Mother Child W Physician

Med-Peds Residency Program

Program Mission Statement

The Medical College of Wisconsin Internal Medicine-Pediatrics Residency Program's (MCW Med-Peds Program) mission is to provide the strong foundation of specialty training for physicians in Internal Medicine and Pediatrics and support compassionate, altruistic, evidence-based, high quality health care. The MCW Med-Peds Program provides a collaborative culture and a commitment to the principles of life-long learning and healthcare equity to serve the needs of our patients and communities both locally and abroad.

About our Program

The Program


Number of Residents:
6 per year

24 per year pediatrics
27 per year internal medicine

Other programs:
1-2 per year Internal Medicine/Neurology
2 per year Medicine-Geriatrics
8 per year IM preliminary
1 per year Pediatric preliminary
1 per year Internal Medicine Research Pathway
2 per year Internal Medicine Primary Care Pathway
1 per year Peds/Anesthesia
2 per year Peds/Neuro


Guiding Principles:
Maximum Flexibility
Maximum Exposure
Minimum Transition

The Basics:
4 month blocks
2 seasons on each side
2 switch days (in addition to July 1) throughout the year

Internship: 16 months
View the rotations chart (XLS)
Because we rotate between Medicine and Pediatrics every 4 months, it’s easiest to think of residency as 3, 16-month “blocks”, which roughly correlate with the 3 years of the categorical programs.

Categorical Programs:
Internal Medicine Residency Program
Pediatric Residency Program

Med-Peds Links

American Board of Pediatrics
The mission of the American Board of Pediatrics (ABP) is to promote high quality health care during infancy, childhood, adolescence, and the transition into adulthood through assuring that the general pediatrician or pediatric subspecialist has successfully completed accredited training and fulfills the continuous evaluation requirements that encompass the six core competencies: patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice. A special agreement exists with the ABP and the ABIM where an applicant may fulfill the training requirements of both the ABP and the ABIM by completing 2 years of accredited training in general comprehensive pediatrics and 2 years of accredited training in general comprehensive internal medicine in an integrated program. An applicant may not take the certifying examination of the ABP until all 4 years of training have been successfully completed.

American Board of Internal Medicine
The mission of the American Board of Internal Medicine (ABIM) is to enhance the quality of health care by certifying internists and subspecialists who demonstrate the knowledge, skills, and attitudes essential for excellent patient care. The ABIM and the ABP offer dual Certification in internal medicine and pediatrics. A candidate for dual Certification must receive training in a program approved by both Boards and must be an ACGME accredited combined Internal Medicine/Pediatrics program.

American Academy of Pediatrics
The mission of the American Academy of Pediatrics (AAP) is to attain optimal physical, mental, and social health and well-being for all infants, children, adolescents and young adults. To accomplish this, AAP supports the professional needs of its members. The Section on Internal Medicine & Pediatrics (Med-Peds) advocates for Med-Peds Physicians and helps ensure a united voice on activities, research, advocacy and education that is important to med peds physicians.

Society of General Internal Medicine
The Society of General Internal Medicine (SGIM) was founded in 1978 by a national group of academic general internists committed to promoting research and education aimed at improving healthcare for the whole patient. Today, SGIM is a diverse community of physician and other health professional educators, researchers and clinicians, and students and trainees, all of whom are committed to lead excellence, change, and innovation in clinical care, education, and research in general internal medicine.

Med-Peds Program Directors Association
The Association was formed to advance medical education in combined Internal Medicine-Pediatrics (Med-Peds) Residency Programs, which are approved by the American Board of Internal Medicine and the American Board of Pediatrics. MPPDA will work in conjunction with the Association of Pediatric Program Directors (APPD) and the Association of Program Directors in Internal Medicine (APDIM) to improve medical education, promote the growth of combined Internal Medicine Pediatrics residencies, educate medical students as to the existence and curriculum of Medicine Pediatrics residencies, and promote the growth of the field of Med-Peds.

National Med-Peds Residents Association
NMPRA is a resident-driven organization dedicated to providing information, opportunities, and programs to current and future Med-Peds residents.

Program Aims

Medical College of Wisconsin Internal Medicine-Pediatrics Residency Program Aims:

  1. To provide an exemplary, compassionate, broad-based experience with complimentary didactic and bedside education that exposes residents to primary care, hospitalist and sub-specialty careers
  2. To provide medical care with integrity and respect to diverse patient populations while upholding accountability to patients, society, and the profession
  3. To demonstrate a commitment to professionalism, adherence to ethical principles, responsiveness to patient needs that superseded self-interest, and life-long learning which includes the development of teaching skills as physician educator to other residents, students, non-physician colleagues, patients and communities
  4. To support interest in basic science and research including quality improvement by pursuing new knowledge and ensuring that all patients receive scientifically appropriate and up to date care while utilizing medical resources wisely
  5. To foster personal and professional well-being that includes resources and programs dedicated to encourage optimal resident and faculty member wellness
  6. To provide and maintain an environment that facilitates development of competencies as described by the ACGME and specialty specific for each trainee to acquire the cognitive knowledge, technical skills and professionalism to succeed in independent practice and certification through successful completion of the American Board of Internal Medicine and American Board of Pediatric examinations.
A Typical Day

Intern on Pediatric Wards
Williams ElizabethElizabeth Williams, MD

4:30-5:30 am: Is this a dream or is it actually time to wake up? Decide I do in fact need to go into work today. Go for a run with my dog then get ready for the day and enjoy breakfast with her. Look at H&P's written on new patients to be more prepared for sign out (and decide which patients I want to claim early).

5:30-6:00 am: Drive to work. Wonder why other people are also up this early.

6:00-7:00 am: Take sign-out from the overnight intern. Commiserate over unexpected events that occurred. Pre-round on my patients and try to get notes completed as much as possible. If I have time, look up primary literature to have some evidence to back up my plans on rounds. We touch base with the senior about any patients we're worried about. This is a great time to work on any possible discharges to get them out as soon as possible.

