Childhood Poverty and Its Effect on Health and Well-being: Enhancing Training for Learners Across the Medical Education Continuum

Lisa J. Chamberlain, Elizabeth R. Hanson, Perri Klass, Adam Schickedanz, Ambica Nakhasi, Michelle M. Barnes, Susan Berger, Rhea W. Boyd, Benard P. Dreyer, Dodi Meyer, Dipesh Navsaria, Sheela Rao, Melissa Klein

    Research output: Contribution to journalArticle

    Abstract

    Objective Childhood poverty is unacceptably common in the US and threatens the health, development, and lifelong well-being of millions of children. Health care providers should be prepared through medical curricula to directly address the health harms of poverty. In this article, authors from The Child Poverty Education Subcommittee (CPES) of the Academic Pediatric Association Task Force on Child Poverty describe the development of the first such child poverty curriculum for teachers and learners across the medical education continuum. Methods Educators, physicians, trainees, and public health professionals from 25 institutions across the United States and Canada were convened over a 2-year period and addressed 3 goals: 1) define the core competencies of child poverty education, 2) delineate the scope and aims of a child poverty curriculum, and 3) create a child poverty curriculum ready to implement in undergraduate and graduate medical education settings. Results The CPES identified 4 core domains for the curriculum including the epidemiology of child poverty, poverty-related social determinants of health, pathophysiology of the health effects of poverty, and leadership and action to reduce and prevent poverty's health effects. Workgroups, focused on each domain, developed learning goals and objectives, built interactive learning modules to meet them, and created evaluation and faculty development materials to supplement the core curriculum. An editorial team with representatives from each workgroup coordinated activities and are preparing the final curriculum for national implementation. Conclusions This comprehensive, standardized child poverty curriculum developed by an international group of educators in pediatrics and experts in the health effects of poverty should prepare medical trainees to address child poverty and improve the health of poor children.

    Original languageEnglish (US)
    Pages (from-to)S155-S162
    JournalAcademic Pediatrics
    Volume16
    Issue number3
    DOIs
    StatePublished - Apr 1 2016

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    Poverty
    Medical Education
    Health
    Curriculum
    Education
    Undergraduate Medical Education
    Social Determinants of Health
    Pediatrics
    Graduate Medical Education
    Advisory Committees
    Health Personnel
    Canada

    Keywords

    • child poverty
    • entrustable professional activities
    • medical education
    • Pediatric Milestones Project
    • Pediatric Residency Review Committee
    • social determinants of health

    ASJC Scopus subject areas

    • Pediatrics, Perinatology, and Child Health

    Cite this

    Chamberlain, L. J., Hanson, E. R., Klass, P., Schickedanz, A., Nakhasi, A., Barnes, M. M., ... Klein, M. (2016). Childhood Poverty and Its Effect on Health and Well-being: Enhancing Training for Learners Across the Medical Education Continuum. Academic Pediatrics, 16(3), S155-S162. https://doi.org/10.1016/j.acap.2015.12.012

    Childhood Poverty and Its Effect on Health and Well-being : Enhancing Training for Learners Across the Medical Education Continuum. / Chamberlain, Lisa J.; Hanson, Elizabeth R.; Klass, Perri; Schickedanz, Adam; Nakhasi, Ambica; Barnes, Michelle M.; Berger, Susan; Boyd, Rhea W.; Dreyer, Benard P.; Meyer, Dodi; Navsaria, Dipesh; Rao, Sheela; Klein, Melissa.

    In: Academic Pediatrics, Vol. 16, No. 3, 01.04.2016, p. S155-S162.

