From Doctor to Teacher

Dr. Rothstein’s Unique Approach to Residency Education

Rethinking Residency Narratives

Residency is a rite of passage (and a requirement) to becoming a practicing physician. While exciting, the narrative of residency pushed by the media is often negative. Think about shows like Grey’s Anatomy, entertaining from the comfort of a couch, but potentially unnerving if you imagine that being real life. Yet residency is perhaps the most important part of a physician’s training, and that importance can get overshadowed by the stories that focus only on burnout and stress.

Although residents have earned their doctoral degree, there is still everything about their specialty to be learned in practice—and isn’t that the purpose of residency? After all, it is called Graduate Medical Education. So, what does effective education in residency actually look like beyond media portrayals? Through an interview, Rebecca Rothstein, DO, Residency Program Director at Peyton Manning Children’s Hospital (PMCH) at Ascension St. Vincent in Indianapolis, Indiana, shared a compelling example of how intentional, evidence-based teaching can shape physicians as they transition from medical school into independent practice.

Training and Background

Dr. Rothstein graduated as a doctor of osteopathy (DO) from the Rowan School of Osteopathic Medicine in 2014 and completed her internship in pediatrics residency at Children’s Regional Hospital at Cooper University in Camden, New Jersey. After residency, she decided to move to Indiana, turning down excellent opportunities close to home, where she began her career as a Pediatric Hospitalist at Peyton Manning Children’s Hospital. Within just a few years, she was invited to step into the role of Residency Program Director.

Education Meets Practice

Part of what makes Dr. Rothstein stand out is not only her clinical training and warm, approachable personality; it’s also that she holds a Master’s degree in Education through Johns Hopkins University’s Master of Education in Health Professions program. This degree, combined with her medical training, places her in the unique position of being formally educated in how to educate physicians effectively. While all residency program directors teach, few are formally trained in the science of adult learning. This is the difference between instinctive teaching and teaching that is deliberately informed by educational theory and research.

Wellness as Core Curriculum

In practice, this shows up in several ways. One area that Dr. Rothstein emphasized is wellness. She noted that providers simply cannot show up as their best selves for patients, especially children, without caring for their own well-being. She was proud to share that one of the major changes she implemented as Program Director was officially integrating “wellness” into the PMCH residency program. This includes appointment half-days, having a core faculty member dedicated to residents' wellness and professional identity formation, and opt-out debriefing sessions offered for residents who experience a patient death or other emotionally challenging events as a part of their case load.

Dr. Rothstein emphasized that children, the patients cared for in this program, are a special population, so it is important to show up for them each day as a role model for wellness and to ensure proper care. For her, this isn’t just a curricular component—it’s a way of ensuring that residents caring for a special patient population feel supported, safe, and seen. 

A Culture Where Residents Are Seen

Another theme that stood out in discussion with Dr. Rothstein was her description of the PMCH residency program as a place where “you can’t hide.” She didn’t mean this in a punitive or intimidating way. Rather, she described a culture where residents are truly known and seen by their program’s leadership.

To learn best, people need to feel safe to make mistakes and grow, and it is clear that this philosophy is intentionally cultivated, not only through Dr. Rothstein’s warm and inviting personality but also through her educational training.

It was evident in just the hour-and-a-half interview with Dr. Rothstein that the goals she sets for a safe learning environment aren’t just “talk”—she raved about truly knowing each resident and even discussed more personal ways she gets to know them. From the perspective of someone still in medical school, it was striking to see the educational science behind the “safe learning environment” we all feel at our best. Hearing her describe how that translates into residency eased fears and showed that residency shouldn’t feel like an unsafe learning environment.

Advice for Medical Students

The narrative above is only a highlight of the thoughtful work happening in the residency program Dr. Rothstein helps lead. She spoke with genuine pride, but also with a clear commitment to constant improvement and community engagement. She ended the interview by offering advice to medical students approaching residency: keep an open mind during rotations, even if you think you know you want pediatrics, because other areas of medicine shape the quality of care you ultimately provide in your specialty. She also encouraged students to get involved in activities that genuinely excite them, not just those that fill a CV. That authenticity comes through in interviews and plays a meaningful role in long-term professional development (and wellness).

Key Takeaways

Dr. Rothstein, and the work she is doing as a program director, illustrates that residency may not need to feel as intimidating as the media often suggests. Her commitment to evidence-based education, resident wellness, and creating a safe learning environment shows that the transition from medical school to residency can be both rigorous and supportive. Residency might feel intimidating or dramatic as seen on TV, but as Dr. Rothstein shows, the real experience is much less like Grey’s Anatomy than you might think.

About the Author

Anna Hazelrigg is a second-year osteopathic medical student at Marian University Wood College of Osteopathic Medicine. She is from Noblesville, Indiana, and is a Butler University alum with an interest in pediatric medicine. In her free time, she enjoys staying active through running, swimming, hiking, and attending concerts.

About Franc Notes

Discover the voices of Marian University's health professions students through "Franc Notes", a vibrant, student-led blog that embodies our Franciscan commitment to community, reflection, and compassionate service. Inspired by the rhythm of "SOAP notes," it features weekly insights—from "DO Diaries" interviews with physicians to summer reflections and program spotlights—fostering collaboration across disciplines."