Objective:

Structural and social influencers of health are components of health justice and included in the Accreditation Council for Graduate Medical Education (ACGME) requirements for neurology residencies. We therefore created a longitudinal Neurology Health Equity Curriculum for University of Washington (UW) neurology residents based on the andragogical principles of Transformative Learning Theory.

Background:

The goal of this curriculum was to support neurology residents in transforming their practice in order to promote equitable care for patients on individual and systemic levels. We utilized Transformative Learning Theory, a theory of adult learning which asserts that learning is the process of making meaning of one’s experiences.

Design/Methods:

This curriculum was offered to all PGY2-4 UW neurology residents during protected didactic time. There were 4-5 sessions per academic year. Sessions lasted 1-2 hours. We incorporated Transformative Learning by ensuring that >50% of all content involved experiential learning, such as guided self reflection and a redlining city tour. We encouraged actionable changes in physician behavior by having learners commit to a self-reported goal for changing clinical practice at the end of each session. Outcomes were assessed by measuring learners’ reactions using a 5-point Likert scale on anonymous surveys. We also incorporated biannual Neurology Health Equity Rounds, where residents, fellows, and faculty gathered to share experiences related to health equity in a supportive environment.

Results:

The majority of learners (87.5%, 6/8) agreed with the statement, “As a result of this didactic, I better understand the impacts of historical oppression on health care today.” Learners’ self-reported goals included: “Advocating for use of cultural navigators,” and a “Health disparity research project.”

Conclusions:

We demonstrated feasibility of implementing a longitudinal Neurology Health Equity Curriculum which utilized Transformative Learning Theory. Future plans include diversifying in-person experiential learning activities and further developing outcome measures to support curriculum efficacy.