Table 1.
Summary of Included Curricula
| First author year | Institution | Specialty | Required/elective | Protected time | Logistics | Summary of curriculum |
|---|---|---|---|---|---|---|
| Andrews 20197 | Tulane | Internal Medicine | Elective | Yes | 3-year track. Monthly evening seminars, annual retreat; optional 4 weeks of elective time per year to focus on advocacy project | Advocacy and leadership track. Residents complete a “portfolio” of advocacy experiences, including seminars, retreat, leadership and writing workshops, mentored longitudinal project, and broadly defined “advocacy actions.” |
| Bromage 201932 | Yale | Psychiatry | Required | Yes | 3 sessions for PGY-2 s. Community-based evening, neighborhood tour day, and presentation session | Structural competency initiative. Art gallery night, immersive neighborhood tours with peer advocates and community leaders, resident presentation session critiqued by panel of community leaders |
| Campbell 202012 | Northwestern University | Internal Medicine | Required | Yes | 3 75-min evening modules over 3 months | SDOH curriculum, article does not provide details on curricular content |
| Emery 202211 | Cambridge Health Alliance (CHA) | 13 Boston—programs, specialty not specified | Required for 1 program, optional for all others | No | 3 h within a larger 1-day health equity event | Workshop on “public narrative” tool for community organizing. Interns develop their own story with coaches, and reflect on using these skills to support health equity during residency |
| Gimpel 201739 | University of Texas Southwestern | Family Medicine | Elective | Yes | 3-year track: 4-week block each year, plus 3 elective months in PGY-3 year | CARE track. 3-year mentored academic research project, annual community medicine rotation and 3–4 half days per year at underserved clinic, Opportunities for MPH course work |
| Goss 20208 | Montefiore | Internal Medicine: Primary Care and Social Medicine residency | Unclear | Yes | Multiple seminars over 3 years | Liberation medicine curriculum. Sessions led by faculty and community leaders to introduce and define liberation medicine and apply to policy issues. Includes mentorship and advocacy writing series |
| Hirsch 201740 | University of North Carolina | PM&R | Required | Yes | 1-h debate with preparation and follow-up | Panel debate on proposed Affordable Care Act changes. Residents did mentored preparation of slides/summaries, to represent major stakeholder groups. Audience of faculty and staff spectators |
| Jones 201829 | University of Utah | Family Medicine | Required | No | 1 blog post per resident per year, over 3 years | Family Medicine Vital Signs blog. Each resident and faculty member contributes at least one blog post per year on an advocacy topic of their choosing, supported by editorial board |
| Khera 202216 | Jersey City Medical Center | Internal Medicine | Required | Yes | 10-h-long didactic sessions over 1 year, once every 5 weeks in 5 + 1 system | 10-module curriculum on policy and community-based tools. Roundtable conversations reviewing tools and in-depth policy topics, clinic-based population health exercises, annual projects, senior resident mentorship of interns |
| Knox 201826 | Aurora Health Care (WI) | Family Medicine | Required | Yes | 10 h during intern orientation, 1 month blocks in PGY1 and 2 years; Additional elective time in PGY2/3 | Community Health, Advocacy, and Managing Populations (CHAMP) curriculum. Core principles of community health and SDOH, population health management, elective project and opportunities for unique clinical environment |
| Krishnaswami 201828 | University of Texas Rio Grande Valley | Preventative Medicine | Required | Yes | 2-year dedicated residency | Community-Engaged Lifestyle Medicine residency. Clinical activities (partnerships with promotoras, home visits), didactics (all residents earn MPH), immersion experiences (5-month rotations doing public health and policy work), mentored research projects |
| Lax 201913 | Children’s Hospital of Montefiore | Pediatrics | Required | Yes | 6 workshops and lobby day, over 9 months | Problem-based learning series plus speakers. Teaches 3-tier model of advocacy (patient, community, legislature), clinical skills (SDOH screening, community referrals), and advocacy topics (government benefits, educational advocacy, legal partnerships). Lobby day |
| Majeed 202020 | Eastern Virginia Medical School | Pediatrics | Elective | Yes | 4 lectures, 3 workshops over 1 year during noon conference | Workshops facilitated by local faculty and advocacy leaders. Pair training on a tool (legislative visits, op eds, negotiation) with a specific child health policy issue. Residents prepare an advocacy action plan that they bring to a state lobby day to discuss |
| Michelson 201941 | Boston Combined Pediatric Residency Program | Pediatrics | Required | Yes | 12-week longitudinal integrated block during intern year | Integrated rotation combining advocacy, developmental-behavioral pediatrics, and emergency medicine. Advocacy portions include seminar series, weekend and evening advocacy activities in the community, self-directed advocacy project |
| Neff 20209 | Developed at UCSF, run at multiple local institutions | Internal Medicine; Psychiatry; Family Medicine | Unclear | No | 3–4-h workshop, implemented in 32 distinct instances between 2015 and 2017 | Interprofessional structural competency workshop. Led by 2–3 facilitators from diverse backgrounds (MD, RN, sociology, etc.) who have undergone a training, detailed in the article |
| Oldfield 201831 | Johns Hopkins | Internal Medicine; Med Peds | Required | Yes | Residency track with 4-h academic half days every 2 weeks, and additional electives | Urban health residency track, with advocacy curriculum incorporated. Academic half days include journal club, leadership, and stakeholder engagement training. Optional book club, and option for part-time master’s degree |
