LAUSR

care needs. Students read the proposed bill and background information; they then chose their own pathway to pursue advocacy for the bill. For example, a student could choose between contacting the state medical society for advocacy advice or consulting with other physicians for guidance. At another decision point, a student could choose between ‘attending’ a legislative health committee meeting (by listening to an archived recording), or arranging a simulated meeting with their state representative to discuss support of the bill. All students completed a position ‘one-pager’ with relevant points and an ‘ask’. Students followed the bill-to-law process to signing by the state governor. Final steps included creation of individualized SMART goals for ongoing learning and competency-based skills development.