753 - Building Communication and Advocacy Skills in Immigrant Health: A Pediatric Resident Hot-Topic Curriculum

Publication Number: 3729.753

Florinda Islamovic, The Children's Hospital at Montefiore, Bronx, NY, United States; Hemen Muleta, Albert Einstein College of Medicine, Bronx, NY, United States; Florangel De Leon Rodriguez, The Children's Hospital at Montefiore, Bronx, NY, United States; Rachel Berman, The Children's Hospital at Montefiore, Bronx, NY, United States; Courtney McNamara, The Children's Hospital at Montefiore, Ossining, NY, United States

Background: Immigrant families face distinct healthcare barriers shaped by shifting sociopolitical climates. Pediatric residents often encounter these challenges yet lack structured training in immigrant health communication and advocacy. This curriculum aimed to strengthen residents' skills in engaging and advocating for immigrant families.

Objective: To evaluate the impact of a brief, skills-based immigrant health curriculum on pediatric residents' confidence, knowledge, and advocacy awareness.

Design/Methods: A one-hour interactive session incorporated didactic content, case-based discussions, and skills practice focused on immigrant health communication and advocacy. We also incorporated the impact of media and the use of social media as an advocacy tool. Pre- and post-session surveys assessed nine items using 5-point Likert scales and true/false questions. Demographics were not collected to create a safe space and encourage participation. Paired t-tests compared mean differences for Likert-scale items, and proportions were compared for knowledge-based items.

Results: Twenty-eight residents completed both surveys. Mean scores increased significantly across all seven Likert-scale items (p < 0.001)(Table 1). The largest gains were in awareness of advocacy strategies at the state/federal (mean difference 3.39±0.96) and community (2.10±1.01) levels, and in confidence creating emergency response plans (1.62±0.94) (p < 0.001). Though not significant, knowledge-based accuracy improved by 10.3% for both immigration policy questions (Table 2).

Conclusion(s): A concise, skills-based immigrant health curriculum significantly enhanced pediatric residents' confidence, knowledge, and advocacy awareness. This adaptable framework offers a feasible model for integrating immigrant health education into pediatric training and advancing equitable, family-centered care for immigrant populations.

Table 1: Changes in confidence and awareness pre- and post- curriculum *
*n=28 residents. Likert scales were used: 1- Not at all confident/aware 2-Slightly confident/aware 3-Somewhat confident/aware 4-Moderately confident/aware 5- Extremely confident/aware

Table 2: Changes in Correct Responses to True/False Knowledge-Based Immigration Policy Questions Before and After the Curriculum
*n=28 residents