264 - Assessment of the Pilot Implementation of a Novel Antiracism Curriculum for Pediatricians

Publication Number: 1250.264

HANNIBAL PERSON, University of Washington School of Medicine, SEATTLE, WA, United States; Stephanie Tavarez, University of Hartford, Bergenfield, NJ, United States; Gabrielle Tanksley, Seattle Children's, Middletown, DE, United States; Marshall Brown, Seattle Children's Research Institute, Seattle, WA, United States; Christine M. Stoffels, Seattle Children's, Seattle, WA, United States; Richard Shugerman, University of Washington School of Medicine, Seattle, WA, United States; Jason Deen, University of Washington, Seattle, WA, United States; C. Malik MS. Boykin, Brown University, PROVIDENCE, RI, United States; Roberto E. Montenegro, University of Washington School of Medicine, SEATTLE, WA, United States

Background: Despite interest, there is a dearth of evidence-based antibias curricula for physicians. With permission, Bias Reduction in Medicine (BRIM), a bias-reducing and behavior change-focused curriculum for internal medicine, was modified to BRIM Pediatrics+ (BP+), a pediatric-specific curriculum focusing on antiracism. We describe the iterative development of this curriculum via pilot testing at an academic medical center.

Objective: Modify BRIM via learner and facilitator-informed iterative curriculum development to create BP+ as a novel antibias curriculum for pediatricians.

Design/Methods: BP+ commenced as a four, two-hour, virtual workshop series. Learning objectives included increasing awareness of racism and building antiracism skills and motivation. Large group and race-based caucuses were used to facilitate intergroup dialogue, culminating in the creation of a division antiracism action plan (DAAP). BP+ was launched for clinicians in three clinical divisions. Facilitator feedback was collected through huddles, and learner feedback through experience surveys and focus groups. We descriptively summarize results of course experience and satisfaction as well as modifications to curriculum as informed by feedback.

Results: Of 44 participants, 92% completed at least 80% of BP+. Facilitator feedback included that learners struggled with the density of information and were hesitant to develop a DAAP in the absence of key interest holders (e.g. administrators). Learner feedback was consistently positive, with 85% (n=37) of respondents agreeing that 2 hours was sufficient workshop time and 87% agreeing that the virtual interface was effectively used. 84% reported they would recommend BP+ to a colleague and 98% agreed it was an engaging experience. Importantly, 94% agreed the caucus group discussions were constructive. Qualitative feedback suggested the infeasibility of creating a DAAP. As a result, the curriculum was condensed to 3 workshops, removing the DAAP. Curriculum content was also simplified to focus on core curriculum topics.

Conclusion(s): BP+ was iteratively developed resulting in the elevation of core curriculum features, including antiracism skill-building and race-based caucusing. Facilitator and learner feedback informed the reduction of the content matter and removal of the DAAP to support feasibility and learner comprehension and experience. This process emphasized the importance of streamlining curriculum and learner investment in skill-based education. The modified curriculum will be used to study implementation and efficacy outcomes of BP+ across more divisions.