided funding to present their research.

- Another on-site resource is our well-equipped Simulation Centre used for practicing procedures and medical scenarios such as pediatric emergencies and codes. There is a Pediatric faculty member who serves as the Pediatric Simulation Director. 

- The Pediatric Program maintains a robust academic curriculum (highlighted below) including protected academic half-day, simulation (high fidelity simulation in our simulation lab as well as targeted clinical procedural rounds), Code Navy events, wellness rounds, journal club, a variety of resident-led and faculty-supported rounds (case rounds, topic rounds, and interpretation rounds), physical exam rounds, critical appraisal curriculum, Departmental Grand Rounds, practice examinations (STACERs, OSCEs, MCQs), a longitudinal Indigenous Health curriculum based upon the CPS Indigenous modules, a Teaching Course (TIPS), M&M Rounds, and much more. The academic curriculum is on a 3-year cycle. In the 4th year. residents in their Transition to Practice Stage (September - March) have their own, dedicated Transition to Practice curriculum aim to foster their growth as emerging, independent physicians. 

- Resident wellness is an important part of training and is supported through several resident-led and faculty-led initiatives including wellness rounds, ice cream rounds, protected biannual resident retreats, staff/resident events, resident 'fun' academic half day, CISM-specific debriefing support, and other wellness opportunities. Many of our faculty are trained in Critical Incident Stress Management (CISM) and provide resident debriefing as required. Fatigue Risk Management (FRM) and Equity, Diversity and Inclusion (EDI) are prioritized across our program, overseen by faculty-resident committees, and hold a dedicated spot during Resident Program Committee meetings. 

- The Pediatric Program is proud to make their brand new “home base” at the Jim Pattison Children's Hospital (JPCH), which opened in September 2019.

 UNIVERSITY OF SASKATCHEWAN (U of S)

The Pediatric Residency Program is affiliated with the University of Saskatchewan, which lies directly beside the JPCH. This provides access to a full complement of research and other academic services including their Health Sciences Library. Access to the University of Saskatchewan's online electronic journal archive is provided. Articles not available through the main library or electronic journal archives can be obtained free of charge through the interlibrary loan service. The department provides a yearly budget to residents for updating the resources (e.g. journals and books). Residents have access to up-to-date medical resources including UpToDate, AAP (American Academy of Pediatrics) access, and CPS (Canadian Pediatric Society) access. 

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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.

The Pediatric Residency Program, akin to all other pediatric programs, employs CBD (Competence by Design) as of July 2021. Elentra (https://elentra.org/) is the chosen electronic platform for the University of Saskatchewan Competence by Design (CBD) programming. Residents must finish all 4 stages of pediatrics before moving to subspecialty training; for most residents this will take 4 years.   

CBD Stages

The CBD stages are currently planned as follows (1 full block = 4 weeks)

TTD (Transition to Discipline): 3 blocks expected

• Pediatric inpatient unit (CTU), junior role (4 weeks)
• Pediatric emergency medicine (4 weeks)
• Pediatric selective (Pediatric Infectious Diseases, Pediatric Hematology/Oncology, or Pediatric Respirology) (4 weeks)

Foundations: 13 blocks expected

• Pediatric inpatient unit, junior role (8 weeks)
• NICU, junior (6 weeks)
• Regina community pediatrics and mother baby unit (4 weeks)
• Anesthesia/Research (2 weeks/2 weeks)
• Selectives (12 weeks; two of which from Pediatric Hematology/Oncology, Respirology, and Infectious Diseases)
• Pediatric Surgery (4 weeks)
• NICU, senior and/or PICU, junior (4 weeks as a PGY2)
• Selectives (1-2 additional as a PGY2)

Core: 26 blocks expected

• Pediatric inpatient unit, transition to senior role (4 weeks)
• Pediatric inpatient unit, senior role (12 weeks)
• PICU, junior (4-8 weeks)
• PICU senior (4 weeks)
• NICU senior (4-8 weeks)
• Pediatric emergency medicine (4 weeks)
• Pediatric outpatient care (8 weeks)
• Pediatric psychiatry (4 weeks)
• Social pediatrics (4 weeks)
• Electives (8 weeks)
• Community Pediatrics, Prince Albert (4 weeks)
• Community Pediatrics/Outpatient Pediatrics (4-8 weeks)
• Developmental Pediatrics (4 weeks)
• Child Maltreatment (2 weeks)
• Research (2-4 weeks)
• Selectives (16-20 weeks)
• Night Float - Pediatric Inpatients (8 weeks) 