7:00-7:45 am: On my way to examine patients. Tiptoe into the rooms where I don't need to wake them up. Spend too much time with the babies informing them on just how cute they truly are. Try to keep track of all the various requests that pop up. At this point, I touch base with the medical students to make sure they feel confident for rounds.

7:45-8:30 am: During COVID-19 times, we log on to Zoom for intern morning report in the team room. Say hi to the children/dogs of our co-interns or attendings working from home until all the teams have arrived. We then either go through a case presented by an intern or a chief/resident does case-based learning. (Please mute your microphone if you aren't talking!) Prior to all the necessary distancing, all of the interns and medical students would meet in a conference room to discuss cases or radiological findings.

8:30-11:00 am: This part varies the most depending on which color team you're on. During COVID-19, we do social-distancing family-centered rounds and walk around with the team (some via Zoom) to patient rooms. Medical students and interns present the patients while seniors and attendings add in pearls of wisdom. Interns take computers and place orders for each other (yay teamwork!).

11:00-noon: Time to call consults, place final orders, update families, teach medical students how to place orders, and get discharges finalized. This can be a hectic time, but everyone's working together to get the most pressing issues completed first.

12:00-1:00 pm: Grab our lunches from the resident's lounge and finally get brief glimpses of our friends on other teams. We typically eat in our team rooms or split off into small groups to watch noon conference. (Although during non-distancing times, we meet all together in conference rooms). This typically involves an attending, fellow, or co-resident presenting a teaching topic. 

1:00-5:00 pm: Follow-up on consults and test results as well as finish up any notes. This is a great time to go over any teaching points with students, especially high yield shelf questions. Admits can come at any time and we split them based on everyone's workload. For any later admissions, we work as a team to place orders, start the H&P, and look through the history for any pertinent information not readily available.

5:00-6:00 pm: It's time for sign out! Make sure we have our SSAFETIPS signout ready to present to the night team so they are prepared to take the best and safest care of our patients.

6:00-8:00 pm: Arrive home just in time for the end of supper with the family. Take time with the kids, walk the dog if it's warm enough, and then squeeze in an episode or two of Avatar. 

8:00-9:00 pm: I definitely said I was going to get 8 hours of sleep tonight, but there's always something that needs to get done prior to going to bed. Work on a paper, study for Step 3, or all those pesky life things that still happen during residency.

9:00-10:00 pm: Make sure the alarm is set and go to bed!

Intern’s Day on the Medicine Wards

Schroeder LukeLuke Schroeder, MD

5:45 AM:  The alarm goes off and I reset it in a bleary-eyed daze to go off two minutes later, because you know, those extra two minutes make all the difference (still looking for that RCT…)

5:47 AM:  You guessed it! I reset the alarm for 5:49. This is why I live close, right?

5:49 - 6:40 AM: I finally get up, get ready, throw a small lunch together and drive over to the hospital. Thankfully, parking is close, free, and never a headache! I roll into the team room and print off our list.

6:45 - 6:50 AM: I make my way over to the overnight call team’s room and get sign-out on our patients. Everyone was pretty stable overnight so I head back to the team room and start…

6:50 - 7:30 AM: Pre-rounds!!! Okay, so maybe it’s not three-exclamation-point-level-exciting but this is a big part of my morning as an intern as it’s my responsibility to make sure I’m up to date with everything that has been going on for all of my patients and formulate my daily plan for them. I cruise through EPIC looking at the VS, I/Os, nursing notes, new consult recs, new labs/imaging, and jot down problem-based plans for everyone. I place orders if someone needs their electrolytes supplemented, a dose of diuretic or something else right off the bat. Of course, this is always colored by some friendly banter in the team room (and often soundtrack’ed by someone’s playlist).

7:30 - 8:30 AM: Time to see my patients! I make my way around the wards to see my patients. Our patients are usually geographically localized so they are close to each other (bad for my Fitbit step count, good for efficiency!). I’m back in the team room around 8:20 and talk with the medical students who are following patients with me to formalize plans and discuss their ideas about what care the patients need. If we have any questions, I ask my senior for their thoughts. If there is still time before rounds, I’ll place any consults that need to be called.

8:30 - 10:30/11:00 AM:  The attending walks in and it’s now time for team rounds. Everybody has a different style  for rounds, but the most common pattern is table-rounds followed by a briefer walk-rounds to see the patients. While my co-intern is presenting a patient or two, I pop away briefly to attend the Care Coordination Rounds with our case managers, social workers, PT/OT therapists, and nurses to discuss patient needs and discharge planning. Rounds wrap up once we have a plan for all of our patients. Thanks to the computers we take on rounds, I’ve already placed a lot of the new orders. 

10:30/11:00 AM - 12:00 PM:  Back in the team room, we briefly run the team list with the senior to make sure we are all on the same page. I put a together a checklist of the tasks I need to take care of for each patient and prioritize new consults that need to be called. I chip away at my notes before grabbing lunch and heading to noon educational conference.

12:00 - 1:00 PM: One of my co-residents is presenting a case and together we work to build a differential, organize a workup and talk through the case which wraps up with diagnosis specific teaching points. Today I learned some pointers about pneumocystis pneumonia evaluation and management!

1:00 - 4:00/6:00 PM:  This is the part of the day that has the most variability depending on where my team is in the call cycle. Regardless of the day, it’s always a good time to follow up on our consultants’ recommendations, finish notes, check in on and update patients, and call families. If we are on call, I can expect to get a couple new admissions in the afternoon and am kept busy placing admission orders, evaluating my new patients, and formulating plans for additional workup and management. My senior resident is there to help me balance all these tasks and lend a hand where they can. Gradually, that checklist I made in the morning starts growing shorter as I follow-up and take care of things. This can also be a great time to read about topics or discuss patients with the medical students and help out with some teaching points!

4:00/6: 00 PM: Once everything is followed-up on and squared away, I can think about getting ready for sign-out. The medical students have done a great job on the handoffs so there aren’t many changes for me to make, but I add some “If/then” anticipatory guidance for the night team. When the team is not on call, we can sign out at 4:00 pm if all of the work is done. Our patients all have solid plans in place and are stable so we walk over and sign out to the overnight team around 4:20 pm.

