Development of an Advocacy Curriculum in a Pediatric Residency Program

Wright, Clyde J.; Moreno, Megan A.; Katcher, M. L.; McIntosh, Gwen C.; Mundt, Marlon; Corden, Timothy E.

doi:10.1207/s15328015tlm1702_8

Cited by 10 publications

(9 citation statements)

References 7 publications

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“…The remainder of the identified articles included commentaries, editorials in support of health advocacy training, surveys and focus groups of residents and staff, and innovation reports describing how institutions established health advocacy programmes . We identified one health advocacy project planning tool used by residency programmes, developed by the American Academy of Pediatrics Community Pediatrics Training Initiative to help trainees develop a community‐based advocacy proposal …”

Section: Resultsmentioning

confidence: 99%

The state of health advocacy training in postgraduate medical education: a scoping review

et al. 2019

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Context Health advocacy is an essential component of postgraduate medical education, and is part of many physician competency frameworks such as the Canadian Medical Education Directives for Specialists (CanMEDS) roles. There is little consensus about how advocacy should be taught and assessed in the postgraduate context. There are no consolidated guides to assist in the design and implementation of postgraduate health advocacy curricula. Objectives This scoping review aims to identify and analyse existing literature pertaining to health advocacy education and assessment in postgraduate medicine. We specifically sought to summarise themes from the literature that may be useful to medical educators to inform further health advocacy curriculum interventions. Methods MEDLINE, Embase and ERIC were searched using MeSH (medical student headings) and non‐MeSH search terms. Additional articles were found using forward snowballing. The grey literature search included Google and relevant stakeholder websites, regulatory bodies, physician associations, government agencies and academic institutions. We followed a stepwise scoping review methodology, followed by thematic analysis using an inductive approach. Results Of the 123 documents reviewed in full, five major themes emerged: (i) conceptions of health advocacy have evolved towards advocating with rather than for patients, communities and populations; (ii) longitudinal curricula were less common but appeared the most promising, often linked to scholarly or policy objectives; (iii) hands‐on, immersive opportunities build competence and confidence; (iv) community‐identified needs and partnerships are increasingly considered in designing curriculum, and (v) resident‐led and motivated programmes appear to engage residents and allow for achievement of stated outcomes. There remain significant challenges to assessment of health advocacy competencies, and assessment tools for macro‐level health advocacy were notably absent. Conclusions There is considerable heterogeneity in the way health advocacy is taught, assessed and incorporated into postgraduate curricula across programmes and disciplines. We consolidated recommendations from the literature to inform further health advocacy curriculum design, implementation and assessment.

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Section: Resultsmentioning

confidence: 99%

The state of health advocacy training in postgraduate medical education: a scoping review

et al. 2019

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“…18,19 However, although some curricular programs are beginning to be tested, standard curricula do not yet exist to guide these requirements, and there is insufficient attention to advocacy in continuing medical education. 20,21 Additional barriers include clinical service delivery often being the sole determinant of payment, the time required to be involved in advocacy outside the clinic, and limitations in most clinicians' knowledge of how to connect to their communities in public health advocacy. 4,10,22,23 In response to this opportunity, the National Initiative for Children's Healthcare Quality, in partnership with the American Academy of Pediatrics (AAP), the California Medical Association Foundation, and the Robert Wood Johnson Foundation Center to Prevent Childhood Obesity-the "National Partners"-created the Be Our Voice project with support from the Robert Wood Johnson Foundation.…”

Section: ---8mentioning

confidence: 99%

Educating Health Care Professionals in Advocacy for Childhood Obesity Prevention in Their Communities: Integrating Public Health and Primary Care in the Be Our Voice Project

et al. 2012

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Objectives. We assessed the perceived need for and the effectiveness of the Be Our Voice advocacy training. In this training, health care professionals learned public health strategies to advocate for environmental systems changes to prevent childhood obesity in their communities. Methods. We assessed 13 trainings across 8 pilot sites. We conducted 2 rounds of surveys with participants—pre-training (n = 287, 84% response rate) and immediately post-training (n = 254, 75% response rate)—and semi-structured interviews with participants after training (n = 25). Results. We uncovered essential and promising elements of the training. Primary care providers found the Be Our Voice training effective at building their comfort with and motivation for engaging in public health advocacy; they reported achieving learning objectives, and they had positive responses to the training overall and to specific sessions. They articulated the need for the training and plans for advocacy in their communities. Conclusions. The Be Our Voice training provides an opportunity to integrate primary care providers into public health, community-based advocacy. It may be a model for future educational offerings for health care professionals in graduate and postgraduate training and in practice.

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“…Leading in this respect are Accreditation Council for Graduate Medical Education (ACGME) in USA for pediatrics. [23] Family practice, orthopedic surgery, ophthalmology and cardiology are other branches, which have developed good programs for organized professional advocacy. Unfortunately such training is still not incorporated at the residency level.…”

Section: To Whom? Who Are Targets Of Advocacy?mentioning

confidence: 99%

Advocacy in neurology

Pauranik

2008

Ann Indian Acad Neurol

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Development of an Advocacy Curriculum in a Pediatric Residency Program

Abstract: Residents and faculty were interested in incorporating an advocacy curriculum, and survey results were used to guide curriculum development.

Cited by 10 publications

References 7 publications

The state of health advocacy training in postgraduate medical education: a scoping review

The state of health advocacy training in postgraduate medical education: a scoping review

Educating Health Care Professionals in Advocacy for Childhood Obesity Prevention in Their Communities: Integrating Public Health and Primary Care in the Be Our Voice Project

Advocacy in neurology

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