Original Article

Evaluation of the Diversity, Equity, and Inclusion Curriculum of a Pediatrics Residency Program

Authors: Matthew S. Hazle, MD, Monica L. Hoff, MD, Claudia Mosquera Vasquez, MD, Elizabeth M. Bonachea, MD, Stephanie M. Lauden, MD, CTropMed, Jason Benedict, MS, Michael F. Perry, MD

Abstract

Objectives: Diversity, equity, and inclusion (DEI) training is essential to graduate medical education, but it lacks standardization. Although the impact of providers’ biases and cultural competency on patient outcomes is well documented, the value of and satisfaction with DEI curricula in Pediatrics residency training programs is not well studied. This study aimed to complete a cross-sectional evaluation of the current DEI curriculum at a large Pediatrics-focused academic institution and identify areas of perceived deficiency among Pediatrics trainees.

Methods: Residents and residency program directors completed surveys in 2020. Respondents evaluated the DEI curriculum of the program and the competency of residents to complete patient care related to specific DEI-oriented actions. Our analysis used descriptive statistics.

Results: In total, 48 of 137 resident trainees (35%) and 7 of 9 program leaders (78%) completed the survey. Respondents were most dissatisfied with current education related to implicit bias, refugee/immigrant health, and lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other health topics. Respondents reported low resident competency in DEI-focused patient care tasks and did not view residents as competent to address the healthcare needs of patients and families experiencing racism.

Conclusions: Pediatrics residents and program directors consider DEI topics important and express a need for more robust DEI curricula.

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