If it’s a call day, I am at the hospital a little longer wrapping up the H&Ps and ensuring all the orders are in place. Most of those days, everything is taken care of by 6:30pm or a bit earlier.

6:30 - 11:30 PM: Now it’s time to enjoy dinner, look over some emails, turn on the Brewer’s game (prior to the COVID pandemic), watch a movie, or spend some time with friends. When I think back over the day, I realize what I remember isn’t all of the little tasks that I mentioned above but rather all of the rewarding patient encounters, team bonding and jokes, and educational growth that takes place each day. It’s all of that which has me looking forward to heading in the next day when I shut out the lights.

Senior Resident on Pediatric Wards

Redmon-VictorVictor Redmon, MD

4:45-5:30 am: I am not a morning person, so I usually need several alarms before I get myself up. I wake up and check the baby monitor to see my son sleeping soundly. I shower and usually skip breakfast because I am intermittently fasting. I briefly look over the patient list to see what new patients we got overnight and if there was anything major that happened on my team. Finally, I drive into work feeling ready for the day.  

6:00am-7:30 am: I get sign out from the overnight senior about any new admissions or overnight events. I go see any sick patients immediately, otherwise I stop by the team room to make sure my interns are doing okay. I check with the interns to answer any immediate questions or worries about patients. Then I do a brief chart review and go see all the new patients, sick patients, and patients I expect to discharge. Any patients I don’t see during pre-rounds, I see them during morning rounds.  

7:30-8:30 am: I check in one more time with the interns before heading to Senior Resident Rounds. We meet with all of the senior residents on wards teams along with several attendings, including Dr. Robert (Bob) Kliegman who is the editor of Nelson’s Textbook of Pediatrics. We have a librarian with us as well to help us search the medical literature. We discuss interesting or difficult cases and the clinical reasoning behind what to do next or what was done. I feel like I gain a lot from these discussions and I am usually able to bring something back to my team – it makes me look smarter than I am as well :). 

8:30-11:00 am: If time allows, I run through plans for the day with interns and our sub-intern, decide how to organize rounds, and have the team start putting in orders to get tasks moving for the day.  We conduct family centered rounds where I am expected to lead rounds and keep the team on task. During the COVID-19 pandemic, we converted to virtual family centered rounds – which usually involved an iPad for the family to hold while the intern presented the patient. Meanwhile, the interns and medical students did an excellent job at getting nursing, case management, and prior consults to round together with us to facilitate communication within the medical team and with families. 

11:00 am: I help the team prioritize which post-rounds tasks to accomplish.  Usually this involved calling all consults and putting in orders before noon conference. Given that we admit 24/7 on pediatrics, we may have to start and possibly complete an admission. I will see these patients before going to noon conference. 

12:00 pm: Head to noon conference that could be a faculty topic lecture, journal club, case presentations, professor rounds, or my Subspecialty track conference. Lunch is provided to residents to eat during conference. On Fridays, we have Med-Peds noon conference – which is my favorite because I get to see all my colleagues who are on the medicine side.  

1:00 – 5:00 pm: I continue to assist interns and the sub-intern with getting daily work done. I assign new admits to an intern and guide them as much or little as they need to staff with the on-call attending. This is usually the best time to go through a teaching topic with the interns and medical students, which is led either by our attending or myself. 

5:00 pm: We sign out to the overnight senior resident and intern. We help clean up any last-minute issues before heading home including helping out with admissions if necessary.  

6:00 pm: I get home and usually try to exercise if I can. I have dinner with my wife and son. I then put my son to bed and hangout with my wife, usually by continuing /binging a tv show – sometimes I play video games.  Before bed, I try to either do some board prep or read an article pertaining to one of the patients on my team. I try to get to bed between 10:30-11:00 pm. 

Senior Resident on Medicine Wards (with overnight call)
DiGiandomenico-StefanieStefanie DiGiandomenico, MD

5:30-6:45am: If I’m feeling motivated, I try to fit in a morning workout at my favorite local gym. Otherwise, I hit snooze a couple times before grabbing a quick breakfast and heading out the door! Fortunately, I live down the street from the hospital, so my commute is very quick. 

7:00-8:15am: Time to pre-round! Depending on what day in the admitting cycle we are on, we may have up to 16 patients at Froedtert or 18 patients at the VA. I review overnight events, vitals, and labs before seeing our patients, focusing on the sickest patients first. 

8:15-8:30am: I call this my “coffee break”.  I like to use this time to touch base with the interns and medical students on the team to make sure everyone is on the same page with the plans for our patients. All over a mug of coffee, of course! 

8:30-11am: The attending arrives, and it’s time to round. As the senior, I lead rounds and keep the team on task, but the interns and sub-interns are the ones running the show.  We usually “table round” first, which means we discuss the patients in the team room. Then, we go to the patients’ bedsides, where we talk about updates and answer questions. The attending will usually incorporate teaching sessions during rounds. Two out of every five days is an admitting day. We can get new patients as early as 8am, and we will generally begin working on these new admissions during this time. We also have daily care coordination rounds with services like social work, case management, and physical therapy. This is a great way to streamline patient care and help with the discharge planning process. 

11-noon: Back to the team room to make the to-do list for each patient for the day. I help place orders and contact consultants. Wards is a team effort! 

12-1pm: I grab my meal card and head to one of our many dining options. I personally love the fiesta salad at Patio Café! Then I head to the auditorium for noon conference, where one of our co-residents presents an interesting case followed by a teaching topic. It’s one of my favorite parts of the day! 

1-4pm: This is the time where we follow up on labs, imaging, and consults from the morning and then update patients and family members. We usually have time for teaching, whether that means listening to lecture from our attending, playing a game of jeopardy, going over MKSAP questions, or taking a BuzzFeed quiz (because sometimes you just need to know what Harry Potter house everyone on the team is in!). If it’s an admitting day, we will review and see new patients as a team. Together, we go over assessments, differential diagnoses, and plans. If we are not the on-call team, we can sign out and go home! 

