Development of an advocacy curriculum in a pediatric residency program.
BACKGROUND
The Accreditation Council for Graduate Medical Education now requires pediatric residency programs to include advocacy training, but few guidelines for development exist.


OBJECTIVE
To determine faculty and resident attitudes regarding advocacy training, and to develop consensus on the best method to teach and learn advocacy.


METHODS
Pediatric residents (n = 28) and faculty (n = 51) participated in a survey about experience and training in advocacy, identified issues important to address in an advocacy curriculum, and rated a variety of learning methods.


RESULTS
Nearly 90% of residents felt advocacy training was needed, and 82% felt advocacy activities would continue following residency. Faculty and residents agreed that participation in short-term or longitudinal projects was the best way to teach and learn advocacy skills. Respondents identified and ranked 45 issues to address through advocacy efforts and training, and these results were used to develop and implement an advocacy curriculum.


CONCLUSIONS
Residents and faculty were interested in incorporating an advocacy curriculum, and survey results were used to guide curriculum development.
Wright
Clyde J
CJ
Department of Pediatrics, University of Wisconsin Medical School, University of Wisconsin Hospital and Clinics, Madison, Wisconsin, USA.
Moreno
Megan A
MA
Katcher
Murray L
ML
McIntosh
Gwen C
GC
Mundt
Marlon P
MP
Corden
Timothy E
TE
D003479:Curriculum; D003625:Data Collection; D006801:Humans; D007396:Internship and Residency; D010344:Patient Advocacy / Q000193:education*; D010372:Pediatrics; D014922:Wisconsin