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Social pediatrics: weaving horizontal and vertical threads through pediatric residency
Meta van den Heuvel1,2,3, Maria Athina Tina Martimianakis4,5, Rebecca Levy4,5
1Department of Paediatrics, University of Toronto, Toronto, ON, Canada. mathilda.vandenheuvel@sickkids.ca.
Social pediatrics is integrated throughout pediatric residency training, despite lacking explicit objectives. Addressing the hidden curriculum and time constraints is key to effective social pediatric education.
Area of Science:
- Medical Education
- Pediatrics
- Social Determinants of Health
Background:
- Social pediatrics is crucial for understanding patient contexts but lacks defined teaching methods.
- This study aimed to characterize social pediatric education within residency training to identify strengths and gaps.
Purpose of the Study:
- To determine and characterize social pediatric education in pediatric residency training.
- To identify strengths and gaps in current social pediatric curricula.
Main Methods:
- Developed a social pediatrics curriculum map analyzing intended, formal, and informal/hidden curricula.
- Examined learning objectives from the Royal College of Physicians and Surgeons of Canada (RCPSC) and residency program materials.
Main Results:
- 41 social pediatric learning objectives were identified, primarily within Medical Expert and Health Advocate competencies.
- Social pediatrics was integrated across multiple rotations, with Adolescent Medicine, Pediatric Ambulatory Medicine, and Developmental Pediatrics featuring prominently.
- The informal curriculum highlighted resident and teacher perceptions of social pediatrics as integral, but time constraints and perceived value relative to medical expertise were barriers.
Conclusions:
- Social pediatric topics are integrated throughout the residency curriculum, even without explicit thematic objectives.
- The hidden curriculum and systemic barriers, such as time constraints, require attention to enhance social pediatric education.
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