DEVELOPING ADVOCACY CURRICULA FOR SOCIAL DETERMINANTS OF HEALTH IN PEDIATRICS IN THE UNDERGRADUATE MEDICAL CURRICULUM
Angela S. Punnett,University of Toronto,Toronto,ON

Rationale: Social determinants are recognized as critical mediators of child health and both ACGME and CanMEDS competencies highlight the responsibility of physicians to advocate on behalf of the disadvantaged. Similarly, the recent Carnegie and Future of Medical Education in Canada reports call for the teaching of advocacy in undergraduate medical education. While the literature supports that we must teach learners how to advocate for social determinants of health, it also suggests that we neither have a good understanding of what it means to be an advocate nor do we know how best to teach and evaluate it (Verma, Flynn & Seguin, 2005; Ford-Jones, Williams & Bertrand, 2008). This workshop will review relevant concepts of social pediatrics and the advocacy role of physicians, outline the challenges and opportunities for teaching advocacy, provide a forum for sharing advocacy curricula, and initiate a dialogue on the evaluation of the advocate role. We will model one approach to teaching and evaluating advocacy through transformative learning and have participants themselves experience and share their reflections on a 'disorienting dilemma' presented (Mezirow, 1994). Participants will leave with a toolkit of potential advocacy experiences ranging from those involving individual patients, to designing course-based projects, to larger school-based curricula.

Objectives: Upon completion of this workshop, participants will be able to: 1. Outline relevant concepts related to advocacy and social pediatrics 2. Develop a shared a toolkit of advocacy experiences for students 3. Describe innovative methods to assess student experiences and work around advocacy and related programs.

Methods and Content: The objectives will be achieved through didactic teaching, group brainstorming, video, and large group and small group discussions. Participants will hear about advocacy teaching initiatives at 2 Canadian schools, and will be invited to share initiatives at their own schools. There will be discussion about challenges and opportunities. Participants will be introduced to a new method of using transformative learning and reflection to evaluate advocacy experiences through interactive experience with this methodology. At the end of the session, participants will be equipped with a toolkit of new ideas to help create and evaluate advocacy experiences in their curriculum. The presenters will bring a laptop, LCD projector and speakers.