90. E-LEARNING AND COMMUNITY PARTNERS: “TEACH”ING RESIDENTS TO ADDRESS CHILD POVERTY

Abstract

Background Children in poverty are more likely to experience adverse health outcomes, but trainees often lack the knowledge or confidence to address the effects of poverty. Methods Our Trainee Education in Advocacy and Community Health (TEACH) curriculum uses objectives modified from the Academic Pediatric Association's US Child Poverty Curriculum to train residents to recognize and address the effects of poverty. Residents were randomized by continuity clinic to participate in the Epidemiology of Child Poverty portion of the curriculum and compared to residents not participating. The curriculum consists of interactive modules, experiential learning (government benefits site and museum exhibit on eviction) and debrief/reflection. We use Reflective Practice Theory as a theoretical framework, in which residents question their own assumptions and make meaning of their experience. Knowledge and attitudes about poverty were compared pre/post (within the intervention group) and between the intervention and control groups. Resident experience with the curriculum was analyzed using inductive coding of audio-recordings of the debriefs. Results From June 2018-June 2019, intervention (n=35) and control (n=10) groups were similar in race, gender, training year, age, and pre-test scores. The intervention group increased in knowledge score from pre- (35.1%) to post-test (69.2%, P Conclusion The TEACH curriculum improved resident knowledge, confidence, and attitudes in addressing child poverty. As child poverty is ubiquitous, the TEACH curriculum can be a resource for other residency programs.