O3250: Cultivating Lifelong Advocates: A Med-Peds Resident-Led Advocacy Curriculum

Background: The ACGME requires that advocacy be taught in residency programs; however, curricula are typically sparse, and many resident physicians desire more formalized training. Recognizing this gap, Internal Medicine-Pediatrics (Med-Peds) residents at the University of Colorado (CU) developed a comprehensive longitudinal advocacy curriculum. The initiative was designed by residents aiming to support residents in identifying and understanding key advocacy issues related to improving health and health equity throughout the lifespan and to equip them with essential skills to drive meaningful change.

Project Description: CU Med-Peds residents participate in a yearly advocacy curriculum that is implemented during quarterly half-day and noon conference educational sessions. The curriculum's content and focus are directly shaped by resident input. An annual survey solicits resident preferences for specific advocacy skills they wish to acquire and identifies a key advocacy topic to guide the academic year. Residents chose food insecurity as the focus for the 2024-2025 academic year. Education sessions included: workshops on how to testify and write op-eds, a presentation from a local non-profit focused on food insecurity in which residents learned about opportunities to engage with this organization and the community, and an on-site visit to the community garden the residency sponsors in partnership with community organizations.

Moreover, the advocacy curriculum is supported by bimonthly meetings with the residency’s advocacy committee, allowing residents to apply the knowledge and skills gained from the curriculum to engage in various community engagement and legislative advocacy opportunities. With this year’s theme of food insecurity, residents have engaged in supporting programs within the residency’s community garden and spearheading a program which distributes CSA boxes to families of pediatric patients.

Discussion: Annual survey data demonstrates residents are very satisfied with the advocacy curriculum. Residents expressed that participation with the curriculum increased their likelihood of future advocacy engagement. The most effective and engaging methods of learning are skills-based workshops and sessions that allow for engagement with community partners, physician advocates, and the AAP/ACP. In addition, residents valued the increased support for advocacy engagement through resident driven opportunities provided by the residency’s advocacy committee.

Conclusion: The current structure of the advocacy curriculum, which pairs resident-chosen classroom education with practical application of skills through the advocacy committee, provides flexibility for residents to engage in advocacy at varying levels of intensity throughout each stage of their training. Residents are very satisfied with the opportunities to explore diverse advocacy topics using various methods, especially opportunities that include hands-on skills learning and community engagement. This resident-initiated curriculum is cultivating a lasting commitment to advocacy throughout residents’ professional careers. Future plans involve seeking ongoing input from residents and expanding the curriculum to include visits to the state’s Capitol, observation of legislative hearings, and meetings with state legislators.