{"id":37703,"date":"2026-01-15T10:42:14","date_gmt":"2026-01-15T15:42:14","guid":{"rendered":"https:\/\/health.uconn.edu\/graduate-medical-education\/?page_id=37703"},"modified":"2026-03-10T07:54:40","modified_gmt":"2026-03-10T11:54:40","slug":"curriculum","status":"publish","type":"page","link":"https:\/\/health.uconn.edu\/graduate-medical-education\/health-disparities-scholarship-track\/core-components\/curriculum\/","title":{"rendered":"Curriculum"},"content":{"rendered":"<p><strong>Track Structure<\/strong>:<\/p>\n<p><strong>Bimonthly Track Meetings <\/strong>(virtual\/in-person mix).<\/p>\n<ul>\n<li>75% Session attendance required.<\/li>\n<li>Each session has a syllabus with preparatory materials. (see attached sample syllabus)<\/li>\n<li>-Residents\/Fellows different specialties will work together in a team-based learning format to reinforce the key materials.<\/li>\n<\/ul>\n<p><strong>Curriculum<\/strong>:<\/p>\n<p>The Health Disparities Scholarship Track (HDT) is a longitudinal, team-based learning (TBL) curriculum delivered over two years. The curriculum is designed to provide learners with a comprehensive, high-yield overview of health disparities and health equity, while allowing time for progressive skill-building and application. Participants must attend at least 75% of all meetings!<\/p>\n<p>Content is organized across four major topic areas:<\/p>\n<ul>\n<li><strong>Core Knowledge and Foundations<\/strong><\/li>\n<li><strong>Clinical Applications<\/strong><\/li>\n<li><strong>Systems Thinking<\/strong><\/li>\n<li><strong>Community Engagement<\/strong><\/li>\n<\/ul>\n<p>These topic areas were identified through a deliberate mapping process focused on the essential knowledge, skills, and perspectives needed to effectively address health inequities in clinical practice and health system leadership.<\/p>\n<p>The HDT is offered in a hybrid format. Participants may attend sessions in person or join virtually. Most sessions are delivered using a TBL approach. Each session includes approximately two hours of preparatory work, which participants are expected to complete in advance. The live sessions focus on reinforcing high-yield concepts through discussion, application exercises, and problem-solving rather than didactic lecture.<\/p>\n<p>A central feature of the curriculum is the use of real-world, place-based examples, many of which are grounded in the Hartford community. For example, during the <em>Healthcare Access, Coverage, and Policy Inequities<\/em> session, learners examine Medicaid coverage gaps across states and explore real reimbursement and coverage challenges that directly impact patient care.<\/p>\n<p>Below is an outline of the HDT curriculum.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Core Knowledge &amp; Foundations<\/strong><\/p>\n<p><strong>1. Health Equity and Population Health <em>(Session 1)<\/em><\/strong><\/p>\n<ul>\n<li>Define equity, disparities, and population health.<\/li>\n<li>Explore frameworks for stratifying outcomes by race, insurance status, language, and geography.<\/li>\n<li>Set the foundation for the program\u2019s core themes.<\/li>\n<\/ul>\n<p><strong>2. Social and Structural Determinants of Health <em>(Session 2)<\/em><\/strong><\/p>\n<ul>\n<li>Differentiate between social and structural determinants.<\/li>\n<li>Understand the role of housing, transportation, employment, and education.<\/li>\n<li>Analyze structural forces such as redlining, incarceration, and zoning policies.<\/li>\n<li>Identify clinical tools for screening and addressing unmet social needs.<\/li>\n<\/ul>\n<p><strong>3. Implicit Bias, Structural Racism, and Cultural Humility<\/strong><\/p>\n<ul>\n<li>Reflect on how bias and racism influence patient care and outcomes.<\/li>\n<li>Practice bias mitigation techniques and cultural humility in clinical scenarios.<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Clinical Application<\/strong><\/p>\n<p><strong>4. Caring for Patients Facing Structural Vulnerabilities<\/strong><\/p>\n<ul>\n<li>Deliver equitable care to immigrants, LGBTQ+ individuals, rural communities, people with disabilities, justice-involved individuals, and people experiencing homelessness or substance use.<\/li>\n<li>Recognize intersectionality and unique barriers across these populations.<\/li>\n<\/ul>\n<p><strong>5. Communication, Language Access, and Digital Health Literacy<\/strong><\/p>\n<ul>\n<li>Use interpreters, plain language, and the teach-back method.