| Sumario: | Background: Retaining skilled healthcare professionals, faculty, and administrators requires innovative strategies that link academic theory to practical application. Interdisciplinary Teaching Methods (ITM) offer a holistic instructional framework that integrates education and health outcomes. ITM instructional approaches integrate knowledge, perspectives, and skills from two or more academic disciplines rather than teaching subjects in isolation. Collaboration across academic disciplines, help students transition into real-world healthcare roles--essential for developing a diverse healthcare workforce. Faculty increasingly recognize that Social Determinants of Learning (SDOL)--non-academic, external conditions--play a critical role in shaping students' academic engagement and success. Hypothesis: Faculty participation in ITM across diverse disciplines may reduce the negative effects of SDOL, especially in underserved communities facing disproportional educational and health disparities. Methodology: The authors conducted a systematic literature review of peer-reviewed journal articles and governmental policy documents. The exploration of how socioeconomic barriers and systemic inequities impact learning and health outcomes, particularly among communities of color, was categorized using themes. The research examined ITM as a mechanism to address these challenges through equity-centered teaching intervention. Results: Findings suggest that ITM enables transformative, equity-focused educational practices as indicated: 1) incorporating diverse perspectives and real-world case studies equip students to advocate for health equity; 2) interdisciplinary collaboration among disciplines--allied health, nursing, healthcare administration, health services management, and health informatics--enables data-driven, innovative responses to SDOL; and 3) ITM connects academic theory to practice, developing critical thinking skills and community engagement.
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