Transition to Practice (TTP): 10 blocks expected

• Pediatric inpatient unit, consultant (4 weeks)
• NICU, senior (4 weeks)
• Pediatric night float (4 weeks)
• Community Pediatrics, Regina Pediatric Inpatient Unit or Regina Outpatients (4 weeks)
• Elective (4 weeks)
• Pediatric emergency medicine or PICU (4 weeks)
• Selectives (12-16 weeks)

Academic Curriculum

Academic Half Day (AHD)

• Protected time every Thursday from 12pm-4pm with time built in for lunch and transitions.
• 1st hour is CPS Jeopardy (summer only) or resident-led, faculty-supported rounds (case rounds, topic rounds, interpretation rounds)
• 2nd and 3rd hours: Subspecialty Rounds led by pediatricians, pediatric subspecialists, and allied health specialists to cover core pediatric RCPSC objectives.
• For the 4th year residents, a Transition to Practice AHD runs to foster skills for transitioning into practice. This runs from Sept/Oct (post-written exam) to April/May (prior to the OSCE)
• For both the 3rd and 4th year residents, there is protected AHD prior to both the RCPSC written and OSCE examinations to provide time to review content pertinent to each of the examinations. 

Other Academic Half Day Experiences

• High fidelity simulation experiences in the simulation lab and targeted procedural skills practice half days will take place at least twice per year.
• Communication Series (6 part workshop over 3 years to consolidate communication skills).
• Wellness AHD events (two 4-hour sessions per year for residents to participate in an activity).
• Ice Cream Rounds (psychologist supported rounds, twice per year).
• Critical Appraisal certification (structured critical appraisal education)
• Quality Improvement and Patient Safety curriculum (2nd year residents)
• Monthly resident-led, faculty-supported journal clubs to discuss important emerging literature in pediatric care.

R4 Transition to Practice AHD

• Dedicated R4 curriculum from October - April
• Topics include: transitioning into practice (interviewing, billing, etc), procedure skills and simulation, advanced communication skills, examination preparation, careers in pediatrics, and other selected topics that help to facilitate a transition into independent practice
• Participation in the National Pediatric Transition to Practice Curriculum (2 x 3.5 hour workshops) 

Critical Care Rounds

• Protected rounds for NICU and PICU residents with a rotating weekly schedule of case rounds (resident led), Grand Rounds, simulation, and morbidity/mortality rounds.

Pediatric Emergency Medicine Half Day and Case Based Teaching or Simulation

• Protected curriculum on the emergency medicine rotation but may be accessible while on other rotations.
• Monthly Pediatric EM half-day with various presentations and discussions.
• Weekly case based teaching alternated with high fidelity simulation.

Code Navy Events

• Unit or hospital wide simulation events conducted by pediatric and PICU staff and managed by pediatric residents; includes structured post-event debriefing and discussion.

Quality Improvement and Patient Safety Curriculum

• Longitudinal curriculum for 2nd year residents 
• Includes both in-person workshop/didactic sessions and online modules (protected time for all activities) 

M&M Rounds

• Monthly morbidity and mortality rounds led by the PICU. Resident involvement may include attendance +/- presenting a case for discussion.

Indigenous Child and Youth Health Course

• Faculty-led course designed longitudinally to provide a robust, pediatric specific Indigenous Health experience to pediatric trainees. This first year course includes a series of modules (4-5 total) with discussion led by expert faculty in addition to a culturally-immersive experience. Upon completion, residents will be equipped with the knowledge and insights to provide a more holistic and inclusive approach to their care of Indigenous patients and their families.

TIPS

• A U of S led course (2 parts) in the 1st year designed to help promote residents to further develop skills in teaching and medical education.

First Year Resident Orientation

• Resident Boot Camp: a 3-day program conducted by the College of Medicine for all new U of S residents with the intent to facilitate a more seamless onboarding into residency and to begin to foster a collegial network across residents and staff.
• Program Orientation: a robust curriculum designed to help R1s transition into residency that will provide you with all the necessary knowledge, supports, and logistical information to successfully transition into our program, introduce you to our Department, and welcome you to our city.

PALS and NRP

• Pediatric Advanced Life Support (PALS) and Neonatal Resuscitation Program (NRP) are provided for full certification for R1s and re-certification for R2s/R3s. BLS must be completed prior to start of residency for all incoming pediatric residents.

