Application of EPA . | Demonstrable Behaviors . |
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Curriculum development: (1) GME curriculum and (2) individual professional development programs | Residency program develops a series of didactic and interactive educational sessions to address the EPA function identifying populations placed at risk for poor health outcomes using statistical, epidemiological, public health, and community outreach measures. Resident QI curriculum, including the selection of a QI initiative to increase the percentage of social determinants of health screenings completed for patients admitted to the hospital, is informed by several functions of the EPA. Group of practicing pediatricians listens to a series of podcasts focused on the impact of racism on child health and discusses the content and develops provider- and systems-level approaches to improve care delivery in their practices. Office of professional development, in conjunction with the chief medical informatics officer, creates a seminar series focused on digital information and population health. |
Assessment: (1) Evaluation of individual trainees across a range of rotations and educational experiences as they progress toward unsupervised practice and (2) guide for ongoing education and self-assessment | Program directors and faculty create an assessment form for the continuity of clinical experience that includes an evaluation of the residents’ ability to identify populations placed at risk and promote improved health outcomes for these populations. Community pediatrics rotation includes an assessment of residents’ work to eliminate health inequities resulting from discrimination and prejudice based on race, ethnicity, age, sex, gender identity, religion, sexual orientation, disability, language, income, geographic region, and nationality on the health and well-being of specific populations. General pediatrician or pediatric subspecialist in practice reviews EPA components under the function of dismantling processes/systems rooted in racism and/or discrimination to address inequities and achieve optimal health outcomes for all children as a means of identifying gaps in knowledge and areas for improvement. The practicing pediatrician then chooses to learn more about 1 system (eg, housing) and its impact on patients and families in their community. Practicing pediatrician uses the EPA to create annual professional development goals that are then shared and discussed with their director or supervisor. The director then assists the practicing pediatrician in developing a plan to accomplish the outlined goals. |
Support organizational systems and culture change: (1) Propels QI and population health initiatives and 2) provides a scaffold for sponsoring institutions and health systems to develop programs to address systemic gaps in education and patient care delivery | Institutions develop activities informed by this EPA to address the known variation in knowledge of and comfort with various topics (eg, population health, health disparities, QI) and to ensure that general pediatricians and pediatric subspecialists are well equipped to educate and evaluate trainees. Institutions provide support and create opportunities for practicing pediatricians to receive Maintenance of Certification Part 4 credit for the development and execution of QI initiatives that address health disparities. Hospital leaders of safety and quality, patient and family experience, diversity and inclusion, and GME join forces to implement a comprehensive process that accomplishes the goals of several EPA components, including reports systems errors, system or structural impediments to equitable care delivery, and/or reportable diagnoses through formally established mechanisms, committees, agencies, or processes. To promote data transparency, an institution develops an equity dashboard that includes specific metrics that identify equity gaps related to utilization, cost, patient safety, and patient and family experience. |
Application of EPA . | Demonstrable Behaviors . |
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Curriculum development: (1) GME curriculum and (2) individual professional development programs | Residency program develops a series of didactic and interactive educational sessions to address the EPA function identifying populations placed at risk for poor health outcomes using statistical, epidemiological, public health, and community outreach measures. Resident QI curriculum, including the selection of a QI initiative to increase the percentage of social determinants of health screenings completed for patients admitted to the hospital, is informed by several functions of the EPA. Group of practicing pediatricians listens to a series of podcasts focused on the impact of racism on child health and discusses the content and develops provider- and systems-level approaches to improve care delivery in their practices. Office of professional development, in conjunction with the chief medical informatics officer, creates a seminar series focused on digital information and population health. |
Assessment: (1) Evaluation of individual trainees across a range of rotations and educational experiences as they progress toward unsupervised practice and (2) guide for ongoing education and self-assessment | Program directors and faculty create an assessment form for the continuity of clinical experience that includes an evaluation of the residents’ ability to identify populations placed at risk and promote improved health outcomes for these populations. Community pediatrics rotation includes an assessment of residents’ work to eliminate health inequities resulting from discrimination and prejudice based on race, ethnicity, age, sex, gender identity, religion, sexual orientation, disability, language, income, geographic region, and nationality on the health and well-being of specific populations. General pediatrician or pediatric subspecialist in practice reviews EPA components under the function of dismantling processes/systems rooted in racism and/or discrimination to address inequities and achieve optimal health outcomes for all children as a means of identifying gaps in knowledge and areas for improvement. The practicing pediatrician then chooses to learn more about 1 system (eg, housing) and its impact on patients and families in their community. Practicing pediatrician uses the EPA to create annual professional development goals that are then shared and discussed with their director or supervisor. The director then assists the practicing pediatrician in developing a plan to accomplish the outlined goals. |
Support organizational systems and culture change: (1) Propels QI and population health initiatives and 2) provides a scaffold for sponsoring institutions and health systems to develop programs to address systemic gaps in education and patient care delivery | Institutions develop activities informed by this EPA to address the known variation in knowledge of and comfort with various topics (eg, population health, health disparities, QI) and to ensure that general pediatricians and pediatric subspecialists are well equipped to educate and evaluate trainees. Institutions provide support and create opportunities for practicing pediatricians to receive Maintenance of Certification Part 4 credit for the development and execution of QI initiatives that address health disparities. Hospital leaders of safety and quality, patient and family experience, diversity and inclusion, and GME join forces to implement a comprehensive process that accomplishes the goals of several EPA components, including reports systems errors, system or structural impediments to equitable care delivery, and/or reportable diagnoses through formally established mechanisms, committees, agencies, or processes. To promote data transparency, an institution develops an equity dashboard that includes specific metrics that identify equity gaps related to utilization, cost, patient safety, and patient and family experience. |