P0690 - The Diversity Assessment – A Tool to Facilitate Diversity Literacy in GME

Background: An ideal method for acquiring diversity literacy during graduate medical education (GME) training remains controversial. Common barriers include competing demands for knowledge acquisition and increasingly limited time constraints. Trainee input about preferred learning methods may assist in identifying effective strategies.

Methods: One Institution’s Pediatric Residency Diversity Committee created the Diversity Assessment (DA) after literature review and internal discussion. Anonymized, optional questionnaires were administered to PGY1-4 Pediatrics and Medicine-Pediatrics trainees at an annual Spring Retreat over three consecutive years (2018-2020). DA questions elicited trainee attitudes about addressing diversity literacy in GME and the impact on patient care. It also probed trainees’ preferred learning methods.

Results: Of the 92 trainees, 66 (72%) provided responses. The predominant 2018 self-identified racial/ethnic demographics were white (51%) and Asian (39%). The vast majority were 26-30 years old (86%), heterosexual (81%) and women (78%). Self-identified socioeconomic status was primarily upper middle (46%) and middle (36%) class. Agreement with the statements, “Diversity education is important,” and “Diversity education directly affects patient care and outcomes,” were rated at 4.1 and 4.4 respectively on a five-point Likert scale (LS). The 2018 DA found that trainees were least comfortable addressing barriers faced by patients with disabilities (3.2 out of 5). The 2019 and 2020 DAs had no significant change within this field. The 2018 findings identified noon conferences as a preferred method for diversity education. The 2019 and 2020 data also supported noon conferences, although with each ensuing year more interest was expressed in a specific diversity education elective.

Conclusions: The valuation of diversity literacy remains high among all trainees. In response to DA results, specific diversity-focused content was added to noon conferences. Additional investigations are needed to assess the impact of this intervention and explore incorporating DAs within other Pediatric programs in order to tailor diversity education.