WGEA/WGSA/WOSR 2017

Abstract Body: Objectives: Experience how a reflective writing exercise can be used in medical education. Identify ways in which reflective writing are integral part of a longitudinal health disparities curriculum. Identify findings of a reflective writing exercise on how culture of providers and patients affect patient Find at least one opportunity to include reflective writing in the participant home institution During the development of the comprehensive Health Disparities Curriculum at the University of Arizona College of Medicine-Tucson, curriculum needs were mapped and a lack of explicit and mandatory content in the clinical years was identified. To address this gap in health disparities-related content in third year, students are now assigned two reflective writing exercises – one related to cross cultural communication and the other related to social determinants of health. In the preclinical years students experience reflective writing exercises using 4 different essay prompts. For the third year requirement students identity a clinical situation they have experienced, write a short reflective essay, receive written feedback from a faculty member, and then read the essay and discuss within a small group setting. This presentation will provide participants the opportunity to experience an abbreviated version of the health disparities reflective writing exercises. The format and impact of the exercises will be described in detail, and the potential connections to resident/faculty development will also be discussed. Finally, the evaluation methodology and the highlights of the findings will be presented. The session’s participants will then have a chance to comment on this key component of the Health Disparities Curriculum, share experiences and find ways to incorporate this methodology at their home institutions. Intended Outcomes: Reflective writing exercises will be presented as a tool for exploring difficult subject matter related to health disparities in a non-threatening format. Medical students, faculty and residents understand the importance of identifying and intervening on cultural aspects and social determinants of health to improve the health of the population. A longitudinal curriculum in medical humanities and health disparities converge in the clerkship year to enhance reflective medical practice to increase patient and physician satisfaction. Target Audience: Medical school educators, graduate medical education directors and faculty, and medical education administrators.