4pm-2am: The overnight team consists of a senior, an intern, and a senior medical student. We can get sign-out from other teams starting at 4. During a call shift, I’ll cross-cover patients on other teams and work on new admissions with my intern. The best part about call, though, is the food! I like getting late-night ice cream at Patio Café or sweet potato fries from Children’s cafeteria. 

2-7am: We stop admitting patients at 2am. I’ll review orders for our admissions and then try to get a few hours of sleep before it’s time to pre-round. 

7-10am: The rest of the team comes in early on post-call days, so we can start rounding at 7. And there are usually bagels involved! After post-call rounds, it’s time to head home, where my bed and black-out shades are calling my name! 

The Hospitals

Medical College of Wisconsin Med-Peds Residents have the benefit of working in a very diverse environment. Residents spend the majority of their inpatient time rotating through one of the four main teaching hospitals: Children's Wisconsin, Froedtert Hospital, the Clement J. Zablocki VA Medical Center, and Wheaton Franciscan's St. Joseph Campus. Each hospital provides a unique experience which enhances the overall educational aspects of each clinical rotation.

Children's Wisconsin
Located on the Milwaukee Regional Medical Center Grounds, Children's Wisconsin is one of the leading centers for pediatric health care in the United States. The hospital provides inpatient care, including transport of critically ill or injured children and intensive care services, and more than 70 specialty outpatient clinics that care for the full range of pediatric health care needs.

  • 298 beds, 72 ICU beds, 69 NICU beds
  • Level 1 trauma center
  • 26,400+ annual admissions. 71,400+ annual ER visits.
  • Named a Level 1 Children’s Surgery Center by the American College of Surgeons

Froedtert Hospital

Froedtert Hospital, the primary adult teaching affiliate for the Medical College of Wisconsin, is a 735-bed academic medical center that delivers advanced medical care. Froedtert Hospital is nationally recognized for exceptional physicians and nurses, research leadership, specialty expertise and state-of-the-art treatments and technology. It serves as an eastern Wisconsin referral center for advanced medical practice care in 37 specialties and is a major training facility with more than 1,000 medical, nursing and health technical students in training.

In partnership with the Medical College, it is also a respected research facility with more than 2,000 research studies, including clinical trials, conducted every year. Froedtert Hospital operates the region’s only adult Level I Trauma Center. Froedtert Hospital is located on the Milwaukee Regional Medical Center campus. Campus partners are the Versiti Blood Center of Wisconsin, Children’s Wisconsin, Curative Care Network, the Medical College of Wisconsin, and the Milwaukee County Behavioral Health Division.

  • In U.S. News & World Report, Froedtert Hospital ranks nationally in three specialties: Nephrology, Pulmonary, and Otolaryngology
  • Froedtert Hospital received the prestigious Magnet designation for nursing excellence by demonstrating superior quality in nursing care. Only 6.7% of 6,000 health care organizations have achieved Magnet designation.
  • Over 300 Froedtert and MCW physicians were selected for the Best Doctors in America list.
  • The Human Rights Campaign Foundation recognized Froedtert Hospital as a "Leader in LGBTQ Healthcare Equality"

Clement J. Zablocki VA Medical Center
The Clement J. Zablocki VA Medical Center is located on 125 acres on the western edge of Milwaukee, 6 miles southeast of the Milwaukee Regional Medical Center Grounds. The Medical Center delivers primary, secondary, and tertiary medical care in 168 care acute operating beds and provides over 500,000 visits annually through an extensive outpatient program.

  • Regional tertiary care center for VA system
  • Staffed exclusively by Medical College of Wisconsin physicians
  • Nursing home care unit of 113 beds offers geriatric programming
  • 356 domiciliary beds for substance abuse rehabilitation, psychiatric rehabilitation and post traumatic stress disorder care
  • Newly remodeled/updated primary care clinics and wards
  • National VA electronic medical record/online order system

Ascension St. Joseph's Campus
Ascension St. Joseph's Campus began when three Franciscan Sisters arrived on a mission to provide nursing care to Milwaukee in 1879. Today, the St. Joseph Campus is an academic, referral, tertiary level care facility providing acute and subacute care for their 197 staffed bed hospital in the heart of Milwaukee.

  • Primary community teaching hospital
  • Over 15,000 ED Visits annually
The Clinics

Training a well-rounded med-peds physician requires in-depth patient exposure in both the inpatient and outpatient settings. Our continuity clinic experience pairs a resident with a clinical preceptor from the first month of training. This primary care experience offers residents an in-depth experience: well child care, adult preventative care, and diagnosis/treatment/long-term management of diagnosis of common and complex medical problems. Our continuity clinic preceptors supplement evidence-based practice with over 200 years of combined post-graduate patient care experience. Each resident spends at least one half day a week in their continuity clinic. Most residents choose to participate in a combined med-peds continuity clinic, but opportunities are available for those residents who choose separate internal medicine and pediatric clinics as well. Program leadership also work with individual residents to offer additional opportunities to spend time in the continuity clinic (2 dedicated month-long Outpatient Med-Peds rotations, two weekly clinics for residents planning careers in primary care, etc.)

The resident-run Continuity Clinic Committee enhances the continuity clinic experience by overseeing the educational curriculum and utilizing resident feedback in real time to make improvements to our outpatient experience. Duties of the Committee include scheduling and facilitating the Friday Med-Peds Primary Care Conference, which includes a weekly rotation of resident-led/preceptor-mentored interactive primary care lectures as well as sponsoring guest experts who come in from outside the program to teach our residents about specific aspects of primary care.

Combined Med-Peds Continuity Clinics

Aurora Advanced Healthcare Edgerton Clinic
The Edgerton Clinic is staffed by the Internal Medicine-Pediatrics physicians, Drs. Dominski, Brueggeman, Girolami, and Hang. This suburban practice represents an excellent opportunity for resident continuity clinic and student teaching. This clinic also houses award winning teachers and boasts some of the highest ratings for quality of education in resident training.

