P2.094: Resident-Driven Advocacy Curriculum for Pediatric Trainees

Background: Child advocacy is an essential component of pediatric training, ensuring that residents learn skills to address the social drivers of child health in parallel with competency in providing acute care. The Accreditation Council for Graduate Medical Education requires advocacy education in pediatric residency programs; however, pediatric trainees have varied levels of exposure to advocacy training. To address this gap, we implemented a structured curriculum to equip pediatric residents with child health advocacy skills, foster residency engagement in advocacy activities, and connect residents to local advocacy-focused pediatricians through the Washington State American Academy of Pediatrics (WCAAP) chapter.

Project Description: The advocacy curriculum consists of two components: (1) longitudinal advocacy topic sessions, and (2) a skills-based advocacy curriculum. First, we implemented resident-led quarterly sessions focused on relevant advocacy topics that impact child health. We sourced topics from the American Academy of Pediatrics (AAP) policy statements; for example, prior session topics included child disability, food insecurity, and immigrant child health. Each session was accompanied by community partner events that enhanced learning through hands-on participation. Second, we plan to integrate an advocacy skills-building workshop into the general residency curriculum through partnership with WCAAP. This session will begin with an overview of the legislative process, followed by an in-depth exploration of WCAAP legislative priorities. Following this discussion, trainees will implement knowledge in skills-building sessions, covering topics such as crafting effective testimony, communicating with legislators, and engaging with the media through interviews or op-eds. These activities will provide residents with practical tools to navigate policy engagement.

Discussion: Early implementation of the enhanced advocacy curriculum has demonstrated increased resident engagement in advocacy efforts with 52 residents opting to receive a communication newsletter with advocacy opportunities. Additionally, the number of residents who attended the WCAAP annual Advocacy Day meeting with legislators increased from 2 to 19. The residency evidence-based advocacy curriculum is supported through the AAP Community Pediatrics Training Initiative (CPTI) Advocacy Training Grant, and will be informed by CPTI leaders experienced in implementing resident advocacy education. We will present assessment results on resident-reported confidence, sense of purpose, and preparedness for legislative advocacy following participation in the program. Additionally, we will evaluate residents’ advocacy involvement beyond the curriculum, including legislative testimonies and trainee-authored op-eds. Lastly, we will report on feedback on the curriculum’s effectiveness and strategies for sustainable collaboration with WCAAP leaders and other national residency sites.

Conclusion: Given the persistent gap in structured advocacy curricula, this model seeks to provide a replicable and sustainable approach for residency programs aiming to integrate legislative advocacy into pediatric training and strengthen trainee engagement in real-world policy efforts.