85. TEACHING RESIDENTS TO ADDRESS CHILD POVERTY: AN INNOVATIVE MULTIMODAL CURRICULUM

Abstract

Background Because children in poverty are more likely to experience adverse health outcomes it is imperative that trainees learn to identify and mitigate poverty's negative effects. Objective To evaluate the effectiveness of a new residency curriculum on child poverty. Design/Methods We designed the Trainee Education in Advocacy and Community Health (TEACH) curriculum with input from trainees, educators, and community members based on objectives of the U.S. Child Poverty Curriculum. Pediatric residents were randomized to participate based on continuity clinic site. The curriculum includes 2 interactive modules, experiential learning at a government benefits application site, a museum exhibit on evictions, and a faculty debriefing. The curriculum was evaluated using a mixed methods approach including a survey assessing attitudes and experiences with child poverty, module pre/post-tests, written reflections, and qualitative analysis with inductive coding of audio-recordings of the debrief sessions to identify themes from the resident experience with the curriculum. Results Sixteen residents completed the curriculum between June and November 2018; 9 PL-1s, 5 PL-2s, and 2 PL-3s. All increased their confidence (p Conclusion The TEACH curriculum increased resident knowledge, confidence, and attitudes about child poverty. The modular format allows for reproducibility in other training programs. A community experience was key to enhancing empathy for families in poverty. Next steps include assessing a comparison group and knowledge application during a clinical encounter.