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Intro; Foreword: The Promise of Structural Competency; Acknowledgements; Contents; About the Authors; Contributors; Introduction; References; Part I: Structural Competency in Classrooms and Clinics; Teaching and Testing Structural Competency in Pre-health Undergraduate Classrooms; The Problem; Theoretical Framework; The Path; Medicine, Health, and Society; Structural Foundations of Health Survey; Health Disparity-Related Professional Preparation; Obesity; Heart Disease; Depression; Key Learnings; Translation to Other Sites; References
The Walking Classroom and the Community Clinic: Teaching Social Medicine Beyond the Medical SchoolThe Problem: Placing Social Medicine in the Curriculum; Theoretical Framework; The Approach I: The Walking Classroom; The Approach II: The Clinic and Its Communities; Outcomes and Lessons Learned; References; This Ain't No Tool, This Ain't No Toolbox; Slowing Down: The Question of Time; Appendix 1: Structured Observation Guiding Questions; References; Reflections on the Intersection of Student Activism and Structural Competency Training in a New Medical School Curriculum
The Problem: How Can Student Activists Work with Faculty for Curricular ChangeTheoretical Framework; The Path; Social Movements and the Field of Medicine; Orientation to Medical School; From Orientation to Medical School; Deeply Personal; Structural Competency; Addressing Shortcomings; References; The Structural Competency Working Group: Lessons from Iterative, Interdisciplinary Development of a Structural Competency Training Module; Building Social Analysis into Curricula for Health Professionals; Theoretical Framework: Practicing "Impractical" Thinking
The Path: Iterative, Interdisciplinary CollaborationDeveloping the Training: Making Content "Sticky" and Balancing Pedagogic Approaches; Implementation and Evaluation: Identifying Strengths and Weaknesses; From Key Learnings to Revisions: Feedback-Driven Pedagogic Development; Adaptation and Dissemination: Structural Competency for Diverse Audiences; Nuts and Bolts: Lessons About Group Structure; Conclusion: Core Lessons and Remaining Questions; References; Teaching Social Medicine as Collaborative Ethnographic Research and Advocacy on Homelessness and Serious Mental Illness
The Problem: How Can Social Science Methods and Theory Engage Theoretically and Practically in the US Medical School Context with the Urgent Challenges of Rising Social Inequality and Health DisparitiesTheoretical Orientation; The Path; Reproducing Ourselves; Social Medicine for All; Engaging the Social; Theory and Practice: Teaching Social Medicine as Applied Sociomedical Practice; The Key Learning; Emerging Projects and Lessons Learned; References; Teaching Population Health and Community Health Assessment to Undergraduate Medical Students; The Problem; Theoretical Framework
The Walking Classroom and the Community Clinic: Teaching Social Medicine Beyond the Medical SchoolThe Problem: Placing Social Medicine in the Curriculum; Theoretical Framework; The Approach I: The Walking Classroom; The Approach II: The Clinic and Its Communities; Outcomes and Lessons Learned; References; This Ain't No Tool, This Ain't No Toolbox; Slowing Down: The Question of Time; Appendix 1: Structured Observation Guiding Questions; References; Reflections on the Intersection of Student Activism and Structural Competency Training in a New Medical School Curriculum
The Problem: How Can Student Activists Work with Faculty for Curricular ChangeTheoretical Framework; The Path; Social Movements and the Field of Medicine; Orientation to Medical School; From Orientation to Medical School; Deeply Personal; Structural Competency; Addressing Shortcomings; References; The Structural Competency Working Group: Lessons from Iterative, Interdisciplinary Development of a Structural Competency Training Module; Building Social Analysis into Curricula for Health Professionals; Theoretical Framework: Practicing "Impractical" Thinking
The Path: Iterative, Interdisciplinary CollaborationDeveloping the Training: Making Content "Sticky" and Balancing Pedagogic Approaches; Implementation and Evaluation: Identifying Strengths and Weaknesses; From Key Learnings to Revisions: Feedback-Driven Pedagogic Development; Adaptation and Dissemination: Structural Competency for Diverse Audiences; Nuts and Bolts: Lessons About Group Structure; Conclusion: Core Lessons and Remaining Questions; References; Teaching Social Medicine as Collaborative Ethnographic Research and Advocacy on Homelessness and Serious Mental Illness
The Problem: How Can Social Science Methods and Theory Engage Theoretically and Practically in the US Medical School Context with the Urgent Challenges of Rising Social Inequality and Health DisparitiesTheoretical Orientation; The Path; Reproducing Ourselves; Social Medicine for All; Engaging the Social; Theory and Practice: Teaching Social Medicine as Applied Sociomedical Practice; The Key Learning; Emerging Projects and Lessons Learned; References; Teaching Population Health and Community Health Assessment to Undergraduate Medical Students; The Problem; Theoretical Framework