Ascension Clinics
Ascension Germantown, Mayfair and Grafton Clinics provide an array of services and specialties in addition to Med-Peds trained physicians. These Ascension Clinics are staffed by Dr. Dirk Steinert, and our own graduates, Drs. Burrows, Momper, Reinbold, and Weber.

Froedtert & the Medical College of Wisconsin Clinics
Calhoun Health Center
Located west of Milwaukee, the Calhoun Health Center has primary care services as well as specialty care in Radiology & Imaging, Women’s Health and Diagnostic Services. Med-Peds residents staff with Internal Medicine-Pediatric physician and program graduate Dr. Carla Meister.

McKinley Health Center
McKinley Health Center is located in the heart of Downtown Milwaukee. In addition to primary care, the Sports Science Center (a partnership with the Milwaukee Bucks) is housed here. Med-Peds residents staff the program with program graduate Dr. Adam King.

Moorland Reserve Health Center
Moorland Reserve Health Center serves most of the suburbs southwest of Milwaukee and all of Waukesha County. Moorland Reserve Health Center not only houses primary care services, but also a wide-variety of specialty and diagnostic services. Med-Peds residents staff with Internal Medicine-Pediatric Physician and program graduate, Dr. Sobczak.

North Hills Health Center
Located near northwest Milwaukee, North Hills Health Center houses not only primary care, but subspecialty clinics including OB and Endocrinology. Anchored with primary care including Med-Peds and Internal Medicine, NHHC serves a diverse patient population and is staffed by the Internal Medicine-Pediatric Physicians, Drs. Barkimer, and our own graduate Dr. Ana Caban Cardona.

Springdale Health Center
Located west of Milwaukee, Springdale Health Center  Med-Peds, Ob-Gyn, and Internal Medicine physicians. Med-Peds residents staff with Internal Medicine-Pediatric Physicians, Drs. Cada, Obermyer and Fitzgerald.

Tosa Health Center
Built in 1998, Plank is a multidisciplinary academic primary care site approximately 1 mile west of the Medical College of Wisconsin campus. Med-Peds, Family Medicine and Internal Medicine are all represented at this site. Tosa Health Center also houses an Urgent Care clinic, which provides both excellent patient care and a terrific training experience. Preceptors at Tosa Health Center include Internal Medicine-Pediatric Physicians, Drs. Lodes, Malcom, and Gehl (Program Graduates), in addition to Dr. Charlene Vander Zanden, Internal Medicine Physician.

Westbrook Health Center
Westbrook Health Center is located in Waukesha. In addition to Med-Peds providers, Westbrook has rheumatology and sports medicine specialists, along with in-house imaging and laboratory services. Med-Peds residents staff with Internal Medicine-Pediatrics physician and program graduate Dr. Ewing Haas.

Oak Creek Pediatrics
Oak Creek Pediatrics is located south of Milwaukee. Affiliated with Children’s Wisconsin, Oak Creek Pediatrics is one of the main teaching clinics for our Department of Pediatrics’ Residency Program. Med-Peds Residents staff with Pediatric Physician Dr. Katie Fee, a graduate of the MCW Peds Residency Program.

ProHealth Care Medical Associates
Located west of Milwaukee in Waukesha County, ProHealth Care Medical Associates provides comprehensive primary and specialty care for people of all ages in Waukesha County. Med-Peds residents staff with Internal Medicine-Pediatrics physician, Dr. Lenz.

Scholarly Activities

The Internal Medicine-Pediatrics Residency Program at the Medical College of Wisconsin encourages residents to pursue clinical research opportunities. Scholarship provides residents many potential benefits including: exploration of an academic career, development of credentials to bolster their fellowship application, and nurturing intellectual curiosity.

All residents are encouraged and given financial support to present their scholarly projects at a variety of regional and national meetings. In addition, the Medical College of Wisconsin's Clinical and Translational Science Institute (CTSI) supports, through pilot funding, new and promising clinical and translational projects for young investigators.

View the Faculty Collaboration Database to find a faculty member conducting research in your area of interest.

Annual Meeting of the National Meds-Peds Residents' Association

Medical Students, Residents, and Faculty are encouraged to attend the Annual Meeting of the National Med-Peds Residents' Association. The meeting will include poster presentations, case presentations, panels, and a keynote speaker on care of the underserved. If you’re a student, it’s a great time to learn more about Med-Peds as a career choice, not to mention meet up with residents and program directors. If you are a resident it is a great place to meet up with other residents from around the country, make new friends, reconnect with those who you met along the interview trail, and learn some new skills.

Global Health Track

Milwaukee’s population is culturally diverse, and within the confines of Children’s Wisconsin we serve a global community. Given the current U.S. national government’s dedication to improving healthcare in this country, as well as local efforts by the Board of Directors of the Children’s Health System of Wisconsin to have the healthiest children in the nation, it is imperative that we train future physicians to confidently treat all patients, regardless of ethnic background. Sixty percent of the residents who receive training at Children’s remain in Wisconsin to care for children in our community—a community that continues to see a large influx of immigrants, international adoptees, growing healthcare disparities and increasing demand for medical pre and post-travel counseling. To best serve our community, and to equip our pediatric trainees to become competent pediatricians globally, the Department of Pediatrics offers a Global Health Training Track.



