WIP 25 - A Qualitative Study of Pediatric Residents' Experience during the Building Equity in Graduate Medical Education (BEING) Service-Learning Curriculum

Publication Number: WIP 25.7709

Micah G. Ernst, Children's National Health System, Silver Spring, MD, United States; Theiline T.. Gborkorquellie, Children's National Health System, Washington, DC, United States; Mariam Olujide, Children's National Health System, Rockville, MD, United States; Isabella Greenberg, Childrens National Hospital, Stamford, CT, United States; Heather Walsh, Children's National Health System, Washington, DC, United States; Maranda C.. Ward, The George Washington University School of Medicine and Health Sciences, Washington, DC, United States; Olanrewaju O. Falusi, Children's National Hospital, Washington, DC, United States; Aisha Barber, Childrens National Hospital, Upper Marlboro, MD, United States; Terry Kind, Children's National Health System, Washington, DC, United States

Background: Health advocacy training is a required ACGME competency. However, no uniformity exists regarding the methods for advocacy teaching or assessment, leading to significant challenges for learners and faculty. It is essential that best teaching and assessment practices are developed. Our advocacy curriculum utilizes classroom and service-learning (SL) to improve community engagement and social accountability for the residency program while enhancing community partnerships. Assessment completed to date has shown some learning benefits but not all that were expected.

Objective: To understand residents' experience during the SL Curriculum. We aim to identify the important curricular components from the residents' point of view, the features that facilitated their experience, and those that were barriers. This information will guide continued improvements to the curriculum.

Design/Methods: This basic qualitative study will use a semi-structured format to interview pediatric residents who have completed the SL Curriculum. All 47 who completed the curriculum to date were invited to participate. A SL conceptual framework will guide the interview questions. Two faculty experienced with qualitative research will conduct 60-90 minute 1:1 interviews on Zoom. Interviews will be recorded and professionally transcribed. Trustworthiness will be ensured by having the interviewers complete a reflexivity statement. Additionally, the first few transcripts will be reviewed by a third faculty member for bias, leading, and for appropriate probing techniques. The data will be coded, and codes clustered and grouped into themes. Coding will be completed manually and organized into Dedoose qualitative analysis software. Trustworthiness in data analysis will be ensured using multiple, experienced coders, a rigorous peer code-checking process and anonymous quotes to provide rich, thick description. Several interviews have been transcribed, data analysis is underway, and anticipated to be completed in February 2025. Our IRB deemed the evaluation non-human subjects research in January 2024.