HAB Manual

TABLE OF CONTENTS
Section One: Minimum Requirements and Quality Standards

of the Pediatric Residency Program
1. Foreword
2. Hospital Accreditation Board (HAB) - 2012 1014

2.1 Composition
2.2 Functions
3. Guidelines for the Department Self-Assessment of the Pediatric Residency Program

3.1 The Accreditation Concept
3.2 The PPS Accreditation Process
3.3 Areas to be Evaluated
3.4 Levels of Accreditation
3.5 Special Benefits Corresponding to Accreditation Levels
4. The Self-Assessment Process
5. Minimum Requirements for Pediatric Residency Training Program
6. Evaluation Instruments
6.1 Vision-Mission
6.2 Training Program
6.3 Administration
6.4 Consultants
6.5 Patient Service & Facilities
6.6 Research
6.7 Community Involvement
7. Appendices
7.1 Appendix 1 - Levels of Accreditation
7.2 Appendix 2 - Special Benefits Corresponding to Accreditation Level
7.3 Appendix 3 - Statistical Rating (for Accreditors use)
7.4 Appendix 4 - Statistical Rating Sheet (for Self-Assessment)
7.5 Appendix 5 - Summary of Rotation of Residents
7.6 Appendix 6 - Visitation Guide
7.7 Appendix 7 - Guidelines for Granting Re-accreditation
7.8 Appendix 8 Classification of Neonatal Units
7.9 Appendix 9 - Classification of Neonatal Nurseries Checklists
7.10 Appendix 10- Suggested Learning Activities for the Residency Program
7.11 Appendix 11 - PPS Required Textbooks and Journals
7.12 Appendix 12 - PPS Minimum Equipment Requirements
7.13 Appendix 13- List of Documents to be submitted by Hospital Applying for Initial
Accreditation or Re-accreditation
7.14 Appendix 14 - HAB-Accreditors Summary Report
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FOREWORD
Pediatric education and training has remained indelible cornerstones of the

Philippine Pediatric Society, Inc. (PPS) in its thrust to provide optimum pediatric
exposure and immersion to all pediatric residents accredited by the PPS
Hospital Accreditation board (PPS_HAB).
Aligned with this important thrust, the PPS-HAB has continuously revisited,
reviewed and revised its existing standards on the implementation and
evaluation of pediatric residency training program nationwide.
It has through the years, conceptualized, crafted out and checked the status of
both the program and the product ensuring that both comply with the both
nationally and internationally accepted standards. The PPS-HAB streamlines
policies proposes plans of action and encourages through recommendations the
improvement of pediatric training and practice in the country.
This year, in response to the call of the times, the PPS-HAB has again introduced
innovations and modifications intended to level up the breadth and depth of
training programs intended to produce a new generation of constructive,
competent and collaborative pediatric medicine practitioners.
Allow me to express the Societys sincerest appreciation and gratitude to the

members of the PPS-HAB especially our dedicated and hardworking Secretary,
Dr. Ramon L. Arcadio for the experience, expertise and empiricism they have
selfless shared to make this publication another testament the Society can be
proud of. Their wisdom, foresight and vision have brought to light countless
clinical practice guidelines, ethical standards and best practices all empowering
the Filipino pediatrician to be the best in this craft.
I strongly encourage every PPS-HAB accredited hospital to continue revisiting the

contents of this new edition in their quest to apply excellence and practice the
highest standards of pediatric care in their work places.
MELINDA M. ATIENZA, MD
President
Philippine Pediatric Society, Inc.
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HOSPITAL ACCREDITATION BOARD
Chair Melinda M. Atienza, MD

Secretary Ramon L. Arcadio, MD
Members
Carmelo A. Alfiler, MD Cesar M. Ong, MD

Zenaida L. Antonio, MD Genesis C. Rivera, MD
Milagros S. Bautista, MD Noemi T. Salazar, MD
Victor S. Doctor, MD Madeleine M. Sosa, MD
Wilberto L. Lopez, MD Estrella B. Paje-Villar, MD
Michael T. Manalaysay, MD Ma. Victoria C. Villareal, MD
Xerxes R. Navarro, MD Jocelyn J. Yambao-Franco, MD
Rodolfo C. Ng, MD
OFFICERS AND MEMBERS BOARD OF TRUSTEES
President Melinda M. Atienza, MD

Vice President Milagros S. Bautista, MD
Secretary Alexander O. Tuazon, MD
Assistant Secretary Noemi T. Salazar, MD
Treasurer Salvacion R. Gatchalian, MD
Assistant Treasurer Anita G. Marasigan, MD
Past President Genesis C. Rivera, MD
Members
Benita P. Atienza, MD
Joselyn A. Eusebio, MD
Ma. Antonia S. Gensoli, MD
Kathryn Ruby C. Lagunilla
May B. Montellano, MD
Ma. Louisa U. Peralta
Florentina U. Ty, MD
HAB MANUAL EDITORIAL BOARD
Chair Melinda M. Atienza, MD

Co-Chair Ramon L. Arcadio, MD
Members Ma. Cecilia D. Alinea, MD
Benito Atienza, MD
Remedios D. Chan, MD
Virginia P. Crisostomo
Ma. Eva I. Jopson, MD
Edna Morada, MD
Philip Morales, MD
Cesar M. Ong, MD
Noemi T. Salazar, MD
Madeleine M. Sosa, MD
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HOSPITAL ACCREDITATION BOARD (HAB)
1. The members of the Hospital Accreditation Board (HAB) shall consist of fifteen (16) Fellows
of the Society in good standing for at least five (5) years.
1.1 President as Chair
1.2 Vice President - as co-chair
1.3 Immediate Past President
1.4 The following members shall be appointed by the President and approved by the BOT
1.4.1 Four (4) members from the Specialty Board
1.4.2 Four (4) Past Presidents
1.4.3 Four (4) appointees with a tenure one (1) year each:
two (2) from Luzon
one (1) from the Visayas
one (1) from Mindanao
1.5 The Board Secretary, a voting member, is a Fellow appointed by the President and
approved by the BOT with a term of two (2) years.
1.6 The Assistant Secretary of the BOT a non-voting members assists the Board Secretary
1.7 When deemed necessary, the president shall appoint a hospital accreditation team to
assist the HAB. The members of the hospital accreditation team shall consist of fellows
who shall meet any of the following requirements.:
1.7.1. A past president
1.7.2. A previous member of HAB
1.7.3. A current or past chapter president
1.7.4. A current or past chair of department of pediatrics with at least level II
accreditation.
2. Functions of the Board are as follows:
2.1 General Functions: The sole authority to
2.1.1 Promulgate the core curriculum requirements for residency training program
in
coordination with the SB and approved by the BOT
2.1.2 Recognize and coordinate subspecialty fellowship training programs with the
respective subspecialty societies and approved by the BOT
2.2 Specific Functions:

2.2.1 Accredit hospitals for pediatric residency training and service according to
the standards set by the HAB. The HAB reserves the right to disapprove any
applicant.
2.2.2 Coordinate with the Council on Subspecialties and Sections through the
respective boards to ensure maintenance of high standards of training and
service
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2.2.3 Approve the recommendation of the subspecialty societies in the
accreditation of a fellowship training program based on the criteria set by
their respective subspecialty boards.
The HAB Fund shall consist of the fees paid by institutions to PPS upon submission of application for
accreditation/re-accreditation or reclassification.
GUIDELINES FOR THE DEPARTMENTAL SELF-ASSESSMENT OF THE

PEDIATRIC RESIDENCY PROGRAM
1. The Accreditation Concept
1.1 Accreditation is the recognition of a pediatric residency program as possessing

certain standards of quality or excellence.
1.2 It is a concept based on self-regulation which focuses on evaluation and the

continuing improvement of educational quality.
1.3 It is a process by which departments of pediatrics and their residency programs

continuously upgrade their educational quality and services through self-assessment
and the judgment of peers.
1.4 It is the status granted to a pediatric residency program which meets standards of
quality or excellence.
1.5 An accredited pediatric residency program is not a perfect program but is a genuinely
good program. It is effectively doing what it says it should be doing according to the
departmental vision-mission statement and the stated objectives of the residency
program.
2. The PPS Accreditation Process
There are three stages in the PPS accreditation process, namely:
2.1 Departmental self-assessment of the pediatric residency program
This is the essential and most important aspect of the PPS accreditation process. The
self-assessment is an analysis of the departments educational resources and
effectiveness by its own consultants and residents. It should be viewed, therefore, as a
responsibility inherent in education and in the continuing development of a department
of pediatrics offering a postgraduate program of study like the residency program. The
activities include:
2. 1.1 A thorough self-examination based on the evaluation instruments and

involving the collection of specific data given, supportive of the beliefs and
the objectives underlying the departmental program.
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2.1.2 An assessment of the validity of the vision-mission in terms of current trends
and needs.
2. 1.3 An evaluation of the extent to which the department of pediatrics is achieving

the vision-mission, based on an analysis of all its activities.
2. 1.4 A careful consideration of various ways and means by which the vision-mission
may be fully attained.
2.1 The Formal Accreditation Visit
The primary task of the accrediting team is to verify claims and statements in the self-
assessment report through the following activities:
2.2.1 Dialogue with the representatives of the consultant staff

2.2.2 Dialogue with the residents
2.2.3 Separate or joint interviews with the department chair, vice-chair, training
officer, chief resident and other officials of the hospital
2.2.4 Observation of any ongoing clinical conference, lecture or training activity
2.2.5 Inspection of physical facilities
2.2.6 Examination of exhibits, documents, publications, logbooks, minutes of
departmental meetings, manual of standard operating procedures (SOP),
development plan, research papers, etc.
2.2 Evaluation by the Hospital Accreditation Board (HAB)
The accrediting team submits a formal assessment of the accreditation visit to the
HAB. The HAB evaluates the report and makes a decision on whether or not to grant
accreditation.
3. Areas to be evaluated
3.1 Vision-Mission
3.2 Training Program
3.3 Administration
3.4 Consultants
3.5 Patient Services & Facilities
3.6 Research
4. LEVELS OF ACCREDITATION
For purposes of receiving benefits and progressive deregulation, Pediatric Residency Programs are
classified in one of four (4) accredited levels.
1. Level I accredited/re-accredited status: Residency programs which have been granted initial
accreditation or re-accreditation effective for a period of three (3) years based on the appraisal
of the HAB. These programs have met the minimum requirements for a 3-year residency
program. They have also met the following additional criteria:
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1.1 The Neonatal Unit is classified as Level II by the HAB or the Philippine Society of
Newborn Medicine.
1.2 A creditable performance in the PPS specialty board certifying examination over the last
three (3) years as determined by the HAB. All graduates must take the examination within
two (2) years of graduation and fifty percent (50%) must pass.
1.3 The department applying for initial accreditation must have been in existence for at least
one (1) year.
2. Level II re-accredited status: Residency programs which have been re-accredited effective for a
period of three (3) years based on the appraisal of the HAB. In addition to the criteria in Level I,
these programs have met the following additional criteria:
2.1 A credible performance in the PPS specialty board certifying examination over the last three
(3) years as determined by the HAB. All graduates must take the examination within two
(2) years of graduation and seventy per cent (70%) must pass.
2.2 A reasonably high quality of instruction in general pediatrics as evidenced by:
2.2.1 a significant number of general pediatric admissions

2.2.2 a variety of clinical/teaching activities in general pediatrics
2.2.3 a daily (Monday to Friday) general pediatric service clinic for the indigent patients.
2.2 A strong community involvement program as evidenced by:
2.2.1 a family/home visitation program as shown by family case study reports on file
2.2.2 participation in at least two (2) public health projects
2.2.3 daily presence (Monday to Friday) at the community venue, either half or full day
3. Level III re-accredited status: Residency programs which have been re-accredited effective for a
period of four (4) years based on the appraisal of the HAB. In addition to the criteria in Level II,
these programs must satisfy the first five (5) of the following additional criteria (3.1 to 3.5), and
at least one (1) of the remaining three (3.6 to 3.8):
3.1 A high quality of instruction as evidenced by the presence of four (4) subspecialty
programs for residents. The in-patient services and outpatient clinics are functioning.
3.2 The Neonatal Unit is classified as Level III by the HAB or the Philippine Society of
Newborn Medicine.
3.3 A well equipped Intensive Care Unit.
3.4 A highly creditable performance in the PPS specialty board certifying examinations over the
last four (4) years as determined by the HAB. All graduates must take the examination
within two (2) years and ninety percent (90%) must pass
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3.5 A sustained highly visible, fully operational community involvement program with good
outcomes. A description of the program, its strengths, the nature and extent of resident
and consultant involvement, family/home visitation reports, daily presence in the venue, and
other details shall be submitted as documentation for this indicator.
3.6 A highly visible research achievement. The following must be observable over a reasonable
period of time:
3.6.1 reasonable budget

3.6.2 quality of research output
3.6.3 number published or given awards
3.6.4 number read in scientific conferences or conventions
3.6.5 involvement of a significant number of faculty members
3.6.6 visible, tangible and measurable impact on the community
3.7 Existence of working consortia, integrated programs or linkages with other pediatric
programs, schools or pediatric agencies. Documentary evidence shall include memorandum
of agreement, description of the nature, mechanism, and other details.
3.8 A strong faculty achievement as evidenced by lectures delivered in scientific conferences,

research output, awards received, training conferences attended, and other details.
4. Level IV re-accredited status: Residency programs which have been re-accredited effective for a
period of five (5) years based on the appraisal of the HAB. They are highly respected as very high
quality training programs in the Philippines and carry the prestige and authority comparable to
similar programs in excellent foreign medical centers. In addition to the criteria in Level III, these
programs must have met the following additional criteria:
4.1 A high quality instruction as evidenced by the presence of seven (7) subspecialty programs
for residents. The corresponding in-patient services and outpatient clinics are functioning.
4.2 The Neonatal Unit (classified as Level III) and the Intensive Care Unit carry state-of-the-art
equipment and facilities.
last five (5) years as determined by the HAB. All graduates must take the examination
within two (2) years and ninety percent (90%) must pass.
4.4 Excellent outcomes in research as seen in the number, scope, and impact of scholarly
publications in refereed national and international journals.
4.5 Excellent outcomes in community involvement using the model selected or developed by the
department.
4.6 Excellent outcomes in the demonstration of the programs social accountability in teaching,
service, and research using the WHO criteria of relevance, quality, equity, and cost-
effectiveness.
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4.7 Excellent outcomes in international linkages and consortia as evidenced by existing
memoranda of agreement, resident and consultant exchange program, joint researches,
visiting lecturer program.
Accreditation of Subspecialty Fellowship Programs: The HAB shall approve the recommendation of
the subspecialty societies in the accreditation of a fellowship program based on the criteria set by
NOTE: The Specialty Board performance and accreditation are subject to the deliberation and final
decision of the HAB.
SPECIAL BENEFITS CORRESPONDING TO ACCREDITATION LEVELS

1. Level - 1
1.1 Official recognition by PPS as accredited training program for three (3) years
1.2 Residency graduates may apply to take the written part (Part 1)
1.3 Specialty Board Examinations immediately subject to the approval of the
Specialty Board and oral examination (Part II) after 2 years of pediatric practice
2. Level - 11
2.2. The department is eligible to apply for PPS research grant
2.3 Residency graduates may apply to take the written part (Part I) Specialty Board
Examination immediately subject to the approval of the Specialty Board and oral
examination (Part II) after 2 years of pediatric practice
2.3 The department may offer one scientific forum every two (2) years
3 Level - 111
3.2 The departments eligible to apply for a PPS research grant.
3.3 The department is eligible to apply one general CME/scientific forum course and one
subspecialty post-graduate course annually.
3.4 The Chief Resident may apply for written examination ( Part I) immediately and oral
examination (Part II) after 1 year of pediatric practice subject to the approval of the
Specialty Board.
3.5 The other residency graduates may apply for written Specialty Board examination
(Part 1) immediately and oral examination (Part II) after 2 years of pediatric practice
subject to the approval of the Specialty Board.
4 Level - 1V
4.1 Official recognition by PPS as accredited training program five (5) years
4.2 The department is eligible to apply for several slots of PPS Research grant.
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4.3 The department is eligible to offer one general CME/postgraduate course and several
subspecialty CME courses annually.
4.4 The Chief Resident may take the written and oral (Part 1 & II) Specialty Board
examination immediately subject to the approval of the Specialty Board.
4.5 The other residency graduates may apply for written examination (Part I)
immediately and oral examination (Part II) after one year of pediatric practice subject
to the approval of the Specialty Board.
THE SELF-ASSESSMENT PROCESS

1. Advantages of the Self-Assessment Process
1.1 It serves to point out the strengths of the department of pediatrics and its residency
program.
1.2 It helps to diagnose difficulties or weaknesses in the department of pediatrics and

its residency program, provides a basis for making decisions about needed
improvements, and assists in setting up priorities for such improvements
1.3 It leads to realization by all those involved that the department of pediatrics has
many component partsresidents, consultants, other personnel, a residency
training program, services, resources and facilitieseach of which relates to or
affects the others, so that decisions and revisions affecting any one of component
parts will affect, to varying degrees, some or all of the parts.
1.4 It enables a department of pediatrics to see itself objectively
1.5 It can assist the department of pediatrics in identifying new problems, in developing
consensus or future departmental priorities, and in proposing strategies not yet
included in other plans.
2. The Self-Assessment Process Step-by-Step
2.1 STEP ONE: Write a letter of application for re-accreditation to the PPS Hospital
Accreditation Board six (6) months
before expiration of current accreditation
Write: The President

President, Philippine Pediatric Society
52 Kalayaan Avenue
Diliman, Quezon City
Telephone: 926-6758 to 59; 922-2435

Fax: 926-2381
Email: [email protected]
2.2 STEP TWO: Organize a Self-Assessment Committee / Staff
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2.2.1 The PPS HAB recommends that the entire department of pediatrics---administration,
consultant staff and residentsparticipate in the process
2.2.2 The department chair shall organize a Self-Assessment

