Care of the underserved: faculty development needs assessment.
BACKGROUND
Because role models are crucial to training physicians to care for the underserved, we examined pediatric faculty's knowledge, attitudes, self-efficacy, skills, and precepting behaviors regarding care for this population.


METHODS
Faculty knowledge, attitudes, self-efficacy, and skills/precepting behaviors were surveyed.


RESULTS
Fifty-five (65%) of 85 faculty responded. The mean (standard deviation) knowledge score was 5.9 (1.3) of 8 possible. More than one-third of faculty did not recognize the eligibility criteria, services, and outcomes associated with common resources serving the underserved. Overall attitudes toward underserved families were positive, mean 3.3 (0.3), as was mean self-efficacy, 3.0 (0.7). Self-efficacy was lowest for accessing community resources for underserved families, 2.4 (0.7). Although most faculty performed the surveyed skills, fewer than 50% reported, precepting of these same skills with students. Precepting was lowest for accessing public and community resources.


CONCLUSIONS
Low rates of student precepting as well as specific knowledge and self-efficacy deficits highlight potential targets for faculty development.
Cox
Elizabeth D
ED
Department of Pediatrics, University of Wisconsin School of Medicine and Public Health, Madison, WI 53792, USA.
Koscik
Rebecca L
RL
Behrmann
Ann T
AT
Olson
Curtis A
CA
McIntosh
Gwen C
GC
Evans
Michael D
MD
Kokotailo
Patricia K
PK
D002983:Clinical Competence; D005180:Faculty, Medical; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D008507:Medically Underserved Area; D020380:Needs Assessment; D010372:Pediatrics / Q000193:education*; D011231:Preceptorship; D020377:Self Efficacy; D011795:Surveys and Questionnaires; D014922:Wisconsin
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