<\/li>\n<li>Understand barriers related to internet access, digital tools, and telehealth.<\/li>\n<li>Assess health and digital literacy using validated tools.<\/li>\n<\/ul>\n<p><strong>6. Trauma-Informed, Resilient, and Relationship-Centered Care<\/strong><\/p>\n<ul>\n<li>Recognize how trauma impacts health and healing.<\/li>\n<li>Create safe, empowering clinical environments.<\/li>\n<li>Address clinician burnout and moral distress in equity work.<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Systems Thinking<\/strong><\/p>\n<p><strong>7. Healthcare Access, Coverage, and Policy Inequities (Session 3)<\/strong><\/p>\n<ul>\n<li>Examine Medicaid expansion, underinsurance, safety-net systems, and dual eligibles.<\/li>\n<li>Explore policy-level drivers of inequitable access to care.<\/li>\n<\/ul>\n<p><strong>8. Bias in Clinical Algorithms, Decision Support, and Health Technology<\/strong><\/p>\n<ul>\n<li>Identify and challenge race-adjusted tools (e.g., eGFR, VBAC).<\/li>\n<li>Understand the impact of bias in emerging technologies and AI.<\/li>\n<li>Advocate for evidence-based revisions that promote equity.<\/li>\n<\/ul>\n<p><strong>9. Equity Implications of Value-Based Care and Payment Reform (Session 4)<\/strong><\/p>\n<ul>\n<li>Explore how value-based care, ACOs, and alternative payment models affect equity goals.<\/li>\n<li>Learn strategies to avoid unintended disparities from cost-containment efforts.<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Community Engagement &amp; Advocacy<\/strong><\/p>\n<p><strong>10. Community Engagement and Asset-Based Approaches<\/strong><\/p>\n<ul>\n<li>Partner with community-based organizations and promote local strengths.<\/li>\n<li>Shift from deficit-based to asset-based thinking in healthcare innovation.<\/li>\n<\/ul>\n<p><strong>11. Advocacy, and Institutional Change<\/strong><\/p>\n<ul>\n<li>Learn advocacy tools for policy, systems transformation, and civic engagement.<\/li>\n<li>Write op-eds, meet with legislators, and join equity-focused coalitions.<\/li>\n<li>Navigate institutional resistance and build momentum for change.<\/li>\n<\/ul>\n<p><strong>12. Career Development with an Equity Focus<\/strong><\/p>\n<ul>\n<li>Explore career paths in equity research, community engagement, and policy.<\/li>\n<li>Identify mentors and funding opportunities.<\/li>\n<li>Build a long-term vision for leadership in health equity.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Track Structure: Bimonthly Track Meetings (virtual\/in-person mix). 75% Session attendance required. Each session has a syllabus with preparatory materials. (see attached sample syllabus) -Residents\/Fellows different specialties will work together in a team-based learning format to reinforce the key materials. Curriculum: The Health Disparities Scholarship Track (HDT) is a longitudinal, team-based learning (TBL) curriculum delivered over [&hellip;]<\/p>\n","protected":false},"author":5287,"featured_media":0,"parent":37699,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"acf":[],"publishpress_future_action":{"enabled":false,"date":"2026-05-02 05:50:58","action":"change-status","newStatus":"draft","terms":[],"taxonomy":""},"_links":{"self":[{"href":"https:\/\/health.uconn.edu\/graduate-medical-education\/wp-json\/wp\/v2\/pages\/37703"}],"collection":[{"href":"https:\/\/health.uconn.edu\/graduate-medical-education\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/health.uconn.edu\/graduate-medical-education\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/health.uconn.edu\/graduate-medical-education\/wp-json\/wp\/v2\/users\/5287"}],"replies":[{"embeddable":true,"href":"https:\/\/health.uconn.edu\/graduate-medical-education\/wp-json\/wp\/v2\/comments?post=37703"}],"version-history":[{"count":5,"href":"https:\/\/health.uconn.edu\/graduate-medical-education\/wp-json\/wp\/v2\/pages\/37703\/revisions"}],"predecessor-version":[{"id":38139,"href":"https:\/\/health.uconn.edu\/graduate-medical-education\/wp-json\/wp\/v2\/pages\/37703\/revisions\/38139"}],"up":[{"embeddable":true,"href":"https:\/\/health.uconn.edu\/graduate-medical-education\/wp-json\/wp\/v2\/pages\/37699"}],"wp:attachment":[{"href":"https:\/\/health.uconn.edu\/graduate-medical-education\/wp-json\/wp\/v2\/media?parent=37703"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}