Workshop Session 1

Monday, April 27th


Using a Systems Perspective to Support Optimal and Equitable Outcomes for All


Lindsay Rosenfeld, ScD, ScM and Jonathan Litt, MD, MPH, ScD


  1. Define developmental disability, racial and health equity, literacy environment and family engagement.
  2. Apply racial and health equity, literacy environment and family engagement in assessing NICU follow-up programs.
  3. Identify systems-change strategies that can be tested out in the programs and institutions they work in.

Teaching Health Disparities using Case Narratives


Ifeolorunbode (Bode) Adebambo, MD and Adam Perzynski PhD


  1. Identify the health disparities represented in the case narrative.
  2. Understand how the health disparities represented in this case affect seeking and providing health care.
  3. Identify their own attitudes towards health disparities using a self-reflection tool.

Medical-Legal Partnership – Providing Collaborative and Experiential Learning Opportunities for all levels of Medical Training in Clinics Serving Children and Teens


Ana M. Caskin, MD


  1. Articulate how MLP can be used to teach and train students in the health professions to address SDOH and how to implement this training in settings with or
    without an MLP.
  2. Identify health harming legal needs in their practice population.
  3. Discuss how interdisciplinary collaboration, including direct collaboration with lawyers, can facilitate solutions to SDOH.
  4. Generate ways to utilize inter-professional education and medical-legal partnership to teach.

 Modified Design Thinking Model in SDOH Curriculum


Asha Shajahan, MD, MHSA, Lakshmi Swaminathan, MD, MHSA, Ijeoma Nnodium, MD,  and Denise White Perkins, MD, PhD


  1. Define the modified design thinking model for medical education.
  2. Design a modified design thinking curriculum to address SDOH and
    health disparities.
  3. Successfully facilitate small group reflective activities on socially controversial topics.
  4. Utilize trainee engagement in critical reflection activities as a professional activity to assess
    trainees’ capacity to provide compassionate care to vulnerable populations and address health
    and healthcare disparities.
  5. Identify through critical reflection the influence of personal biases and values of working with diverse individuals and constituencies, especially those living in poverty.
  6. Develop skills in demonstrating and facilitating interprofessional communication, patient/ family/ community centered care.
  7. Develop skills independently assessing and implementing treatment strategies for underserved patients.
  8. Become aware of health and social resources available in hospital service areas to improve health and competently refer patients in need of additional community resources.
  9. Become familiar with the concepts of non profit hospital’s community health needs assessment and how to incorporate it with SDOH learning.

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