Committee or Staff composed of a chair, vice-chair, secretary and 2 members
(consultant and resident) for each area to be evaluated, namely:
a. Vision-Mission
b. Training Program
c. Administration
d. Consultants
e. Patient Services/Facilities
f. Research
g. Community Involvement
2.2.3 The Self-Assessment Committee/ Staff will organize, plan and manage the
departmental self-assessment in all its phases
2.2.4 The Self-Assessment Committee/ Staff secretary shall keep a record of all meetings
and accomplishments. These minutes should be available among the exhibits to be
viewed by the HAB accreditors during the formal visit.
2.3 STEP THREE: Formulate /Reformulate / Reaffirm the departments vision-mission statement
2.3.1 The self- assessment exercise begins with the vision-mission. This must be
accomplished before the evaluation begins, since all other areas will be surveyed in
the light of the vision-mission if the department. The consultant assigned to evaluate
the vision-mission should complete his/her work first and make a presentation to the
whole department assembled in a plenary session.
2.3.2 If there is no departmental statement of its vision-mission (which is unlikely), then it

has to be FORMULATED at this point. If the vision-mission statement is outdated or
unclear, then it has to be REFORMULATED. If the vision-mission is updated, clearly
stated and still relevant, then a REAFFIRMATION by the whole department is all that
is needed.
2.3.3 For the purposes of this self assessment the following definitions may be adopted.
VISION refers to the long term picture of what the department will be in the
future. It is a statement of being. A statement of the long term aspirations and
dreams of the members of the departmental staff. On the other hand MISSION is a
statement of doing. It is the departments commitment. It is a declaration of how to
achieve the vision.
2.3.4 A department of pediatrics should determine its vision-mission in receiving resident

trainees and offering them instruction. The vision-mission should be determined in
the light of the clientele which it intends to serve and the needs of the community in
which it exists. An agreement between the actual practices of the department of
pediatrics should be apparent.
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2.3.5 Based on the vision-mission statement, write the goals and objectives for the
departments key result areas. The vision-mission statement will also guide the
preparation of the long term and short term development plan of the department of
pediatrics.
2.3.6 After the vision-mission has been accepted by the whole departmental consultants
and residents, the concerned personnel shall prepare the organizational charts, and
needed guides on departmental policies such as: Standard Operating Procedures
(SOP) for each pediatric area, job descriptions, department manual, handbooks, etc.
2.3.7 The department of pediatrics vision-mission is not something that has to be revised
with each PPS-HAB accreditation cycle or with every appointment of a new
department chair. The vision-mission statement is a long term aspiration that
successive department chairs should look up to and translate into development
programs during his/ her term as department chair. The departments vision-mission
is carved in stone and ideally should be relevant for many decades. New and/ or
revised short term goals and objectives however may be formulated with each new
administration. These should be in consonance with the departments long term
vision-mission.
2.4 STEP FOUR: Answer the 7 Evaluation Instruments and compute the ratings for each
of the 7 areas
2.4.1 Each Evaluation Instrument has a brief description which forms the basis for
evaluation. This describes the concept behind the criteria for each of the 7
evaluation areas.
2.4.2 This is then followed by the main Evaluation Instrument. The Instrument
consists of a series of statements delineating traits, provisions, conditions or
characteristics found in good pediatric departments and its residency
programs.
2.4.3 Evaluations represent the best judgment of those making the evaluation
after all the evidence has been considered. The following rating scale will be
used:
5- Excellent Compliance : Meets all provisions of the standards

4- Very Good Compliance : Meets most provisions of the standards
3- Good Compliance : Meets some provisions of the standards
2- Fair Compliance : Meets few provisions of the standards
1- Poor Compliance : Fails to meet provisions of the standards
2.5 STEP FIVE: Prepare the appendices to the Self-Assessment Report and the exhibits
for the formal visit.
2.5.1 The preparation of the appendices should be done throughout the self-
assessment process. Appendices are evidences of the fulfillment of
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requirements. These should form part of the Self-Assessment Report. The
PPS-HAB secretariat will provide a checklist of required appendices.
2.5.2 The exhibits required during the formal accreditation visit should also be
prepared throughout the Self-Assessment process. The PPS-HAB secretariat
will provide a checklist of required exhibits.
2.6 STEP SIX: For each of the 7 areas, describe the ACTION TAKEN on all
RECOMMENDATIONS during the last accreditation visit.
2.6.1 The HAB Recommendations should be listed on the left column and the
ACTION taken (implemented, partially implemented, not implemented)
should be described on the right column as follows:
HAB RECOMMENDATIONS ACTION TAKEN

1. 1. Implemented
2. 2. Partially implemented Explanation
3. 3.Not implemented Explanation
2.7 STEP SEVEN: For each of the 7 areas, formulate the BEST FEATURES (strengths of
the area) and the RECOMMENDATIONS (weaknesses of the area).
The format is as follows:
BEST FEATURES (strengths of the area)

The committee commends:
1.
2.
RECOMMENDATIONS (weaknesses of the area)

The committee recommends:
1.
2.
2.8 STEP EIGHT: Compute the Statistical Rating.
The computation formula is indicated in the Evaluation Instrument
2.9 STEP NINE: All the 7 area reports are presented by the Self-Assessment Committee/
staff to the departmental consultants and residents in a formal meeting.
2.9.1 A plenary meeting of all the departmental consultants and residents should
be called. The 7 area reports are then presented by the consultants assigned.
2.9.2 Further corrections, additions, changes are given and taken in good spirit and
are integrated into the report.
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2.9.3 The Self-Assessment Committee/ Staff resolve any conflict that may arise.
2.10 STEP TEN: Prepare the final Report of the Departments Self-Assessment of the Pediatric
Residency Program. The Self-Assessment Committee/ Staff shall prepare the final
report for submission to the PPS Hospital Accreditation Board. The contents of the
final report are as follows:
2.10.1 Chairpersons Report

This report must discuss:
a. An exposition of the state-of-the-department considered especially on the

light of the departmental vision-mission and goals.
b. An overall interpretation of the self-assessment, succinctly evaluating the

status of the department in view of its vision-mission, goals and its potentials.
c. A brief summary report of the self assessment process including:
Composition of the Self-Assessment Committee/ Staff

Starting and terminal dates of the self-assessment
The schedule of work followed
2.10.2 History of the department and the mother institution
2.10.3 Departmental vision and mission statements
2.10.4 Goals for the Key Result areas
2.10.5 Development Plan both Long Term and Short Term
2.10.6 The 7 area reports. Each area report shall include:
The accomplished Evaluation Instrument and Area Rating

The previous HAB Recommendations and the Action Taken
The Best Features and Recommendations
The relevant appendices
2.10.7 The overall Statistical Rating Sheet
3. Submission of the Departmental Self-Assessment of the Pediatric Residency Program
Two compiled copies of the Departmental Self-Assessment report along with other appendices
and requirements should be submitted to the PPS HAB Secretariat at least one month prior to the
visit.
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4. Conclusion : The self-assessment process serves as a great incentive for the self-improvement of
the department of pediatrics and its residency program. The prospect, however, of an accreditation
visit is an even more powerful incentive to self-improvement.
Note:
1. A requirement prior to the scheduling of an accreditation visit is the submission of the

Registry of Diseases Report (ICD-10).
2. In the area of Consultants, please indicate their certification status in the PPS (non certified,
diplomate, fellow, emeritus fellow).
3. In the area of Training Program, please indicate the specialty board performance of the
graduates during the last 3 years (names and number of graduates, how many took the
examination, who passed, who failed).
MINIMUM REQUIREMENTS AND QUALITY STANDARDS

FOR A PEDIATRIC RESIDENCY PROGRAM
1. GOAL
The Pediatric Residency Program shall provide the opportunity for the acquisition of knowledge,
skills and attitudes in the preventive, promotive and curative aspects of the practice of pediatrics
for Filipino children, their families and communities.
2. GENERAL OBJECTIVES
The Pediatric Residency Program shall:
2.1 Provide the pediatric residents with the knowledge, skills and attitudes in consonance with
the concept of a general pediatrician
2.2 Prepare pediatric residents for post-residency subspecialization, research, teaching and
other post graduate studies (i.e., masters, doctoral courses)
2.3 Reaffirm the profound importance of the vital and long-standing role of pediatricians in
promoting the health and well-being of all children in the families and communities they
serve (community dimension of pediatric practice)
2.4 Promote the integration of existing public health services into the training of the pediatric
Residents
2.5 Develop in the pediatric residents such habits and attitudes to practice their profession with
integrity and ethical conduct
2.6 Develop in the pediatric residents the attitude of engaging in lifetime continuing pediatric
education responsive to changing needs and issues.
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3. PROFESSIONAL ROLES OF PEDIATRICIANS
The graduates of a Pediatric Residency Program may assume any or all of the following roles:
3.1 Pediatric Care Provider

3.2 Health Educator
3.3 Researcher
3.4 Pediatric Health Care Manager
3.5 Social Mobilizer
4. COMPETENCY STANDARDS (TRAINING OUTCOMES)
The terminal competencies for pediatric residency graduates based on the professional roles are:
4.1 Pediatric Care Provider
4.1.1 Given an emergency situation, the pediatrician, utilizing holistic approach and
critical thinking, shall recognize the emergency situation, identify the cause, and
apply corrective or definitive measures.
4.1.2 Given a non-emergency situation, the pediatrician, utilizing holistic approach and
critical thinking, shall arrive at a logical impression, plan and implement the therapy,
provide psychological support to the family, and emphasize preventive measures.
4.2 Health Educator
4.2.1 Given a patient and his/her family in a clinical situation, the pediatrician, utilizing
holistic approach and criticalthinking, shall determine their knowledge and attitude
about the clinical problem, address issues to be resolved, and institute the proper
health education strategies.
4.2.2 Given a population group in a community (i.e., barangay health workers, school staff,
parents, adolescents, and othergroups), the pediatrician, utilizing holistic approach
and critical thinking, shall plan, implement, and evaluate the appropriate educational
activity.
4.2.3 Given a group of pediatric students/residents in a learning situation, the pediatrician,

utilizing holistic approach and critical thinking, shall plan, implement, and evaluate
an appropriate instructional design for a module.
4.3 Researcher
4.3.1 Given a diagnostic or therapeutic dilemma, the pediatrician, utilizing holistic

approach and critical thinking, shall formulate appropriate questions, critically
appraise selected journal articles, and make a clinical decision based on evidence
and appraisal.
16 | P a g e
4.3.2 Given a problem area or a research question, the pediatrician, utilizing holistic
approach and critical thinking, shall formulate and implement a research proposal
and disseminate the results in the appropriate forum.
4.4 Pediatric Health Care Manager
4.4.1 Given a pediatric health care facility in the community, the pediatrician, utilizing
holistic approach and critical thinking, shall plan, implement, and evaluate the
operations of the pediatric health care facility.
4.4.2 Given an area to start a pediatric project for families and communities, the
pediatrician, utilizing holistic approach and critical thinking, shall plan, implement,
and evaluate the project.
4.5 Social Mobilizer
Given families or communities with pediatric issues of concern, the pediatrician, utilizing holistic
approach and critical thinking, shall:
4.5.1 Act as advocate of people empowerment and self-reliance
4.5.2 Encourage the people to be involved in the affairs of their own community
4.5.3 Participate in community organization
4.5.4 Promote people participation in identifying problems of the community, developing

and implementing solutions to the problems
4.5.5 Contribute to the building of partnerships and collaborations among different

institutions, agencies, and groups.
Area 1: VISION-MISSION-OBJECTIVES
A. Minimum Requirements (Basic Standards)
1. The department of pediatrics must define its vision-mission-objectives that are aligned with
the PPS vision/mission and their own hospital/institution and make them known to its
constituency.
2. The department must define the objectives of the residency program and the competencies
(intermediate and terminal) that pediatric residents should exhibit at the end of the training
program
3. The statements of vision-mission-objectives of a department of pediatrics must be defined by its

stakeholders.The stakeholders should include the:
a) PPS
b) hospital, local government units, and other external agencies (governmental/non-
governmental).
17 | P a g e
c) faculty and administrative staff, trainees ( undergraduates, junior interns, residents,
fellows, etc) patients,
3. The vision-mission statements should include governance.
4. The vision-mission statements should include a mechanism of ensuring that graduates of the
program pass the certification examinations within four (4) years.
B. Quality Standards
1. The statements of vision-mission-objectives should encompass:

- quality training and continuing pediatric education(professional/personal development of
faculty and trainee, exposure to subspecialties and readiness for lifelong self-directed
learning),
- quality research,
- quality patient care and social responsibility,
- quality governance ( inclusion of IQA in the departments organizational chart, and ethics
and professionalism).
2. Broad and specific competencies to be acquired by the pediatric residents should be
specified and linked with the competencies as a result of basic medical education, and
competencies needed for postgraduate training.
C. Annotations
1. If there is no departmental statement of its vision-mission (which is unlikely), then it has to be

FORMULATED at this point. If the vision-mission statement is outdated or unclear, then it has
to be REFORMULATED. If the vision-mission is updated, clearly stated and still relevant, then
a REAFFIRMATION by the whole department is all that is needed
2. For the purposes of this self-assessment, the following definitions may be adopted. VISION
refers to the long term picture of what the department will be in the future. It is a statement
of being, a statement of the long term aspirations and dreams of the members of the
departmental staff. On the other hand, MISSION is a statement of doing. It is the
departments commitment. It is a declaration of how to achieve the vision.
3. A department of pediatrics should determine its vision-mission in receiving resident trainees

and offering them instruction. The vision-mission should be determined in the light of the
clientele which it intends to serve and the needs of the community in which it exists.
4. Based on the vision-mission statement, write the goals and objectives for the schools key
result areas. The vision-mission statement will also guide the preparation of the long term
and short term development plans of the department of pediatrics.
D. Analysis Instrument for the Area of Vision-Mission-Objectives
The departments vision-mission-objectives reveal, not what the department is, but what it
professes to be. The accreditors should use these as their guideposts in evaluating the different
18 | P a g e
areas of the department. The varied features, activities, and practices of the department should
be aligned with its avowed vision-mission-objectives.
Since these analysis statements are not weighted, their scores are not included in the overall
computation. The following symbols should be used:
E The statement or condition is clearly evident.
N The statement or condition is not clearly evident.
M The statement or condition is not evident or missing.
Instructions: Write the symbol (E, N, or M) inside the parentheses to the left of the statements.
( ) 1. The statements of vision-mission-objectives of the department are clearly stated
( ) 2. The statements of vision-mission-objectives of the department are aligned and in harmony

with the PPS and the institutions vision-mission-objectives.
( ) 3. The competencies to be acquired by the residents are clearly specified (intermediate and
terminal competencies).
( ) 4. The objectives and terminal competencies of the pediatric residency program are adapted to
the needs of the local, regional and national community.
( ) 5. The departmental statements of vision-mission-objectives are made known to its constituency

regularly through various means.
( ) 6. The objectives of the residency program are well-defined and attainable.
( ) 7. The objectives of the residency program address the development of habits and attitudes
necessary to practice their profession with integrity and ethical conduct.
( )8. The departmental statements of vision-mission-objectives encompass quality training, research,

patient care and social responsibility, and governance.
Note: a numerical rating is not needed for the area on vision-mission objectives
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AREA 2: TRAINING PROGRAM
1. The department must have its own unique institutional formal written residency program
which shall include:
1.1. General objectives

1.2. Competencies at the end of each year level (intermediate competencies)
1.3. Terminal competencies
1.4. Competencies of a general pediatrician in each subspecialty rotation
1.5. Curricular content
1.6. Instructional activities
1.7. Evaluation instruments for residents
1.8. Policies for admission of residents
1.9. Duties of residents per year level
1.10. Duties of the chief resident
1.11. Other unique features of the residency program
2. The curriculum content must include:
2.1. Growth and development

2.2. Nutrition and nutritional disorders
2.3. Community, ambulatory and preventive pediatrics
2.4. Genetics / Dysmorphology
2.5. Fetus and newborn
2.6. Allergy, immunology and related disorders
2.7. Infectious diseases
2.8. Respiratory disorders
2.9. Gastrointestinal disorders
2.10. Fluid, electrolytes and acid-base
2.11. Renal disorders
2.12. Cardiovascular disorders
2.13. Collagen, vascular and other multisystem disorders
2.14. Metabolic and endocrine disorders
2.15. Disorders of the blood/neoplasms
2.16. Genital system disorders
2.17. Neurologic disorders
2.18. Musculoskeletal disorders
2.19. Skin disorders
2.20. Disorders of the eye, ear, nose and throat
2.21. Adolescent medicine / Gynecology
2.22. Child abuse
2.23. Behavioral disorders
2.24. Critical care
2.25. Emergency care
2.26. Poisoning
2.27. Sports medicine
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2.28. Pharmacology
2.29. Environmental Health
2.30. Ethical issues in pediatrics
2.31. Care of children with special needs
3. The training rotation must be practice-based involving the personal participation of the
resident in the services and responsibilities of patient care in various settings. The sequence
of rotation must include:
3.1. First Year
Ward 6 months
OPD / ER 4 months
NICU 2 months
3.2. Second Year
Ward 4 months
OPD / ER 3 months
Subspecialties / Electives 2 months
Community 1 month
NICU 2 months
3.3. Third Year
Ward 3 months
OPD / ER 2 months
NICU 2 months
Subspecialties / PICU 4 months
Community 1 month
4. The learning activities must encompass integrated practical and theoretical instruction. This
must include didactic learning sessions, supervised patient care experiences and clinical case
presentations / discussions.
5. The following pediatric procedures must be included in the technical skills training part of the
program:
5.1. Office procedures

