MedEdPORTAL

Swanberg, MSI Stephanie M.

doi:10.5195/jmla.2016.30

Cited by 3 publications

(4 citation statements)

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“…The Consolidated Framework for Sustainability Model [ 4 ] and Deming’s Theory of Quality Improvement [ 18 ] were used to guide the creation of the interview questions and probes . A modified grounded theory approach was used to create an initial list of themes, which was then built upon as the transcripts were coded.…”

Section: Methodsmentioning

confidence: 99%

“…Published literature describing anti-racism curricula in residency programs and particularly in primary care programs is growing but still lacking in many respects including data on how to ensure the sustainability and quality of such programs [ 4 , 5 ]. Curricula that have been described in the peer-reviewed literature include those describing curricular strategies such as lecture series, longitudinal experiences, increasing resident/student knowledge, improving attitudes, decreasing implicit bias, and increasing diversity of residents and staff [ 6 – 11 ].…”

Section: Introductionmentioning

confidence: 99%

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A qualitative study to explore experiences of anti-racism teaching in medical residency programs across the United States and subsequent creation of the SPOC (Support - Pipeline - Outcomes - Community) Model to guide future curricula design

Gertz,

Smith,

Thomas

et al. 2024

BMC Med Educ

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Background Racism contributes to health disparities and is a serious threat to public health. Teaching physicians about racism, how to address it in medical practice, and developing high quality and sustainable curricula are essential to combating racism. Objective This study aimed to (1) describe the experience of racism and anti-racism teaching in residency programs, and elicit recommendations from key informants, and (2) use these data and formative research to develop recommendations for other residencies creating, implementing, and evaluating anti-racism curricula in their own programs. Methods From May to July 2023, 20 faculty and residents were recruited via convenience sampling for key informant interviews conducted via Microsoft Teams. Interviews were audio recorded, transcribed, and coded. An initial list of themes was developed using theoretical frameworks, and then refined using a grounded-theory approach. A brief online optional anonymous demographic survey was sent to participants in August of 2023. Results Eighty percent (20/25) of participants approached were interviewed. Seventy-five percent (15/20) answered a brief optional demographic survey. Seven themes emerged: (1) Racism in medicine is ubiquitous; (2) Anti-racism teaching in medicine varies widely; (3) Sustainability strategies should be multifaceted and include recruitment, resource allocation, and outcome measures; (4) Resources are widely available and accessible if one knows where to look; (5) Outcomes and metrics of success should include resident- faculty-, patient- community-, and system-focused outcomes; (6) Curricular strategies should be multilayered, longitudinal, and woven into the curriculum; and (7) Self-reflection and discomfort are necessary parts of the process. Conclusions This study is one of the first to qualitatively examine perspectives of key stakeholders invested in anti-racism teaching for residents. The Support - Pipeline - Outcomes - Community (SPOC) Model, that was developed using information collected during this study, can be used in the future as a guide for others working to design and implement sustainable and high quality anti-racism curricula for residents.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A qualitative study to explore experiences of anti-racism teaching in medical residency programs across the United States and subsequent creation of the SPOC (Support - Pipeline - Outcomes - Community) Model to guide future curricula design

Gertz,

Smith,

Thomas

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…Data from the in-depth interviews were analyzed using coding and thematic analysis. The Consolidated Framework for Sustainability Model (Swanberg, 2016) and Deming's Theory of Quality Improvement (Demings theory, nd) were used to guide the creation of the interview questions and probes. A modi ed grounded theory approach was used to create an initial list of themes, which was then built upon as the transcripts were coded.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Published literature describing anti-racism curricula in residency programs and particularly in primary care programs is growing but still lacking in many respects including the sustainability of such programs (Swanberg, 2016;Rainer et al 2020). Curricula that have been described in the peer-reviewed literature include those focused on lecture series, longitudinal experiences, increasing resident/student knowledge, improving attitudes, decreasing implicit bias, and increasing diversity of residents and staff, among other characteristics (Dennis et al, 2019;Eddy & Labuguen, 2002; SCL Health, n.d.; Sherman et al, 2019;Wolff et al, 2007;Zwei er & Gonzalez, 1998).…”

Section: Introductionmentioning

confidence: 99%

Meeting a need for anti-racism curricula in medical residency programs: A pilot study and results for implementation and future research

Gertz,

Smith,

Thomas

et al. 2023

Preprint

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Background: Racism contributes to health disparities and is a serious threat to public health. Teaching physicians about racism, how to address it in medical practice, and developing quality, sustainable curricula are essential. Objective: This study aimed to (1) describe the experience of racism and anti-racism teaching in residency programs, and elicit recommendations, and (2) use data formative research to develop recommendations for residencies when considering the creation, implementation, and evaluation of anti-racism curricula. Methods: From May to July 2023, 20 faculty/residents were recruited via convenience sampling for key informant interviews conducted via Microsoft Teams. Interviews were audio recorded, transcribed, and coded, and themes were developed deductively using implementation science frameworks and inductively via a grounded-theory approach. Results: Eighty percent (20/25) of participants approached were interviewed. Seventy-five percent (15/20) answered a brief optional demographic survey. Seven themes emerged: (1) Racism in medicine is ubiquitous; (2) anti-racism teaching in medicine ranges widely; (3) Sustainability strategies should be multifaceted and include recruitment, resources allocation, and outcome measures; (4) Resources are widely available and accessible; (5) Outcomes and metrics should include resident- faculty-, patient- and system-focused outcomes; (6) Curricular strategies should be multilayered, longitudinal, and woven into the curriculum; and (7) Other considerations including self-reflection and discomfort are necessary . Conclusions: This work is the first to qualitatively examine perspectives of key stakeholders invested in anti-racism curricula for residents. Utilizing models for implementation of anti-racism curricula for residents can guide design, implementation, and evaluation of curricula to facilitate effectiveness and sustainability of such efforts.

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Advancing our field by academically advancing pediatric rehabilitation medicine physicians

Houtrow

Akamagwuna

Holman

et al. 2022

PRM

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Academic promotion is desired by many faculty practicing at academic medical institutions, but the criteria for promotion often appear opaque to many physician faculty. In nearly all cases, evidence of scholarship is required regardless of academic track. Academic advancement can be stymied by unclear expectations, lack of protected time to engage in scholarly projects, insufficient evidence of dissemination, and limited guidance, mentorship and sponsorship. In addition to being important for promotion, scholarship is an essential aspect of academic medicine because it helps inform and advance the science. Pursuing academic excellence is an important goal for pediatric rehabilitation medicine faculty members because it helps advance the care of children with disabilities and the field itself. Pediatric rehabilitation medicine faculty in the clinician educator or clinician leader tracks are encouraged to understand the criteria for advancement, seek out mentorship, scholarize their career ikigai and identify opportunities to demonstrate academic excellence.

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MedEdPORTAL

Abstract: None

Cited by 3 publications

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A qualitative study to explore experiences of anti-racism teaching in medical residency programs across the United States and subsequent creation of the SPOC (Support - Pipeline - Outcomes - Community) Model to guide future curricula design

A qualitative study to explore experiences of anti-racism teaching in medical residency programs across the United States and subsequent creation of the SPOC (Support - Pipeline - Outcomes - Community) Model to guide future curricula design

Meeting a need for anti-racism curricula in medical residency programs: A pilot study and results for implementation and future research

Advancing our field by academically advancing pediatric rehabilitation medicine physicians

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