150 Cultivating Compassionate Care, Advocacy Skills and a Health Equity Lens in Resident Physicians: The Development of a Social Paediatrics Curriculum
Bibliographic record
Abstract
Funded through an Associated Medical Services Phoenix Fellowship, this project is based in the Department of Paediatrics residency-training program. The overall aim is to advance compassionate care through a longitudinal curriculum focused on health equity, vulnerable populations and implicit bias. The objectives for the social paediatrics curriculum include: 1. Develop a richer understanding of the SDOH and application to paediatric practice 2. Develop advocacy skills for individual patients as well as the rights of children in the community and beyond 3. Enhance awareness of community programs 4. Examine one’s own unconscious bias 5. Develop clinical skills related to compassionate care. Social Paediatrics curriculum was researched and developed through the completion of a curriculum mapping exercise. This involved an environmental scan of current faculty teaching and mapping to Royal College requirements. Focus groups and consensus-building activities were held with faculty, residents, community experts, and patients/families. Through this work a pedagogical framework was established inclusive of: (1) academic teaching; (2) community experiences; (3) advocacy project; and (4) simulation learning. Learner assessment through a CBME-based entrustment tool has been developed with a focus on social medicine related skills. Built through faculty consensus building, curriculum mapping, and broad-based community engagement, this curriculum will be the first 3-year longitudinal implementation of Social Paediatrics learning in an Ontario residency-training program. Twenty four (24) residents and twenty nine (29) faculty members were engaged in developing curricular objectives, and over forty (40) community agencies and experts with learned and lived experience across the region have been partners in curriculum development and delivery. This method of curriculum delivery is unique as it is interdisciplinary in nature and longitudinal in scope. Residents learn from patients and families, community members, interdisciplinary professionals and academic experts alike. Additionally, models for resident assessment focus on professional development rather than the current model of remediation. Resident, faculty and community response to the program thus far has been overwhelmingly positive and a foundation has been laid for a sustainable, rigorous and diverse curriculum. New approaches to developing compassionate physicians, focusing on social justice and challenging biases are encouraged by this curriculum. Through community engagement and experiential activities, traditional physician-to-physician models of teaching and learning are enriched. Traditional structures and culture must be addressed in order to see this curriculum model realized. Research into the program’s efficacy and learner assessment models will guide medical education within and beyond this social paediatrics program.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".