5.1.1. Anthropometric studies
5.1.2. Vital signs measurements
5.1.3. Subcutaneous injection
5.1.4. Intramuscular injection
5.1.5. Intradermal injection
5.1.6. Oral administration
5.1.7. Nebulization
5.1.8. Fever control
5.1.9. Cord care
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5.1.10. Incision and drainage
5.2. Eye procedures
5.2.1. Topical drug administration
5.2.2. Foreign body removal (assist or observe)
5.3. Ear procedures
5.3.2. Cerumen removal
5.4. Nose procedures
5.4.2. Control of epistaxis
5.5. Endotracheal intubation
5.6. Thoracentesis (assist or observe)
5.7. Nasogastric tube placement
5.8. Genitourinary procedures
5.8.1. Urethral catheterization
5.8.2. Supra-pubic bladder puncture
5.9. Lumbar puncture
5.10. Bone marrow aspiration
5.11. Exchange transfusion
5.12. Vascular procedures
5.12.1. Percutaneous peripheral venous access
5.12.2. Peripheral venous access by cut down
5.12.3. Umbilical vessel cannulation
5.12.4. Blood extraction
- capillary blood sampling
- arterial blood sampling
5.12.5. Intra-osseous infusion
5.13. Bedside sedation for procedures
5.14. Aseptic techniques
5.15. Specimen collection and handling
5.15.1. Throat culture
5.15.2. Urethral swab
5.15.3. Vaginal swab
5.15.4. Blood culture
5.15.5. Urine culture
5.15.6. Stool culture
5.15.7. Gram stain
5.15.8. Cellulose (scotch tape) tape method
5.16. Miscellaneous procedures
5.16.1. Restraints
5.16.2. Splints
5.16.3. Dressings
5.16.4. Wound care
6. The PPS-required textbooks, journals and PPS publications must be available at the library.
Latest edition of the following books and journals:
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1. Basic Textbooks
1) Del Mundo
2) Nelson
3) PALS Manual
4) NRP Manual
5) Bioethics
6) Fundamentals of Pediatrics
7) PE and Data Gathering
2. Journals
1) PJP
2) One foreign pediatric journal (online acceptable)
3) National Formulary
4) All PPS Publications
a) Anthropometrics FNRI
b) Standards of Child Care
c) Standards of Newborn Care
d) Handbook of Infectious Diseases
e) TB
f) IMCI / CATT WHO
g) Core Pediatrics
h) Preventive Pediatrics
i) CPGs
j) Policy Statements
k) UPEC Manual and Teaching Modules
l) ICD 10
m) PPS Code of Ethics
n) Code of Ethics of the Medical Profession
7. Each resident must be certified by the PPS of having attended the following courses:
7.1. Basic Life Support (BLS)
7.2. Pediatric Advanced Life Support Seminar (PALS)
7.3. Neonatal Resuscitation Program (NRP)
7.4. TB DOTS Training Program
8. There must be evaluation instruments that measure clinical competence, promote learning,
and document adequacy of training.
9. An evaluation must be done at the end of the first and second years of residency and a
summative evaluation at the end of the third year.
10. The consultant to resident ratio must be at least 1:2.
11. The minimum number of staff required for the opening of a residency program must be:
11.1. Consultants 3
11.2. Residents 3
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1. The objectives and content should be appropriate to the national and regional health needs
(e.g. leading causes of morbidity and mortality) and expectations / demands of the Filipino
population.
2. The training process should ensure the development of knowledge, attitudes, skills and
personal attributes in the pediatricians professional roles of (a) pediatric health care
provider, (b) health educator, (c) researcher, (d) pediatric health care manager, and (e) social
mobilizer.
3. The training process should emphasize the principles of competency-based approach,

problem-oriented strategies, evidence-based medicine, and practice-based training including
values formation, bioethics, and community orientation.
4. The residency curriculum should be relevant, flexible, innovative and focused on primary
pediatric care.
5. The learning activities should guide the residents towards self-realization, develop their
analytical and critical judgment, encourage independent study, develop clinical skills, and
strengthen their social awareness.
6. The program should include a process of evaluation stating the methods used for
assessment of the residents including criteria for passing examinations. Evaluation should
also emphasize constructive feedback.
7. The program should include a departmental quality assurance committee.
C. Evaluation Instrument for the Quality of the Training Program\
Rating Scale Definition:
5 Excellent compliance Meets all the major provisions of the standard
4 Very Good compliance Meets most provisions of the standard
3 Good compliance Meets some provisions of the standard
2 Fair compliance Meets few provisions of the standard
1 Poor (non-compliance) Fails to meet the provisions of the standard
NA Not Applicable
24 | P a g e
Instructions: Following the rating scale definition, encircle the number that best describes to what extent the
provisions of the standard are met.
1. The objectives and content are in consonance with the health needs and expectations at the 5 4 3 2 1 NA
national, regional and local levels.
2. The training program reflects the competencies and learning desired in the residency
program in terms of knowledge, attitudes and skills to enable the pediatrician to perform his /
her professional roles as:
2.1. Pediatric health care provider 5 4 3 2 1 NA
2.2. Health educator 5 4 3 2 1 NA
2.3. Researcher 5 4 3 2 1 NA
2.4. Pediatric health care manager 5 4 3 2 1 NA
2.5. Social mobilize 5 4 3 2 1 NA
3. The program content includes topics from the latest PPS Guide to Core Pediatrics including 5 4 3 2 1 NA
community-orientation, values formation, bioethics, socio-cultural problems, and behavioral
disorders.
4. The program content and rotations are practice-based, emphasizes principles instead of 5 4 3 2 1 NA
facts, adopts a problem-oriented approach, and utilizes evidence-based medicine guidelines.
It should provide for the needs, expectations, interests, and concerns of the residents.
5. The technical skills part of the program includes sufficient practice opportunities for pediatric 5 4 3 2 1 NA
bedside procedures utilizing references / guidelines from a published manual / handbook or
teacher-made instructional materials by consultants of the program.
6. A variety of learning activities are implemented like: 5 4 3 2 1 NA
6.1. Bedside rounds with consultants, chair, training officer, and chief resident
6.2. Conferences with family members
6.3. Chart reviews
6.4. Supervised ambulatory (OPD) clinics
6.5. Supervised lectures and journal articles review by residents
6.6. Clinical conferences
6.6.1. Clinical case conferences (case presentations, grand rounds, new case hour,
management and therapeutics conference, case dilemma, bioethics
conference, clinico-radiologic conference)
6.6.2. Mortality and morbidity conference
6.6.3. Endorsement conference / rounds
6.6.4. Specialty conference (optional)
6.6.5. Clinico-pathologic conference
6.6.6. Interdepartmental conference
7. The following areas of clinical competence are evaluated: 5 4 3 2 1 NA
7.1. Knowledge
7.2. Clinical skills (objective evaluation of PE)
7.3. Technical skills
7.4. Interpersonal skills
7.5. Comprehensive decision-making (including knowing when to refer)
7.6. Professional attitudes and habits
8. A variety of evaluation strategies is used to evaluate clinical competence like: 5 4 3 2 1 NA
8.1. Written examination
8.2. Observation rating sheet (consultant evaluation of residents)
8.3. Oral examination
8.4. Objective Structured Clinical Examination (OSCE)
8.5. Practical examination and return demonstration
8.6. Chart review
8.7. Written reports
9. The resident receives feedback about his / her performance. 5 4 3 2 1 NA
Computation for final rating of Training Program:

Add the ratings of individual statements and divide by the number of rated statements. There are 13 rated statements.
Rating for Training Program = Sum of Ratings of Individual Statements 13
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AREA 3: ADMINISTRATION
1. The governance structures and functions of the department must be defined, including
their relationships within the hospital/university.
2. There must be an organizational chart depicting the training, service, research and
governance.
3. There must be a description of the departments short- and long-term development plans.
4. The qualifications and job descriptions of departmental officers must be defined.

.
5. The minimum PPS certification for the following positions must be observed:
5.1 Department Head Fellow

5.2 Training Officer Fellow
5.3 Section Chiefs Diplomate
5.4 All consultants Diplomate
6. For departments with accredited post-residency fellowship programs, the section chiefs
must be PPS fellows and/or fellows of the subspecialty society/board.
7. The department must have a clear line of responsibility and authority for the training program
and resources including a dedicated training budget.
8. The staffing pattern in all pediatric patient care area must be described.
9. Records of departmental meetings, data of consultants and residents, official rules, policies,
and reports must be kept on file.
.
10. A Bioethics Committee (department or hospital level) must be organized.
11. The mother institution must include a program of quality assurance and the whole
department should submit itself to regular internal and external evaluation.
12. There must be formal, open communication lines between the officers of the department
and of the mother institution, on the one hand, and between the consultants and the
residents, on the other.
13. The department must have regular or periodic planning sessions with the participation
of the consultants and residents.
14. The department must have working linkages with institutions involved in child health.
26 | P a g e
1. The department should have an administrative organization which facilitates the attainment
of its vision and mission.
2. The administrative structure should include appropriate officers, sections and committees,
and should reflect the representation of consultants and residents.
3. The department should make provisions for the participation of the alumni of the
residency program in the affairs of the department.
4. The mother institution should include a program of quality assurance and the whole
department should submit itself to regular internal and external evaluation.
5. There should be formal, open communication lines between the officers of the department
and of the mother institution, on the one hand, and between the consultants and the
residents, on the other.
6. The department should have regular or periodic planning sessions with the participation of
the consultants and the residents.
7. The department should participate in integrated programs, consortium arrangements and

linkages with pediatric institutions in the area for supplemental learning, training,
collaboration in research and socio-cultural activities.
C. Evaluation Instrument for the Quality of Administration
5 Excellent Compliance Meets all the major provisions of the standard
4 Very Good Compliance Meets most provisions of the standard
3 Good Compliance Meets some provisions of the standard
2 Fair Compliance Meets few provisions of the standard
1 Poor (Non-compliance) Fails to meet the provisions of the standard
NA Not Applicable
1. The official departmental documents include a clear and detailed

description of the organizational structure illustrated by an
organizational chart. 5 4 3 2 1 NA
2. The administrative policies and procedures contain the duties and
27 | P a g e
responsibilities, process of selection, terms of office of the
departments administrative officials including, among others: 5 4 3 2 1 NA
2.1 Department Chair

2.2 Vice-Chair
2.3 Training Officer
2.4 Section Chiefs
2.5 Committee Chairs
3. Planning is a regular departmental exercise and involves the

participation of its consultants, residents and resident alumni. 5 4 3 2 1 NA
4. The actual operation of the administrative bodies shows: 5 4 3 2 1 NA
4.1 Effective leadership

4.2 Systematic decision-making
4.3 Long-range planning
4.4 Alertness to opportunities for linkages
4.5 Social awareness and civic consciousness
5. There is an open line of communication between departmental

officials, on one hand, and between consultants and residents,
on the other. 5 4 3 2 1 NA
6. The staffing pattern in all patient care areas is clearly described. 5 4 3 2 1 NA
7. The medical supplies and assets are effectively managed. 5 4 3 2 1 NA
8. Reports and records are adequate, accurate, accessible,

up-to-date, and systematic. 5 4 3 2 1 NA
9. The hospital/university administration is supportive of

departmental needs. 5 4 3 2 1 NA
10. There is a functioning Bioethics Committee or body. 5 4 3 2 1 NA
Computation for Final Rating of ADMINISTRATION:
Add the ratings of individual statements and divide by the number of rated statements.
There are 10 rated statements.
Rating for Administration = Sum of Ratings of Individual Statements

10
28 | P a g e
AREA 4: CONSULTANTS
1. All consultants must be board certified (Diplomate or Fellow) by the Philippine Pediatric
Society.
2. There must be a formal mechanism for the recruitment and selection of

consultants.
3. As part of their professional obligations, all consultants must recognize their

responsibilities to participate in the residency training program.
4. The department must have a development program to enhance the professional growth of
consultants.
5. There must be incentives for the consultants participation in the teaching program. (ex.
decking of private walk-in admissions, offices, etc.)
6. There must be provisions for recognition and reward for meritorious training activities of
consultants. (ex. plaques, citations, gifts)
7. There must be annual performance evaluation of consultants.
8. The consultants and residents must observe a Code of Ethics of PMA and PPS.
9. For Level I and II accredited programs, the department/hospital must have on their staff:
9.1 board certified pediatrician or board certified/ board eligible neonatologist (should
pass certifying exam 2 years after he/she has finished training)
9.2 pediatric surgeon (approved/recognized by their society; not necessarily part of
active staff)
9.3 three (3) PPS certified subspecialists
A PPS subspecialty Fellow may be a section chief of only 2 subspecialty sections.

A PPS Fellow may be a chair of only one PPS-HAB accredited department of
pediatrics.
1. In the consultant selection process, attention should be given to teaching ability,

character, integrity, broad and sound scholarship, extensive preparation in their
fields of interest, professional competence, research expertise, and communication
skills.
2. The duties and instructional responsibilities of consultants should be specified

including the balance between training and service functions.
29 | P a g e
3. There should be provisions for consultant participation in the formulation of
departmental objectives and policies and in the implementation and evaluation of the
residency training program.
4. The staff (consultant) development program should include opportunities to enrich

professional roles, attend teacher-training seminars, and participate in scientific
conferences.
5. The incentives for consultants should include financial benefits, decking for walk-in
private admissions, office space, among others.
6. The department should recognize meritorious performance including functions as

medical teachers, trainers, section/service supervision, research advising and mentoring.
7. The regular performance evaluation of consultants should use instruments acceptable to

them and following criteria Involving teaching competence, patient care, research, and
community involvement.
8. There should be harmonious relationships within the department and between the
department and the administration.
9. There should be a consultant staff association that promotes consultant welfare.
10. There should be a certified PALS instructor in level II to IV accredited hospitals.
C. Evaluation Instrument for the Quality of the Area on Consultants
5 Excellent Compliance Meets ALL the major provisions of the standard
NA Not Applicable
1. In addition to their being board certified (diplomate or fellow) by

PPS, consultants have subspecialty board certification, special
training certificates and/or graduate degrees (Masters or PhD). 5 4 3 2 1 NA
2. The process of consultant selection considers: 5 4 3 2 1 NA
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2.1 teaching ability
2.2 character
2.3 integrity
2.4 values
2.5 broad and sound scholarship
2.6 extensive preparation in their fields of interest
2.7 professional competence
2.8 research expertise
2.9 communication skills
3. The teaching assignment and other responsibilities of

consultants include participation in. 5 4 3 2 1 NA
3.1 bedside teaching rounds

3.2 OPD supervision
3.3 clinical conferences
3.4 lectures
3.5 research advising
3.6 mentoring
3.7 committee work
4. Consultants participate in departmental strategic planning and

in the implementation and evaluation of the residency training
program. 5 4 3 2 1 NA
5. The staff (consultant) development program includes

opportunities for attendance in: 5 4 3 2 1 NA
5.1 formal studies

5.2 teacher-training seminars
5.3 clinical conferences, seminars, workshops, and colloquia
5.4 conventions, seminars, and meetings of professional
organizations
6. Evaluation instruments for consultants are acceptable to them

and follow criteria involving teaching competence, patient care,
research, and community involvement. 5 4 3 2 1 NA
7. There is a system of giving consultant incentives and

recognizing meritorious performance. 5 4 3 2 1 NA
8. Harmonious relationships exist among pediatric consultants,

between consultants and administration, residents and staff of
other departments. 5 4 3 2 1 NA
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9. There is an association of consultants that promotes consultant
welfare and advocates for personal and professional growth of
its members. 5 4 3 2 1 NA
10. The consultants observe the Code of Ethics of the Philippine

Pediatric Society and the Philippine Medical Association. 5 4 3 2 1 NA
Computation for Final Rating of CONSULTANTS:
Rating for Consultants = Sum of Ratings of Individual Statements

10
AREA 5: PATIENT SERVICES AND FACILITIES

1. The hospital must be Philhealth accredited.
2. There must be written policies and procedures for the admission, care and discharge of
pediatric patients for each pediatric area of care (Standard Operating Procedures or Manual
of Operations).
2.1 neonatal unit

2.2 inpatient wards
2.3 emergency room
2.4 outpatient unit
2.5 other pediatric areas (ex. PICU)
3. There must be a sufficient number of patients to satisfy training objectives. The minimum
number of patients per area per month must be:
3.1 inpatient admissions 50-60

3.2 well child consultations 50-60
3.3 OPD consultations 50-60
3.4 ER consultations 120-150
3.5 nursery admissions 20-30
3.6 adolescent (in- and out-patient) 20-30
4. Ten percent of the total bed capacity must be identified for service patients.
5. The minimum equipment for pediatric patient care must be available. (Appendix 12)
32 | P a g e
6. Attending physicians for patients aged 0-18 yrs. must be board certified pediatricians
(diplomate or fellow).
7. All patients at the emergency room aged 0-18 yrs. must be evaluated by the pediatric
resident.
8. All newborn babies shall be under the care of a board certified pediatrician (diplomate or
fellow). High-risk newborns must be referred to a board certified or board-eligible
neonatologist.
9. The pharmacy, laboratory, radiology and central supply room must render 24-hours service.
10. There must be an updated formulary.
11. There must be physical plant facilities for:
11.1 pediatric ward

11.2 outpatient care (sick and well babies)
11.3 a separate pediatric emergency area
11.4 a treatment room at pediatric floor
11.5 an isolation area for communicable diseases
11.6 oral rehydration area
11.7 reverse isolation room
12. Accredited programs (Level I and II) must fulfill the minimum standards of a Level II
Neonatal Unit. Accredited programs (Level III and IV) must fulfill the minimum standards of
a Level III Neonatal Unit. (See Classification of Neonatal Units, Appendix 8)
13. The physical facilities used by consultants and residents must include:
13.1 conference room/classroom

13.2 pediatric library
13.3 staff and residents offices
13.4 sleeping quarters/call room
13.5 multimedia resources (e.g. internet, lcd projector)
14. The physical plant must provide for safety, cleanliness, comfort and space provisions for
patient care and training activities.
15. There must be a formal, written safety/disaster management plan.
16. The hospital must be certified as a Mother-Baby Friendly and Newborn Screening
accredited hospital. The department implements rooming-in and actively advocates and
complies with breastfeeding policies.
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1. The patient service areas should have a sufficient number and case-mix to allow for clinical
experience in all aspects of general pediatrics including training in promotion of health and
prevention of disease.
2. The physical facilities and equipment should be regularly evaluated for their appropriateness
and quality regarding all aspects of residency training.
C. Evaluation Instrument for the Quality of Patient Services and Facilities
NA Not Applicable
Instructions: Following the rating scale definition, encircle the number that best describes to what
extent the provisions of the standard are met.
1. There are detailed and clearly written operational plans, policies

and procedures for admission, care and discharge of pediatric
patients in the following areas: 5 4 3 2 1 NA
1.1 neonatal unit

