A Rapid-Response Curricular Approach to Teaching Politically Charged Topics

• Published in: Journal of graduate medical education 2024-12, Vol.16 (6), p.723-729
• Main Authors: Henrich, Janet B, Gielissen, Katherine A, McNamara, Cynthia F, Pathy, Shefali, Hirschman, Allister F, Canarie, Joseph X, Dhond, Mukta, Richman, Ilana, Rabin, Tracy L, Vasquez, Luz, Encandela, John
• Format: Article
• Language: English
• Subjects: Brief Report; Curriculum; Education, Medical, Graduate; Female; Humans; Internal Medicine - education; Internship and Residency; Needs Assessment; United States
• ISSN: 1949-8357; 1949-8349; 1949-8357
• DOI: 10.4300/JGME-D-24-00140.1

Residency education in the United States faces challenges from evolving external influence on evidence-based reproductive and gender-affirming health care (R/GAHC). Curricula must incorporate information and resources to assist residents in navigating changes. To illustrate a process for expeditiously adapting curriculum in response to changing laws affecting R/GAHC. A 6-step model was used to tailor an R/GAHC module within an existing curriculum. Steps included identifying the medical education problem; conducting needs assessments with residents and educators; and designing, implementing, and evaluating the curriculum. The module was piloted in 2022 with internal medicine residents in 3 training programs at one institution during 4-hour small-group academic half-days. We evaluated the module's feasibility with time and cost analysis and residents' self-reported readiness to provide R/GAHC through essential tasks and knowledge. We evaluated acceptability by assessing whether residents and educators engaged in and completed the curriculum, and evidence of administrative support. A needs assessment clarified the educational problem as an urgent need to educate residents on the implications of legal changes affecting R/GAHC. Curriculum planning occurred over 2 months and implementation over 3 months. Of 175 eligible residents, 164 (94%) were trained. Evaluation showed that the curriculum was well received by residents, whose post-training self-assessment showed readiness to provide R/GAHC. Faculty time to plan and implement the module was substantial (estimated 207 person hours), yet participation was consistent, and administrative commitment constant. We demonstrated a generalizable approach for expeditiously tailoring curricula to prepare residents to navigate changing laws affecting health care provision.