INTRODUCTION: Because role models are crucial to training physicians to care for the underserved, we examined pediatric faculty's knowledge, attitudes, self-efficacy, skills, and precepting behaviors regarding care for this population. METHODS: Faculty knowledge, attitudes, self-efficacy, and skills/precepting behaviors were surveyed. RESULTS: Fifty-five (65%) of 85 faculty responded. The mean (standard deviation) knowledge score was 5.9 (1.3) of 8 possible. More than one-third of faculty did not recognize the eligibility criteria, services, and outcomes associated with common resources serving the underserved. Overall attitudes toward underserved families were positive, mean 3.3 (0.3), as was mean self-efficacy, 3.0 (0.7). Self-efficacy was lowest for accessing community resources for underserved families, 2.4 (0.7). Although most faculty performed the surveyed skills, fewer than 50% reported, precepting of these same skills with students. Precepting was lowest for accessing public and community resources. CONCLUSIONS: Low rates of student precepting as well as specific knowledge and self-efficacy deficits highlight potential targets for faculty development.
INTRODUCTION: Because role models are crucial to training physicians to care for the underserved, we examined pediatric faculty's knowledge, attitudes, self-efficacy, skills, and precepting behaviors regarding care for this population. METHODS: Faculty knowledge, attitudes, self-efficacy, and skills/precepting behaviors were surveyed. RESULTS: Fifty-five (65%) of 85 faculty responded. The mean (standard deviation) knowledge score was 5.9 (1.3) of 8 possible. More than one-third of faculty did not recognize the eligibility criteria, services, and outcomes associated with common resources serving the underserved. Overall attitudes toward underserved families were positive, mean 3.3 (0.3), as was mean self-efficacy, 3.0 (0.7). Self-efficacy was lowest for accessing community resources for underserved families, 2.4 (0.7). Although most faculty performed the surveyed skills, fewer than 50% reported, precepting of these same skills with students. Precepting was lowest for accessing public and community resources. CONCLUSIONS: Low rates of student precepting as well as specific knowledge and self-efficacy deficits highlight potential targets for faculty development.
Authors: Elizabeth D Cox; Rebecca L Koscik; Curtis A Olson; Ann T Behrmann; Gwen C McIntosh; Patricia K Kokotailo Journal: Am J Prev Med Date: 2008-05 Impact factor: 5.043
Authors: Barbara H Bardenheier; Hussain R Yusuf; Jorge Rosenthal; Jeanne M Santoli; Abigail M Shefer; Donna L Rickert; Susan Y Chu Journal: Public Health Rep Date: 2004 Sep-Oct Impact factor: 2.792
Authors: Derek D Satre; Elinore F McCance-Katz; Gina Moreno-John; Katherine A Julian; Patricia S O'Sullivan; Jason M Satterfield Journal: Subst Abus Date: 2012 Impact factor: 3.716