237 - Pediatric Emergency Medicine Fellow Advocacy Curriculum Needs Assessment

Poster Number: 237
Publication Number: 237.332

Megan M. Attridge, Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, IL, United States; Kristen M. Kester, Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, IL, United States; Karen Mangold, Ann & Robert H. Lurie Children's Hospital/Feinberg School of Medicine/Northwestern, Chicago, IL, United States; Jennifer A. Hoffmann, Ann & Robert H. Lurie Children's Hospital of Chicago, Northwestern University Feinberg School of Medicine, Chicago, IL, United States

Background: Advocacy is an essential skill for pediatric emergency medicine (PEM) physicians to improve child health at the levels of the individual patient, community, and nation. Advocacy curricula for PEM fellows have not previously been developed or evaluated.

Objective: We aimed to develop a curriculum to teach core advocacy skills to PEM fellows through didactics and longitudinal fellow-driven group projects, and to assess baseline knowledge, skills, and attitudes prior to participation in the advocacy curriculum.

Design/Methods: As a needs assessment, PEM fellows completed an optional, anonymous survey at the beginning of the 2021-2022 academic year, prior to the first advocacy curriculum session. The survey assessed baseline advocacy attitudes, knowledge, skills, and participation in advocacy activities.

Results: We received survey responses from 87.5% of fellows (n=7) (Figure). Attitudes toward advocacy were overall positive. All PEM fellows strongly agreed that “advocating for my patients and their caregivers is integral to my career as a PEM physician.” Self-reported advocacy knowledge and skills varied and did not increase with fellow year. When asked to estimate the number of times PEM fellows participated in advocacy activities in the last year, they reported the most participation in using social media to communicate with the public (57.1% of fellows estimated between 1-10 times) and participating in legislative advocacy at the state or federal level such as written, telephone, or in person communication with legislative officials (42.9% of fellows estimated between 1-3 times). Less than half (42.9%) of PEM fellows could correctly name an Illinois U.S. senator. Few (14.3%) PEM fellows could correctly name an Illinois U.S. representative. No fellows could accurately list their state legislators. Most (85.7%) PEM fellows could name the governor of Illinois, and all could name the mayor of Chicago. In total, PEM fellows listed 7 organizations in Chicago they could recommend to a patient with an economic, legal, political, or social issue.Conclusion(s): Attitudes towards advocacy were positive. Self-reported advocacy knowledge and skills revealed gaps that may be addressed through the advocacy curriculum. We used the needs assessment results to develop learning objectives and establish educational strategies, which included using faculty advocacy mentors to produce group deliverables. After completion of the academic year, PEM fellows will complete a post-curriculum survey; pre- and post-curriculum responses will be compared in aggregate and individually to assess for change over the academic year.
Attridge CV.pdf