Health Care Disparities Knowledge, Attitudes, and Behaviors in Resident Physicians

Hammarlund, Rebecca; Hamer, Diana; Crapanzano, Kathleen; Bernard, Rachel; Nzodom, Carine; James, Courtney; Johnson, Angie; Kirby, Diane; Hetzler, Laura; Woodward, Chris; Su, Fuhong; Rabalais, Lauren; Calongne, Laurinda

doi:10.17294/2330-0698.1450

Cited by 5 publications

(5 citation statements)

References 10 publications

(11 reference statements)

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“…The relative stagnation in scores among internal medicine residents may be due to lack of consolidation in the setting of increased cognitive load and competing demands of residency ( 15 ). A previous study on medical residents' knowledge and attitudes regarding health disparities showed that residents' knowledge increased after didactic teaching, however, mostly interest in the subject predicted engagement with the course content ( 16 ).…”

Section: Discussionmentioning

confidence: 98%

Piloting web-based structural competency modules among internal medicine residents and graduate students in public health

Tiako

Rahman

Sabin

et al. 2022

Front. Public Health

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IntroductionFewer than half of internal medicine program directors report any health disparities curriculum. We piloted a web-based healthcare disparities module among internal medicine (IM) residents to test effectiveness and feasibility, compared to a convenient sample of graduate students enrolled in a public health equity course.MethodsIM residents participated in an in-person session (module 1: introduction to racial and ethnic health disparities), but first, they completed a pre-module knowledge quiz. Two weeks later, they completed module 2: “unconscious associations” and a post-module knowledge quiz. For the control arm Yale School of Public Health (YSPH) students enrolled in a course on health disparities completed the pre-module knowledge quiz, module 1, and 2 as required by their course instructor.ResultsForty-nine IM residents and 22 YSPH students completed the pre-module quiz and Module 1. The mean (SD) score out of 25 possible points for the IM residents on the pre-module quiz was 16.1/25 (2.8), and 16.6/25 (3.2) for YSPH students, with no statistically significant difference. Nineteen residents (38.8%) completed the post-module quiz with a mean score of 16.7/25 (2.2), Hedge's g =0.23, compared to 18 (81.8%) YSPH students, whose mean (SD) score was 19.5/25 (2.1), Hedge's g=1.05. YSPH students' post-module quiz average was statistically significantly higher than their pre-module test score, as well as the residents' post-module test (P < 0.001). In examining participants' responses to specific questions, we found that 51% (n = 25) of residents wrongly defined discrimination with an emphasis on attitudes and intent as opposed to actions and impact, compared to 22.7% (n = 5) YSPH students before the module, vs. 63.2% (n = 12) and 88.9% (n = 16) respectively after.ConclusionAfter completing a healthcare disparities course, graduate students in public health saw greater gains in knowledge compared to IM residents. Residents' responses showed knowledge gaps such as understanding discrimination, and highlight growth opportunity in terms of health equity education. Furthermore, embedding health equity education in required curricular activities may be a more effective approach.

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Section: Discussionmentioning

confidence: 98%

Piloting web-based structural competency modules among internal medicine residents and graduate students in public health

Tiako

Rahman

Sabin

et al. 2022

Front. Public Health

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“…22 They found that residents' patient interactions changed after relatively brief educational interventions. As a result, residents wanted more information about how to access community resources to help their patients combat health disparities.…”

Section: Addressing Inequities In Many Formsmentioning

confidence: 99%

The Path to Health Equity Through Multidisciplinary Collaboration

Haq¹

2017

Journal of Patient-Centered Research and Reviews

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“…Despite this recent trend in focusing on health disparities and educational efforts to assist physicians in recognizing and handling them, studies still show a deficiency in resident knowledge of site-specific disparities relevant toward their patient population. [8][9][10][11] More recent discussions about these persistent inequities have prompted health professionals to improve educational tools to begin understanding, alleviating, and changing the disparate health outcomes of their patients. 12,13 Specifically, the Accreditation Council for Graduate Medical Education (ACGME) instilled expectations, rather than requirements, for resident education objectives via the Clinical Learning Environment Review (CLER) Pathways to Excellence: Expectations for an Optimal Clinical Learning Environment (Executive Summary) to reflect the demand for culturally competent physicians trained to better empathize, address, and uplift patient care.…”

mentioning

confidence: 99%

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confidence: 99%

Prevalence of and Barriers to Health Disparities Education Among Otolaryngology Residency Curricula

Snee,

Hakimi,

Malekzadeh

2024

OTO Open

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ObjectiveTo assess the prevalence of health disparities curricula in otolaryngology residency programs and identify implementation barriers.Study DesignCross‐sectional survey.SettingNational otolaryngology residency programs.MethodsA survey based on published literature discussing the incorporation of health disparities curricula, educational design, quality, barriers to implementation, and patient demographics was sent to US otolaryngology residency program directors (PDs). Otolaryngology programs excluded from consideration included those of osteopathic recognition, programs outside of the United States, and military programs. In excluding osteopathic, international, and military‐based residency programs from our survey, we aimed to maintain sample homogeneity and focus our analysis on allopathic programs due to potential variations in demographic compositions and practice settings. This decision was made to ensure a more targeted examination of health disparities within a specific context, aligning with our research objectives and resource constraints. Anonymous survey results were collected and analyzed to determine the prevalence of health disparities curricula as well as their effectiveness and standardization across residency programs.ResultsA total of 24 PDs (response rate, 23%) responded to the survey. Half of the PDs reported having a health disparities curriculum, among whom only 25% felt the quality of their curriculum was very good or excellent. All institutions with an explicit health disparities educational program reported having developed their own curriculum, 75% of which changed annually. However, 92% of these programs reported not measuring outcomes to assess their curriculum's utility. The most reported barriers to curriculum development for all programs included insufficient time (63%), limited teaching ability specific to health disparities education (54%), and faculty disinterest in teaching (33%).ConclusionVery few of the surveyed otolaryngology residency programs have implemented a health disparities curriculum. A comprehensive and standardized health disparities curriculum would be beneficial to ensure that residents can confidently develop competency in health disparities, aligning with the Clinical Learning Environment Review mandate and Accreditation Council for Graduate Medical Education expectations.

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Health Care Disparities Knowledge, Attitudes, and Behaviors in Resident Physicians

Cited by 5 publications

References 10 publications

Piloting web-based structural competency modules among internal medicine residents and graduate students in public health

Piloting web-based structural competency modules among internal medicine residents and graduate students in public health

The Path to Health Equity Through Multidisciplinary Collaboration

Prevalence of and Barriers to Health Disparities Education Among Otolaryngology Residency Curricula

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