The DOI matches its Crossref record; 28 of the 28 references it cites were found in a registry or an index.
Community Health, Advocacy, and Managing Populations (CHAMP) Longitudinal Residency Education and Evaluation
Open accessAbstract
Purpose: Longitudinal education initiatives designed to prepare residents to address health disparities and social determinants of health (SDH) are needed. This report addresses this gap by describing a family medicine residency’s Community Health, Advocacy, and Managing Populations (CHAMP) curriculum and its evaluation by learners, faculty, and community partners. The CHAMP longitudinal curriculum is explicitly designed to prepare residents to address health disparities and SDH. We report early outcomes, including community partner feedback, of this innovative curriculum. Methods: Data were obtained through standardized rotation evaluations, thematic analysis of structured group and individual interviews, and aggregated competency milestone data. Kirkpatrick’s four-level model to evaluate effectiveness of training was used to frame design and analysis of learner, faculty, and community partner evaluations. Results: Twenty residents have completed the year-one curriculum, 8 residents the year-two curriculum, and 8 residents the year-two and year-three elective. Community partners, residents, faculty, and leadership all were satisfied with the curriculum, particularly regarding relationship building and mentorship. Overall satisfaction with the rotation, quantitatively and qualitatively, was positive. Competency milestone ratings improved within each year of training: first-year residents by 0.6 (3.0 for 2015–2016 and 3.6 for 2016–2017) and second-year residents by 0.1 (5.2 vs 5.3). Conclusions: The CHAMP curriculum uniquely a) spans all three years of residency; b) combines block mandatory rotations with a longitudinal elective experience; and c) integrates community health, advocacy, and managing populations to meet accreditation requirements and prepare residents to address health disparities and SDH.
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Meaningful engagement in advocacy can mitigate burnout.
“Data suggests that meaningful engagement in advocacy can reinforce physician identity and the choice to practice medicine8–11,26, provide an outlet for stress management27, mitigate burnout7–9,26,28, and support professional development29.”
From Advocacy Curricula in Graduate Medical Education: an Updated Systematic Review from 2017 to 2022 (2023) · cites this paper as [26]
The Discussion (page unavailable) identifies high physician burnout in underserved settings and says identity and purpose may help physicians sustain work there. The Learning section reports that CHAMP participants rekindled a sense of meaning and purpose. The paper does not report whether advocacy engagement mitigated burnout. (LLM, conf=0.75)
Experimental — accuracy not yet measuredMeaningful engagement in advocacy can reinforce physician identity and the choice to practice medicine.
“Data suggests that meaningful engagement in advocacy can reinforce physician identity and the choice to practice medicine8–11,26, provide an outlet for stress management27, mitigate burnout7–9,26,28, and support professional development29.”
From Advocacy Curricula in Graduate Medical Education: an Updated Systematic Review from 2017 to 2022 (2023) · cites this paper as [26]
The Discussion (page unavailable) reports that identity and purpose can sustain family physicians working in underserved settings, and it describes community partners finding meaning in teaching residents. It does not show that engagement in advocacy reinforces physicians’ identity or their choice to practice medicine generally; the practice finding is narrower and attributed to a prior study. (LLM, conf=0.77)
Experimental — accuracy not yet measuredArticles described the importance of making curricula responsive to trainees, including recognizing trainee discomfort, creating supportive spaces for discussion and reflection, and guiding learners through conversations regarding issues, challenges, and experiences in advocacy work.
“Articles described the importance of making curricula responsive to trainees. Explicitly recognizing trainee discomfort in engaging with advocacy education, creating supportive spaces for discussion and reflection13, and guiding learners through conversations regarding issues, challenges, and experiences in advocacy work26,32,42 were key themes.”
