92. LEARNING TO LEAD (LEADERSHIP EDUCATION IN ADVANCING DIVERSITY): EMPOWERING TRAINEES THROUGH BUILDING LEADERSHIP AND SCHOLARSHIP CAPACITY IN DIVERSITY AND INCLUSION

Abstract

Background Though the patient population is rapidly becoming more diverse, there has remained a low number of physicians who are under-represented in medicine, particularly in academic medicine leadership positions. Building leadership and scholarship capacity for improving diversity and inclusion should begin early during residency and fellowship training. To address these needs, we developed the LEAD (Leadership Education in Advancing Diversity) Program, a voluntary, 9-month longitudinal program for pediatric residents and fellows to provide leadership training and mentorship in creating scholarly works in diversity and inclusion topics. Objective To evaluate participants’ knowledge, confidence and attitudes on diversity and inclusion topics and satisfaction with the LEAD Program. Methods In 2017-2018, IRB-approved, de-identified pre- and retrospective pre/post surveys assessed learner knowledge, confidence, attitudes, and program satisfaction. Analysis included descriptive statistics and two-tailed t-tests. To measure the impact on learners’ leadership and scholarship, we measured the number of workshop presentations by LEAD scholars at local, regional, and national meetings. Results We had 13 participants (8 residents; 5 fellows) in the LEAD Program. 100% (N=13/13) completed the pre-survey and post-survey. 100% of participants thought the LEAD Program should continue to include residents and fellows and should spread to all GME programs at Stanford. There was a statistically significant improvement in participants’ self-confidence for all learning objectives. In total, participants presented 3 local, 2 regional, and 4 national workshops stemming from the LEAD Program. Conclusions The LEAD Program was successful in fostering leadership and promoting scholarship in diversity and inclusion. Future steps include expansion across further GME departments outside of Pediatrics, following long-term career outcomes of LEAD participants, and developing a concurrent mentor curriculum.