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Faculty Skills

Beyond Social Determinants of Health Inquiry: Compassion, Communication, and Relationship
Planning Group: Pamela Duke, Brenda Lovegrove-Lepisto, Kathleen McGrail, Craig Roth, Marla Rowe-Gorosh

Social determinants of health account for 50% of patient health outcomes, and a zip code can be a better predictor of life expectancy than a medical diagnosis. In ACH as healthcare leaders and educators, we are in influential positions to use relationship-centered communication skills in our teaching, practice and organizational work to combat social disparity and inequity in medical environments. In this series of faculty workshops we invite you to join us in learning how to tailor the RCC approach to care more effectively for patients challenged by SDOH, people whose health is limited, among other things, by generational poverty, limited educational opportunity, and unemployment. Not only will we focus on the content of the SDOH inquiry, but we will also focus on the emotional underpinnings of sensitive inquiry—patient AND clinician emotional dynamics during the interview. With a positive, strength-based RCC framework, sensitive inquiry can build resilience and emotional muscle in both the clinician and patient. After all, we are on this journey together.

Responding to needs identified by residents as well as faculty themselves (ACH and others) we will focus on the development of our skills as clinicians, but be transparent in our modeling of instructional approaches you can use at home. We will provide portable instructional materials and approaches as well as direct you to the most helpful online resources.

By the conclusion of this Faculty Skills block, ACH Faculty will be able to:

  1. Incorporate with intention, SDOH into RCC skills
  2. Explicitly recognize patient strengths and build patient resilience
  3. Anticipate, manage, and respond to clinician and patient emotions triggered during SDOH discussions
  4. Recognize and assess unconscious bias in self and others and take steps to mitigate its impact on the clinical encounter
  5. Integrate SDOH into educational settings through precepting interactions