Workshop Offerings

Workshop preferences will be solicited from all FITs and faculty after one registers for the course.   

Workshops will take place Thursday, January 31, 2019 from 10:30am-12:30pm MT.

Seamless Integration of Social Determinants of Health and Relationship-centered Care: A Bridge to Equity
Presented by: Brenda Lovegrove Lepisto and Kathleen McGrail


Considering the Tension Between Control and Flow
Presented by: Sally Fortner and Erum Jadoon

Negotiating Boundaries in the Era of #MeToo
Presented by: Swana de Gijsel and Ellen Pearlman


Patient Engagement through Brief Focused Videos
Presented by: Renee Bergstrom

Seamless Integration of Social Determinants of Health and Relationship-centered Care: A Bridge to Equity
Presented by: Brenda Lovegrove Lepisto and Kathleen McGrail

The ACGME 2016 CLER Health Disparities monograph described the current status of SDOH teaching as well as future direction programs may take. Their survey shows that 30% of programs teach cultural competency tailored to their particular patient population, while 54% teach non-specific information and 16% lack any teaching at all on this topic.  The monograph outlined future direction as follows: 

  • Residents should be able to describe the SDOH specific to their own patient populations,
  • Programs should “move beyond one time educational activity to a more formal longitudinal curriculum-based program of progressive educational activities that continue throughout residency”

A few well-resourced medical school affiliated training programs do stellar work in teaching SDOH.  Yet, many more, especially the more resource constrained, community settings where, depending on location, the majority of vulnerable patients are cared for, have difficulty figuring out where to begin the integration of SDOH into their programs.

While the ACGME report appears to emphasize the cognitive aspects of SDOH, in multiple settings from academic powerhouses to community teaching hospitals, residents indicate what they most want help with is how to ask patients about SDOH and domestic violence, how to respond to what they hear, how not to do harm simply by asking, and what to do with what they learn.  And how to do all this mindful of the time they have for a visit.

The challenges for educators then, and the objectives to be addressed in this workshop, are how to

1.  Engage residents’ hearts and minds in this arena
2.  Develop the communication skills necessary for the exploration of potentially sensitive topics  (for example food insecurity, domestic violence)
3.  Respond empathetically & recognize and resist re-traumatization
4.  Seamlessly and efficiently integrate this into their RCC visit flow.

The workshop will use several approaches:  brief didactics, brainstorming, and role play.

Considering the Tension Between Control and Flow

Presented by: Sally Fortner and Erum Jadoon

Goals and Objectives:

  1. Describe the tension between the desire to control a process and the benefits of allowing “flow” to occur
  2. Describe the sensations you notice when the plan you create changes in an unpredictable manner
  3. Analyze the response you have to unexpected change. Is it in proportion to the magnitude of change? Is the response more than expected?

Combining art and meditation is a method for examining our response to unpredictable outcomes. In this workshop we will use inks to explore reactions to unpredictable outcomes. The format will include a brief discussion and reflection on our predicted response followed by two 30 minute sessions of experimentation with ink, color and flow. There will be discussions to bring forward observations about the process between the sessions and after the completion of the second session.

All materials will be provided.

Negotiating Boundaries in the Era of #MeToo

Presented by: Swana de Gijsel and Ellen Pearlman


Since the #Metoo movement has gone viral in 2017, many women have shared their experiences with sexual harrassment. A study in JAMA in 2016 showed that Medicine as a profession has a high prevalence of harassment and discrimination. Many medical schools are developing curriculae to increase awareness amongst faculty, students, and staff to help them recognize and report sexual misconduct. Recently a study in the NEJM described men’s fears of false allegations of sexual misconduct impacting their careers. We hope to increase self awareness, and to explore non judgmental communication tools to address gender bias and sexual harassment.


  • To explore the impact of the #Metoo movement on health professionals and patients.
  • To use gender bias, harassment, and discrimination as a lens through which to empower those in the lower ranks of hierarchy to speak up, set boundaries, and provide feedback to those above them.


By the end of the workshop, participants will be able to…

  • Describe what is known about the prevalence of harassment and discrimination in the health professions,
  • Use a trauma-informed approach to understand the impact of harassment and discrimination in the workplace,
  • Identify the many forms of sexual misconduct from the overt to the more subtle,
  • Recognize one’s own “boundary alarm,”
  • Practice setting boundaries and providing feedback using case scenarios, and
  • Brainstorm ways to support colleagues, trainees and mentees who find themselves on either end of an abusive relationship.


Patient Engagement through Brief Focused Videos

Presented by: Renee Bergstrom

As a member of the ACH Patient Engagement Committee, I struggled with how to make a variety of patient voices heard within our organization. Then I participated in a group video production at the StoryCenter in Berkeley, California in May, 2018. Throughout that process, I thought of applying it to engage patients in educating ACH faculty and FITs plus healthcare providers in their home institutions. The theme for Winter Course 2019 focusing on the traumatization of certain patients made me more convinced that the stories we need to hear are not coming from the public that would become ACH members or attend our courses. Yet, we need to hear from them directly in a respectful atmosphere, honoring their experiences. Brief videos may be a way to engage patients in our ACH educational offerings.

Mariya Taher, founder of Sahiyo—an organization empowering Asian communities to end female genital mutilation/cutting (FGM/C)—invited me to join eight other women narrating our experiences. “These nine women, who differ in race/ethnicity, age, and citizenship/residency status, each shared a story addressing a different challenge with FGM/C. …We are hosting online and in-person screenings across the U.S. —the collection is woven together with a united sentiment and a joint hope that the videos will build a critical mass of voices from within FGM/C practicing communities, calling for abandonment of the harmful practice.” Video playlist:

The variety of voices in the Sahiyo series serves as an example of what can be done with patient stories. The second hour of the Winter Course workshop will be devoted to creating a 300-word script, imagining how to illustrate it and discussing implications for practice.    

By the end of this workshop, participants will be able:

  1. To reflect on engaging patient trauma stories through focused videos
  2. To appraise existing videos
  3. To write a story script
  4. To discuss the Story Telling process and feasibility for ACH