CISL Symposium: Fostering the Next Generation of Health Equity Advocates (Recording)

Thursday, February 15, 2024, 12:00 AM - Sunday, February 14, 2027, 11:59 PM, On Demand

Health inequity has been well documented as a public health crisis. Efforts to improve diversity, equity, and inclusion can improve quality of care, patient outcomes and patient satisfaction. Although academic accrediting bodies have identified the importance of graduates having increased knowledge on health equity, many medical and nursing educators struggle with finding effective strategies to cover this content. Simulation can provide an ideal educational modality for learners to practice the complexities of caring for diverse populations and identify ways to deconstruct barriers to equitable healthcare. This presentation discusses ways to develop experiential learning activities that can promote health equity.

  Release Date: February 15, 2024
  Expiration Date: February 14, 2027
  Estimated Time to Complete: 2.5 hours
  Registration Fee: FREE
 *Originally recorded 12/14/2022

AMA PRA Category 1 Credits™ (2.50 hours), ANCC Contact Hours (2.50 hours), Non-Physician Participation Credit (2.50 hours)

1. Discuss the effects of racial disparities and implicit bias on health care delivery.
2. Demonstrate strategies to mitigate bias.
3. Identify educational strategies (including simulation) to promote health equity for healthcare professionals.

In support of improving patient care, Stanford Medicine is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. 

Credit Designation 
American Medical Association (AMA) 
Stanford Medicine designates this Enduring Material for a maximum of 2.50 AMA PRA Category 1 Credits^TM.  Physicians should claim only the credit commensurate with the extent of their participation in the activity. 

American Nurses Credentialing Center (ANCC) 
Stanford Medicine designates this Enduring Material for a maximum of 2.5 ANCC contact hours.

Accessibility Statement
 Stanford University School of Medicine is committed to ensuring that its programs, services, goods and facilities are accessible to individuals with disabilities as specified under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Amendments Act of 2008.  If you have needs that require accommodations, please contact the CME Conference Coordinator.

Cultural and Linguistic Competency
The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area for the purpose of complying with California Assembly Bill 1195. Moreover, the Stanford University School of Medicine Multicultural Health Portal contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws.  You are encouraged to visit the Multicultural Health Portal: https://laneguides.stanford.edu/multicultural-health

Bibliography/References:

Fostering the Next Generation of Health Equity Advocates- Kellie Bryant, DNP, WHNP, CHSE, FAAN:

American Association of Colleges of Nursing. (2022). Selected Data Charts from AACN’s 2022 Diversity, Equity, and Inclusion Member Needs Survey. AACN. https://www.aacnnursing.org/Diversity-Equity-and-Inclusion/Latest-Data-on-Diversity/DEI-Member-Needs-Survey-Data-Charts

American Nurses Association. (2021). National Commission to Address Racism in Nursing. ANA. https://www.nursingworld.org/practice-policy/workforce/racism-in-nursing/national-commission-to-address-racism-in-nursing/

Association of American Medical Colleges. (2023). Anti-racism Education Collection. AAMC MedEdPortal. https://www.mededportal.org/anti-racism

Association of American Medical Colleges. (2019). Diversity in Medicine: Facts and Figures 2019. AAMC. https://www.aamc.org/data-reports/workforce/interactive-data/figure-18-percentage-all-active-physicians-race/ethnicity-2018

Fields, S. D., Wharton, M. J., Ackerman-Barger, K., Lewis, L. M, & Beard, K. V. (2022). The Rise of Diversity, Equity, and Inclusion (DEI) Practitioners in Academic Nursing. A Scholarly Journal of the American Nurses Association. https://www.doi.org/10.3912/OJIN.Vol27No01Man03

Ibrahim, A. M. (2020). A Surgeon’s Journey Through Research and Design; Becoming Anti-Racist. www.surgeryredesign.com

Learning For Justice. (2022). Speak Up at School; In the Moment; Basic Strategies. LearningForJustice.org, https://www.learningforjustice.org/magazine/publications/speak-up-at-school/in-the-moment/basic-strategies

Remote, Augmented Reality Medical Simulation- Tom Caruso, MD, MEd:

Barsom, E. Z., Graafland, M., & Schijven, M. P. (2016). Systematic review on the effectiveness of augmented reality applications in medical training. Surgical endoscopy, 30(10), 4174–4183. https://doi.org/10.1007/s00464-016-4800-6

Moro, C., Štromberga, Z., Raikos, A., & Stirling, A. (2017). The effectiveness of virtual and augmented reality in health sciences and medical anatomy. Anatomical sciences education, 10(6), 549–559. https://doi.org/10.1002/ase.1696

Columbia School of Nursing Helene Fuld Health Trust Simulation Center- Kellie Bryant, DNP, WHNP, CHSE, FAAN:

Hessels, A. J. (2019). Simulation to Improve Infection Prevention and Patient Safety. Columbia University, New York. https://grantome.com/grant/NIH/R18-HS026418-01

For CME general questions, please contact 
     Email: [email protected]

Mitigation of Relevant Financial Relationships

Stanford Medicine adheres to the Standards for Integrity and Independence in Accredited Continuing Education.

The content of this activity is not related to products or the business lines of an ACCME-defined ineligible company. Hence, there are no relevant financial relationships with an ACCME-defined ineligible company for anyone who was in control of the content of this activity.