🩺 Certified Pediatric Resident Interview
📧 🎙 With Dr. Rikhi Atusuf
Date : August 12th 2025 @ 11:00 am
INTRODUCTION SECTION
Name, title, department
Dr. Rikhi Atusuf:
I’m in my fourth year of pediatrics training in the United Kingdom.
Current hospital/clinic/organization
Dr. Rikhi Atusuf:
I currently work with the National Health Service (NHS) in Leicester, which is in the East Midlands region.
BACKGROUND
What first drew you to pediatrics, and was there a specific moment or patient that confirmed it was the right path for you?
Dr. Rikhi Atusuf:
Pediatrics was something I had always been interested in, even during medical school in Nigeria. I spent extra time in pediatrics during my training because of frequent strikes that delayed other rotations, and I became deeply invested in it. Working with children brought me so much joy. The way they recover, how quickly their energy returns, and how you can literally see your care making a difference. Even after long shifts, I always woke up excited to go back, which told me I was in the right specialty.
How did your experiences in medical school shape your decision to pursue pediatrics over other specialties?
Dr. Rikhi Atusuf:
In medical school, I realized I was drawn to pediatrics because of the mix of science, compassion, and teamwork it required. The experience of caring for children through illnesses and seeing their resilience stood out to me more than any other specialty. I also found that the pediatric teams I worked with were collaborative and supportive, which made me want to be part of that environment long-term.
What was your path like, including undergrad major, medical school, residency, and any detours?
Dr. Rikhi Atusuf:
I went to medical school in Nigeria after completing high school, where I studied physics, chemistry, and biology. I took national entrance exams such as WASSCE and JAMB and completed a preliminary program before entering university. Medical school in Nigeria typically lasts six years, but due to strikes, mine took nine. I graduated in 2015, completed my one-year internship, and then served a mandatory year of national youth service.
After that, I initially planned to pursue family medicine, but I decided to move to the UK. I took and passed the required English proficiency and PLAB licensing exams, then joined the NHS. I first worked at a private hospital for about ten months before transitioning fully to the NHS, where I was offered roles in several areas including geriatrics and adult medicine, but chose pediatrics. I entered the pediatric training program in 2021, which lasts seven years. I am currently considering subspecializing in pediatric oncology.
TRAINING & LEARNING
What has been the steepest learning curve you’ve faced as a pediatric resident, both clinically and emotionally?
Dr. Rikhi Atusuf:
Every day in pediatrics brings new lessons. Clinically, the steepest curve has been learning to manage emotionally intense situations, especially when children are very sick or outcomes are uncertain. Early in my training, I encountered a teenager with a mass that turned out to be a serious diagnosis. Delivering that news and supporting the family was incredibly challenging. It taught me how important empathy, communication, and composure are in pediatrics.
What’s the most valuable non-clinical skill you’ve developed during residency that you didn’t expect to be so important?
Dr. Rikhi Atusuf:
Resilience and teamwork. Medicine can be exhausting, and pediatrics especially so, because you are caring for both the patient and their family. Learning to rely on colleagues, manage stress, and maintain empathy even when tired has been essential. Good communication and emotional intelligence are just as important as medical knowledge.
PATIENT STORIES & IMPACT
How do you approach caring for children who may not fully understand their illness, and how do you balance that with communicating effectively with parents?
Dr. Rikhi Atusuf:
With children, I think it depends on when they are diagnosed. If your child was diagnosed at 18 months, or at preschool age, the main conversation is with the parents. It is important to let them know what you’re thinking about, and why you are investigating—it could be to make a diagnosis or to rule something out. Communication is key.
In this job, you have to be prepared and balance information. When speaking with colleagues, you can use medical terms, but with parents, you need to break it down into simple language. For older children, they are involved in the conversation, but you cannot assume they fully understand. Communication is continuous. With parents, you check if they understand after every explanation and give them the chance to ask questions.
We provide leaflets for many conditions so families can read them and come back with questions. For long-term conditions like type 1 diabetes, children may not fully grasp what’s happening. You gradually involve them as they grow and transition from primary to secondary school. Community teams and school involvement also help them understand and manage their condition.
Communication doesn’t end at diagnosis. Patients or parents report back on medication side effects or observations, which is part of ongoing care. For children, we use visual aids or tailored approaches depending on the condition, like Down syndrome or visual impairment. Conversation is continuous; you allow children to ask questions and gradually build understanding.