    Research output: Contribution to journalArticle

    Chamberlain, LJ, Hanson, ER, Klass, P, Schickedanz, A, Nakhasi, A, Barnes, MM, Berger, S, Boyd, RW, Dreyer, BP, Meyer, D, Navsaria, D, Rao, S & Klein, M 2016, 'Childhood Poverty and Its Effect on Health and Well-being: Enhancing Training for Learners Across the Medical Education Continuum', Academic Pediatrics, vol. 16, no. 3, pp. S155-S162. https://doi.org/10.1016/j.acap.2015.12.012
    Chamberlain, Lisa J. ; Hanson, Elizabeth R. ; Klass, Perri ; Schickedanz, Adam ; Nakhasi, Ambica ; Barnes, Michelle M. ; Berger, Susan ; Boyd, Rhea W. ; Dreyer, Benard P. ; Meyer, Dodi ; Navsaria, Dipesh ; Rao, Sheela ; Klein, Melissa. / Childhood Poverty and Its Effect on Health and Well-being : Enhancing Training for Learners Across the Medical Education Continuum. In: Academic Pediatrics. 2016 ; Vol. 16, No. 3. pp. S155-S162.
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    abstract = "Objective Childhood poverty is unacceptably common in the US and threatens the health, development, and lifelong well-being of millions of children. Health care providers should be prepared through medical curricula to directly address the health harms of poverty. In this article, authors from The Child Poverty Education Subcommittee (CPES) of the Academic Pediatric Association Task Force on Child Poverty describe the development of the first such child poverty curriculum for teachers and learners across the medical education continuum. Methods Educators, physicians, trainees, and public health professionals from 25 institutions across the United States and Canada were convened over a 2-year period and addressed 3 goals: 1) define the core competencies of child poverty education, 2) delineate the scope and aims of a child poverty curriculum, and 3) create a child poverty curriculum ready to implement in undergraduate and graduate medical education settings. Results The CPES identified 4 core domains for the curriculum including the epidemiology of child poverty, poverty-related social determinants of health, pathophysiology of the health effects of poverty, and leadership and action to reduce and prevent poverty's health effects. Workgroups, focused on each domain, developed learning goals and objectives, built interactive learning modules to meet them, and created evaluation and faculty development materials to supplement the core curriculum. An editorial team with representatives from each workgroup coordinated activities and are preparing the final curriculum for national implementation. Conclusions This comprehensive, standardized child poverty curriculum developed by an international group of educators in pediatrics and experts in the health effects of poverty should prepare medical trainees to address child poverty and improve the health of poor children.",
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    AU - Schickedanz, Adam

    AU - Nakhasi, Ambica

    AU - Barnes, Michelle M.

    AU - Berger, Susan

    AU - Boyd, Rhea W.

    AU - Dreyer, Benard P.

    AU - Meyer, Dodi

    AU - Navsaria, Dipesh

    AU - Rao, Sheela

    AU - Klein, Melissa

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    N2 - Objective Childhood poverty is unacceptably common in the US and threatens the health, development, and lifelong well-being of millions of children. Health care providers should be prepared through medical curricula to directly address the health harms of poverty. In this article, authors from The Child Poverty Education Subcommittee (CPES) of the Academic Pediatric Association Task Force on Child Poverty describe the development of the first such child poverty curriculum for teachers and learners across the medical education continuum. Methods Educators, physicians, trainees, and public health professionals from 25 institutions across the United States and Canada were convened over a 2-year period and addressed 3 goals: 1) define the core competencies of child poverty education, 2) delineate the scope and aims of a child poverty curriculum, and 3) create a child poverty curriculum ready to implement in undergraduate and graduate medical education settings. Results The CPES identified 4 core domains for the curriculum including the epidemiology of child poverty, poverty-related social determinants of health, pathophysiology of the health effects of poverty, and leadership and action to reduce and prevent poverty's health effects. Workgroups, focused on each domain, developed learning goals and objectives, built interactive learning modules to meet them, and created evaluation and faculty development materials to supplement the core curriculum. An editorial team with representatives from each workgroup coordinated activities and are preparing the final curriculum for national implementation. Conclusions This comprehensive, standardized child poverty curriculum developed by an international group of educators in pediatrics and experts in the health effects of poverty should prepare medical trainees to address child poverty and improve the health of poor children.

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