1.2 inpatient wards
1.3 outpatient unit
1.4 emergency unit
1.5 adolescent service
2. The patient service areas have a sufficient number of patients

and case-mix to meet training objectives. 5 4 3 2 1 NA
3. The physical facilities and equipment are regularly evaluated

for their number, appropriateness and quality regarding all
aspects of residency training. (see appendix 12) 5 4 3 2 1 NA
4. Medical supplies are available and adequately meet the needs

of patients. 5 4 3 2 1 NA
34 | P a g e
5. The pharmacy, laboratory, radiology and supply services are
open 24 hours a day. 5 4 3 2 1 NA
6. Attending physicians for patients aged 0-18 yrs. are board-

certified pediatricians (diplomate or fellow). 5 4 3 2 1 NA
7. Most adolescent patients are attended by a board certified pediatrician

and referred to a multidisciplinary team when necessary.
5 4 3 2 1 NA
8. The floor space allocated to each bed is sufficient to
accommodate the equipment and personnel necessary to
render pediatric care. 5 4 3 2 1 NA
9. The physical plant services adequately provide for: 5 4 3 2 1 NA
9.1 proper illumination

9.2 proper circulation of clean air
9.3 potable water supply
9.4 sanitary toilets and bathrooms
9.5 fire extinguishers and fire exits
9.6 proper wet and dry waste disposal
9.7 janitorial and maintenance facilities
9.8 proper upkeep and maintenance of the building/s
10. There are clear and detailed written policies and procedures
for: 5 4 3 2 1 NA
10.1 patient safety/hospital disaster management plan

10.2 equipment management plan
Computation for Final Rating for PATIENT SERVICES AND FACILITIES:
Rating for Patient Services & Facilities = Sum of Ratings of Individual Statements
10
35 | P a g e
AREA 6: RESEARCH
1. There must be a formal written departmental research program.
2. Each resident must submit a completed, well designed research paper at the end of the 3-year
residency program.
3. There must be a designated coordinator for research. (Residents may be given an adviser
who will supervise them from development of proposal to completion of research.)
4. Consultants must be involved in research advising.
5. Sufficient statistical assistance must be provided by departmental staff or outside personnel.
6. Research seminars, workshops and lectures must be offered yearly by the department, to
include Evidence-Based Medicine (EBM) and Good Clinical Practice (GCP).
7. The research agenda must be relevant to the national or regional health needs. (Regional
health needs include those that are peculiar to a particular local setting (e.g. impact of
tobacco industry on Filipino adolescents in the Ilocos region, effect of mining industry on
childrens health in Mindanao, etc.)
8. There must be venues for oral presentation or publication of residents research papers.
(Abstracts should be included in the PPS website)
9. All research proposals must be evaluated. (Evaluation is to be done by the research

coordinator/committee of the department.)
10. The residents research papers must be filed in the departments library.
1. The formal, written research program should include:
1.1 general objectives of the program

1.2 research competencies of residents
1.3 policies and procedures
1.4 budget sources
1.5 evaluation
2. The residency program should allow sufficient time for research work.
3. The residents research output should be in accordance with acceptable standards of quality
and that these are continuously evaluated by the research committee.
36 | P a g e
4. Consultant research advisers should have adequate experience in research work and regularly
attend research enrichment seminars.
5. The residents should be supervised by consultants in the conduct of their researches.
6. Research studies with social relevance in the area/community where the department is
located should be encouraged.
7. The residents research papers should be presented in various seminars organized by the
department, hospital, the PPS, or other medical groups.
8. The residents research papers should be submitted for publication in various peer- reviewed
journals.
9. The residents should avail of various research funding sources including government sources,
the PPS and other private funding institutions.
10. The residents papers shall be well indexed in the library and available for borrowing.
(All PPS published research papers shall be the property of the society; presentation to other
scientific venues and publication in various journals require permission from the PPS)
C. Evaluation Instrument for the Quality of Research
NA Not Applicable
1. The research program emphasizes social accountability and

follows the values of relevance, quality, equity and cost-
effectiveness. 5 4 3 2 1 NA
2. There is evidence that the research outputs are in accordance

with acceptable standards of quality: 5 4 3 2 1 NA
37 | P a g e
2.1 problem, hypotheses and objectives are well stated and
appropriate for the study
2.2 the related literature is not only pertinent to the particular study but is a basis for it
2.3 subjects are suitable and scientifically selected
2.4 the research instrument is valid and reliable
2.5 data gathering is scientific
2.6 the research design is appropriate
2.7 methods for data processing and analysis are appropriate
2.8 analysis and interpretations of the findings are adequate and appropriate
3. Residents are guided on research design, statistics, research

methodology, quantitative and qualitative methods of
investigation. 5 4 3 2 1 NA
4. Deliberate and systematic efforts are made to orient research

studies in: 5 4 3 2 1 NA
4.1 promoting values

4.2 promoting social uplift of the people and their access to
health care
4.3 enriching Philippine pediatric medicine and culture
4.4 promoting the use of local materials and appropriate
technology
4.5 adding to existing knowledge in the field
5. The research program: 5 4 3 2 1 NA
5.1 observes the principles of ethics

5.2 ensures integrity in research work
5.3 enforces documentation standards
5.4 requires evaluation by an internal or external
technical and ethical review board
6. Consultant research advisers have adequate experience in

research work and regularly attend research enrichment
seminars. 5 4 3 2 1 NA
7. Consultants produce a fair amount of quality researches

regularly. 5 4 3 2 1 NA
8. The residents research papers are presented in various

seminars organized by the department, hospital, the PPS
or other medical groups. 5 4 3 2 1 NA
9. The residents research papers are submitted for publication

in various peer-reviewed journals. 5 4 3 2 1 NA
38 | P a g e
10. The residents avail of research funding from various
private and government sources. 5 4 3 2 1 NA
Computation for Final Rating of RESEARCH:
Rating for Research = Sum of Ratings of Individual Statements

10
Area 7: COMMUNITY INVOLVEMENT

For purposes of accreditation, a community is defined as a political group (purok, barangay, town or
province), an institution, school, agency or any population group outside the hospital identified by
the department for its community involvement program.
The community involvement program may use any of the following models:
a. the PPS Kalusugan ng Kabataan: Ating Kinabukasan Program or PPS-KKK (Medical Home
Initiatives)
b. the PPS 1999 Primer on Community Health Development.
c. any model selected or developed by the department
A. MINIMUM REQUIREMENTS (BASIC STANDARDS)
1. The department must have a formal written community program that includes objectives,
content, learning strategies, and evaluation criteria.
2. A specific consultant must supervise the community involvement program.
3. The departments vision-mission, projects and services must be made known to the
community. (i.e., general assembly, meeting with leaders, newsletter, etc.)
4. There must be an identified health team or point person in the community or institution.
5. Information (secondary data) concerning the community/institution must be available:
5.1 general characteristics (geography, demography, epidemiology, socio-economic data,

religious and cultural data, and others)
5.2 resources of the community which it serves (natural, technological, educational, civic,
religious, charitable, industrial, government, medical, health and other resources)
5.3 needs of the community which it serves (health, medical, socio-economic, environmental
and other social needs)
39 | P a g e
6. At least one strategy must be implemented to give the residents an opportunity to know
the conditions and needs of the community (build community awareness). Examples are:
6.1 Meetings with community leaders or institutional/school officials

6.2 Research studies
6.3 Community/institutional projects
6.4 Field practicum
6.5 Community surveys
6.6 Family visits
7. Service must be rendered through at least one of the following or similar strategies:
7.1 Providing regular ambulatory clinic services for well and sick children in the
community.
7.2 Participation in the work of government and non-government organizations,

schools, civic and religious groups
7.3 Undertaking its own community service projects (like environmental health, botica
sa barangay, training of barangay health workers and others)
7.4 Participation in the provision of primary health care services (EPI, CDD, CARI, etc)
7.5 Participation in public health education sessions (parents class, mothers class, etc.)
7.6 Participation in the services for the promotion of childrens health (child safety;
proper parenting and child care; reproductive health; school health; anti-smoking,
alcohol and drugs; sports and other wellness programs; TB-DOTS; child protection
program)
7.7 Participation in the provision of services for disadvantaged children (out of school
youth, juvenile delinquents, homeless, street children, etc.)
8. The service must be rendered at least three (3) days a week (full or half-day).
9. There must be an active and functioning referral network and linkages between the
community/institution and the hospital.
10. The department/hospital must provide safety measures for the trainees including a
Memorandum of Agreement (MOA) between the community and the
department/institution.
B. QUALITY STANDARDS
1. The community involvement program should be a family-centered, community-based

partnership approach to providing high quality healthcare services that are affordable,
accessible, continuous, coordinated, comprehensive, compassionate and culturally effective.
40 | P a g e
2. The community involvement program should provide opportunities for pediatric residents to
develop skills in community and ambulatory pediatrics, health planning and providing health
services.
3. The pediatric residents should be involved in planning, implementing and evaluating

community/institutional projects, encouraging the people to be involved in community
affairs and participating in community organization.
4. Health promotion and disease prevention should be emphasized in the program rather than
care of the sick.
5. The residents should participate in linkage work between pediatric practice and the health
care system.
6. The success of the program should be measured by the evidence of excellent outcomes of
the program. Community self-reliance should be the keystone of the activities.
C. EVALUATION INSTRUMENT FOR THE QUALITY OF COMMUNITY INVOLVEMENT
NA Not Applicable
1. There is a well planned community involvement program. 5 4 3 2 1 NA
2. The community involvement program is a family-centered,

community-based partnership approach to providing high
quality healthcare services. 5 4 3 2 1 NA
3. The department renders service to the community through a

variety of strategies or public health projects. 5 4 3 2 1 NA
4. The program provides various opportunities to know the

condition and needs of the community (build community
awareness) like: 5 4 3 2 1 NA
41 | P a g e
4.1 Meetings with community leaders or institutional/school
officials
4.2 Research studies
4.3 Community/institutional projects
4.4 Field practicum
4.5 Community surveys
5. The department and the community, mutually and generously,

share available resources. 5 4 3 2 1 NA
6. The extent of achievement of the objectives is discussed by

both parties. 5 4 3 2 1 NA
7. A family/home visitation program is extensively implemented. 5 4 3 2 1 NA
8. The self-evaluation report by beneficiaries of the program is

excellent. 5 4 3 2 1 NA
9. A method for sustainability and continuity of the program has

been developed and accepted by both parties. 5 4 3 2 1 NA
10. There are evidences of excellent outcomes of interventions

(projects, activities, and services) 5 4 3 2 1 NA
10.1 Measures of PROVISION of services are documented.

Examples:
a. No. and % of children with full access to MCH services
b. No. and % of schools with school-based screening program
10.2 Measures of UTILIZATION of child health services are

documented. Examples:
a. No. and % of children fully immunized
b. No. and % of children under 5 and mothers regularly
attending health clinic
10.3 Measures of EFFECTS of health services are documented.

Examples:
a. Specific morbidity rates
b. No. of caregivers/parents who know and practice
home management of common illnesses.
Computation for Final Rating of COMMUNITY INVOLVEMENT:
Rating for Community Involvement = Sum of Ratings of Individual Statements

10
42 | P a g e
APPENDIX 1
LEVELS OF ACCREDITATION
For purposes of receiving benefits and progressive deregulation, Pediatric Residency Programs are
classified in one of four (4) accredited levels.
1. Level I accredited/re-accredited status: Residency programs which have been granted initial
accreditation or re-accreditation effective for a period of three (3) years based on the appraisal
of the HAB. These programs have met the minimum requirements for a 3-year residency
program. They have also met the following additional criteria:
1.1 The Neonatal Unit is classified as Level II by the HAB or the Philippine Society of
Newborn Medicine.
1.2 A creditable performance in the PPS specialty board certifying examination over the last
three (3) years as determined by the HAB. All graduates must take the examination within
two (2) years of graduation and fifty percent (50%) must pass.
1.3 The department applying for initial accreditation must have been in existence for at least
one (1) year.
2. Level II re-accredited status: Residency programs which have been re-accredited effective for a
period of three (3) years based on the appraisal of the HAB. In addition to the criteria in Level I,
these programs have met the following additional criteria:
2.1 A credible performance in the PPS specialty board certifying examination over the last three
(3) years as determined by the HAB. All graduates must take the examination within two (2)
years of graduation and seventy per cent (70%) must pass.
2.2 A reasonably high quality of instruction in general pediatrics as evidenced by:
2.2.1 a significant number of general pediatric admissions

2.2.2 a variety of clinical/teaching activities in general pediatrics
2.2.3 a daily (Monday to Friday) general pediatric service clinic for the indigent patients.
2.2 A strong community involvement program as evidenced by:
2.2.1 a family/home visitation program as shown by family case study reports on file
2.2.2 participation in at least two (2) public health projects
2.2.3 daily presence (Monday to Friday) at the community venue, either half or full day
3. Level III re-accredited status: Residency programs which have been re-accredited effective for a
period of four (4) years based on the appraisal of the HAB. In addition to the criteria in Level II,
these programs must satisfy the first five (5) of the following additional criteria (3.1 to 3.5), and
at least one (1) of the remaining three (3.6 to 3.8):
43 | P a g e
3.1 A high quality of instruction as evidenced by the presence of four (4) subspecialty programs
for residents. The in-patient services and outpatient clinics are functioning.
3.2 The Neonatal Unit is classified as Level III by the HAB or the Philippine Society of Newborn
Medicine.
3.3 A well equipped Intensive Care Unit.
last four (4) years as determined by the HAB. All graduates must take the examination within
two (2) years and ninety percent (90%) must pass
3.5 A sustained highly visible, fully operational community involvement program with good
outcomes. A description of the program, its strengths, the nature and extent of resident
and consultant involvement, family/home visitation reports, daily presence in the venue, and
other details shall be submitted as documentation for this indicator.
3.6 A highly visible research achievement. The following must be observable over a reasonable
period of time:
3.6.1 reasonable budget

3.6.2 quality of research output
3.6.3 number published or given awards
3.6.4 number read in scientific conferences or conventions
3.6.5 involvement of a significant number of faculty members
3.6.6 visible, tangible and measurable impact on the community
3.7 Existence of working consortia, integrated programs or linkages with other pediatric
programs, schools or pediatric agencies. Documentary evidence shall include memorandum
of agreement, description of the nature, mechanism, and other details.
3.8 A strong faculty achievement as evidenced by lectures delivered in scientific conferences,

research output, awards received, training conferences attended, and other details.
4. Level IV re-accredited status: Residency programs which have been re-accredited effective for a
period of five (5) years based on the appraisal of the HAB. They are highly respected as very high
quality training programs in the Philippines and carry the prestige and authority comparable to
similar programs in excellent foreign medical centers. In addition to the criteria in Level III, these
programs must have met the following additional criteria:
4.1 A high quality instruction as evidenced by the presence of seven (7) subspecialty programs
for residents. The corresponding in-patient services and outpatient clinics are functioning.
4.2 The Neonatal Unit (classified as Level III) and the Intensive Care Unit carry state-of-the-art
equipment and facilities.
44 | P a g e
last five (5) years as determined by the HAB. All graduates must take the examination
within two (2) years and ninety percent (90%) must pass.
4.4 Excellent outcomes in research as seen in the number, scope, and impact of scholarly
publications in refereed national and international journals.
4.5 Excellent outcomes in community involvement using the model selected or developed by the
department.
4.6 Excellent outcomes in the demonstration of the programs social accountability in teaching,
service, and research using the WHO criteria of relevance, quality, equity, and cost-
effectiveness.
4.7 Excellent outcomes in international linkages and consortia as evidenced by existing

memoranda of agreement, resident and consultant exchange program, joint researches,
visiting lecturer program.
Accreditation of Subspecialty Fellowship Programs: The HAB shall approve the recommendation of
the subspecialty societies in the accreditation of a fellowship program based on the criteria set by
NOTE: The Specialty Board performance and accreditation are subject to the deliberation and final
decision of the HAB.
45 | P a g e
APPENDIX 2
SPECIAL BENEFITS CORRESPONDING TO ACCREDITATION LEVELS
1. Level - 1
1.2 Residency graduates may apply to take the written part (Part 1)
1.3 Specialty Board Examinations immediately subject to the approval of the
1.4 Specialty Board and oral examination (Part II) after 2 years of pediatric practice
2. Level - 11
2.2 The department is eligible to apply for PPS research grant
2.3 Residency graduates may apply to take the written part (Part I) Specialty Board
Examination immediately subject to the approval of the Specialty Board and oral
examination (Part II) after 2 years of pediatric practice
2.4 The department may offer one scientific forum every two (2) years
3. Level - 111
3.2 The department is eligible to apply for a PPS research grant.
3.3 The department is eligible to apply one general CME/scientific forum course and one
subspecialty post-graduate course annually.
3.4 The Chief Resident may apply for written examination (Parts I) immediately and oral
examination (Part II) after 1 year of pediatric practice subject to the approval of the
Specialty Board.
3.5 The other residency graduates may apply for written Specialty Board examination
(Part I) immediately and oral examination (Part II) after 2 years of pediatric practice
subject to the approval of the Specialty Board.
4.Level - 1V
4.1 Official recognition by PPS as accredited training program five (5) years
4.2 The department is eligible to apply for several slots of PPS Research grant.
4.3 The department is eligible to offer one general CME/postgraduate course and several
subspecialty CME courses annually.
4.4 The Chief Resident may take the written and oral (Part 1 & II) Specialty Board
examination immediately subject to the approval of the Specialty Board.
4.5 The other residency graduates may apply for written examination (Part I)
immediately and oral examination (Part II) after one year of pediatric practice subject
to the approval of the Specialty Board.
46 | P a g e
APPENDIX 3
Statistical Rating
(For Accreditors use)
Weight Values for the Overall Rating
5 Excellent Compliance : Mean all major provisions of the standard

4 Every Good Compliance : Meets most provisions of the standard
3 Good Compliance : Meets some provisions of the standard
2 Fair Compliance : Meets few provisions of the standard
1 Poor (Non-Compliance) : Fails to meet the provisions of the standard
Evaluation Areas Rating X Weight Value = Product

------------------------------------------------------------------------------------------------------------------------------------
1. Training Program [ ] x 10 = [ ]
2. Administration [ ] x 5 = [ ]
3. Consultant [ ] x 10 = [ ]
4. Patient Service/Facilities [ ] x 8 = [ ]
5. Research [ ] x 6 = [ ]
6. Community [ ] x 5 = [ ]
------------------------------------------------------------------------------------------------------------------------------------
44
Using the appropriate EVALUATION INSTRUMENT, enter the rating for the evaluation area
Multiply each RATING X WEIGHT VALUE = PRODUCT
Sum of products = AVERAGE

