• Matthew S Hazle, Monica L Hoff, Claudia Mosquera Vasquez, Elizabeth M Bonachea, Stephanie M Lauden, Jason Benedict, and Michael F Perry.
• From the Division of Pediatric Hospital Medicine, Department of Pediatrics, University of Michigan, Ann Arbor.
• South. Med. J. 2024 Feb 1; 117 (2): 939793-97.

ObjectivesDiversity, equity, and inclusion (DEI) training is essential to graduate medical education, but it lacks standardization. Although the impact of providers' biases and cultural competency on patient outcomes is well documented, the value of and satisfaction with DEI curricula in Pediatrics residency training programs is not well studied. This study aimed to complete a cross-sectional evaluation of the current DEI curriculum at a large Pediatrics-focused academic institution and identify areas of perceived deficiency among Pediatrics trainees.MethodsResidents and residency program directors completed surveys in 2020. Respondents evaluated the DEI curriculum of the program and the competency of residents to complete patient care related to specific DEI-oriented actions. Our analysis used descriptive statistics.ResultsIn total, 48 of 137 resident trainees (35%) and 7 of 9 program leaders (78%) completed the survey. Respondents were most dissatisfied with current education related to implicit bias, refugee/immigrant health, and lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other health topics. Respondents reported low resident competency in DEI-focused patient care tasks and did not view residents as competent to address the healthcare needs of patients and families experiencing racism.ConclusionsPediatrics residents and program directors consider DEI topics important and express a need for more robust DEI curricula.

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