“I had the wonderful opportunity to spend February 2020 in Punta Gorda, Belize with Hillside Healthcare International. It was a welcome change of pace from typical rotations that challenged me to think in new ways about patients, available resources, and other social determinants of health. My med-peds training was valuable in treating both adults and children in clinics both on-site and at mobile sites. We primarily managed chronic diseases, but in a new light using our available treatments and limited testing. I worked beside US medical students and attendings, but also with Belizean pharmacists, nurses, and medical assistants. It was also an awesome opportunity for self-reflection and the chance to fully immerse myself in a culture and community with the added bonus of weekend travel adventures and new friendships!” – Krista Tuomela, MD (PGY 4)

“During my 3rd year of residency I had the opportunity to participate in a global health rotation in Nepal. I have always had a passion for global and undeserved care and this seemed like a perfect opportunity to further investigate that passion. My healthcare experience took place at an academic hospital in Patan, near the capital city of Kathmandu. The medical exposure that I received was incredible. Cases ranged from primary tuberculosis arthritis to salmonella meningitis; two things that I certainly have never seen in the US. While the cases were interesting the way that the Nepali physicians cared for their patients was also a great learning experiences. They demonstrated the value of a good physical exam, the importance of a thorough history and the skill of working in a resource limited environment. They were kind to their patients and educated families. While the medicine exposure was certainly valuable the culture exposure was also eye-opening and formative for me. The people of Nepal are incredibly generous, warm and welcoming. They are quick to invite you to lunch and learn about who you are as a person. Despite a large portion of the population living on very little you always sensed cooperation, and a desire to care for one another. Overall my rotation in Nepal provided me with an opportunity to learn about medicine, learn about people and culture and learn about myself. I feel very fortunate that I was able to participate in such an experience and I know that I will be a better physician because of it.” –Andrew C. Rose, MD (2020 Med-Peds Grad)





Other Specialized Tracks
In addition to Global Health, our program offers each resident the option of participating in one of three different tracks: Primary Care, Hospitalist, and Research. Each of these tracks permits residents to use elective rotations to complete requirements that are designed to prepare them for specific careers. Residents who complete the requirements will earn a certificate of completion at the end of their residency training, confirming their participation in an enriched residency curriculum. Each track includes a few required experiences, a required scholarly project, suggested activities for educational and administrative development, and faculty mentorship.

It is our intent that these tracks be completely flexible, permitting each resident to individualize their training in the way that is best for them. Participation in the tracks is optional. Residents may choose to participate completely in a track; they may experience only the elements of the track that are of interest to them; or they may choose to not participate in a track at all. Our program is fully committed to supporting the individual interests and goals of each resident, while making sure that all residents complete the training requirements.
Resident Diversity, Equity and Inclusion Committee
Our residents have the opportunity to be part of our Resident Diversity, Equity and Inclusion Committee. As pediatricians training in a city filled with its own diversity and rich cultural history, we recognize the importance of addressing diversity, health equity, and inclusion within our program.

Learn More

Our Graduates

The Medical College of Wisconsin's Internal Medicine-Pediatrics Residency Program was founded in 1992, with our first class of graduates finishing in 1996. Graduates from our program have gone on to a variety of careers in primary care, fellowship training, hospital medicine, and academic medicine. During the past five years, roughly 1/3 of our residents practice primary care Med Peds, another 1/3 go into hospital medicine and the last 1/3 of our graduates pursue further subspecialty training. The training you receive in our program is well-balanced and will prepare you for endless career options.


Peter Cote, MD, Primary Care, Milwaukee
Sona Cote, MD, Primary Care
Benjamin Lipanot, MD, Med-Peds Chief Resident
Shannon Murray, MD, Pediatric Cardiology Fellowship, Colorado
Andrew Rose, MD, Med-Peds Hospitalist, Minnesota
David Shoemaker, MD, Adult Rheumatology Fellowship, Virginia

Elizabeth Partain, MD, Med Peds Urgent Care, Milwaukee, WI
Brad Johnson, MD, Adult Cardiology Fellowship, Medical College of WI
Besma Jaber, MD, Combined Adult and Pediatric Critical Care Fellowship, Medical College of WI/Children's Wisconsin
Cameron Malone, MD, Hospitalist, Milwaukee, WI
Katie Berlin, DO, Chief Resident for Patient Safety and Quality Improvement, Medical College of WI & Neonatology Fellowship, MCW
Lindsay Hang, MD, Med-Peds Chief Resident & Primary Care, Milwaukee

Keowa Bonilla, MD, Med Peds Hospitalist, Milwaukee, WI
Ashley Brunmeier, MD, Adult Cardiology Fellowship, University of Kentucky
Katrina Byrd, MD, Combined Adult and Pediatric Infectious Disease Fellowship, Brown University, RI
Kaitlyn Joyce, DO, Med Peds Primary Care, Marquette, MI
Kate Luskin, MD, Allergy & Immunology Fellowship, Scripps, CA
Abby Walch, MD, Pediatric Endocrinology Fellowship, UCSF

Laura Adams, MD, Adult Endocrinology Fellowship, University of Louisville, KY
Mike Girolami, MD, Med-Peds Chief Resident and Med-Peds Primary Care, Greenfield, WI
Hema Krishna, MD, Adult Cardiology Fellowship, University of IL-Chicago
Shela Sridhar, MD, Global Health Fellowship, Harvard University, Boston, MA
Stephen Wilkinson, MD, Medicine Chief Resident, University of CA-Riverside Medical School and Cardiovascular Disease Fellowship, Michigan State University

Ebba Hjertstedt, MD, Clinical Assistant Professor, Hospital Medicine, University of Wisconsin-Madison
Jim McCarthy, MD, Med-Peds Hospitalist, Children's Wisconsin and Froedtert Hospital
Maura Steed, MD, Med-Peds Hospitalist, Northwestern, Chicago, IL
Sheila Swartz, MD, Med-Peds Hospitalist, Children's Wisconsin and Froedtert Hospital
Carmen Cobb, MD, Med-Peds Chief Resident and Med-Peds Hospitalist, Children’s Wisconsin and Froedtert Hospital and Co-Director of Peds Global Health

Brittany Bettendorf, MD, Medicine Rheumatology Fellowship, Medical College of Wisconsin, Clinical Assistant Professor, Rheumatology, University of Iowa
Archna Eniasivam, MD, Hospital Medicine Fellowship and Assistant Professor of Hospital Medicine, University of CA-San Francisco
Deepa Patadia, MD, Allergy and Immunology Fellowship, Ohio State, Allergy and Clinical Immunology, Cleveland Clinic
Sharon Rikin, MD, Primary Care Research Fellowship, Columbia University and Assoc Director for Ambulatory Quality Improvement, Dept. of Medicine at Montefiore-Albert Einstein, Bronx, NY
Ryan Tomlinson, MD, Med-Peds Chief Resident and Med-Peds Primary Care, Des Moines, IA
David Vitale, MD, Peds GI Fellowship, University of Cincinnati, OH

