BackgroundThere is a lack of research in the USA comparing patient satisfaction with pediatricians and other primary care physicians (PCPs). We examined and compared patient satisfaction toward their pediatricians and PCPs and characterized factors associated with higher patient satisfaction in these two groups.MethodsA random coefficient model with random slope and intercept was fit to the data, with patient satisfaction as a function of pediatrician/PCP, covariates, and physician random effects. Effect heterogeneity was assessed by allowing slope to vary as a function of covariates. Mediation analysis using the random coefficient model was conducted to calculate average total effect, average natural direct effect, and average indirect effect of pediatrician/PCP on satisfaction mediated by waiting/visit times.ResultsPediatricians had higher predicted satisfaction ratings than PCPs (total effect = 4.8, 95% CI 3.7–5.9), with population-averaged mean of 82.2 (0.54) vs 77.4 (0.13). The direct effect was 3.9 (2.8–5.0) and the indirect effect was 0.9 (0.9–0.9), suggesting that part but not all of the total effect can be explained by pediatricians having decreased waiting/visit times leading to increased satisfaction. Predictions by subgroup suggested that pediatricians had lower ratings than PCPs for first visit, but higher ratings for all other covariate strata considered. Having longer waiting times and decreased visit times coincided with closer mean ratings between pediatricians and PCPs, other significant effect modifiers included patient sex, provider sex, and region of practice.ConclusionPediatricians scored higher patient satisfaction ratings than the combined group of other PCPs. Pediatricians had shorter wait times to see their patients compared to PCPs. Shorter wait times and longer visit times were associated with higher patient satisfaction ratings.

Cultural competency is the ability to interact effectively with people of different cultures. Development of cultural competency skills among health professions students has been a challenge to integrate into curricula. However, further integration of cultural competency concepts may be needed in the future as some literature has shown that training in this area can lead to benefits in patient outcomes. To date there have been different methodologies used to enhance cultural competency including didactic training, community engagement and experiential models focused on communication. The Substance Abuse and Mental Health Services Administration has also provided a multi-step plan to help in advancing health professionals' skills in the area of cultural competency. In addition, the Accreditation Council for Pharmacy Education has made cultural competency a major standard for pharmacy programs, thus further integration of valuable instructional methods for cultural competency are needed. Other professional organizations have also started to develop tools and resources to help educate individuals in the area of cultural competency. In the future, further integration of cultural competency education will be necessary to comply with accreditation standards and to improve health professionals' skillset, which may in turn result in improved patient outcomes.