Christine Jacobs1, Adam Seehaver2, Sarah Skiold-Hanlin2. 1. Saint Louis University Department of Family and Community Medicine, St Louis, MO. 2. Department of Family and Community Medicine, Saint Louis University School of Medicine, St Louis, MO.
Abstract
BACKGROUND AND OBJECTIVES: Postgraduate education in cultural competence and community health is a key strategy for eliminating health disparities in underserved populations. Evidence suggests that an experiential, rather than knowledge-based approach equips physicians with practical and effective communication tools that generalize to a greater diversity of patients and cultures. However, there is limited data about the efficacy of a longitudinal, experiential residency curriculum. This study details the results of a longitudinal underserved community curriculum for family medicine residents training in a federally qualified health center. METHODS: All residents in the first 5 years of a new residency participated in a longitudinal curriculum of workshops and seminars focused on social determinants of health and cultural competency for underserved patients. Pre- and postcurriculum surveys assessed knowledge gain. Self-reported Likert scale ratings assessed attitudes and confidence related to underserved care. RESULTS: Pre/post learning evaluations after each seminar documented average knowledge increase of 31.0% and 28.8%, respectively. At the end of the 3-year curriculum, 81.8% of residents reported confidence in their ability to incorporate culturally relevant information into a treatment plan and 57.1% of residents reported feeling very aware of obstacles faced by underserved populations seeking health care and of the relationship between sociocultural background, health, and medicine. CONCLUSIONS: A longitudinal, experiential curriculum in underserved community health and cultural competence can improve resident knowledge and attitudes with respect to health disparities and delivering health care to diverse patient populations.
BACKGROUND AND OBJECTIVES: Postgraduate education in cultural competence and community health is a key strategy for eliminating health disparities in underserved populations. Evidence suggests that an experiential, rather than knowledge-based approach equips physicians with practical and effective communication tools that generalize to a greater diversity of patients and cultures. However, there is limited data about the efficacy of a longitudinal, experiential residency curriculum. This study details the results of a longitudinal underserved community curriculum for family medicine residents training in a federally qualified health center. METHODS: All residents in the first 5 years of a new residency participated in a longitudinal curriculum of workshops and seminars focused on social determinants of health and cultural competency for underserved patients. Pre- and postcurriculum surveys assessed knowledge gain. Self-reported Likert scale ratings assessed attitudes and confidence related to underserved care. RESULTS: Pre/post learning evaluations after each seminar documented average knowledge increase of 31.0% and 28.8%, respectively. At the end of the 3-year curriculum, 81.8% of residents reported confidence in their ability to incorporate culturally relevant information into a treatment plan and 57.1% of residents reported feeling very aware of obstacles faced by underserved populations seeking health care and of the relationship between sociocultural background, health, and medicine. CONCLUSIONS: A longitudinal, experiential curriculum in underserved community health and cultural competence can improve resident knowledge and attitudes with respect to health disparities and delivering health care to diverse patient populations.
Authors: Rachel B Atkinson; Jasmine A Khubchandani; Maria B J Chun; Emma Reidy; Gezzer Ortega; Paul A Bain; Caroline Demko; Jeenn Barreiro-Rosado; Tara S Kent; Douglas S Smink Journal: J Grad Med Educ Date: 2022-02