A Pediatric Resident Advocacy in Complex Care Curriculum

Date of Review: November, 2024

This resource, from the Rush Medical College Transition to Residency curriculum includes a two-part didactic with two associated breakout sessions that ultimately educates learners on implicit bias, human trafficking and trauma-informed care in the healthcare setting. After lectures on the subject matter, the first breakout session is ~20min where learners are in groups of 6-8 people to complete a student worksheet with a progressive clinical vignette with four discussion prompts. The second session lasts ~50min and is an opportunity for learners to discuss as a large group with expert facilitators. Awareness of sensitive topic matter was provided prior to this session, answers to worksheet questions were emailed to learners after their session for a debrief, and participants were reminded of local resources for their own mental health and wellbeing. This source does require those familiar with the subject matter to at least lead the 2nd session of large-group discussion, otherwise didactic material may be shared by someone not necessarily an expert in this field. Conducted virtually in the study of this article, it could easily be applied to an in-person event for learners at all stages of their healthcare career and in all specialties/settings. -Cassandra Smith, DO, NCEAS

Corresponding Author’s Email:

complexcarepedi@gmail.com

Institution:

Imagine Pediatrics

Where was the Curriculum Implemented:

San Antonio, TX

Relevant Clinical Specialty:

Internal Medicine

Pediatrics

Family and Community Medicine

Outcomes that Have Been Reported for the Curriculum:

Measured in learner knowledge

Self-reported learner attitude

Self-reported learner behavior in a real patient setting

Measured learner behavior in real patient setting

Outcome and Study Design:

Pre/Post

Level of Learner Assessment

Demonstration of skill with patients in the clinical or community setting (direct observation, 360 assessment, patient surveys)