Abstract：
OBJECTIVE: As healthcare providers increasingly focus on emerging issues of diversity, equity and inclusion (DEI) in patient care, less is known about the training in postgraduate year one (PGY1) pharmacy residency on DEI clinical documentation considerations. This pilot project explored whether training, discussion and self-reflection within a peer review activity promoted DEI self-awareness in clinical documentation through a centralized curriculum of a multisite PGY1.
METHODS: Building upon an established peer review of clinical documentation activity, PGY1 pharmacy residents practicing in ambulatory care settings received training on DEI considerations and completed small and large group discussions, a post-activity mixed methods survey with self-reflection prompts, and a three-month follow-up survey.
RESULTS: Twenty-two residents participated in the peer review of clinical documentation activity, DEI training and discussions. Twelve residents completed the post-activity survey with reflection prompts; 6 (50%) reported similar previous DEI training prior to residency. After the DEI training and discussions, 12 (100%) agreed or strongly agreed that their awareness of DEI documentation considerations increased; 10 (83%) would document their submitted notes differently, while one resident was unsure and one would not make changes. Twelve residents completed the follow-up survey three months following the activity. Themes from the free-text responses on key learnings collected post-activity and three-month post (respectively) included: 1) new knowledge, increased self-awareness, and intended action and 2) increased self-awareness and changes in note-making convention.
CONCLUSIONS: Integrating DEI training, discussion, and self-reflection prompts into a peer review clinical documentation activity increased self-awareness and knowledge of DEI considerations and promoted intended changes in patient care documentation for pharmacy residents. Regardless of previous training, residents reported continued self-awareness and changes in documentation conventions continued three months later.
METHODS: Building upon an established peer review of clinical documentation activity, PGY1 pharmacy residents practicing in ambulatory care settings received training on DEI considerations and completed small and large group discussions, a post-activity mixed methods survey with self-reflection prompts, and a three-month follow-up survey.
RESULTS: Twenty-two residents participated in the peer review of clinical documentation activity, DEI training and discussions. Twelve residents completed the post-activity survey with reflection prompts; 6 (50%) reported similar previous DEI training prior to residency. After the DEI training and discussions, 12 (100%) agreed or strongly agreed that their awareness of DEI documentation considerations increased; 10 (83%) would document their submitted notes differently, while one resident was unsure and one would not make changes. Twelve residents completed the follow-up survey three months following the activity. Themes from the free-text responses on key learnings collected post-activity and three-month post (respectively) included: 1) new knowledge, increased self-awareness, and intended action and 2) increased self-awareness and changes in note-making convention.
CONCLUSIONS: Integrating DEI training, discussion, and self-reflection prompts into a peer review clinical documentation activity increased self-awareness and knowledge of DEI considerations and promoted intended changes in patient care documentation for pharmacy residents. Regardless of previous training, residents reported continued self-awareness and changes in documentation conventions continued three months later.
摘要：
目标：随着医疗保健提供者越来越关注新出现的多样性问题，患者护理中的公平和包容(DEI)，关于DEI临床文档考虑的研究生一年级（PGY1）药房住院医师培训知之甚少。这个试点项目探索了培训，同行评审活动中的讨论和自我反思通过多站点PGY1的集中课程提高了临床文档中DEI的自我意识。
方法：在已建立的临床文献活动同行评审的基础上，PGY1在门诊护理环境中执业的药房居民接受了有关DEI考虑的培训，并完成了小型和大型小组讨论，带有自我反省提示的活动后混合方法调查，和三个月的跟踪调查。
结果：22名居民参加了临床文献活动的同行评审，DEI培训和讨论。12名居民通过反思提示完成了活动后调查；6名（50％）报告了在居住之前的类似DEI培训。在DEI培训和讨论之后，12（100％）同意或强烈同意他们对DEI文档考虑的认识增加；10（83％）将以不同方式记录他们提交的注释，而一名居民不确定，也不会做出改变。活动后三个月，十二名居民完成了跟踪调查。活动后和三个月后（分别）收集的关于关键学习的自由文本响应的主题包括：1）新知识，自我意识增强,和预期的行动，以及2）增强自我意识和笔记惯例的变化。
结论：集成DEI训练，讨论,和自我反思提示到同行评审的临床文件活动增加了对DEI考虑因素的自我意识和知识，并促进了药房居民患者护理文件的预期变化。不管以前的训练,居民报告继续自我意识和文件公约的变化持续三个月后。
方法：在已建立的临床文献活动同行评审的基础上，PGY1在门诊护理环境中执业的药房居民接受了有关DEI考虑的培训，并完成了小型和大型小组讨论，带有自我反省提示的活动后混合方法调查，和三个月的跟踪调查。
结果：22名居民参加了临床文献活动的同行评审，DEI培训和讨论。12名居民通过反思提示完成了活动后调查；6名（50％）报告了在居住之前的类似DEI培训。在DEI培训和讨论之后，12（100％）同意或强烈同意他们对DEI文档考虑的认识增加；10（83％）将以不同方式记录他们提交的注释，而一名居民不确定，也不会做出改变。活动后三个月，十二名居民完成了跟踪调查。活动后和三个月后（分别）收集的关于关键学习的自由文本响应的主题包括：1）新知识，自我意识增强,和预期的行动，以及2）增强自我意识和笔记惯例的变化。
结论：集成DEI训练，讨论,和自我反思提示到同行评审的临床文件活动增加了对DEI考虑因素的自我意识和知识，并促进了药房居民患者护理文件的预期变化。不管以前的训练,居民报告继续自我意识和文件公约的变化持续三个月后。