Sum of Weight Value 44
For accreditation purposes, a rating of 3 is considered good and therefore passing.
47 | P a g e
APPENDIX 4
Statistical Rating
(For Self-assessment)
Weight Values for the Overall Rating
5 Excellent Compliance : Mean all major provisions of the standard

4 Every Good Compliance : Meets most provisions of the standard
3 Good Compliance : Meets some provisions of the standard
2 Fair Compliance : Meets few provisions of the standard
1 Poor (Non-Compliance) : Fails to meet the provisions of the standard
Evaluation Areas Rating X Weight Value =Product

-------------------------------------------------------------------------------------------------------------------------------------
3. Consultant [ ] x 10 = [ ]
4. Patient Service/Facilities [ ] x 8 = [ ]
5. Research [ ] x 6 = [ ]
6. Community [ ] x 5 = [ ]
--------------------------------------------------------------------------------------------------------------------------------------
44
Using the appropriate EVALUATION INSTRUMENT, enter the rating for the evaluation area
Multiply each RATING X WEIGHT VALUE = PRODUCT
Sum of products = AVERAGE

Sum of Weight Value 44
For accreditation purposes, a rating of 3 is considered good and therefore passing.
48 | P a g e
APPENDEX 5
Summary of Rotation of Residents

Year Level Areas of Rotation Length of Rotation
(Months)
First Year Ward 6

(12 months)
OPD/ER 4
NICU 2
Ward 4
Second year
(12 months OPD/ER 3
Subspecialties and electives 2
Community 1
NICU 2
Ward 3
Third year
(12 months) OPD/ER 2
NICU 2
Subspecialties and electives 4
Community 1
49 | P a g e
APPENDIX 6
PPS Hospital Accreditation Board Visitation Guide
Evaluation Area Whom to Innterview Coverage Written Materials to Review Facilities to

Interview Inspect
1. Administration Hospital Director Vision-mission of the Vision-mission of the hospital Offices
Asst. Directors/ hospital and department and department
Chief of Clinics Organizational plan/chart Organizational plan/chart
Department Chair Job description of section Job descriptions
Training Officer chiefs Development plans long
Staffing pattern in patient and short term
care areas
Clerical support
Department budget
Sources/allocation of funds
Departments short and
long range plans
2. Consultants Consultants (as Selection process Consultants manual Consul;tants
many) Consultant development Concultant development lounge/office
Department Chair program program
Chief Resident Evaluation and promotion (professional, personal,
Section Heads Compensation, benefits, spiritual, social)
Committee Chairs incentives Schedule of consultant
Teaching assignment and workshops, conferences, and
workload other professional activities
Relationships Schedule of benefit,
Grievance procedure compensation & salaries
3. Training Program Department Chair Resident admission process Admission policies Conference
Training Officer Residency training program Residency training program room
Consultants (as Supervision of training Schedule of training Patient care
many) Innovations or electives for activities, lectures, clinical areas
Chief Resident Residents conferences Library
Resident Physicians Evaluation system Evaluation system and forms Audio-visual
(as many) Enrichment Schedule of duties/rotation Equipment
opportunities/Program Schedule of outside hospital
Outside hospital rotation for rotation
Subspecialties Textbooks/Journals
Use of library Library acquisitions/holdings
Community outreach Patient records/charts
program
Guidance/Counseling
services
Co-Curricular activities
Participation in iter-hospital
integrated program
Evaluation Area Whom to Interview Coverage Written Materials to Review Facilities to

Interview Inspect
4. Patient Service Consultants-in- Policies and procedures in the Standard Operation Procedures Nursery
charge of various admission, care and discharge or Rules and Policies in all Wards
patient areas of patients in all pediatric cares pediatric areas of care: E.R.
Department Chair of care: - Nursery OPD
Chief Resident - Nursery - Wards Pedia ICU
Consultants - Wards - Emergency Toom Pharmacy
Residents - Emergency Room - Outpatient Laboratory
Head Nurses - Outpatient - Pedia ICU Medical
Chief of Pharmacy - Pedia ICU Formulary Records
Chief of - Medical Equipment Patient records/chart Radiology
Laboratory - Drugs and medical Use of growth and other PPS Equipment
Chief of Radiology supplies recommended forms Supplies
Chief of Medical
50 | P a g e
Records
5. Research Consultant-in- Research- Written plan for research
charge Objectives Research papers of residents
Department Head Strategies and Consultants
Chief Resident Policies List of research in part years
Consultants Procedures
Residents Budget
Evaluation
Venue for research
presentation
6. Facilities Department Chair Development and Development and maintenance Nursery
Consultant-in- maintenance program for Program for medical equipment Ward
Charge equipment and physical plant E.R.
Chief Resident Development and Rules, policies, schedules for the OPD
Consultants maintenance program or use of: Pedia ICU
Residents physical plant - Library Library
Nurses SOPs for use of various - Conference rooms Conference
Head of hopsital facilities - Call room Room
Maintenance Water supply, drainage, fire, Call Rooms
earthquake and disaster plan Pedia Office
of hospital
7. Community Consultant-in- Characteristics of the Basic data/ description of the The actual
Involvement charge community (or the school, community or population group community,
Department Head agency, institution or The community outreach agency
Chief Resident population group) program institution of
Residents Resources available in the Researches done by residents population
Consultants community concerning the community group
Community Socio-economic,
Leaders environmental & health needs
Coordinators of the community
Relationship of the hospital
(Dept. Of Pediatrics) with the
other sectors of the
community (i.e NGOs,
government agencies, schools,
chursch groups, business
groups)
The Departments contribution
to the communitys
development
The communitys contribution
to the growth of the hospital/
department of Pediatrics
Details of the Community
Outreach Program
51 | P a g e
APPENDIX 7
GUIDELINES FOR GRANTING RE-ACCREDITATION
1. For any hospital to be accredited, the areas of Training Program and Consultants must have a
rating of at least three (3) in all components. A rating of three (3) is considered good and
passing.
2. Progress Report
If only one (1) area other than the Training Program and Consultants is rated below three (3), the
hospital is granted accreditation but is required to submit a progress report within six (6)
months.
3. Interim Visit
If two (2) areas other than the Training Program and Consultants are rated below three (3), an
interim visit will be required within six (6) months.
4. Deferment
4.1. If any item in either the Training Program or Consultants is rated below three (3), the
accreditation will be deferred.
4.2. If three (3) or more areas, other than the Training Program and Consultants, are rated
below three (3), the accreditation will be deferred.
All other cases are subject to deliberations of the HAB. The decision of the HAB is final.
APPENDIX 8
CLASSIFICATION OF NEONATAL UNITS
AIM: To standardize the levels of newborn care provided by the different PPS-accredited
hospitals using specific guidelines.
Classification of Levels I-III Neonatal Units

Including:
A. Extent of Service
B. Functional areas in the Nursery.
(Optimal Structural specifications considered)
1. Space requirements
2. Equipment requirements
3. Architectural design
4. Electrical system
5. Plumbing system
6. Location
(Functional Area)
1. Resuscitation area
52 | P a g e
2. Admitting area
3. Observation/Transitional/Hold-over/Stabilization/Normal Newborn
4. Continuing Care(Step-down)
5. Intermediate(Special Area)
6. NICU
7. Isolation
8. Breastfeeding and/or kangaroo care area
9. Storage room
C. Staffing Pattern
1. Neonatologist
2. General Pediatrician
3. Resident
4. Nurses
5. Nursing Aide
CLASSIFICATION OF NEONATAL UNITS
LEVEL I LEVEL II LEVEL III

A. Extent of Service
1. Levels of Care Basic care of normal / low- Level I + selected Levels I & II +
risk Newborn high risk newborns Comprehensive High-risk
requiring acute and Intensive Care
care management /
monitoring of
problems
anticipated to
resolve rapidly
2. Patients admitted Full term 37-42 weeks Gestational age Referral center
Preterm 34 or more 32 weeks Any sick infant up to
completed weeks AGA Gestational 42 44 wks post-
(birth weight 2000 gm) weeks
conceptional age
LBW 1000-2500
needing medical &
gm birth weight
SGA
surgical care
LGA
3. Facilities Available Laboratory Laboratory Laboratory
Radiology Radiology + Radiology + trained
trained staff staff
Blood Bank
Ultrasound
CT scan
ophthalmologic &
hearing screen.
B. Functional
Areas
1. Hand-washing area
2. Resuscitation/
Admitting Area
3. Observation area (hold-over
53 | P a g e
area/transitional area)
4. Intermediate room(special optional
care/continuing care/step-
down)
5. Intensive Care room x
6. Isolation room x
7. Breastfeeding/
kangaroo care area
8. Storage room for supplies
and equipment.
9. Utility room (clean & dirty)

10. Staff room/quarters
11.Conference room optional
NOTE: Lower level units may re-admit patients from higher level units for continuing care.
C. Staffing Requirement Must be competent to perform the following:
1. Neonatal resuscitation at the DR or neonatal unit
2. stabilization of the compromised neonate before transfer to higher level hospitals
3. routine care for normal newborn
4. giving instructions to mothers on breastfeeding techniques
1. Medical Staff LEVEL I LEVEL II LEVEL III

a. Consultants Board Certified Pediatrician Any (1) of the Board certified
following: neonatologist +
Board-certified
subspecialty consultants in:
pediatrician Board-
ENT, genetics, pediatric
certified or Board
Eligible surgery, TCVS, orthopedics,
neonatologist dermatology, cardiology,
pulmonology, infectious
Surgeon diseases, endocrinology,
Radiologist gastroenterology,
Cardiologist nephrology, neurology,
(optional) ophthalmology
radiology
Year II-III
Year I
b. Residents
Year II-III
2. Nursing Staff Skilled birth attendant who: Has 1-3, PLUS 4. 4. Has 1-4, PLUS
1. Is trained in perinatal care Nurse supervisor, 5. Understands mechanical
head nurses ventilation
2. Recognizes the need for trained in caring for
transfer or referral to a level II or sick neonates, i.e.,
III hospital
Has special training
3. Is skilled in breastfeeding in cardio-
techniques pulmonary
monitoring &
resuscitation up to
level of
ambubagging,
maintenance of
metabolic &
thermal function
54 | P a g e
Can operate
infusion pumps,
pulse oximeter and
CPAP
3. Ratio (nurse:Patient) 1:6 1:3-5 NICU 1:1-2 Special care 1:3-5
Intermediate continuing
care 1:5-6 (step-down)
4. Support Personnel Laboratory Tech. Laboratory Tech. Laboratory tech. Radiology
Radiology Tech. Radiology Tech. tech. Social Worker
Social Worker Bio-engineers(optional)
Bio-engineers
Pulmonary
(optional)
therapist(optional)
Nutritionist, clerk, secretary,
Infectious disease
committee
D. Equipment LEVEL I LEVEL II LEVEL III
1. Emergency Cart Has 1-13, PLUS Has 1-22

2. Resuscitation set Laryngcope 14. Infusion + Mechanical Ventilators
(straight blade 0-1), ambubag pumps with
with mask Preterm/term syringe
endotracheal tube Fr 2.5, 3.0,
15. CPAP set-up
3.5, 4.0 Resuscitation table
16. Incubator
Emergency drug box/IVF
17. Radiant warmer
3. Source of Heat
18. (1) Pulse
4. Umbilical catheterization set
Oximeter
5. Stethoscopes
19. Transport
6. Suction machines
Incubator
7. Oxygen sources/ compressed
(optional)
air
20. Exchange
8. Clock or timer
transfusion
9. Weighing scale
21. Thoracostomy
10. Breast Pumps
set
11. Diagnostic set of otoscope &
22. Freezer for
breastmilk
ophthalmoscope
storage
12. Phototherapy units

13. Refrigerator for medications
E. Structural Requirements and Specifications

1. Good illumination
2. Temperature controlled with air-conditioner
3. Wall colors white or pastel
4. Telephones per room (optional)
5. Preferably piped-in O2 and compressed air, tanks may also be used
6. Separate outlet per equipment
Common grounding for all electrical outlet (less than 10 microamperes)
7. Charting area for nurses and physicians
8. Floor plan and evacuation routes
9. Foot-knee or sensor operated scrub sink
55 | P a g e
10. Emergency tables for resuscitation with equipment
11. Droplights with protective screen, if without radiant warmers
12. Map of Evacuation plan
13. Fire extinguishers
Area Descriptions (Optimal features indicated)
1. Hand-washing area - located at the entrance; with sink, soap, towels and gowns
2. Resuscitation area- adjacent to DR/OR or in the OR/DR complex

Area: 100 sq ft or 3x3 meters
4 electrical outlets
3. Admitting area- may be adjacent to resuscitation area or maybe within

the observation area
Area: 30 sq ft (allow 1 space for 300 annual births)
2 electrical outlets (hold-over, transitional)
4. Observation room/ Hold-over, transitional - allow 20-30 percent more of the obstetric beds
Area: 20 sq ft/infant with distance of 3 ft/bassinet

1 electrical outlet/bassinet
1 hamper (dirty)
breastfeeding room with ventilation & comfortable chairs
1 oxygen tank or outlet, suction per room or per bassinet
To determine bed capacity = determine average length of stay/infant & annual birth rate
with average length of stay of 2 days
e.g. Annual deliveries = 2000
365 days/2days/infant = 182.5
2000/182.5 = 10.9 beds allow 20-30% more for multiple births or
improved infants from NICU
5. Intermediate & Special Care room for sick neonates without assisted
ventilation
Area: 50 sq ft/patient, 4 ft between incubator/bassinet, 85 ft space
May be used by babies who have improved from intensive care room
Needs 1 sink with footer-knee pedal for every 6 infants
Storage cabinets for immediately used supplies; e.g. linens
8-10 electrical outlets/room
2 oxygen + compressed air per room or 2 electrical outlet per bed
To determine bed capacity: allow 3 beds/1000 births + correction factor
correction factor depends on LBW:LBW rate x 3
80
56 | P a g e
6. NICU Intensive Care- for mechanically-ventilated or monitored patients
One bed/1000 live births
Area: allow 80-100 sq ft per incubator or 6 ft apart
Each bed would need 10 sockets
1 incubator 1 cardiac monitor
1 ventilator 2 infusion pumps
1 pulse oximeter 1 ultrasound
1 x-ray machine 1 humidifier of the ventilator
storage cabinets for immediate supplies, cutdown set, etc
1 sink/4 incubators
7. Isolation room- for highly septic infants and those babies needing intensive
care with one likely to infect other infants
8. Rooming-in wards
Mothers bed + bassinet should have 3 ft between patients and minimum work space of 5 ft.
Mother and baby may share the same bed but side railings should be provided for protection.
Staffing: shared by OB and Pediatric departments
Discharge time: Babies are discharges after 24 hrs.
Babies are roomed-in immediately after normal spontaneous delivery and within 4-6 hrs after
ceasarean section provided mothers condition is stable.
Minimum number of hrs of observation before discharge of baby to relative provided that:
a) the baby is able to suck well
b) the baby is able to maintain temperature > 36C
c) the mother has shown ability to take care of infant
d) written instructions have been given to the mother
57 | P a g e
APPENDIX 9
CLASSIFICATION OF NURSERIES CHECKLIST
LEVEL I LEVEL II LEVEL III

I. EXTENT OF SERVICE
Normal/Low risk Newborn
Preterm 34 weeks AGA
Preterm 32 weeks AGA
Fullterm 37-42 weeks
Post-term >42 weeks
LBW 1000-2500 gm
SGA
LGA
Medical
Surgical
II PERSONNEL
Board certified pediatrician
Board-eligible neonatologist
Board-certified neonatologist
Pediatric surgeon
Radiologist
Cardiologist optional
Subspecialists
III FUNCTIONAL AREAS IN THE

NEONATAL UNIT
Handwashing area
Resuscitation / Admitting area
Hold-over(observation)
Special/continuing care/step- optional
Down unit
NICU
Isolation
Breastfeeding
Storage/Utility room
Conference room optional
IV SRUCTURAL REQUIREMENT
Proximity to DR
Good illumination
Telephone
Piped-in oxygen and compressed air
Outlets(8)
Sink
V EQUIPMENT
Emergency box
Resuscitation set
Laryngoscope blade 0.1
Ambubag, mask(preterm/term)
Diagnostic set
(otoscope, ophthalmoscope)
Heat source
58 | P a g e
Clock
Suction machine
Stethoscope
Weighing scale
Breast pump
Cannulation set
Oxygen source
Syringe pump
Phototherapy units
CPAP set
Incubators (neonatal)
Radiant Warmer
Pulse oximeter
Exchange transfusion set
Transport Incubators optional
Cardiac Monitor
BP Monitor
Oxygen and compressed air blender
Portable x-ray machine
Emerson pump
High frequency ventilator Optional
ABG Machine Optional
NO machine Optional
Neonatal defibrillator Optional
Ventilators
LABORATORIES AVAILABLE FOR 24 HOURS

CBC,blood type
HGT
Electrolytes
X-Ray machine
ABG
CT Scan
Hearing screen machine
Ophthalmologic exam equipment
Ultrasound machine
Blood Bank
59 | P a g e
APPENDIX - 10
SUGGESTED LEARNING ACTIVITIES FOR THE RESIDENCY PROGRAM

1. Bedside rounds with consultants, chair, training officer, and chief resident
2. Conferences with family members
3. Chart reviews
4. Supervised ambulatory (OPD) clinics
5. Supervised lectures and journal articles review by residents
6. Clinical conferences
6.1 Clinical case conferences (case presentations, grand rounds, new case hour,
management and therapeutics conferences, case dilemma, bioethics conference, clinic-
radiologic conference
6.2 Mortality and morbidity conference
6.3 Endorsement conference/rounds
6.4 Specialty conference (optional)
6.5 Interdepartmental conference
APPENDIX 11
PPS REQUIRED TEXTBOOKS AND JOURNALS
(The list is updated regularly in separate communications to the accredited program/department)
The latest editing of the following books and journals must be available at all times:
A.Basic textbooks
1. Textbook of Pediatrics and Child Health by Del Mundo et al or the latest new Philippine
textbook of pediatrics
2. Nelsons Textbook of Pediatrics
3. PALS Manual
4. NRP Manual
5. Bioethics
6. Fundamentals of Pediatrics
7. PE and Data Gathering
8. Pediatric Procedures
60 | P a g e
B. Main Journals
1. Philippine Journal of pediatrics