| Pak-Gorstein 201818 | Seattle Children’s | Pediatrics | Elective | Yes | 4 blocks during PGY2-3 years (2 1-month blocks PGY2, 2-month block PGY3) | Resident Education in Advocacy and Child Health (REACH) program. Didactics on community engagement, advocacy training, clinical perspectives on resource-limited settings. Personal career development plan. PGY-3 immersion |
| Piel 201819 | University of Washington | Psychiatry | Elective | Yes | 6-month 1/2-day per week rotation, consisting of a 12-week evening course, and a 12-week research project | Forensic psychiatry. Psychiatry and the law course cross-listed with law school. Extensive, mentored project, either legal research, or participation in the legislative process (drafting legislation, working with advocacy organizations, giving testimony, etc.) |
| Sieplinga 202110 | Michigan State University | Pediatrics | Required | Yes | 28 days as either 1st or 2nd block of PGY-1 year | Integrated Community Health and Child Advocacy (ICHCA) curriculum. Interns see patients in the morning and then have advocacy time in the afternoon where they work with community agency leaders, and do asset mapping project |
| Teran 202017 | University of Texas Austin, San Antonio Health Science Center, UTSW | Pediatrics | Required | No | 5-min sessions at existing teaching conferences, 5 times over 5 months | Brief advocacy alert presentations designed and delivered by residents. Cover child health advocacy topics and suggested voluntary actions (e.g., calling or send email to state legislators), with follow-up materials |
| Traba 202127 | 10 New Jersey Pediatric residency programs | Pediatrics | Unclear | No | 9 webinars over 3 months | Virtual House Call webinar series. Speakers including pediatricians, community leaders, and law professionals, responding to COVID-related topics in real time.* |
| Vance 2020;14 Kennedy 201821 | Harvard/Massachusetts General Hospital/McLean Hospital | Psychiatry | Required | Yes | 1 h per year, plus a 1-h lecture during PGY-2 and a 3-h panel during PGY-3 | 3 lecture series. Advocacy fundamentals series; Racism as SDOH series; Structural competency series. Resident competition for community project funding |
| Hennepin County Medical Center | Psychiatry | Required | Yes | PGY2 seminar series and group project; additional electives | Resident-led seminars on “Social Determinants of Mental Health” (APA publication). PGY2s do joint annual service project. Optional legislative advocacy retreat day for all residents, elective for administrative shadowing | |
| UCSF | Psychiatry | Unclear | Yes | 7 h over 2 years | Didactics reviewing frameworks for advocacy, policy and stakeholder engagement, structural competency, writing for a public audience. Longitudinal advocacy project with faculty mentorship | |
| University of Illinois, Peoria | Psychiatry | Required | Yes | 2 lectures (1.5–2 h) and 1 outside speaker over 4 years; advocacy day in PGY-3 year | Lectures on basics of legislative process, mental health advocacy, with guest speakers. Residents learn to prepare a 1-page memo. PGY-3 advocacy day | |
| University of Michigan | Psychiatry | Required | Yes | Didactics over 4 years with additional elective | Required didactic curriculum over 4 years (PGY1/2 psychiatry in social context; PGY3/4 healthcare systems, financing, legal regulation of psych practice across states). Additional electives | |
| University of Texas Southwestern | Psychiatry | Required | Yes | 2 h of PGY-1 lecture/discussion sessions plus workshop held once every 4 years | Workshop with 1 h didactic and 3 h of panel and breakout groups, topics chosen by resident interest. Mental Health Day at State Capitol. PGY1s get components of the workshop in 2 h of lectures/discussion sessions | |
| Yale | Psychiatry | Required | Yes | 4.5 h over 3 sessions in PGY-2 core curriculum, with additional electives for PGY-3/4 and fellows | PGY2 core curriculum on social justice and health inequity, with 1 didactic session on community advocacy, 2 sessions on legislative advocacy. Electives include legislative visits, preparing testimony, and guest lectures | |
| Webber 201842 | University of Wisconsin-Madison | Pediatrics; Family Medicine | Elective | Yes | 5-day curriculum as a part of Fundamentals of Global Health Course | Local Global Health sessions. Specific focus on Latinx community, use Asset-Based Community Development (ABCD) framework, applied to local community via exercises in partnership with community leaders |
| Whetstone 201833 | UCSF | Ob/Gyn | Required | Yes | Curriculum of required didactics (lectures, grand rounds), PGY-2 clinical experience, with optional 4-week global health component in Uganda during PGY-3 | EMPOWUR (Educating, Mentoring, and Preparing Ob/Gyns to care for Women in Under-Resourced communities) curriculum. Didactics on SDOH. Disparities, and advocacy training. Direct care in underserved communities block. Role modeling thread with guest speakers. Uganda experience with focus on capacity building |
| Ying 201915 | University of Ottawa | Surgery (multiple specialties) | Required | Yes | 3 h of protected time during a weekly academic half day in surgical foundations curriculum | Community outreach initiative. Residents complete advocacy project, encouraged to be related to surgical specialty, in groups or individually, with peer presentation at conclusion |
*This was initially a cross-residency collaborative with faculty and residents to build community partnerships with Family Success Centers (FSCs) and develop a core advocacy curriculum for all sites; conducted needs assessment and obtained implementation grant. However, given roll out during April–June 2020, the residencies pivoted