Pediatric Grand Rounds (RECORDING) Why Academia Needs LHS+ Identified Faculty and Leaders

This presentation is a recording of a Stanford Pediatric Grand Rounds Session.  World-renowned experts will present the latest research, practice guidelines, and treatment protocols to advance best practices in the care of pediatric patients. These online recordings will provide pediatricians and family physicians with up-to-date clinical information on a wide range of clinical issues encountered in daily pediatric practice.  In this session, we describe the LHS+ community’s presence in clinical and academic medicine, review factors that influence LHS+ inclusion in academic medicine and review  assets  and  resources  to  support  LHS+  community  members  success  in  academic medicine

  Release Date: December 16, 2022
  Expiration Date: December 15, 2023
  Estimated Time to Complete: 1.0 hour
  Registration Fee: FREE
 *Originally recorded 10/07/2022.

1. Describe the LHS+ community’s presence in clinical and academic medicine.
2. Review factors that influence LHS+ inclusion in academic medicine.
3. Review assets and resources to support LHS+ community members success in academic medicine.

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 1.00 AMA PRA Category 1 Credits^TM.  Physicians should claim only the credit commensurate with the extent of their participation in the activity.

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

References/Bibliography

Association of American Medical Colleges, The. (2021). Diversity among
Hispanic/Latinx US Physicians In AAMC Workforce Studies DATA SNAPSHOT.
https://www.aamc.org/media/56736/download

Association of American Medical Colleges, The. (2021). Faculty Roster: U.S. Medical
School Faculty: U.S. Medical School Deans by Dean Type and Race/Ethnicity (URiM vs
non-URiM).
https://www.aamc.org/data-reports/faculty-institutions/interactive-data/us-medical-school
-deans-trends-type-and-race-ethnicity

Association of American Medical Colleges, The. (2014). Personal Well-being Among
Medical Students: Findings from an AAMC Pilot Survey. AAMC, 14(4).
https://www.aamc.org/media/7561/download

Díaz, D. H. S., Garcia, G., Clare, C., Su, J., Friedman, E., Williams, R., Vazquez, J., &
Sánchez, J. P. (2020). Taking Care of the Puerto Rican Patient: Historical Perspectives,
Health Status, and Health Care Access. MedEdPORTAL : the journal of teaching and
learning resources, 16, 10984. https://doi.org/10.15766/mep_2374-8265.10984

Fernández, C. R., Silva, D., Mancias, P., Roldan, E. O., & Sánchez, J. P. (2021). Hispanic
Identity and Its Inclusion in the Race Discrimination Discourse in the United States.
Academic medicine : journal of the Association of American Medical Colleges, 96(6),
788–791. https://doi.org/10.1097/ACM.0000000000003904

Journal of Teaching and Learning Resources, The. Language-Appropriate Health Care
and Medical Language Education Collection. MedEdPORTAL.
https://www.mededportal.org/language

McDade, W., Vela, M. B., & Sánchez, J. P. (2020). Anticipating the Impact of the USMLE
Step 1 Pass/Fail Scoring Decision on Underrepresented-in-Medicine Students. Academic
medicine : journal of the Association of American Medical Colleges, 95(9), 1318–1321.
https://doi.org/10.1097/ACM.0000000000003490

National Center for Education Statistics. (2018). Race/ethnicity of college faculty.
National Center for Education Statistics: Fast Facts.
https://nces.ed.gov/fastfacts/display.asp?id=61

National Latino/a Physician Day. (2022). 6% is not enough.
https://www.nationallatinophysicianday.com/

Ortega, P., López-Hinojosa, I., Park, Y. S., & Girotti, J. A. (2021). Medical Spanish
Musculoskeletal and Dermatologic Educational Module. MedEdPORTAL : the journal of
teaching and learning resources, 17, 11071.
https://doi.org/10.15766/mep_2374-8265.11071

Sánchez, J. P. (2020). Succeeding in Academic Medicine: A Roadmap for Diverse
Medical Students and Residents. Springer.
https://link.springer.com/book/10.1007/978-3-030-33267-9

Sánchez, J. P., Brutus, N. N. (2022). Health Professions and Academia: How to Begin
Your Career. Springer. https://link.springer.com/book/10.1007/978-3-030-94223-6

Sánchez, J. P., Sola, O., Ramallo, J., Sánchez, N. F., Dominguez, K., & Romero-Leggott, V.
(2014). Hispanic Medical Organizations' Support for LGBT Health Issues. LGBT health,
1(3), 161–164. https://doi.org/10.1089/lgbt.2014.0034

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. 

There are no relevant financial relationships with ACCME-defined ineligible companies for anyone who was in control of the content of this activity, except those listed in the table below. All of the relevant financial relationships listed for these individuals have been mitigated.

Member Information

Role in activity

Nature of Relationship(s) / Name of Ineligible Company(s)

Alan R. Schroeder, MD
Clinical Professor
Stanford University

Co-Course Director

Nothing to disclose

Olivera Marsenic Couloures, MD
LPCH

Course Director and Reviewer

Nothing to disclose

John Sanchez, MD, MPH

Faculty

Nothing to disclose

Debra Babcock, MD
Stanford Childrens (PCHA)

Planner

Nothing to disclose

Lisa Jo Chamberlain, MD
Professor of Pediatrics – General Pediatrics
Stanford Children's Health

Planner

Nothing to disclose

Baraka Dechelle Floyd, MD
Clinical Assistant Professor and Associate Chair for Diversity, Equity, and Inclusion
Stanford University School of Medicine

Planner

Nothing to disclose

Charles Gawad, MD, PhD
Associate Professor
Stanford

Planner

Ownership-BioSkryb Genomics

Allison Guerin, EdD
Stanford

Planner

Nothing to disclose

Mary Beth Leonard, MD, MSCE
Arline and Pete Harman Professor and Chair, Department of Pediatrics
Stanford University

Planner

Nothing to disclose

Ryan Lion, MD, MS
Stanford University

Planner

Nothing to disclose

Lauren E O'Brien, MD
Clinical Assistant Professor
LPCH

Planner

Nothing to disclose

Stephen J Roth, MPH, MD
Attending, Cardiovascular ICU
Lucile Packard Children's Hospital Stanford

Planner

Nothing to disclose

Stephanie Squires, MD
Pediatric Hospital Medicine Fellow
Stanford Health Care/ Stanford Children's Hospital

Planner

Nothing to disclose

Ke-You Zhang, MD
Stanford University

Planner