2. One foreign pediatric journal (ex. The green or gray Journal of Pediatrics). On line
subscription is acceptable.
C. All PPS Publications
1. Anthropometrics PPS/FNRI
2. Standards of Child Care
3. Standards of Newborn Care
4. CCD Manual
5. Handbook of Infectious Diseases
6. Handbook on Newborn Care
7. Core Pediatrics
8. Tuberculosis in Infancy and Childhood
9. National Consensus on Childhood TB
10. IMCI / CATT WHO
11. Preventive Health Care Manual
12. CPGs
13. Policy Statements
14. Proceedings of PPS Annual Convention
15. Undergraduate Pediatric Curriculum Manual and other UPEC teaching modules.
16. ICD 10
17. PPS Code of Ethics
18. PMA Code of Ethics
19. PPS Accreditation Manual
20. Other new PPS publications
D. The pediatric library shall have a book or reference on all pediatric subspecialties. In addition,
books on the following topics shall be available.
1.Adolescent Medicine
2. Ambulatory Pediatrics
3. Child Development and Behavior Problems
4. Child Psychiatry
5. Critical Care
6. Diseases of the Newborn
7. Emergency Pediatrics
8. Genetics
9. Oncology
10. Pediatric Pharmacology and Therapeutics
11. Philippine National Drug Formulary
12. Poisoning and Toxicology
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APPENDIX 12
The PPS Minimum Equipment Requirements

TR ER OPC N
WC SC
Weighing scale, beam type
Clean N
Isolation N
Sphygmomanometer with different pediatric cuffs
Ophthalmoscope-otoscope set
Laryngoscope
Catheters
Oxygen supply
Tray with emergency drugs
Suction apparatus
Ambubag
Resuscitator
Cutdown set
Lumbar puncture set
Bililight
Incubator / isolette
Legend:
TR- Treatment Room
ER- Emergency Room
OPC- Outpatient Clinic
WC- Well Child
SC- Sick Child
N- Nursery
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APPENDIX 13
LIST OF DOCUMENTS TO BE SUBMITTED BY HOSPITAL

APPLYING FOR INITIAL ACCREDITATION OR REACCREDITATION
1. List down all RECOMMENDATIONS of the Hospital Accreditation Board during their last visit
and describe the action taken by your department.
2. Describe the BEST FEATURES of your department in the following areas
Administration
Vision-Mission-Goals of the Hospital
Vision-Mission-Goals of the Department of Pediatrics
Organizational Chart (Department of Pediatrics)
Development Plan long and short-term
Job Description of consultants for their teaching and administrative functions
Department Budget (optional)
Consultants
List of consultants indicating the following: Fellow, diplomate, active member
Describe the following
i. Selection process
ii. Consultant development program (professional, personal, spiritual,
social)
iii. Compendation, benefits, incentives
iv. Evaluation, promotion
Training Program
Description of the Residency Training Program, stating the following:
i. General Objectives
ii. Competencies (as general pediatricians) expected of residents at the
end of the 3 year program. The competencies should be specific,
measurable, attainable, relevant, time-bound and behaviorally-stated
iii. Competencies in subspecialties which are appropriate for general
pediatricians (only for subspecialty training available in your hospital)
iv. Competencies expected of residents at the end of each outside
subspecialty rotation
v. Schedule of instructional activities
vi. Schedule of resident rotation per year indicating length of time
vii. Weekly schedule of activities for consultants and residents
viii. Effects in developing values orientation and ethics into the residency
program
ix. Implementation scheme for elective rotations for residents
x. Guidance and counseling services for residents
xi. Evaluation tools for residents
xii. Resident admission policies/process
63 | P a g e
xiii. Copy of the Integrated Program if a member of an integrated hospital
group
xiv. List of residents indicating year level, performance evaluation or
ratings since the last HAB accreditation period
Patient Service
Standard Operating Procedures (SOP) in the admission, patient care, and discharge of
patients in all pediatric areas of care:
i. Nursery
ii. In-patient/wards
iii. Emergency Room
iv. Outpatient (ambulatory care)
v. Pediatric ICU
Breastfeeding Program
Rooming-in rules
Research
A description of the research program to include:
i. Objectives
ii. Strategies
iii. Policies
iv. Procedures
v. Budget
vi. Evaluation
vii. Venue for research presentation
A list of residents researches
Facilities
An inventory of the departments basic medical equipment
Development and maintenance program for equipment
Development and maintenance program or physical plant
Water supply, drainage, fire, earthquake and disaster plan for hospital
Community Involvement
Describe the community involvement which may include the following:
i. Characteristics of the community (or the school, agency, institution or

group of population )
ii. Resources available in the community
iii. Socio-economic, environment and health needs of the community
iv. Relationship of the hospital (Dept. of Pediatrics) with the other
sectors of the community (i.e. NGOs government agencies, schools,
church groups, business groups)
v. The Departments contribution to the communitys development
vi. The communitys contribution to the growth of the
hospital/Department of Pediatrics
vii. Details of the Community Outreach Program
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APPENDIX 14
PHILIPPINE PEDIATRIC SOCIETY, INC.

HOSPITAL ACCREDITATION BOARD
SUMMARY REPORT FORM
NAME OF HOSPITAL ___________________________________________________________
DATE OF VISITATION ___________________________________________________________
1. FOLLOW-UP ACTION REGARDING PREVIOUS RECOMMENDATIONS
Previous Recommendations Follow-up Action
____________________________________ _______________________
____________________________________ _______________________
___________________________________ ________________________
___________________________________ ________________________
______________________________ _____ _________________________
2. BEST FEATURES
2.1 Training Program ________________________________________________
________________________________________________
________________________________________________
________________________________________________
2.2Administration _________________________________________________
_________________________________________________
________________________________________________
________________________________________________
2.3 Consultants ________________________________________________

________________________________________________
________________________________________________
________________________________________________
65 | P a g e
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
2.5 Facilities _____________________________________________

_____________________________________________
_____________________________________________
2.6 Research _____________________________________________

_____________________________________________
_____________________________________________
_____________________________________________

________________________________________________
_____________________________________________
_____________________________________________
3. RECOMMENDATIONS
3.1 Training Program _____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
3.2 Administration _______________________________________________

_______________________________________________
_______________________________________________
_______________________________________________
3.3 Consultants ________________________________________________

________________________________________________
________________________________________________
66 | P a g e
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
3.5 Research _______________________________________________
_______________________________________________
_______________________________________________
3.6 Community Involvement ________________________________________

_______________________________________________
_______________________________________________
4. STATISTICAL RATING
-------------------------------------------------------------------------------------------------------------------
Statistical Rating Rating Weight Value Product
-------------------------------------------------------------------------------------------------------------------
3. Consultants [ ] x 5 = [ ]
4. Patient Service & Facilities [ ] x 4 = [ ]
5. Research [ ] x 3 = [ ]
6. Community Involvement [ ] x 3 = [ ]
-----------------------------------------------------------------------------------------------------------------
Sum of Products
Average = --------------------- (MPL + 3.0)
Sum of Wt. Value
LEGEND
5 Excellent - Meets all major provisions of the standard

4 Very Good - Meets most provision of the standard
3 Good - Meets some provisions of the standard
2 Fair - Meets few revisions of the standard
1 Poor - Fails to meet the provisions of the standard
67 | P a g e
5. ACCREDITATIONS RECOMMENDATION FOR BOARD ACTION
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
6. BOARD ACTION
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Accreditor Signature Accreditor Signature
Approved by: Attested by:
________________________________ ______________________________
President, PPS HAB Secretary
Chair HAB
68 | P a g e
TABLE OF CONTENTS
Section Two: Competency-Based Pediatric Residency Curriculum
69 | P a g e
HAB Curriculum Committee 2013
Co-Chair: Dr. Rudy Ng

Dr. Merle Tan
Dr. Blesilda Concepcion
Adviser: Dr. Ramon Arcadio
Facilitator: Prof. Erlyn Sana
Adhoc Committee Curriculum Planning 2012
Past Presidents:
Esperanza F. Rivera, MD
Amelia R. Fernandez, MD
Joel S. Elises, MD
Jocelyn J. Yambao-Franco, MD
BOT 2010-2011:
Genesis C. Rivera, MD
Melinda M. Atienza, MD
Milagros S. Bautista, MD
Sally S. Gatchalian, MD
Vivina C. Chiu, MD
Acknowledgement:
Josepina R. Almonte, MD
Marcelo L. Dahinog Jr, MD
Aurelia G. Leus, MD
Michael T. Manalaysay, MD
Joselito C. Matheus, MD
Rodolfo C. Ng, MD
Maria Estella R. Nolasco, MD
Felicisima G. Paz, MD
Ma. Victoria C. Villareal, MD
Elvira M. Abreu, MD
Elizabeth R. Telado, MD
Lusita P. Aguilar, MD
Madeleine Grace M. Sosa, MD
70 | P a g e
I. VISION AND MISSION OF THE PPS
VISION
A medical specialty society recognized regionally and internationally as the leader in

relevant aspects of child care.
An acclaimed group promoting the standards of excellence in continuing pediatric
education, sub specialty training, research and community outreach programs in
the Southeast Asian region.
A prime mover in the development of Filipino technology vital to the delivery of
child health care.
A more cohesive organization fostering harmony, integrity, ethics and
professionalism.
A society with its own permanent premises and provisions for official and
administrative functions
MISSION
As an organization of physicians who care for infants, children, and adolescents, the Philippine
Pediatric Society, Inc. pledges to:
provide leadership in training, teaching and research, and expertise in medical and
community aspects of child health
ensure an environment for child survival, development, safety and protection
be responsive to continuing problems and changing priorities of the times
protect the interest and well-being of its members
treat all persons with dignity, honesty and respect according to accepted ethical
standards stipulated in the Code of Ethics of the Philippine Medical Association
be a wise and diligent steward of funds entrusted to it
II. THE PEDIATRIC RESIDENCY CURRICULUM
A. GOALS OF THE PEDIATRIC RESIDENCY TRAINING PROGRAM

The Residency Training Program shall provide the opportunity for the acquisition of
knowledge, skills and attitudes to be proficient in the preventive, promotive, curative and
rehabilitative aspects in the practice of pediatrics. The graduate of the pediatric residency
training program should be able to assume any or all of the following roles and
responsibilities: Pediatric Care Provider, Health Educator Researcher/ Research Advocate,
Pediatric Care Manager and Social Mobilizer.
71 | P a g e
B. GENERAL OBJECTIVES
The Pediatric residency program shall:
1. Provide the pediatric residents with the knowledge, skills and attitudes in consonance
with the concepts of a general pediatrician
2. Prepare pediatric residents for post-residency subspecialization, research, teaching and

other postgraduate studies ( i.e. masters, doctoral courses)
3. Reaffirm the profound importance of the vital and long-standing role of pediatricians in
promoting the health and well being of all children in the families and communities they
serve ( community dimension of pediatric practice)
4. Promote integration of existing public health services into training of the pediatric
residents
5. Develop in pediatric residents habits and attitudes to practice their profession with
integrity and ethical conduct.
6. Develop in pediatric residents the attitude of engaging in lifetime continuing pediatric

education responsive to global needs and issues
C.PROFESSIONAL ROLES OF THE PEDIATRICIANS
1. Primarily as a PEDIATRIC CARE PROVIDER providing quality, compassionate and effective

care to pediatric patients that is developmentally age appropriate
2. As HEALTH EDUCATOR involved in the teaching and training of medical students, their
families, and other health care providers
3. As RESEARCHER / RESEARCH ADVOCATE involved in the study of current and relevant

issues pertaining to child health, critical appraisal of literature and application of
research output into practice
4. As PEDIATRIC HEALTH CARE MANAGER involved in managing and organizing activities of

health units.
5. As SOCIAL MOBILIZER involved in developing and implementing health

programs with impact to the community
D. ENTRY COMPETENCIES : APMC 2009 CORE COMPETENCIES EXPECTED OF

MEDICAL GRADUATES IN PEDIATRICS ( Appendix A)
E. LEVEL OF TRAINING
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YEAR 1: First Year YEAR 2: Second Year YEAR 3: Third Year
F. TERMINAL COMPETENCIES
Upon completion of the residency training in pediatrics, the graduate shall have developed the
following competencies:
PROFESSIONAL PROFESSIONAL TASKS

ROLES RESPONSIBILITIES/
COMPETENCIES COGNITIVE PSYCHOMOTOR AFFECTIVE
HEALTH CARE Provide quality and

PROVIDER compassionate care to
pediatric patients
Patient care Gather Make informed Demonstrate compassionate,

adequately diagnostic and ethical, and spiritual care that is
accurate and therapeutic culturally and gender sensitive.
relevant decisions
information Perform patient Professionalism
from history management
and physical plans
examination Perform
Develop competently all
patient medical and Dedication
management invasive
plans procedures Integrity
Use necessary to
information deliver care
technology Provide effective
to support health care
decisions in services and
caring for anticipatory care
pediatric
patients
73 | P a g e
TASKS
PROFESSIONAL PROFESSIONAL COGNITIVE PSYCHOMOTOR AFFECTIVE

COMPETENCIES
Medical Knowledge Discuss basic, Apply knowledge to Continuously update

clinical, and patient care ones self to evolving
specialty pediatrics biomedical, clinical,
Discuss the epidemiological, and
principles of health social behavioral sciences
maintenance and as lifelong learners
the influence of the
environment on
health
Interpersonal and Discuss the basic Use effective Work effectively as a

communication skills concepts of effective communication skills to member or leader of
communication elicit and provide a health care team.
information using non- Sustain a
verbal, explanatory, professional and
questioning, and writing ethical relationship
skills with patients across
Communicate a broad range of
effectively with socioeconomic and
physicians, other health cultural
care professionals and backgrounds.
health related agencies
TASKS

COMPETENCIES
HEALTH Teach patients and Discuss basic adult Demonstrate Patience

EDUCATOR their families, learning principles. competence in the Resiliency
students, trainees teaching of patients and Generosity
and other health care their families, students, Selflessness
providers trainees, and other
health care providers
using effective teaching
skills and method.
Demonstrate skills in
information technology
PEDIATRIC CARE Manage a health team
MANAGER Administrative Discuss the Demonstrate ability in Fairness
and leadership concepts of the management of a Compassion
skills planning, human service or unit Honesty
resource and Practice cost effective Humility
financial health care and
management resource allocation that
does not compromise
quality of care
74 | P a g e
TASKS

COMPETENCIES
Systems based Explain how types Collaborate with health Honesty

practice of medical practice care providers to Humility
and delivery assess, coordinate and
systems differ from improve patient care
each other in terms
of assuring quality, Acknowledge medical
allocating errors and develop
resources, systems to prevent
payment structures them
and insurance
issues Advocate for quality
patient care and assist
Discuss how their patients in dealing with
patient care and system complexities
her professional
services affect
other health care
professionals, the
health care
organization and
the larger society
TASKS

COMPETENCIES
RESEARCHER Study current and Discuss research Use information Take primary
/RESEARCH relevant issues methodology technology to manage responsibility for
ADVOCATE pertaining to child statistical methods information and access on lifelong learning to
health, critically and information line medical information improve knowledge.
appraise literature technology skills, and practice
and apply research Apply knowledge of study performance
output into practice Explain the process designs and statistical
of critical appraisal methods for appraisal of Honesty
of literature clinical studies and other Integrity
information on diagnostic Perseverance
and therapeutic
effectiveness
Apply knowledge of
research methodology to
conduct research
Prepare a written
manuscript of research
conducted
75 | P a g e
TASKS

COMPETENCIES
SOCIAL To develop and Explain how the Work closely with the A caring, compassionate
MOBILIZER implement health entire public health public health care and culturally sensitive
programs with care system works system in managing pediatrician that
impact in the Discuss the community programs addresses the needs of
community epidemiologic, Coordinate closely with all children in the context
demographic and the public health care of the community.
economic data of system in advocating Passionate
the community to Develop negotiation, Resilience
understand the advocacy and Patience
health and social networking skills Determination
risks on child Sincerity
outcomes and of Selflessness
the opportunities
for successful
collaboration with
other child
advocates.
G. LEVELS OF TRAINING: First year, Second year, Third year
H. INTENDED LEARNING OUTCOMES
I. At the end of FIRST YEAR, the RESIDENT should be able to:
1.1. AS A PEDIATRIC CARE PROVIDER
1.1.1. Evaluate a normal infant, child and adolescent

1.1.2. Manage common pediatric conditions by
a. Obtaining a complete and appropriate clinical history.
b. Performing thorough physical examination
76 | P a g e
c. Ordering pertinent laboratory and diagnostic exams
d. Interpreting the results of the laboratory examinations,
e. Correlating the history, physical examination, and laboratory examinations
to arrive at
a logical diagnosis.
f. Formulating a treatment plan.
g. Referring appropriately.
h. Providing continuing care
1.1.3. Perform basic pediatric procedures. (Refer to page. Of HAB Handbook)
1.2. AS A HEALTH EDUCATOR
1.2.2. Teach interns, medical students and /or other health care professional
1.2.1. Conduct health education lectures to patients and other health care
providers their families.
1.3. AS A RESEARCHER / RESEARCH ADVOCATE
1.3.1. Present a case report in a well organized and concise manner.

1.3.2. Formulate a research question for a research study
1.3.3. Conduct literature search for the research project
1.4. AS A PEDIATRIC HEALTH CARE MANAGER
1.4.2. Coordinate activities of interns and medical students.