Scholarly Project (Research)

• All residents in the program are expected to complete a scholarly project, in accordance with the RCPSC Pediatric Training Objectives.
• Research support is provided throughout the Department with direct oversight from the Director of Resident Research (Pediatric Department Faculty Member who meets with all residents a minimum of 1-2 times per year to support research progress).
• Residents will get exposure to research curricula within the AHD and in other settings. Opportunities to share their work and receive project support will occur annually in the AHD setting.
• Funding for residents to travel and attend pediatric conferences is available to all residents and is highly encouraged; additional funding is provided to residents who present their work at national or international conferences. 
• Residents will all present at least once at the Pediatric Child Health Research Day (U of S) and will be encouraged to present nationally if opportunities arise.

Resident Wellness

• Resident wellness is of utmost importance to us in our training program.
• All residents will have the opportunity to meet with the program directors formally at least twice a year but may meet with the program directors at any other time as needed.
• Wellness supports integrated within the program include:
  • Ice cream rounds (psychologist supported sessions) within the pediatric AHD
  • Resident/faculty events including a summer golf event and winter indoor and/or outdoor activities
  • Site-specific fall retreat, a full combined-site resident spring retreat & numerous other resident initiated gatherings
  • Resident representation on the Pediatric Residency Program Committee and on the wellness committee; these opportunities serve to vision for new wellness initiatives 
  • All residents are assigned an academic advisor (faculty member) who will meet with the resident 3-4+ times per year to help support the resident in academic progress (including completion of requirements under CBD)
  • Informal faculty mentorship opportunities (in addition to the assigned academic advisor).

• EDI Committee with a standing spot on the Resident Program Committee meeting agenda.
• Advocacy and CME around Fatigue Risk Management (FRM) is ongoing and is supported at the resident, program, and faculty levels.
• Further support for residents is found through academic, mental health, and advocacy channels through the Postgraduate Medical Education (PGME) office, the Saskatchewan Medical Association (SMA), and the Resident Doctors of Saskatchewan (RDoS). 

Leadership

Residents will have the chance to be involved in several committees and roles during their residency training including, but not limited to:

• Pediatric Lead Resident roles (formerly Chief Resident) 
• RDoS representatives
• Residency Program Committee involvement including: RPC representative, Wellness Committee, Selection (CaRMs committee), Curriculum Committee, Research Committee, and EDI Committee.
• AAP (American Academy of Pediatrics) and CPS (Canadian Pediatric Society) representatives
• AHD (Academic Half Day) representatives
• Social Committee representatives 
• Code Navy and Resident Simulation/Procedure Skills representatives 
• Other involvement in clinical, educational, scholarly, advocacy and administrative initiatives

Teaching Opportunities

Residents have the opportunity to be involved in a myriad of structured and unstructured teaching opportunities during their 4-year training period. Teaching as resident-medical student pair, resident-resident pair, and resident-faculty pair exists throughout the 4 years of the program. Formalized teaching training - the TIPS program, R4 Transition to Practice Curriculum, and education-based academic half-day lectures and workshops - allow for residents to further hone their teaching skill sets. Additional opportunities to engage in teaching or accrue education training can be arranged based on resident interest. 

Other Program Notes

• The Pediatric Program in Saskatoon works in conjunction with the Regina Pediatric Program site, giving the opportunity for pediatric residents to train alongside and interact with those based in Regina.

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Training Sites

The Pediatric Residency Program at the University of Saskatchewan is based in Saskatoon, with distributed learning at other sites to compliment experiences obtained in Saskatoon.

Jim Pattison Children's Hospital (JPCH) in Saskatoon is the new children's teaching hospital in Saskatoon, having opened its doors in September 2019. This facility provides tertiary level care for pediatric patients across the provinces with a 46-bed inpatient unit, PICU, NICU, 24-hour pediatric emergency department, pediatric-designed OR suites and pre-op induction rooms, pediatric outpatient clinic, pediatric rehabilitation facilities, and much more. The JPCH is home to a Child Life Zone and one of the most robust Child Life services in Canada. Residents will spend the majority of their time here, on pediatric inpatient units, intensive care, emergency care, some outpatient care, subspecialty service, and pediatric surgery and anesthesia. For a virtual tour, visit: https://www.youtube.com/watch?v=DDK1GjCWp94&t=9s

The JPCH directly abuts the Royal University Hospital (RUH), the former home of pediatric care. Residents may spend some time here at faculty offices, meeting rooms, and for socialization. 

Alvin Buckwold Child Development Center is located just a few minutes walk from the JPCH. This center is comprised of our pediatric developmental pediatrician services as well as some rehabilitation care.

