Of the Women, for the Women and by the Women: A Resident-Led Curriculum
Abstract
Learning Objectives: To identify gender-specific needs among female EM residents and develop a curriculum to recognize these challenges and discuss strategies to overcome barriers to equality.
Introduction/Background: Women were first admitted to medical school in 1849, yet the discrepancies and disparities experienced by female physicians still persist. The challenges facing women in medicine begin early in the education and training process. A resident-driven “Women in Emergency Medicine’’ curriculum was established at Cook County’s Emergency Medicine Residency Program to address these issues, promote mentorship and foster professional growth.
Educational Objectives: The objective of the curriculum was to unveil specific inequities experienced by a cohort of female EM residents and create a resident-led curriculum to address these challenges. The curriculum promoted safe spaces for focused discussions, provided directed mentorship and culminated in an educational retreat featuring speakers and activities based on surveyed needs.
Curricular Design: In August 2020, using the Kern model, a needs assessment survey was created and distributed among the 20 female EM residents, with the goal of identifying common obstacles faced by this cohort. Small group discussions were implemented over 7 weeks to address these topics. Based on the initial survey and discussions, the first annual Women in EM Residency Retreat was held in June 2021. The educational retreat included faculty presentations on resident wellness, mentorship, combating micro/macroaggressions, women in leadership, resilience and resume building. Anonymous pre- and post-retreat surveys were distributed for session feedback and evaluation of efficacy.
Impact/Effectiveness: The findings demonstrated that 100% of participants felt that a female directed curriculum was crucial for professional and personal development. Interestingly, while 100% of residents felt they had female faculty mentors to support them, only 46% felt similarly about male faculty mentors. This data presents an obligation for department leaders to address allyship needs by male faculty towards female trainees.