125 - Needs Assessment for a Pediatric Residency Diversity, Equity, and Inclusion Curriculum

Poster Number: 125
Publication Number: 125.216

Hayley Goldner, Nemours Children's Hospital, philadelphia, PA, United States; Zoe King, Childrens Hospital of Philadelphia, SLEEPY HOLLOW, NY, United States; Brit M. Foster, NemoursAlfred I. duPont Hospital for Children, Wilmington, DE, United States; Margarita Lorch, Sidney Kimmel Medical College at Thomas Jefferson University, Wilmington, DE, United States

Background: During pediatric residency, trainees are educated on providing comprehensive care to patients and families. While direct clinical care comprises the majority of medical education, competency of social determinants of health is imperative for physicians in training. Few programs have developed a structured and individualized diversity, equity, and inclusivity (DEI) curriculum specifically for pediatric trainees.

Objective: The study objectives were to (1) assess and describe the educational needs of pediatric residents in establishing a curriculum that addresses cognitive bias and systemic racial and discriminatory practices that exist in academic medicine and (2) assess resident familiarity and comfort levels in discussing these topics with patients, families, peers, and faculty.

Design/Methods: Data were collected via anonymous surveys through Microsoft Forms using a 5 point Likert scale. Questions assessed resident comfort level concerning topics of race/ethnicity, faith, gender identity, and sexual orientation. Using free text, participants were asked to report observed discriminatory practices and examples of witnessed bias. Data was reported using descriptive statistics. Open-ended responses were cohorted to identify themes.

Results: Forty two residents completed the survey for a 57% response rate. Thirty one percent felt uncomfortable discussing race related topics with patients and families. Comparatively, 24% were uncomfortable discussing these topics with faculty. More than one third were likely to discuss topics of race/ethnicity with patients and families while a quarter said they were unlikely to do so with faculty. Thirty three percent reported witnessing microaggressions within medical training. Similar results were reported for comfort level and likelihood to discuss faith, gender and sexuality with peers, faculty and patients (Table 1, Table 2). Conclusion(s): Social determinants of health are known to profoundly impact childhood development. The assessment in this study emphasizes the need for formal residency education in race, gender, sexuality, and faith-related topics as well as ways to discuss these topics with patients and families. Physicians must be able to provide culturally competent care. Doing so serves as a fundamental step towards progress in rooting out systemic bias and institutional racism to provide equitable care.
Table 1: Resident comfort level discussing DEI topics with patients, faculty, and peers (n=42)
Table 2: Resident likelihood to discuss DEI topics with patients, faculty, and peers (n=42)