Nikiya Asamoah, MD, Adult GI Fellowship, Loyola, and Assistant Professor, Gastroenterology, Loyola University Medical Center
Jillian Ewing, MD, Med-Peds Primary Care, Brookfield, WI
Emily Fisher, MD, Epidemic Intelligence Service, Centers for Disease Control and Med-Peds Primary Care Provider, Baylor Scott & White Circle C Austin Clinic, Austin, TX
Matt Kolinski, DO, Hospital Medicine
Julie LeCleir, MD, Med-Peds Hospitalist, Children's Wisconsin and Froedtert Hospital
Carla Meister, MD, Med-Peds Chief Resident, and Med-Peds Primary Care, Brookfield, WI

Matt Buelow, MD, Peds Cardiology Fellowship, Medical College of Wisconsin, and Assistant Professor Cardiology, Children's Wisconsin
Ana Caban Cardona, MD, Med-Peds Primary Care, Menomonee Falls, WI
Jeffrey Gehl, MD, Med-Peds Primary Care, Wauwatosa, WI
Rachel Johnson, MD, Med-Peds Chief Resident, and Primary Care Med-Peds, Nebraska Medicine Fontenelle Clinic, University of Nebraska Medical Center
Ben Mikeworth, MD, Med-Peds Primary Care, Pontiac, IL

Matthew Ehrhardt, MD, MS
St. Jude Faculty
2014, Pediatric Cancer Survivorship Fellow, St. Judes Children's Research Hospital
2011-2014, Pediatric Hematology/Oncology Fellow, Children's Wisconsin 
2011 MCW Med-Peds Residency Graduate

"At MCW, excellent faculty mentorship and comprehensive training amongst a diverse patient population have prepared me to confidently approach the challenges of academic medicine."

Social Life as a Med-Peds Resident


One of the most important aspects of our program is the camaraderie that exists between the residents. There is no shortage of fun in the Med-Peds Program. We work hard, but we always make time for relaxation and fun. Below is a sample of the social opportunities our Med-Peds Residents get to experience throughout their residency. Also, our residents are invited to the social events and activities of both categorical programs.

Med-Peds Monthly Residency Dinners
3rd Tuesday of every month, the Med-Peds monthly residency dinner is hosted at rotating Med-Peds resident and faculty homes and includes residents' families.

Med-Peds Biennial Residency Retreat
A time for residents, staff and their families to get away for some bonding time. Held off-site, this 2-day retreat gives residents the time to reflect on their residency while bonding with their colleagues.

Med-Peds Annual Brewer’s Tailgate and Game
As part of our orientation for our incoming interns, we meet and get to know one another at our annual Brewer’s Tailgate and game.

Graduation Celebrations
Dinners and more dinners during the month of June. A great time to celebrate the achievement of our graduating seniors.

Internal Medicine-Pediatrics Residents

Yes, Milwaukee!
Milwaukee is a wonderful community that has the advantage of an urban, metropolitan city without the stress or cost. Milwaukee offers a variety of career opportunities, excellent universities, low commute times, diverse neighborhoods, affordable housing and abundant recreational choices. Milwaukee also boasts professional sports teams, museums, outstanding restaurants and performing arts comparable to cities more than twice its size. The Milwaukee Region’s size, accessibility and friendliness are among its greatest attributes. It’s easy to meet people and maintain acquaintances. Not to mention, Milwaukee is less than 80 miles away from Chicago – a good perk if you are looking for a quick weekend getaway.

There is no shortage of recreational activities in Wisconsin. In Milwaukee County alone, there are more than 15,000 acres of parks, the greatest acreage per person in the country. In 2009, the Milwaukee County Parks System was awarded the National Gold Medal for Excellence by the American Academy for Park and Recreation Administration and the National Recreation and Park Association. We have an abundance of biking trails, golf courses and a strong running community.

Whether you are here for a day, a weekend or your residency, you can have a variety of experiences, making it a perfect place to explore. Find your perfect itinerary at Visit Milwaukee!

The Big City of Little Neighborhoods
Milwaukee is not so much a city as a large collection of neighborhoods situated on the shores of Lake Michigan, often referred to as the Big City of Little Neighborhoods. With eleven distinct neighborhoods, Milwaukee has a huge variety of affordable housing options not to mention the beautiful suburbs just to the south, west and north of the Medical Complex. Current and past MCW residents have lived everywhere from revitalized warehouse buildings overlooking Lake Michigan in the Historic Third Ward neighborhood to farmhouses with lots of extra land and everywhere in-between, all within a short commute to the Milwaukee Regional Medical Complex.

As a starting point, please feel free to visit the following sites for a look into what neighborhood or suburb might be right for you:

Visit Milwaukee

Real Estate Search

Resident Spouse/Significant Other Association
Underrepresented in Medicine
Visit our Underrepresented in Medicine page for more information.
Applying to Our Program
  1. A Complete ERAs Application Form
  2. Curriculum Vitae
  3. Personal Statement
  4. Photograph
  5. Dean's Letter
  6. A minimum of 2 Letters of Recommendation
  7. Transcript
  8. USMLE or COMLEX National Board Examination results

If you have been in another residency training program, please include a letter from your previous program director. Applications will be accepted through ERAS.

