WIP 27 - Bridging the Equity Education Gap: A Learning and Development Program for Faculty

Publication Number: WIP 27.7381

Jennifer Lee, University of California, San Francisco, School of Medicine, San Francisco, CA, United States; Salma Dali, Stanford University School of Medicine, Palo Alto, CA, United States; Helen Pu, University of California, San Francisco, School of Medicine, San Francisco, CA, United States; Corina L.. Iacopetti, University of California, San Francisco, School of Medicine, San Francisco, CA, United States; Martha Elster, University of California, San Francisco, School of Medicine, San Francisco, CA, United States; Mansi Desai, University of California, San Francisco, School of Medicine, Burlingame, CA, United States; Archna Eniasivam, UCSF Benioff Children's Hospital San Francisco, San Francisco, CA, United States

Background: Recent calls to action have urged GME educators to develop health equity-focused curricula. As medical schools and residency programs respond to these calls to action to address health equity, faculty who are expected to teach trainees about these topics often feel unequipped. Only 33% of faculty in our division felt equipped to facilitate a discussion about what is preventing health equity from being achieved. A recent literature review, “Diversity, Equity, Inclusion, and Justice (DEIJ) in Medical Education: A Faculty Development Perspective”, revealed limited literature on effective methods to design, implement, and evaluate curricula equipping faculty to incorporate health equity into teaching, resulting in a need for faculty development in this area.

Objective: To bridge this gap in education, we aim to create and evaluate a faculty development program to equip medical educators with the skills and confidence to teach trainees about health equity.

Design/Methods: In our current pediatric hospital medicine curriculum, on-service faculty facilitate 40-minute lectures twice weekly to residents and medical students on common medical conditions. We revised this curriculum to integrate challenges to achieving health equity in each condition. To effectively train faculty to teach these revised didactics, we created an asynchronous workplace learning-based program that provides resources such as speaker notes and demonstration videos. During the study period (Jun-Dec 2024), 14 faculty will participate in the training program and subsequently deliver revised lectures to trainees. We conducted a pre-intervention survey of 27 faculty in spring 2024 and a post- intervention survey will be collected in winter 2024 to evaluate the program’s impact on faculty’s knowledge, skills, attitudes, satisfaction, and behaviors regarding teaching trainees about health equity. After each lecture, faculty qualitative feedback is elicited on the utility of our resources. Trainees will complete surveys measuring the effectiveness of the lectures. This project received IRB approval at UCSF.