It’s important not to force your opinion on them. You provide the information, let them make informed decisions, and support them in managing their lives.
If you have a child that’s very young and receiving a diagnosis, how do you approach caring for them while communicating with their parents?
Dr. Rikhi Atusuf:
With children, it depends on their age. For toddlers and preschoolers, the main conversation is with parents. Let them know your thinking, so they understand why you're investigating. Communication is continuous. You balance medical terms and simple language to ensure parents understand.
For older kids, they can be involved in conversations, but you can't expect them to fully grasp everything. You constantly check in, asking parents and children if they understand or want you to repeat something. NHS leaflets are helpful for providing information that families can read and come back with questions.
For long-term conditions like type 1 diabetes, children might not understand at first, but over time, they can participate in their care, like calorie counting. Community teams and school programs help children understand their conditions. It’s about giving information continuously and letting them lead the conversation. Children will ask questions as they become curious, and you respond with guidance.
Don’t force opinions on families. Give them information to make informed decisions. Let them form their own understanding and prepare themselves. This approach has been important in my practice in the UK.
Is there a patient or family you’ll never forget, and why did they have such an impact on you?
Dr. Rikhi Atusuf:
Yes, there was a teenage patient I saw early in my oncology rotation. They were referred for what seemed like a small lump above the collarbone. I examined them, ordered imaging, and the results showed widespread disease. That moment stayed with me because it was the first time I had to process how fragile life can be and how quickly things can change. It strengthened my resolve to approach every patient with care, respect, and honesty.
How do you navigate emotionally heavy cases, such as chronic illness or end-of-life care, without becoming numb or overwhelmed?
Dr. Rikhi Atusuf:
It is not easy. Over time, I have learned that compassion does not mean taking on every burden yourself. I lean on my team and take moments to reflect and process my emotions after difficult cases. Remembering that I am part of a bigger support system, and that my job is to help, not to fix everything, helps me stay grounded and avoid burnout.
GROWTH & FUTURE
If you could go back and give advice to yourself on your first day of residency, what would it be?
Dr. Rikhi Atusuf:
I would tell myself to be patient with the process, with patients, and with myself. You do not need to know everything at once. Growth in medicine is gradual, and every challenge is an opportunity to learn.
What’s one thing about pediatrics you wish more people outside of medicine understood?
Dr. Rikhi Atusuf:
That pediatrics is not just about treating small versions of adult diseases. It is a completely different field. Children have their own physiology, psychology, and social dynamics. It takes creativity and adaptability to care for them effectively.
If you could change one thing about the healthcare system, what would it be and why?
Dr. Rikhi Atusuf:
I would improve access and equity in healthcare. Too often, socioeconomic factors determine the quality of care children receive. Every child deserves equal access to timely, compassionate medical attention, regardless of background or geography.
Now that you’re finishing residency and moving into specialties or fellowships, what advice would you give your younger self on the first day of residency?
Dr. Rikhi Atusuf:
I would tell myself to take a step back and relax. You are doing well, but don’t take everything too seriously. Learn to look after yourself, book some personal time, and take care of your well-being. Not everything is work or study—baby steps are enough. It’s okay to enjoy yourself and pace yourself. You will get there, and there’s no need to rush.
If you could change one thing about healthcare, what would it be and why?
Dr. Rikhi Atusuf:
I would make healthcare free and accessible to everyone. This is one of the things I appreciate about the NHS. In some countries, even basic items like gloves must be provided by the patient. Many people cannot afford proper care. Healthcare shouldn’t be about money.
Insurance systems, especially in the U.S., often prevent access for people who cannot pay. Everyone deserves access to essential healthcare. I would create a system where wealthier people contribute more to cover those who are less able to pay. Healthcare should not be restricted based on socioeconomic status.
I have seen people fundraise for critical treatments they cannot afford. That shouldn’t be necessary. Accessibility should be universal, so no one misses treatment due to financial barriers.
Thank you so much for joining us. Any final thoughts?
Dr. Rikhi Atusuf:
I appreciate this opportunity. I hope this conversation is helpful for students and colleagues in making decisions about their careers. Not everyone needs to be a doctor, but everyone should have a future plan and something they are passionate about, whether it’s IT, engineering, art, or anything else.