Saskatoon Pediatric Consultants (SPC) is home to our Saskatoon-based pediatric consultant clinic. Residents will do 1 or 2 rotations in clinic-based outpatients general pediatrics.

Other Saskatoon Sites include the opportunity to participate in Social Pediatrics (this entails providing care for children and adolescents, located directly within several Saskatoon schools). Given our unique patient population and distribution of patients across a large province, other opportunities for clinical experiences may include: Northern Saskatchewan Clinics (including sites such as La Ronge and La Loche), Sanctum 1.5 (a home in Saskatchewan for high risk moms and their babies), the REACH Clinics (for immigrant and refugee families)

Regina General Hospital (RGH) in Regina is located 2 hours South of Saskatoon. This is home to the Regina site program for Pediatrics. Residents based out of Saskatoon will complete 1-2 rotations during their training in Regina. All 1^st year residents complete a block of community pediatrics and mother-baby unit exposure; during the 4th year, residents may complete a block of Regina community pediatrics along with some exposure to select subspecialty clinics; alternatively, 4th year residents may complete a general pediatric, community-based experience at other centers (Prince Albert, Swift Current) in our province.

Victoria Hospital (Prince Albert, SK) is located 1.5 hours North of Saskatoon. This center has an established group of general pediatricians and is the site of a 2^nd or 3^rd year rotation in community pediatrics. Exposures to outpatient/office based pediatric care, some inpatient care, and some neonatal care will occur at this site.

Distributive Learning at the University of Saskatchewan

The College of Medicine, while physically located in Saskatoon, is a provincial resource in attitude and in practice. Postgraduate medical education at the University of Saskatchewan takes seriously its role in supporting quality health care to all people of the province. This means training physicians to meet the needs of, not only urban populations, but also those of rural and remote populations. In so doing, the College of Medicine has developed, and continues to develop, rotations in Regina and other communities. These rotations are designed to provide educational experiences to enhance the resident's knowledge and skills, and take maximum advantage of unique educational opportunities in a diversity of communities. All postgraduate programs are expected to develop and incorporate into their curriculum, rotations across the province. The manner in which each program does this is not strictly prescribed by the College of Medicine - but is determined by the Residency Program Committee, taking into consideration the needs of their residents, and the excellent opportunities available in other locations. These rotations continue to evolve as we seek to build stronger and better programs.

Extensive support is available for rotations completed at other sites in the province. The exact nature of this support varies with location and program. The communities involved, individual programs, the College of Medicine, and the Ministry of Health work collaboratively to ensure residents are not financially disadvantaged by the need to relocate. Temporary housing is available at no expense to residents who leave their home site to complete short term mandatory rotations at distributed sites in Saskatchewan. Please review the PGME Housing Guidelines for more detailed information.

While all residents are strongly encouraged to take advantage of educational experiences in other communities to ensure a well rounded education, the amount and format of such time is determined by the program committee.

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Additional Information

All incoming R1 residents are required to complete BLS prior to starting.

PLEASE NOTE: 

- PALS (Pediatric Advanced Life Support) will be provided upon entry.

- NRP (Neonatal Resuscitation Program) will be provided upon entry.

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FAQ

Question: What is the relationship between the Saskatoon and Regina sites?

Answer: Our program director oversees the Pediatric Residency sites in both Saskatoon and Regina. In Saskatoon, there is also an associate program director (Dr. Erin Woods), while in Regina there are site directors (Dr. Shauna Flavelle, Dr. Emilee Anderson).

Pediatric trainees accepted into the Saskatoon site complete most of their mandatory training in Saskatoon except for a 1 block rotation in in Regina (PGY1) in community pediatrics and the mother-baby unit, 1 block of Pediatrics in Prince Albert (PGY2), and 1 block of Community Pediatrics (senior rotation) in one of several Saskatchewan cities outside of Saskatoon (PGY4).  Saskatoon trainees may choose to spend additional time in or near Regina in community pediatrics, child maltreatment, developmental pediatrics, Indigenous health, or ambulatory pediatrics. Furthermore, Saskatoon-based residents may spend additional time in Prince Albert or other pediatric partner sites in Saskatchewan to broaden their pediatric expertise and be exposed to new clinical experiences. 

The overall resident and faculty relationship between the Saskatoon and Regina sites is highly integrated and supportive. 

Thank you for considering us as your future training program. We look forward to reviewing your application! Please reach out if we can provide you with further information about our program.