After attending this session, participants should be able to: 

• Describe important definitions related to equity and trauma-informed approaches. 
• Describe the main principles of Trauma-Informed Care. 
• Apply Equity and Trauma-Informed approaches within health care transition. 

Didactic Presenter(s):

• Maria Medina
• Alyssa Greene 

After attending this session, participants should be able to: 

• Assess the current context of health care transition (HCT) outcome evidence. 
• Describe the American Academy of Pediatrics (AAP)/American Academy of Family Physicians (AAFP)/American College of Physicians (ACP) Six Core element approach and tools for pediatric, family medicine and adult practices. 
• Describe key lessons learned from implementing HCT performance improvement program in pediatric and adult systems. 

Didactic Presenter:  

• Patience White

After attending this session, participants should be able to: 

• Describe ways to engage families and youth on an individual level (e.g., Got Transition’s HCT Family Toolkit). 
• Describe approaches to support gains in health literacy and autonomy (youth time alone w/ clinician, Transition Readiness Assessment).  
• Design co-created plans of care. 
• Apply methods to engage families and youth at the systems level (e.g., Importance of family advisory group, so ‘connect the dots beyond patient’, Family Voices’ FESAT to assess engagement effectiveness) 

Didactic Presenter: 

• Peter Scal

After attending this session, participants should be able to: 

• Evaluate neurocognitive considerations for adolescents and young adults relevant to decision-making support needs. 
• Identify decision-making support options in Minnesota. 
• Describe processes for guiding decision-making supports. 

Didactic Presenter:

• TBD

After attending this session, participants should be able to: 

• Outline goals and action steps to ensure a safe transfer from pediatric to adult outpatient care for young adults including finding an adult provider, creating welcome and orientation materials, planning initial visits, and reducing no-show rates. 
• Identify challenges in ensuring a safe transfer (lack of information, warm hand offs, and lost to follow up) 
• Implement tools that can help improve transfer and integration into adult care. 

Didactic Presenter:

• TBD

After attending this session, participants should be able to: 

• Employ strategies on how to prepare the office and staff for youth with intellectual and/or developmental disability (IDD) IDD as compared to youth without IDD. 
• Describe what should be done prior to the first visit to make the first visit easier for the youth with IDD. 
• Describe what should occur during and after the first visit for youth with IDD (Tool: https://gottransition.org/resource/?tips-integrating-idd-into-practice) 

Didactic Presenter:

• TBD

After attending this session, participants should be able to: 

• Identify ways health care can be included in special education transition planning. 
• Identify transition tools and resources for clinicians, youth and families, school nurses, and special educators on Minnesota’s Disability Hub. 
• Identify innovative Minnesota cross-sector efforts to improve transition to adult health care, post-secondary education, employment, and independent living.  

Didactic Presenter:

• TBD

After attending this session, participants should be able to: 

• Explain the importance of standardizing the health care transition (HCT) process. 
• Describe the steps to begin a HCT improvement process in your own practice. 
• Evaluate an example of implementing Core Element #1: a Transition and Care Policy/Guide. 

Didactic Presenter:

• Patience White