1.4.1. Prepare accurate census and audit reports of the department.
1.5. AS SOCIAL MOBILIZER
1.5.1. Participate in the community based programs.
II. At the end of SECOND YEAR, the RESIDENT should be able to:
2. 1. AS A PEDIATRIC CARE PROVIDER
2.1.1. Manage complex pediatric conditions

2. 1.2. Manage pediatric emergency conditions .
2. 1.3. Perform complex pediatric procedures. (Refer to page Guidelines of
training HAB Handbook)
2.2 AS A HEALTH EDUCATOR
2. 2.1. Teach patients and their families, students, trainees and other stakeholders
2.2.2. Conduct rounds with interns and medical students.
2.2.3. Teach first year resident during the training and service activities of the
department.
77 | P a g e
2.3 . AS A RESEARCHER / RESEARCH ADVOCATE
2.3.1. Write a defensible research proposal
2.4 AS A PEDIATRIC HEALTH CARE MANAGER
2.4.1. Supervise first year resident/s during the service activities of the department.
2. 4.2 .Manage a health care team
2.5 . AS A SOCIAL MOBILIZER
2. 5.1. Make a community diagnosis based on the epidemiologic data of the

community.
2.5.2. Participate in the implementation of community-based programs.
III. At the end of THIRD YEAR, the RESIDENT should be able to:
3.1. AS A PEDIATRIC CARE PROVIDER
3. 1.1. Recognize and initially manage uncommon, chronic, complicated

pediatric problems.
3. 1.2. Recognize complications and disorders that will necessitate referrals.
3. 1.3. Perform most complex procedures
3.2 AS A HEALTH EDUCATOR

3.2.1. Teach second year residents in the training and service activities of the
department.
3.2.2 . Supervise the teaching of interns, medical students and /or other
health care professional
3. 2.3. Conduct teaching rounds with interns and medical students.
3.3. AS A RESEARCHER / RESEARCH ADVOCATE
3.3.1. Conduct the research study.

3. 3.2. Report the completed research study, conducted either in a written and/or
oral form.
3.4. .AS A PEDIATRIC HEALTH CARE MANAGER
3.4.1. Supervise all first and second year residents during the training and service
activities of the department.
3.4.2. Oversee the conduct of services in the various sections of the department
78 | P a g e
3.5. AS A SOCIAL MOBILIZER
3.5.1. Identify socially relevant issues related to child health together with the
community
3.5.2. Implement a well-designed community based program
G. INTERMEDIATE YEAR LEVEL COMPETENCIES -
I. FIRST YEAR RESIDENCY LEVEL
A. AS HEALTH CARE PROVIDER
OBJECTIVES TASKS RECOMMENDED RECOMMENDED

KNOWLEDGE SKILLS ATTITUDES ACTIVITIES EVALUATION
Evaluate normal - Normal and -Computation -Sensitivity and
a. Newborn abnormal skills concern Trainer: -- - Written
b. Infant patterns of -Thoroughness - demonstrate. exam
c. Child and growth and - Diligence - Workshop or - OSCE
d. Adolescent development small group - MiniCEX
- complete discussion
history taking (SGD)
for appropriate
age
Trainee:
a. Normal
- participate in
NEWBORN:
workshop or
- NB care
- Normal growth SGD return
and demo
development
- Interpretation
of WHO growth
chart standards
- NB screening
(metabolic
screening,
hearing
screening,
vision
screening)
79 | P a g e
- Lactation / - -
breastfeeding (
benefits ,
contents , of
breast milk;
proper
breastfeeding
technique;
Unang Yakap
module; )
- Preventive
Pediatrics
(safety and
injury
prevention,
oral hygiene,
nutrition,
immunization,
growth and
development)
- PPS Policy
statement
- Legal issues in
Pediatrics
INFANCY:
- Normal growth
and
development
- Interpretation
of WHO
growth chart
standards
- Normal
nutritional
requirements
(pure
breastfeeding
vs milk
formula;
weaning food )
- Screening
(hearing,
visual)
- Preventive
Pediatrics
- PPS Policy
statement
80 | P a g e
- Legal issues in - -
Pediatrics
CHILD:
- Normal
growth and
development
- Interpretation
of WHO
growth chart
standards
- Normal
nutritional
requirements
(proper
nutrition)
- Screening
(hearing,
visual, BP )
- Preventive
Pediatrics
- PPS Policy
statement
- Legal issues in
Pediatrics
ADOLESCENT:
complete history
taking including
HEADSS
- Normal
growth and
development
- Interpretation
of WHO
growth chart
standards
- Normal
nutritional
requirements
(proper
nutrition)
- Screening
(scoliosis,
IDA)
- Issues in
adolescent
period.
81 | P a g e
- Preventive
Pediatrics
- PPS Policy
statement
- Legal issues in
Pediatrics
Manage common Interviewing

pediatric conditions Pediatric history skills
(Appendix B1 ). taking - Listening skills - Gentleness Trainers: Written
- Clinical - - Good rapport - Lecturrete examination OSCE
a. Obtain a manifestations of Communication with patient and - SGD MiniCEX
complete and the common skills relatives - Case base - Workplace
appropriate disorder / conditions - Sensitivity and discussion Assessment
clinical history. concern - One on one
- Pediatric PE - Diligence and Preceptorial
b. Perform a thoroughness Trainee:
thorough physical -Basis and - Professionalism - Hands on
examination interpretation of Practice
diagnostic - Peer
c. Order pertinent investigations Teaching
laboratory and - Reflection
diagnostic exams - Range of normality
- Laboratory
d. Interpret the procedure
results of the
laboratory -Epidemiology of
examinations disease
- Pathophysiology of
e. Correlate the diseases / conditions
history, physical
examination, and - Natural course of
laboratory diseases
examinations to - Pharmacology of
arrive at a logical drugs to include
diagnosis. adverse effects
- Clinical
manifestations of
complications
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f. Formulate a - Natural course of - -
treatment plan. diseases
g. Refer
appropriately.
h. Provide
continuing care
Perform basic - Anatomy - Technical skills - Gentleness Trainer:
pediatric procedures - Indications for the in blood - Sensitivity and - Demo Skills DOPS
( Appendix C) procedure extraction, concern workshop Checklist
- Steps and venoclysis, NGT - Diligence and Trainee
precautions in the insertion, thoroughness - Return Demo
performance of the lumbar - Good rapport - Reflection
procedure puncture, with patient and
- Complications of umbilical relatives
the procedure catheterization.
- Management of
complications of
the procedure
B. AS HEALTH EDUCATOR

Teach interns and Normal patterns in Communication Patience - Lecturete - Observation
medical students and pediatrics skills - Humility - SGD - Practicum
other health care - Common pediatric - Teaching skills - Professionalism - Mentoring
professionals in the diseases - Evaluation - Diligence and
performance of their - Proper techniques skills thoroughness
duties in the - Sensitivity and
performance of concern
common pediatric
procedures
- Teaching methods
- Evaluation
techniques
- Terminal
competencies of
undergraduate
medical students
and interns
Conduct health Teaching methods -Interpersonal -Patience - Lecturete - Observation
education lectures to skills - Humility - SGD - Practicum
patients and other -Communication - Professionalism - Mentoring
health care providers. skills - Diligence and
- Teaching skills thoroughness
- Skills in making - Resourcefulness
audio visual
aids
83 | P a g e
C. RESEARCHER/ RESEARCH ADVOCATE
COMPETENCY TASKS RECOMMENDED RECOMMENDED

Write an interesting Knowledge of - Computer skills -Thoroughness - Workshop Written case-
case report/ pediatric disease - Written - Diligence - Oral Case Reports
conditions communication - Resourcefulness presentation/
- Information skills (how to
technology write a case
- Prescribed format report)
of presentation
Present the case - Principles of oral - Oral - Diligence

report in a well presentation communication - Thoroughness
organized and concise skills - Confidence
manner. - Presentation
skills
- How to make
audio visual
materials
Formulate a research - Health situation Critical thinking - Diligence

question for a and needs - Computer - Thoroughness
research project - Current skills
information on the
subject
- Research
methodology
- Information
technology
- Research agenda
of the institution
Conduct literature -Information -Computer skills -Thoroughness

search for the technology - Diligence
research project - How to conduct - Patience
literature search - Resourcefulness
84 | P a g e
D. AS HEALTH CARE MANAGER
OBJECTIVES TASKS RECOMMENDE RECOMMENDED

KNOWLEDGE SKILLS ATTITUDES D EVALUATION
ACTIVITIES
Coordinate activities - Academic policies -Time - Patience - SGD - Written output
of interns and of the college and management - - Coordinate e.g. census
medical students. the department - Organizational Resourcefulness activities
- Curriculum of skills - Diligence - lectures
medical students and - Interpersonal - Dependability
interns in pediatrics skills
- Schedule of college
activities
- Schedule of the
department
- Schedule of
consultants lectures
and other activities
- Schedule of medical
students and interns
rotation including
schedule of exams
- Time Management
and Organizational
skills
Prepare accurate -Census of the -Time - Diligence - Audit - Census report

census and audit department (daily, management - Thoroughness
reports of the weekly, and - Organizational - Patience
department. ( based monthly) skills - Dependability
on ICD 10) - Total workload of - Computer skills
the department
E. AS SOCIAL MOBILIZER
OBJECTIVES TASKS RECOMMENDED RECOMMENDE

KNOWLEDGE SKILLS ATTITUDES ACTIVITIES D
EVALUATION
Assist in the - Principles of - Organizatio - Resourcefuln -Attend community - Attendance
community diagnosis community nal skills ess conference - Checklist
based on the diagnosis Interpersonal - Patience - Visit to the
epidemiologic data of - Epidemiology skills Community
the community of diseases in
the community
Community
Pediatrics
Participate in the - Programs of the -Interpersonal -Patience

community based community and the skills -Resourcefulness
programs. persons involved in - Time
the project management
85 | P a g e
II. SECOND YEAR RESIDENCY LEVEL

Manage more Trainer: - Written
complex pediatric - demonstrate. exam
problems - Workshop or - OSCE
Complex problems - Interviewing - Sensitivity and small group - MiniCEX
a. Obtain a ( appendix B2) - skills concern discussion
complete and pathophysiology, - Listening skills - Thoroughness (SGD)
appropriate etiology, - - Diligence
clinical history. differential Communication Trainee:
diagnosis, and skills - participate in
therapeutic mgt workshop
plan - preventive, - SGD
b. Perform a promotive, curative - return demo
thorough and rehabilitative
physical management
examination
c. Order
pertinent
laboratory and
diagnostic exams
d. Interpret the
results of the
laboratory
examinations
e. Correlate the
history, physical
examination, and
laboratory
examinations to
arrive at a logical
diagnosis.
f. Formulate a
treatment plan.
g. Refer
appropriately.
h. Provide
continuing care
86 | P a g e
Manage pediatric Pediatric - BLS Gentleness Trainer: - WRITTEN
emergency problems emergency - NALS/ NRP - Good rapport - demonstrate. Exam
conditions with patient and - Workshop or - OSCE
pathophysiology, relatives small group - MiniCEX
etiology, - Sensitivity and discussion
differential concern (SGD)
diagnosis, - Diligence and
diagnostic thoroughness Trainee:
examinations, and - Professionalism - participate in
therapeutic workshop
management plan - - SGD
preventive, - return demo
promotive, curative
and rehabilitative
management
Perform complex - Anatomy - Procedures -Gentleness
pediatric procedures - Indications for the like - Sensitivity and -Demo Return Demo - Checklist
(Appendix C). procedure thoracentesis, concern - Rating Scale
- Steps and lumbar - Diligence and
precautions in the puncture, thoroughness
performance of the Intubation, - Good rapport
procedure umbilical with patient and
- Complications of catheterization, relatives
the procedure exchange
- Management of transfusion,
complications of intraosseous,
the procedure suprapubic
urine
collections,
paracentsesis

Teach patients and Common & -Communication - Patience - Lecturete - Observation
their families, complex pediatric skills - Humility - SGD - Practicum
students, trainees and disorders - Lecturing skills - Resourcefulness
other health care - Skills in making
provider audio-visual aids
87 | P a g e
Conduct rounds with -Common & Teaching skills - Patience -Bedside teaching Observation
interns and medical complex pediatric - Evaluation - Sensitivity - Rating Scale
students diseases skills - Resourcefulness
- Normal patterns in - Time - Humility
pediatrics management - Honesty
- Proper techniques - Skills in giving
in the feedback
performance of
pediatric
procedures
- Teaching methods
- Evaluation
techniques
- Terminal
competencies of
undergraduate
medical students
and interns
Teach first year -Unusual -Communication - Patience - SGD - Rating Scale

residents during the manifestations of skills - Humility
training and service common pediatric - Teaching skills - Honesty
activities of the diseases - Interpersonal
department - Usual skills
manifestations of - Facilitating
less commonly or skills
complex - Skills in giving
encountered feedback
pediatric diseases
C. RESEARCHER/ RESEARCH ADVOCATE

Write a research -Research -Computer skills - Thoroughness - Research Written Research
proposal methodology - Written - Diligence Workshop proposal
- Institution communication - Resourcefulness - Virtual learning
research guidelines skills (how to - Consultation
- Statistical write a research
methods paper)
- Sampling
techniques
- Information
technology
- Resources
available especially
funding
Critically appraise -Process of critical -Skills in the - Thoroughness - EBM workshop - CAT report
available literature appraisal critical appraisal - Patience - EBM in the ( critically
regarding a specific - Statistical of literature - Diligence workplace appraised
topic. methods - - SGD topic)
- Oral
presentation
88 | P a g e

Manage a health -Organization and - Time - Patience - Role playing - Checklist
team management management - Resourcefulness - Simulation - Rating Scale
- Organizational
skills
- Leadership
skills
- Interpersonal
skills
E. SOCIAL MOBILIZER

Make a community - Principles of - Organizational Resourcefulness
diagnosis based on community skills - Patience
the epidemiologic diagnosis - Interpersonal
data of the - Epidemiology of skills
community. diseases in the
community
Participate in the - Community -Organizational - Patience

implementation of programs skills - Humility
community based - Strategies in the - Leadership - Diligence
programs. implementation of skills - Resourcefulness
programs - Time
- Program management
evaluation - Program
evaluation skills
Interpersonal
skills
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III. THIRD YEAR RESIDENCY LEVEL

Comprehensively - Pediatric Gentleness Trainer: - Written
recognize and initially emergencies and - Good rapport - demonstrate. Exam
manage uncommon, uncommon, with patient and - Workshop - OSCE
chronic and complicated relatives - Small group - MiniCEX
complicated pediatric pediatric disorders - Sensitivity and discussion (SGD)
problems ( Appendix (Appendix B3)- concern - Preceptorial
B) pathophysiology, - Diligence and
etiology, thoroughness Trainee:
differential - Professionalism - participate in
diagnosis, workshop or
diagnostic and SGD
therapeutic return demo
management plan-
preventive,
promotive, curative
and rehabilitative
- Long term
outcome.

To recognize - Critically ill infants -
complications and and children
disorders that will - Nosocomial and
necessitate referrals other resistant
infections
- Patients with
surgical problems
Perform more - Interdisciplinary -Skills in the -Gentleness -
complex pediatric care following - Sensitivity and
procedures. - Anatomy procedures like concern
- Indications for the CVP insertion - Diligence and
procedure thoroughness
- Steps and - Good rapport
precautions in the with patient and
performance of the Relatives
procedure
- Complications of
the procedure
- Management of
complications of
the
procedure
90 | P a g e

Teach patients and Common , complex - - Patience - Lecturete - Observation
their families, and other Communication - Humility - SGD - Practicum
students, trainees complicated skills - Resourcefulness
and other health care pediatric disorders - Lecturing skills
provider - Skills in making
audio-visual aids
Conduct rounds with -Common, complex -Teaching skills - Patience

interns and medical and complicated - Evaluation - Sensitivity
students pediatric diseases skills - Resourcefulness
- Proper techniques - Time - Humility
in the management - Honesty
performance of - Skills in giving
more complex feedback
pediatric
procedures
- Teaching methods
- Evaluation
techniques
- Terminal
competencies of
undergraduate
medical students
and interns
Teach first and - Unusual - - Patience

second year manifestations of Communication - Humility
residents during the common pediatric skills - Honesty
training and service diseases - Teaching skills
activities of the - Usual - Interpersonal
department manifestations of skills
less commonly - Facilitating
encountered or skills
more complex - Skills in giving
pediatric diseases feedback
- Prognosis and
long term outcome
91 | P a g e
C. RESEARCHER / RESEARCH ADVOCATE

Conduct the research - Institution - Computer skills - Thoroughness - Workshop - Research
project with research guidelines - Scientific - Diligence - Consultation - Paper,
collection and - Ethics in Research Paper writing - Resourcefulness - I.T. laboratories written/publi
recruitment of - Data collection shed
subjects system - Research
- Coding system Presentation
- Sampling
techniques
- Information
technology
Write the finished - Format for the - Written - Patience

research report and research report communication - Resourcefulness
/or present a finished - Guidelines in skills - Diligence
research project in an writing the - Time - Thoroughness
appropriate forum research paper management
-Knowledge of GCP
- EBM
- Statistical analysis
Apply evidence based - Principles of - Conduct - Seminar - Critically

medicine in the EBM literature workshop appraised
workplace - Critical search - SGD topic( CATs)
Appraisal - Time - Rating scale
- Systematic manageme
Literature nt
review
92 | P a g e

Supervision of second Unusual -Time - Patience - Lecturete - Observation
year residents in the manifestations of management - Resourcefulness - SGD - Practicum
department related to less commonly - Organizational - Dependability
the training and service encountered skills - Sensitivity and
activities . pediatric diseases or - Leadership skills concern
conditions - Interpersonal
skills
Oversee the conduct of -Scope of in-patient, -Communication -Sensitivity and

services in the out-patient, and skills concern
inpatient, outpatient, emergency - Problem - Diligence and
and emergency diseases and solving skills thoroughness
sections. conditions - Managerial and -Dependability and
- Institutional policies organization resourcefulness
- Roles and skills
responsibilities of
each
member of the
health care team
E. AS SOCIAL MOBILIZER

Identify pediatric -Community -Organizational -Dependability - Community - Written
health issues together pediatrics skills and Conference output
with the community - National health - Leadership resourcefulness - Family Visit report
policies skills - Good rapport - Written
- Community - Time with the community
diagnosis with management community Project
identified - Interpersonal - Patience
needs of the skills - Humility
community - - Diligence
regarding Communication - Resourcefulness
child health skills
Based on the - Program proposal - Interpersonal - Community

identified pediatric - Resources skills orientation
health issues design a available - Organization - Perseverance
community based - Funding agencies and planning - Resourcefulness
program with the skills - Sensitivity and
community to address - Problem concern
the above issues solving skills - Good rapport
with the
community
93 | P a g e
APPENDIX A
CORE COMPETENCIES EXPECTED OF MEDICAL GRADUATES IN PEDIATRICS
*Role of a Medical Graduate: CLINICIAN / HEALTH CARE PROVIDER
Organ System: RESPIRATORY (INFECTIOUS)
Core Competencies Major Competencies Topic Outline
The medical graduate, utilizing Given the following clinical Acute respiratory failure
holistic approach and critical scenario, acute respiratory failure
thinking, shall be able to: secondary to severe pneumonia:
recognize and manage 1. Arrive at the most logical
emergency situations. diagnosis.
2. Interpret diagnostic exam
findings.
3. Select the most appropriate
management strategy.
4. Determine appropriate health
promotion and disease preventive
measures.
The medical graduate, utilizing Given the following clinical Most commonly encountered
holistic approach and critical scenario, found in Topic Outline: pediatric conditions/disorders:
thinking, shall be able to: 1. Arrive at the most logical 1. Upper respiratory tract
recognize and manage non- diagnosis. diseases: URTI, peritonsillar
emergency situations. 2. Interpret diagnostic exam abscesses, nasal polyps
findings.
2. Lower respiratory tract
management strategy. diseases: bronchitis,
4. Determine appropriate health pneumonias
promotion and disease preventive 3. Pleuraldiseases: Effusion
measures. 4. Pulmonary Tuberculosis
94 | P a g e
Organ System: RESPIRATORY (NON-INFECTIOUS)

