Evaluation of the California American Academy of Pediatrics Resident Advocacy Rotation: A State-Wide Collaborative Approach to Teaching Advocacy to Pediatric Trainees
- 1Department of Pediatrics, Stanford University School of Medicine, Palo Alto, USA
- 2Department of Pediatrics, University of California, Los Angeles David Geffen School of Medicine, Los Angeles, USA
- 3Department of Pediatrics, University of Southern California Keck School of Medicine, Los Angeles, USA
Abstract
Background
In 2021, the California Collaborative in Community Pediatrics and Legislative Advocacy Training and California’s American Academy of Pediatrics co-developed the Resident Advocacy Rotation (RAR). This twice-monthly virtual workshop for pediatric trainees focuses on child health policy and advocacy skills, taught by faculty from across the state. We describe trainee and faculty satisfaction and perceived impact after the first three years of the RAR.
Methodology
Between July 2021 and June 2024, all trainees who participated in RAR were invited to complete a satisfaction survey immediately following the session. Faculty who facilitated RAR sessions or led Community Pediatrics/Advocacy rotations were invited to complete a satisfaction survey between January and May 2024. Multiple-choice questions in the trainee and faculty surveys were analyzed using descriptive statistics. Open-ended questions were analyzed inductively using conventional content analysis.
Results
A total of 67 RAR sessions were delivered, with 312/721 (43%) registered trainees from 13 residency programs completing the survey. Trainees agreed that RAR included content they hoped to gain, effectively taught advocacy skills, and introduced new ideas. Trainees highlighted the value of learning about advocacy resources, skills, and collaborating with trainees from other programs. Overall, 17 of 25 (68%) faculty facilitators completed the survey, representing 10 residencies. Faculty identified passion for teaching, collaborating across the state, partnering with community organizations, and growing their own skills and career as the most rewarding aspects of participating in RAR.
Conclusions
RAR was viewed favorably by both trainees and faculty facilitators, suggesting that a collaborative statewide curriculum is a well-received and feasible approach to advocacy education.
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BibTeX
@article{sun2026evaluation,
title = {{Evaluation of the California American Academy of Pediatrics Resident Advocacy Rotation: A State-Wide Collaborative Approach to Teaching Advocacy to Pediatric Trainees}},
author = {Vivien K Sun and Cambria Garell and Susan Wu},
journal = {Cureus},
year = {2026},
month = oct,
doi = {10.7759/cureus.117495},
url = {https://doi.org/10.7759/cureus.117495},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Evaluation of the California American Academy of Pediatrics Resident Advocacy Rotation: A State-Wide Collaborative Approach to Teaching Advocacy to Pediatric Trainees
AU - Vivien K Sun
AU - Cambria Garell
AU - Susan Wu
PY - 2026
DA - 2026/10/05
JO - Cureus
DO - 10.7759/cureus.117495
UR - https://doi.org/10.7759/cureus.117495
AB - Background In 2021, the California Collaborative in Community Pediatrics and Legislative Advocacy Training and California’s American Academy of Pediatrics co-developed the Resident Advocacy Rotation (RAR). This twice-monthly virtual workshop for pediatric trainees focuses on child health policy and advocacy skills, taught by faculty from across the state. We describe trainee and faculty satisfaction and perceived impact after the first three years of the RAR. Methodology Between July 2021 and June 2024, all trainees who participated in RAR were invited to complete a satisfaction survey immediately following the session. Faculty who facilitated RAR sessions or led Community Pediatrics/Advocacy rotations were invited to complete a satisfaction survey between January and May 2024. Multiple-choice questions in the trainee and faculty surveys were analyzed using descriptive statistics. Open-ended questions were analyzed inductively using conventional content analysis. Results A total of 67 RAR sessions were delivered, with 312/721 (43%) registered trainees from 13 residency programs completing the survey. Trainees agreed that RAR included content they hoped to gain, effectively taught advocacy skills, and introduced new ideas. Trainees highlighted the value of learning about advocacy resources, skills, and collaborating with trainees from other programs. Overall, 17 of 25 (68%) faculty facilitators completed the survey, representing 10 residencies. Faculty identified passion for teaching, collaborating across the state, partnering with community organizations, and growing their own skills and career as the most rewarding aspects of participating in RAR. Conclusions RAR was viewed favorably by both trainees and faculty facilitators, suggesting that a collaborative statewide curriculum is a well-received and feasible approach to advocacy education.
SN - 2168-8184
ER -