TEACHING SDH: AVAILABLE RESOURCES

Name of Resource / Brief Description / Learner Level
Social Determinants of Health (SDH) Fast Facts Series
Anderson T, Malek S, Benson M, Simonetti J, and Bui T. Social Determinants of Health Fast Facts. Journal of General Internal Medicine (JGIM). Nov 30 2014.
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  • Brief, practical, peer-reviewed and evidence based summaries on key topics commonly encountered by clinicians and trainees caring for challenging patients
  • Created with the intention to stimulate discussion, interpret and apply population health findings to “personalize” patent care
  • Format: Case based multiple-choice questionsthat include clinical presentation and test results. The reader is asked to pick the plausible answer based on the principle of shared decision-making.A summary of the best evidence available to date is then provided to justify the recommended course of action for each case scenario followed by literature citations.
/ - Medical students
- Residents
-Practicing physicians
Video Curriculum on Screening for the Social Determinants of Health
Klein M, Beck A, Kahn R, Henize A, O'Toole J, Alcamo A, McLinden D. Video Curriculum on Screening for the Social Determinants of Health. MedEdPORTAL Publications; 2013. Available from: /
  • A series of video vignettes depicting typical scenarios of resident physicians screening for SDH in continuity clinic with parents.
  • Vignettes highlighted screening for food insecurity, public benefits, housing conditions, maternal depression, domestic violence and education. A “day in the life” series was created to allow actual patients and families from the clinic tell their story of how screening, detection, and intervention impacted their family’s lives.
  • Format: Each vignette includes two versions, inappropriate and appropriate using the same actors to show how to engage the parent in a family-centered conversation that focused on screening for SDH
/ - Medical students
- Residents (Pediatrics)
Ramos J, Bogetz A, Schillinger E, Bereknyei Merrell S, Blankenburg R, Buckelew S, Chen H, Harman S, Monash B, Rennke S, Yuan P, Braddock C, Satterfield J. Enhancing Behavioral and Social Science at the Bedside: Core Skills for Clinicians and Teachers. MedEdPORTAL Publications; 2015.
Available from: /
  • An interactive 120-minute workshop used to train faculty on how to best incorporate social and behavioral constructs at the bedside (in the inpatient setting) to improve patient centered care and teaching of this concept.
  • Format: Two role-played scenarios from real clinical inpatient ward round encounters. Curriculum includes a facilitator's guide, workshop slides in PowerPoint format, script for each role play scenario, workshop evaluation form, and a handout for participants.
/ - Residents
- Attending physicians
Name of Resource / Brief Description / Learner Level
Bower D, Webb T, Larson G, Tipnis S, Young S, Berdan E, Simpson D. Patient Centered Care Workshop: Providing Quality Health Care to a Diverse Population. MedEdPORTAL Publications; 2007. Available from: /
  • Uses a three-perspective patient centered care approach that requires learners to consider the following when developing patient treatment plans
  1. Physician’s role and perspectives e.g., bio-psychosocial model of care, evidence based medicine, values and beliefs)
  2. Patient perspectives organized by Kleinman’s questions (belief system, patient values and culture)
  3. Social review of systems (e.g., societal and economic barriers to health care)
  • Two-part workshop designed to teach learners how
  • Part 1: To incorporate the patient's, physician's and society's perspective into a health care plan
  • Part 2: To provide opportunities for learners to apply the approach using a series of strategically crafted instructor-authored cases and at least one student generated "critical incident" case scenario
/ - Medical students
- Residents
-Practicing physicians
Ontario College of Family Physicians
Primary Care Interventions in Poverty

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  • A Canadian Model for how to deal with SDH in daily clinical practice.
  • Resources developed by the Ontario College of Family Physicians with interventions to manage poverty and other factors that affect health.
/ - Attending physicians developing curriculum tools
- Practicing Physicians
Health Begins
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  • HealthBegins, a startup that transforms the health of vulnerable communities through innovative education, technology, and consultancy services.
  • This is information portal includes: how to help your patients with housing problems, food security, low educational attainment, financial stress, racial discrimination, document status, transportation problems, language barriers and to understand the effects of the built environment.
  • Set up an account and use for self-study or to supplement problem-based/case-based learning.
/ - Medical students
- Residents
- Practicing physician
King and Wheeler. Medical Management of Vulnerable and Underserved Patients: Principles, Practice, and Populations /
  • Textbook that teaches principles and skills needed to care for a variety of vulnerable and underserved patients
  • Issues addressed include: lack of insurance and/or accessible services, poor English language skills, homelessness, immigrant status, chronic disease, mental illness, substance abuse, HIV, etc.
  • Book Review in NEJM:
/ - Medical students
- Residents
-Practicing physicians
Name of Resource / Brief Description / Learner Level
Caring With Compassion: The Knowledge and Skills You Need to Serve At-Risk Populations

Chick D, Bigelow A, Seagull F, Rye H, Williams B. Caring with Compassion, Domain 1: U.S. Public Healthcare Systems. MedEdPORTAL Publications; 2014.
Available from:
Chick D, Bigelow A, Seagull F, Rye H, Davis P, Williams B. Caring with Compassion, Domain 2: Bio-psychosocial Care of Uninsured, Homeless, Underserved, and At-Risk Populations. MedEdPORTAL Publications; 2014.
Available from: /
  • Designed by an interdisciplinary team of educators from the fields of medicine, nursing, and social services.
  • Provides core background information to support bio-psychosocial clinical care for homeless, underserved, uninsured, and at-risk populations.
  • The curriculum divided into two domains:
  • Domain 1 provides an overview of U.S. public healthcare systems
  • Domain 2 presents the bio-psychosocial model of healthcare and special care needs of underserved populations.
/ - Graduate medical learners
- Advanced medical students
- Nurse practitioners
Saba G, Satterfield J, Salazar R, Adler S, Hauer K, Chen H, Hughes D, Azzam A, Shore W. The SBS Toolbox: Clinical Pearls from the Social and Behavioral Sciences. MedEdPORTAL Publications; 2010. Available from: /
  • A curricular resource from the SBS Curriculum Committee of the School of Medicine, University of California, San Francisco (UCSF) that is used as medical students transition from the classroom to the clerkship.
  • Consists of brief summaries of key topics such as health literacy, social support, health risk behaviors, behavioral modification strategies, stress, coping, adherence, chronic pain, intimate partner violence discharge planning, etc.
  • Format: multiple lectures, seminars, independent learning modules, and case discussions
/ - Medical students
Nicolle E, Britton E, Janakiram P, Robichaud P. Using TED Talks to Teach Social Determinants of Health

Review of how to use TED talks:
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  • A series of workshops available for widespread use and online media that emphasize key points to teach SDH that relate specifically to primary care and include global health perspectives.
  • Format: PREZI presentation, which centers on a TED Talk as a discussion point. A PowerPoint file accompanies each presentation as a presenter guide.
/ - Medical Students
- Residents
- Practicing physicians

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