title: A new, experiential curriculum in child advocacy for pediatric residents.
abstract: OBJECTIVE
  To design, implement, and evaluate an experiential child advocacy curriculum for pediatric residents.
  
  
  METHODS
  Pilot study including before-after 2-group trial of an educational intervention and a qualitative component.
  
  
  METHODS
  A large, hospital-based, urban resident continuity clinic.
  
  
  METHODS
  General pediatrics residents (N = 29 [PGY: 1-4]).
  
  
  METHODS
  Residents and faculty designed a longitudinal curriculum in child advocacy for the continuity clinic, which included community-based and legislative experiences for individual residents as well as clinic-based group activities. Residents reported their experiences to their clinic group at weekly preclinic conferences. In addition, residents presented posters at their year-end residency retreat and wrote grants to fund community projects based on their original findings.
  
  
  RESULTS
  We used a quantitative assessment of child advocacy knowledge, attitudes, skills, and self-reported practices, which residents completed pre- and postintervention (2 clinics) or, for comparison residents, at the beginning and end of the academic year (3 clinics). In addition, we conducted focus-group discussions with residents in the 2 intervention groups to explore unanticipated responses to the new curriculum.
  
  
  RESULTS
  Residents who received the intervention (n = 13) had a greater increase in advocacy knowledge (2.62 vs 0.19, P =.005), ability to identify community resources (0.62 vs 0.16, P =.03), self-reported advocacy skills (2.0 vs -0.21, P =.002), and perceived value of advocacy training (0.31 vs -0.19, P =.03) compared with residents who did not (n = 16). In focus groups, intervention residents (n = 17) reported being surprised by community groups' and legislators' responsiveness to resident inquiries, and they expressed enhanced confidence in engaging these groups in dialogue about child policy issues.
  
  
  CONCLUSIONS
  A longitudinal continuity clinic-based curriculum in child advocacy had significant positive impact on pediatric residents.
authors.affiliation: Department of Pediatrics, Harvard Medical School, Boston, MA 02115, USA. emily.roth@childrens.harvard.edu
authors.forename: Emily J
authors.initials: EJ
authors.lastname: Roth
authors.forename: Patricia
authors.initials: P
authors.lastname: Barreto
authors.forename: Lon
authors.initials: L
authors.lastname: Sherritt
authors.forename: Judith S
authors.initials: JS
authors.lastname: Palfrey
authors.forename: Wanessa
authors.initials: W
authors.lastname: Risko
authors.forename: John R
authors.initials: JR
authors.lastname: Knight
mesh_terms: D002648:Child; D002651:Child Advocacy / Q000193:education*; D003479:Curriculum; D017144:Focus Groups; D006801:Humans; D007396:Internship and Residency; D010372:Pediatrics / Q000193:education*; D010865:Pilot Projects; D018794:Problem-Based Learning; D016730:Program Development