Benefits, Conditions and Terms of Employment

Frequently Asked Questions

Are residents given appropriate responsibility for patient management?
Yes, residents are given progressive responsibility with close faculty supervision as defined by the ACGME.
Are residents given the opportunity to participate in global health medicine?
Yes. Established in 2007, the Medical College of Wisconsin Department of Pediatrics Global Health Program is an integral part of the Med-Peds Residency Program. Currently, numerous Med-Peds residents are enrolled in the Global Health Track.
Are there any meetings solely for Med-Peds residents?
Yes, one dedicated Med-Peds Noon Conference is offered each week. In addition, there is a monthly dedicated Med-Peds dinner, a yearly Med-Peds graduation, Med-Peds intern welcome activities, a 2nd year Med-Peds luncheon, and a Med-Peds biennial retreat.
Are there enough patients to provide a strong training experience?
Absolutely. One of the benefits of the Medical College of Wisconsin is the depth of rich patient care experiences, including both common and complex disease processes and also wellness and preventative care.
Can I do a visiting student clerkship at MCW?
Yes, visit the Medical School website.
Can residents participate in research?
Yes, this is highly encouraged, but not required to graduate other than completing a Quality Improvement/Scholarly Project per ACGME requirements.
Does MCW have an advisor system?
Yes, there is a formal Resident Advisor Program offered every year.
Does MCW offer combined Med-Peds and international electives?
Does the program pay for any conferences?
Yes, there is a travel fund up to $1500 to attend a conference during residency. Additional funds may be available for residents who are presenting research at meetings.
Do residents follow their own patients when they are hospitalized?
This is ideal, although varies based on rotation and availability. Residents may select an electronic message and/or their continuity clinics may notify the resident of patients that are hospitalized.
Do you have a night float system?
Yes, on some rotations. Some rotations follow a call-based system.
How are new residents oriented to the residency program?
There is a formal orientation process that includes hospital systems orientation, computer systems orientation, PALS and NRP training, policies and procedures review, rotation overviews, library resources, medical track overviews, general competencies and case-based discussions, etc.
How are PGY-1s supported by the Residency Program?
PGY-1 residents are given extensive orientation prior to beginning internship and are encouraged to attend the weekly Med-Peds noon conferences and monthly Med-Peds Dinners, including the PGY 1 welcome activities. In addition to the Med-Peds Program Director, Associate Program Director, and Coordinator, there is a dedicated Med-Peds Chief Resident that is also available 24/7 for questions and support of the PGY-1 residents.
How are residents evaluated?
Residents are evaluated on each rotation via a standardized evaluation form by the faculty based on the ACGME Milestones. Residents are also evaluated by peers, patients/families, support staff, and self-evaluations.
How do residents contribute to the educational experience at the Medical College of Wisconsin?
Residents may be assigned medical students on various rotations. Residents are also given the opportunity to teach medical students at other times including medical interviewing courses, physical exam workshops, bioethics small group discussions and career networking.
How long is the MCW Med-Peds internship?
16 months
How many Med-Peds-trained faculty are there at MCW?
There are over 40 Med-Peds trained physicians affiliated with the Medical College of Wisconsin.
How many months do residents spend at the Hospitals?
Approximately half of the inpatient training occurs at each location, although other sites include the VA Medical Center and a community-based hospital site, St. Joseph's Hospital.
How much emphasis does the program place on primary care and ambulatory care training?
Primary care and ambulatory training are essential to Med-Peds training. In addition to continuity clinics and ambulatory rotations, there is a dedicated Outpatient Med-Peds Continuity Clinic Curriculum and Outpatient Med-Peds rotation months.
How much time do residents spend in the outpatient setting?
In addition to outpatient rotations, resident continuity clinics are offered on average at minimum once weekly to interns and twice weekly to 2nd, 3rd and 4th year Med-Peds residents, pending schedule availability. An exciting update on Internal Medicine rotations is the offering of an “I and O” schedule of alternating ward (“I”) and non-ward months (“O”) with clinics scheduled during the “O” months to increase weekends off every other month and separate ward and clinic responsibilities.
How often do residents switch between departments?
Residents switch between internal medicine and pediatrics every 4 months. This allows for the ability to see seasonal variability in illnesses, but still provides adequate time in each specialty.
How often do residents take in-training examinations?
Both internal medicine and pediatric in-training examinations are offered and paid for by the program yearly.
Is there a board review course?
Yes, for both internal medicine and pediatrics.
What are the advantages of training at MCW?
MCW provides a strong foundation for careers, including primary care, hospitalist or fellowship/subspecialty.
What are the main characteristics the program is seeking in house officer candidates?
We are seeking well balanced house officer candidates with excellent communication and a commitment to provide the highest standard of patient care.
What are the social, cultural, economic and racial make-ups of patients at MCW?
Very diverse, similar to the city of Milwaukee.
What is the diversity of residency programs at MCW?
The Medical College of Wisconsin Affiliated Hospitals (MCWAH) is committed to the recruitment, training and graduation of talented residents from diverse backgrounds. Dr. Katrina Byrd, a Med-Peds 2018 graduate, is the former chairperson for the Under-Represented in Medicine Housestaff Committee. Dr. Ana Caban Cardona, Med-Peds 2013 graduate, was a prior chairperson.Dr. Victor Redmon, PGY 4, will be the Med-Peds Chief Resident in 2021-22. MCW also offers various events through the Office of Diversity and Inclusion.
What is the night call schedule?
On pediatric ward rotations, interns are overnight for a single six-night stretch per month from 5:00 pm until 7:00 am. On medicine ward rotations, interns are overnight in the hospital once every 10th night for a 24-hour shift with additional 4 hours to tie up loose ends on previous patients. Senior medicine residents are overnight every 4th night or every 5th night depending on the ward assigned. In the NICU, senior residents work from 6:00 am overnight until 10:00 am every 4th night.
What is the overall emphasis of the career choices of former residents?
There is a balance of primary care, hospitalists and fellowship applications from former residents.
What is the payer mix at MCW?
There is a mix of private insurance, uninsured and Medicare/Medicaid.
What opportunities for research exist within the residency program?
The Medical College of Wisconsin has a wealth of research opportunities that includes The Clinical and Translational Science Institute (CTSI) of Southeast Wisconsin. The CTSI represents a unique and transformative collaboration among the Medical College of Wisconsin, its campus research partners, and major academic institutions in southeast Wisconsin. The CTSI recently joined the National Consortium with a prestigious NIH grant award. All residents participate in a Quality Improvement project in compliance with the ACGME and additional projects as per their individual career goals.