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A Comprehensive Healthcare Disparities Curriculum for Military Family Medicine Residents
Emily T Goodwin1, Maurice J Kavanagh2, Anita Samuel2
1Department of Family Medicine, Uniformed Services University of Health Sciences, Bethesda, MD 20814, United States.
A new healthcare disparities curriculum for Navy family medicine residents improved attitudes and increased reported education, though measuring knowledge gain remains a challenge. This initiative enhances ACGME compliance and resident practice readiness.
Area of Science:
- Medical Education
- Public Health
- Health Equity
Background:
- Healthcare disparities education is an Accreditation Council for Graduate Medical Education (ACGME) requirement.
- Navy family medicine (FM) residency programs faced challenges meeting stringent 2023 ACGME requirements for healthcare disparities education.
- A significant gap existed, with only 1 Navy FM program having a structured curriculum and lower resident-reported education rates compared to national averages.
Purpose of the Study:
- To develop and implement a comprehensive, longitudinal healthcare disparities curriculum for a Navy FM residency program.
- To assess the impact of the curriculum on resident attitudes and medical knowledge regarding healthcare disparities.
- To improve adherence to ACGME requirements for healthcare disparities education within the Navy FM residency.
Main Methods:
- A longitudinal curriculum was designed using Kern's Six-Step method, incorporating resident and faculty input.
- A needs assessment utilized program self-assessment and ACGME survey data.
- Five educational sessions were delivered over an academic year, with pre/post-session and pre/post-curriculum surveys to evaluate changes in attitudes and knowledge.
Main Results:
- Post-curriculum surveys indicated 79% of residents found the sessions meaningful.
- Significant positive changes in resident attitudes were observed after sessions addressing objectives 1, 2, and 3.
- Objective 1 demonstrated significant improvements in medical knowledge, and an 18% increase in reported healthcare disparities education was noted on the ACGME survey.
Conclusions:
- The developed curriculum was positively received by residents and improved adherence to ACGME requirements.
- While immediate attitude shifts were observed, measuring objective knowledge gain and long-term impact presents an ongoing challenge for educators.
- Further research is recommended to explore the long-term influences and practice implications of this healthcare disparities curriculum.
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