Sir.—AJDC recently published two commentaries by me concerning the educational goals (vs service needs) of resident rotations in the neonatal intensive care unit1 and the implications of an 80-hour workweek for pediatric residents.2 In these pieces, I reflected on the potential impact of these issues on the educational curricula of pediatric postgraduate programs. Now, after several months of "lively discussion," not only in AJDC, but with residents and faculty at my own institution, it is appropriate now for me to present some additional thoughts and "closing arguments."
Concerns that excess workloads result in overstressed physicians and ensuring that residents go home to sleep after a rigorous night on call are important as we design optimal residency educational curricula. However, dwelling on these topics at the expense of the learning process may sidestep some of the more pressing issues about postgraduate residency training.
The long working hours