P3.041: Utilization of Badge Identifiers for Breastfeeding & Lactation Support for Medical Trainees

Background: Resident physicians are at a high risk of not meeting their breastfeeding goals due to challenges faced during their residency training. Integrating supportive policies and fostering a positive breastfeeding culture within residency programs remains challenging, but when applied can enhance the breastfeeding journey of trainees. This Quality Improvement study aims to enhance support for breastfeeding and lactating pediatric resident physicians at the University of Arkansas for Medical Sciences (UAMS) and Arkansas Children's Hospital (ACH), addressing a critical gap in workplace accommodations and promoting a more inclusive training environment.

Project Description: This project utilized multiple PDSA (Plan-Do-Study-Act) cycles. Using the AAP Breastfeeding & Lactation Support Policies for Medical Trainees as a guide, pre- and post-surveys were distributed via the ACH Pediatrics Residency listserv to assess residents' baseline knowledge of the intervention and their understanding following each cycle. The surveys were anonymous. The cycles focused on residents' awareness of the ACH Breastfeeding/Lactation policy, the locations of lactation/pumping rooms on campus, and the effectiveness of badge identifiers in promoting recognition of breastfeeding or lactating mothers.

Discussion: Our data collection from pre/post surveys reveals that ACH does not have a Breastfeeding/Lactation policy that applies to pediatric resident physicians. In addition, pediatric resident physicians are not aware of lactation rooms available to them when rotating on the ACH campus. Finally, utilizing badge identifiers (Image 1) serves as a visible, non-verbal signal to others, encouraging respect, support, and recognition of lactating residents.

Conclusion: While this study is still within the third PDSA cycle, some data has already shown significant improvement in the challenges faced with lactation during residency. The implementation of this particular intervention has contributed to a more supportive environment for breastfeeding and lactating resident physicians at UAMS/ACH.
There were few barriers faced during the implementation of the PDSA cycles, although we are still awaiting some data on the impact of residency awareness from this QI project. The interventions from this QI project offer potential long-term sustainability by providing comprehensive education on breastfeeding and lactation policies, as well as ensuring access to lactation rooms and safe breast milk storage for resident physicians. The badge identifiers serve as a low-cost, effective way for others to recognize breastfeeding or lactating residents, fostering a supportive and inclusive environment. This badge system could be expanded to include other staff members, further promoting inclusivity.
The findings from this study could enhance initiatives at other institutions for residency programs, promoting a broader culture of inclusion and support for lactating medical trainees across the nation. Further areas of research include creating a Breastfeeding and Lactation Policy that includes resident physicians and investigating the specific impact of lactation support on resident well-being, work-life balance, and retention in the medical field.