The medical graduate, utilizing Given the following clinical Status asthmaticus
holistic approach and critical scenario, status asthmaticus:
thinking, shall be able to: recognize 1. Arrive at the most logical
and manage emergency situations. diagnosis.
2. Interpret diagnostic exam
findings.
measures.
The medical graduate, utilizing Given the following clinical Cough and colds
holistic approach and critical scenario, found in Topic Outline: Gurgly chest Halak
thinking, shall be able to: recognize 1. Arrive at the most logical Hoarseness
and manage non-emergency diagnosis.
situations. 2. Interpret diagnostic exam
findings.
measures.
Organ System: NON-RESPIRATORY

The medical graduate, utilizing Given the following clinical Most commonly encountered pediatric
holistic approach and critical scenario, found in Topic Outline: emergencies apart from respiratory:
thinking, shall be able to: 1. Arrive at the most logical 1. Apnea
recognize and manage emergency diagnosis. 2. Asystole
situations. 2. Interpret diagnostic exam 3. Poisoning
findings.
4. Foreign body aspiration
management strategy. 5. Burns
4. Determine appropriate health 6. Drowning
promotion and disease preventive 7. Cardiopulmonary arrest
measures. 8. Arrythmias
9. Meconium aspiration
10. Convulsions
11. GI bleeding
12. Abdominal pain/abdominal
distention
13. Diarrhea
14. Anaphylaxis
15. Diabetic Ketoacidosis
16. DIC
The medical graduate, utilizing Given the following clinical Most commonly encountered pediatric
holistic approach and critical scenario, found in Topic Outline: conditions/disorders apart from
95 | P a g e
thinking, shall be able to: respiratory:
recognize and manage non- 1. Arrive at the most logical 1. Allergic conditions
emergency situations. diagnosis. 2. Musculoskeletal problems
2. Interpret diagnostic exam 3. Dermatologic conditions
findings.
4. Developmental disorders
management strategy. 5. Endocrinologic conditions
4. Determine appropriate health 6. Cardiovascular diseases
promotion and disease preventive 7. Digestive system
measures. 8. Genetic disorders
9. Hematologic discorders
10. Immunologic disorders
11. Infectious diseases
12. Diseases of the newborn
13. Urinary disorders
14. Neurologic disorders
15. Nutritional disorders
16. Oncologic conditions
*Role of a Medical Graduate: EDUCATOR / COMMUNICATOR

The medical graduate shall be able 1. Given a pediatric patient and his family How to obtain baseline knowledge
to do a comprehensive history in a clinical encounter: from parents and caregivers
taking. a. Determine baseline knowledge
and attitude of parents,
caregivers, or child (when
appropriate) about the
problem/condition.
b. Address issues/concerns peculiar
to pediatric cases.
c. Assess parents/child action
d. Continuously monitor knowledge
and practice after health
education
2. Given a population group in a
community:
a. Plan health education in the
community particularly regarding
maternal and child care.
b. Support and provide primary health
care to a community in a manner that is
practical, acceptable and
implementable.
c. Evaluate educational activity.
3. Given a group of students:
a. Plan an instructional design for a
module.
b. Implement the instructional design
for a module.
c. Evaluate instructional design for a
module.
96 | P a g e
*Role of a Medical Graduate: RESEARCHER

The medical graduate shall be able to 1. Given a difficult patient to Formulation of appropriate clinical
participate in research activities. diagnose or treat: question
a. Formulate relevant clinical
questions.
b. Critically appraise relevant
literature to diagnose and treat
patients.
c. Make clinical decision based on
critical appraisal.
2. Given a problem area or a research
question:
a. Formulate a research proposal.
b. Implement the research proposal.
c. Disseminate research results in an
appropriate form.
*Role of a Medical Graduate: MANAGER

The medical graduate shall be able to 1. Given a health care facility in the Data categories in the health area:
plan and monitor operations of a community, plan or monitor demography, health status,
medical facility. operations of the facility. ecological data, health resources
2. Given an area to start a project in
the community:
a. Identify relevant data indicative
of the child health situation in the
community and the factors
responsible for it when asked to
examine a hypothetical situation or
after a tour of the community.
b. Identify possible sources of
assistance using locally available
resources.
c. Prepare work plan to address
child health problems
d. Participate in health promotion
activities.
e. Prepare an evaluation plan for a
specific activity to assess its
effects/impact on a target.
*Role of a Medical Graduate: SOCIAL MOBILIZER / ADVOCATE

The medical graduate shall be able to Given a community or population, Common maternal and child health
mobilize the community into worthy a. Act as advocate of people issues: EPI, IMCI, MCH
endeavours. empowerment and self-reliance.
b. Get the people involved in the
affairs of their own community.
97 | P a g e
c. Participate in community
organization.
d. Promote people participation in
problem solving.
e. Contribute to the building of
partnerships and collaborations
among different institutions, agencies
and groups.
APPENDIX B
Competency-based Pediatric Residency Training Curriculum
Appendix B1: Common Acute Childhood Illnesses:
1. Sore throat: Pharyngitis, Peritonsillar abscess and Infectious mononucleosis

2. Cough:
a. Acute cough (< 2 weeks): AURI, Asthma w/o Exacerbation and Pneumonia,
minimal/low risk
b. Acute cough in distress: Bronchiolitis, Pnumonia, moderate risk, Foreign body,,
Laryngotracheitis (Croup), Epiglittitis, Tracheitis or Asthma with exacerbation
c. Subacute (2-4 weeks): Bronchitis, TB and Atypical respiratory infections
(Chlamydia/Mycoplama pneumonia), and rhinosinusitis
3. Headache: Migraine, Tension headache, acute sinusitis

4. Eye pain and discharge: Conjunctivitis, Orbital cellulitis,
5. Diarrhea: Viral & bacterial gastroenteritis, Protozoan and parasitic infections, Toddlers
diarrhea and Pseudomembranous colitis
6. Constipation: Functional
7. Fever: URI, Otitis media, bacterial sinusitis, bronchiolitis, pneumonia, viral syndromes, and
UTI, DF/DHF, Typhoid fever, leptospirosis
8. Ear pain: Otitis media/externa and Foreign body
9. Weight gain: Obesity and Cushing disease
10. Dysuria: UTI, Trauma, STD/child abuse and Vulvovaginitis
11. Fever and Rash: Viral exanthems, Meningococcemia, Henoch-shoelein purpura, Toxic shock
syndrome, Kawasaki disease and Acute rheumatic fever
12. Anemia: Iron defieciency anemia, G6PD defieicncy, Thalassemia, Lead poisoning and
Physiologic anemia of infancy
13. Neonatal fever: Sepsis, UTI, Meningitis or encephalitis
14. Seizures: Febrile seizure, CNS infection, Metabolic & electrolyte disturbances, Trauma, Toxic
ingestions
15. Skin and soft tissue infections: Cellulitis, abscss, Necrotizing fasciitis, Erysipleas, Impetigo,
and Scrofula
16. Limping child: Trauma, Child abuse, Osteomyelitis, Synovitis and Septic arthritis
17. Neonatal jaundice: Physiologic jaundice, Sepsis, ABO hemolytic disease, G6PD deficiency and
Breastfeeding jaundice
18. Abdominal pain: Appendicitis, Intussusception, Malrotation with midgut volvulus,
Gastroenteritis, Mesenteric adenitis, Constipation, Incarcerated hernia and UTI
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19. Allergic disorders: Eczema, Urticaria/angioedema/anaphylaxis
20. Common viral illnesses: measles, mumps, rubella, roseola infantum, erythema infectiosum,
varicella-zoster, Hepatitis A/B/C/D/E/G, rotavirus, rabies, adenovirus, Norwalk agent,
influenza, Enteroviruses, RSV, cytomegalovirus, Herpes simplex, HIV, Epstein-Barr virus
and Arbovirus (H-fever).
21. Common bacterial infections: TB, diphtheria, tetanus, pertussis, pneumonia, Salmonella,
Staphylococcal aureus, N. gonorrhea, N. meningitides, Shigellosis, E. coli, Treponema
pallidum, H. influenza type B, Streptococcal group B and D, Campylobacter jejuni, Yersinia
enterocolitidis, Chlamydia.
22. Fungal infection: Candidiasis
23. Parasitic infections: Giardia lamblia, Toxoplasma gondii, Trichomonas, Visceral larva migrans,
Ascaris lumbricoides, Enterobius vermicularis, E. histolytica, Plasmodium sp.
24. Colds: Common colds, Allergic rhinitis
25. Renal disorders: UTI, AGN, nephrotic suyndrome
26. Genital disorders: undescended testes, retractile testes, hernia, hydrocele, imperforate
hymen, ovarian torsion and vulvovaginitis
Appendix B2 : Complex Pediatric Conditions
1. Acute cough in distress: Pneumonia, high risk, ARDS and Status asthmaticus
2. Headache: Brain tumor; Pesudotumor cerebri
3. Diarrhea: Malabsorption and Inflammatory bowel disease
4. Constipation: Hirshprung disease, hypothyroidism, Spinal cord abnormalities and Lead
poisoning
5. Fever: Occult bacteremia, CNS infections, PFAPA syndrome and FUO.
6. Weight gain: Prader-Willi syndrome and Hypothalamic obesity
7. Dysuria: Urolithiasis
8. Anemia: Anemia of chronic disease
9. Seizure: Epilepsy , Status epilepticus, and Brain tumor
10. Prolonged jaundice: Biliary atresia, Choledochal cyst
11. Respiratory distress in newborn: RDS, TTN, Meconium aspiration syndrome, Pneumonia, Air
leak syndrome, Congenital diaphragmatic hernia, TE Fistula
12. Delayed meconium passage: Meconium ileus/meconium plug syndrome, Hirschprung disease
13. Heart murmur: Congenital heart diseases (Cyanotic/acyanotic) and Acquired heart disease
(Rheumatic Fever/RHD)
14. Abdominal distention: NEC
15. Raised intracranial pressure: Hydrocephalus, Brain tumor, CNS infection, and Intracranial
hemorrhage
16. Arrthymia: Sinus tachycardia/bradycardia, SVT, Heart block and VT
17. Shock: Hypovolemic, distributive, obstructive and neurogenic shock
18. Diabetic ketoacidosis
19. Trauma: Traumatic brain injury
20. Heart failure: Congestive heart failure, Myocarditis/pericarditis, Cardiomyopathy
21. Chest pain: Muscle strain, Costochondritis, Contussion, Pleural effusion, GERD, Esophagitis,
Rhythm disturbances, ischemia and Anxiety/stress
22. Child abuse
23. Pediatric poisonings
24. Animal bite
99 | P a g e
25. Short stature: Growth hormone deficiency, Failure to thrive, hypothyroidism, malnutrition
26. Common bacterial causes of nosocomial infections: Klebsiella, Enterobacter, Pseudomonas,
CONS
27. Renal disorders: Urolithiasis, Renal TB, Renal tubular acidosis, Acute and chronic renal failure
28. Hypertension: Renal, vascular, endocrine and neuroblastoma
29. Collagen and vascular disorders: Rheumatic diseases, SLE, JRA, Dermatomyositis,
Scleroderma, Ankylosing spondylitis, Post-infectious arthritis, Arthritis of IBD, Henoch-
Schoenlein purpura and Takayasu arteritis.
30. Metabolic disorders: IEM
31. Endocrine disorders: Adrenal disorders, Disorders of gonads & puberty, Diroders of
parathyroid
32. Musculo-skeletal disorders: Developmental dysplasis of hip, skeletal dysplasis, osteogenesis
imperfect, fractures, Torticollis, Legg-Calve-Perthes disease, Osgood-Schlatter disease
33. Skin disorders: Hemangiomas, Scabies, SSSS, Pediculosis, Molluscum contagiosum, Steven-
Johnson syndrome
Appendix B3: Common Chronic Childhood Conditions:
1. Chronic cough (>4 weeks): Pertussis, GERD, Airway anomaly (TEF, tracheal ring,
tracheomalacia, laryngeal cleft)
2. Newborn dysmorphology
3. Chronic child: Congenital neuromuscular disorders, HIE, Static encephalopathy, BPD/Chronic
lung disease
4. Malformations: Trisomies, Turner syndrome, Fragile X
5. Children with special needs: Autism, ADHD, Cerebral palsy, Intellectual disability, Learning
disability
6. Palliative care for cancer patients
7. Medical Home Initiative
100 | P a g e
Appendix C
Pediatric Procedures
1.1. Office procedures

1.1.1. Anthropometric studies
1.1.2. Vital signs measurements
1.1.3. Subcutaneous injection
1.1.4. Intramuscular injection
1.1.5. Intradermal injection
1.1.6. Oral administration
1.1.7. Nebulization
1.1.8. Fever control
1.1.9. Cord care
1.1.10. Incision and drainage
1.2. Eye procedures
1.2.1. Topical drug administration
1.3. Ear procedures
1.3.2. Cerumen removal
1.4. Nose procedures
1.4.2. Control of epistaxis
1.5. Endotracheal intubation
1.6. Thoracentesis (assist or observe)
1.7. Nasogastric tube placement
1.8. Genitourinary procedures
1.8.1. Urethral catheterization
1.8.1.Supra-pubic bladder puncture
1.9. Lumbar puncture
1.10. Bone marrow aspiration
1.11. Exchange transfusion
1.12. Vascular procedures
1.12.1. Percutaneous peripheral venous access
1.12.2. Peripheral venous access by cut down
1.12.3. Umbilical vessel cannulation
1.12.4. Blood extraction
- capillary blood sampling
- arterial blood sampling
5.12.5. Intra-osseous infusion
1.13. Bedside sedation for procedures
101 | P a g e
1.14. Aseptic techniques
1.15. Specimen collection and handling
1.15.1. Throat culture
1.15.2. Urethral swab
1.15.3. Vaginal swab
1.15.4. Blood culture
1.15.5. Urine culture
1.15.6. Stool culture
1.15.7. Gram stain
1.15.8. Cellulose (scotch tape) tape method
1.16. Miscellaneous procedures
1.16.1. Restraints
1.16.2. Splints
1.16.3. Dressings
1.16.4. Wound care
102 | P a g e

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TABLE OF CONTENTS

Section One: Minimum Requirements and Quality Standards

2. Hospital Accreditation Board (HAB) - 2012 1014

3. Guidelines for the Department Self-Assessment of the Pediatric Residency Program

4. The Self-Assessment Process

5. Minimum Requirements for Pediatric Residency Training Program

Pediatric education and training has remained indelible cornerstones of the

Allow me to express the Societys sincerest appreciation and gratitude to the

I strongly encourage every PPS-HAB accredited hospital to continue revisiting the

Chair Melinda M. Atienza, MD

Carmelo A. Alfiler, MD Cesar M. Ong, MD

OFFICERS AND MEMBERS BOARD OF TRUSTEES

President Melinda M. Atienza, MD

HAB MANUAL EDITORIAL BOARD

Chair Melinda M. Atienza, MD

2. Functions of the Board are as follows:

2.1 General Functions: The sole authority to

2.2 Specific Functions:

GUIDELINES FOR THE DEPARTMENTAL SELF-ASSESSMENT OF THE

1.1 Accreditation is the recognition of a pediatric residency program as possessing

1.2 It is a concept based on self-regulation which focuses on evaluation and the

1.3 It is a process by which departments of pediatrics and their residency programs

2. The PPS Accreditation Process

There are three stages in the PPS accreditation process, namely:

2.1 Departmental self-assessment of the pediatric residency program

2. 1.1 A thorough self-examination based on the evaluation instruments and

2. 1.3 An evaluation of the extent to which the department of pediatrics is achieving

2.1 The Formal Accreditation Visit

2.2.1 Dialogue with the representatives of the consultant staff

2.2 A reasonably high quality of instruction in general pediatrics as evidenced by:

2.2.1 a significant number of general pediatric admissions

2.2 A strong community involvement program as evidenced by:

3.3 A well equipped Intensive Care Unit.

3.6.1 reasonable budget

3.8 A strong faculty achievement as evidenced by lectures delivered in scientific conferences,

SPECIAL BENEFITS CORRESPONDING TO ACCREDITATION LEVELS

THE SELF-ASSESSMENT PROCESS

1.2 It helps to diagnose difficulties or weaknesses in the department of pediatrics and

1.4 It enables a department of pediatrics to see itself objectively

2. The Self-Assessment Process Step-by-Step

Write: The President

Telephone: 926-6758 to 59; 922-2435

2.2 STEP TWO: Organize a Self-Assessment Committee / Staff

2.2.2 The department chair shall organize a Self-Assessment

2.3.2 If there is no departmental statement of its vision-mission (which is unlikely), then it

2.3.4 A department of pediatrics should determine its vision-mission in receiving resident

5- Excellent Compliance : Meets all provisions of the standards

HAB RECOMMENDATIONS ACTION TAKEN

The format is as follows:

BEST FEATURES (strengths of the area)

RECOMMENDATIONS (weaknesses of the area)

2.8 STEP EIGHT: Compute the Statistical Rating.

The computation formula is indicated in the Evaluation Instrument

2.10.1 Chairpersons Report

a. An exposition of the state-of-the-department considered especially on the

b. An overall interpretation of the self-assessment, succinctly evaluating the

c. A brief summary report of the self assessment process including:

Composition of the Self-Assessment Committee/ Staff