Abstract

We describe the development and implementation of a novel curriculum on marginalization and health at an inner-city academic hospital in Toronto, Canada. The challenges of evaluating complex educational initiatives, particularly those centered on patient advocacy, are identified and potential solutions are discussed.

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Additional Information

ISSN
1548-6869
Print ISSN
1049-2089
Pages
pp. 663-669
Launched on MUSE
2014-05-19
Open Access
No
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