PC2072: “Teach”ing: Evaluation of Year 1 & 2 of a Multimodal Child Poverty Curriculum

Background: Understanding and addressing child poverty is critical for equitable care. Several curricula on poverty exist, but few combine evidence-based didactics with experiential learning and a robust evaluation. The goal of the Trainee Education in Advocacy and Community Health (TEACH) curriculum is to train pediatric residents to recognize and address the effects of child poverty, with learning objectives modified from the US Child Poverty Curriculum (Chamberlain, 2016). This study aims to evaluate the effect of Years 1 & 2 of the three-year TEACH curriculum on resident knowledge, attitudes, and confidence.

Methods: The first 2 years of the TEACH curriculum included interactive modules with case simulations, pre/post knowledge questions, and reflection questions. Year 1 (Epidemiology of Child Poverty) also involved completing a government benefits application, an online housing insecurity activity, and a debrief with study staff. Year 2 (Population Health & Social Determinants of Health and Biomedical Influences of Child Poverty) involved partnership with community-based organizations for in-person (pre-pandemic)/virtual home visits. Reflection questions prompted residents to consider their assumptions and biases regarding poverty. Residents’ verbal and written reflections were reviewed for themes.

Results: Residents demonstrated improved knowledge comparing pre- and post-test responses in each set of modules. Post-participation, Year 1 and Year 2 residents reported they felt more prepared to address social needs (p < 0.001) and more effective in assisting families (p < 0.001). Other attitudes showed statistical interval change in Year 1 but not Year 2. Qualitative themes from resident reflections showed an increased importance of continuous reflection on their biases and a recognition of their role in identifying social determinants of health during clinic visits.

Conclusion: Residents increased in their knowledge, preparedness, and perceived effectiveness after participation in the TEACH curriculum. The simulations, home visit activities, and reflections were key elements of the learning experience. Next steps include assessment of Year 3 and evaluation of skills during a clinic visit.

Citation: Chamberlain LJ, Hanson ER, Klass P, et al. Childhood poverty and its effect on health and well-being: enhancing training for learners across the medical education continuum. Acad Pediatr. 2016;16(3 Suppl):S155-S162.