Care of the underserved: Faculty development needs assessment

Introduction: Because role models are crucial to training physicians to care for the underserved, we examined pediatric faculty's knowledge, attitudes, self-efficacy, skills, and precepting behaviors regarding care for this population. Methods: Faculty knowledge, attitudes, self-efficacy, and skills/precepting behaviors were surveyed. Results: Fifty-five (65%) of 85 faculty responded. The mean (standard deviation) knowledge score was 5.9 (1.3) of 8 possible. More than one-third of faculty did not recognize the eligibility criteria, services, and outcomes associated with common resources serving the underserved. Overall attitudes toward underserved families were positive, mean 3.3 (0.3), as was mean self-efficacy, 3.0 (0.7). Self-efficacy was lowest for accessing community resources for underserved families, 2.4 (0.7). Although most faculty performed the surveyed skills, fewer than 50% reported precepting of these same skills with students. Precepting was lowest for accessing public and community resources. Conclusions: Low rates of student precepting as well as specific knowledge and self-efficacy deficits highlight potential targets for faculty development.