From Advocacy Curricula in Graduate Medical Education: an Updated Systematic Review from 2017 to 2022 (2023) · cites this paper as [26]
The Learning section (page unavailable) says community partners wanted residents to process or debrief community experiences within a structure that promotes reflection and prevents them from feeling overwhelmed. The Discussion also proposes structured reflection exercises. These passages support responsive opportunities for reflection, but do not explicitly describe recognizing discomfort with advocacy education or guiding conversations about advocacy-work challenges. (LLM, conf=0.83)
Experimental — accuracy not yet measuredClearly describing the objectives of curricular components and practical experiences upfront, providing advance briefings, and labeling advocacy activities as such enhanced trainees' understanding of curricular purpose and intended impact.
“Clearly describing the objectives of curricular components and practical experiences upfront26,32,42, providing advance briefings42, and labeling advocacy activities as such15 enhanced trainees’ understanding of curricular purpose and intended impact.”
From Advocacy Curricula in Graduate Medical Education: an Updated Systematic Review from 2017 to 2022 (2023) · cites this paper as [26]
The Discussion (page unavailable) suggests that clearly outlining CHAMP’s longitudinal components will increase learners’ understanding of its scope and purpose. It does not report that this change enhanced understanding or describe advance briefings. The advocacy-labeling clause is cited to a different source, not this paper. (LLM, conf=0.84)
Experimental — accuracy not yet measuredAnother article recommended that programs provide clear expectations for faculty members regarding their specific mentorship responsibilities.
“another article recommended that programs provide clear expectations for faculty members regarding their specific mentorship responsibilities26.”
From Advocacy Curricula in Graduate Medical Education: an Updated Systematic Review from 2017 to 2022 (2023) · cites this paper as [26]
In “Structured Group Debriefs and Community Interviews by Kirkpatrick Level” (page unavailable), the paper reports that faculty and residency leadership specifically requested guidance on mentorship responsibilities. This supports the need for clearer expectations in the CHAMP program, but the passage reports a request from its participants rather than an explicit recommendation to programs generally. (LLM, conf=0.77)
Experimental — accuracy not yet measured
Some authors found that curricula should ideally be longitudinal with competency progression as a core component.
“Some authors found that curricula should ideally be longitudinal with competency progression as a core component20,26.”
From Advocacy Curricula in Graduate Medical Education: an Updated Systematic Review from 2017 to 2022 (2023) · cites this paper as [26]
Experimental — accuracy not yet measuredSeveral articles suggested integrating advocacy work with existing clinical responsibilities to make the impact of advocacy more visible, bridge the gap between recognizing an issue and engaging in work that decreases disparities, and support trainees in guiding tangible improvements in their clinical practice.
“Several articles suggested integrating advocacy work with existing clinical responsibilities10 to make the impact of advocacy more visible12, bridge the gap between recognizing an issue and engaging in work that decreases disparities16,26, and support trainees in guiding tangible improvements in their clinical practice13,15,26.”
From Advocacy Curricula in Graduate Medical Education: an Updated Systematic Review from 2017 to 2022 (2023) · cites this paper as [26]
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Metadata
- Authors
- Knox, K. E., Lehmann, W., Vogelgesang, J., & Simpson, D.
- Affiliations
- Aurora Health Care (US)
- ORCID
- Simpson, Deborah
- Venue
- Journal of Patient-Centered Research and Reviews
- Publisher
- Aurora Health Care, Inc.
- Published
- 2018-01-30
- Volume
- 5
- Issue
- 1
- Pages
- 45-54
- ISSN
- 2330-068X (ISSN-L)
- 2330-0698
- PMC
- PMC6664337
- OpenAlex
- W4238635671
- Cited by
- 14
- References
- 28
- Citations by year
- 2026: 3 · 2024: 3 · 2023: 4 · 2022: 2 · 2018: 1
- FWCI
- 0.24
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Journal of patient-centered research and reviews (publishedVersion)
- Europe PMC (PubMed Central) (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Social Sciences › Education › Innovations in Medical Education
- Health Sciences › Health Professions › General Health Professions › Health and Medical Education
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Cultural Competency in Health Care
- Keywords
- family medicine residency, longitudinal curriculum, health disparities, social determinants of health, community health, health advocacy, population health management, competency milestones, Kirkpatrick evaluation, community partnerships, mentoring
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