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• W4313232795 abstract "Introduction: To address inequities in pediatric critical care medicine (PCCM), pediatric intensivists must recognize and address the implications of race, ethnicity, culture, and other social determinants on health outcomes. It is unclear how PCCM learn to navigate these issues. We aimed to describe the current state of diversity, equity, and inclusion (DEI) education in PCCM fellowship programs from the program director (PD) perspective. We hypothesized that fellowships infrequently use a formal DEI curriculum, representing a common gap in PCCM training. Methods: We conducted a cross-sectional, national survey of ACGME-accredited PCCM fellowship PDs between June 6-July 6, 2022. Survey questions were designed by a group of experts in health equity and educational research and piloted for clarity. Electronic surveys (via REDCap) were sent through collaboration with the Education in Pediatric Intensive Care investigator network and SCCM PCCM PD committee. Standard descriptive statistics were employed to describe program demographics. Fisher’s exact test was used to compare the responses across different subgroups. Results: Thirty-four of 76 (44%) PDs responded. Only 24% of programs cited having a formal DEI curriculum. Most programs provide some DEI education, largely through divisional and departmental grand rounds, with 56% of programs providing between 1-4 hours of education annually. While 50% of PDs believed a curriculum on health equity to be an educational priority, 38% do not feel confident in providing this curriculum and 71% do not believe their faculty have the necessary skills to provide this education. A majority of PCCM fellowship programs listed divisional support as a barrier (68%). These programs were significantly less likely to have a formal DEI curriculum (p=0.037). Conclusions: This study identified that a majority of PCCM fellowships do not have formal DEI curricula. Lack of divisional support and trained faculty are common barriers to providing this education. Additional leadership support to develop both faculty and fellows who are adept at understanding and addressing DEI is needed." @default.
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• W4313232795 date "2022-12-15" @default.
• W4313232795 modified "2023-09-26" @default.
• W4313232795 title "587: ASSESSING DIVERSITY, EQUITY, AND INCLUSION EDUCATION IN PEDIATRIC CRITICAL CARE FELLOWSHIP TRAINING" @default.
• W4313232795 doi "https://doi.org/10.1097/01.ccm.0000908076.89882.86" @default.
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