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Stanford Developing Faculty Competencies in Assessment


Stanford Developing Faculty Competencies in Assessment Banner

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Add to Calendar Stanford Developing Faculty Competencies in Assessment 9/5/2025 8:00:00 AM 9/6/2025 12:00:00 PM America/Los_Angeles For More Details: https://stanford.cloud-cme.com/assessmentSept2025 Description: Please join us for this highly interactive two day virtual program that will help you with assessments as an educational leader. This course uses both a system and programmatic lens to help you build the most effective assessment program for your own residency or fellowship programs. We will start with an overview of key concepts and principles in outcomes-based education. We will then explore key issues in asse... A Live Webinar false MM/DD/YYYY


Date & Location
Friday, September 5, 2025, 8:00 AM - Saturday, September 6, 2025, 12:00 PM, A Live Webinar

Overview
Please join us for this highly interactive two day virtual program that will help you with assessments as an educational leader. This course uses both a system and programmatic lens to help you build the most effective assessment program for your own residency or fellowship programs. We will start with an overview of key concepts and principles in outcomes-based education. We will then explore key issues in assessment before focusing on specific assessment methods, approaches and tools. Additionally, leaners will utilize skills in fair assessment and coaching.

Registration

Program Schedule

  • Friday, September 5, 2025: 8:00am - 4:30pm PST

  • Saturday, September 6, 2025: 8:30am - 11:30pm PST

Registration is required. Registration fees for all practitioners: $400.00

STAP-eligible employees can use STAP funds towards the registration fees for this activity.  Complete the STAP Reimbursement Request Form and submit to your department administrator.

Please note: Registration closes on Thursday, September 4, 2025 at 8:00am PT.


Credits
AMA PRA Category 1 Credits™ (9.75 hours), APA Continuing Education credits (9.75 hours), Non-Physician Participation Credit (9.75 hours)

Target Audience
Specialties - Non-clinical
Professions - Fellow/Resident, Non-Physician, Physician, Psychologist, Student

Objectives
At the conclusion of this activity, learners should be able to:

  1. Apply key principles of competency-based education in graduate medical education training programs.
  2. Utilize skills in Fair Assessment and Coaching.
  3. Build an effective assessment program by choosing and applying appropriate assessment tools
  4. Employ effective practices in work-based assessment
  5. Develop a personal action plan for change in their own residency or fellowship program

Accreditation

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 Live Activity for a maximum of 9.75 AMA PRA Category 1 CreditsTM.  Physicians should claim only the credit commensurate with the extent of their participation in the activity. 

American Psychological Association (APA)

Continuing Education (CE) credits for psychologists are provided through the co-sponsorship of the American Psychological Association (APA) Office of Continuing Education in Psychology (CEP). The APA CEP Office maintains responsibility for the content of the programs.


Additional Information

Cancellation Policy
Cancellations received in writing no less than 20 days before the course will be refunded, less a 20% administrative fee. No refunds will be made on cancellations received after that date. Please send cancellation requests to [email protected].

Stanford University School of Medicine reserves the right to cancel or postpone this program if necessary; in the event of cancellation, course fees will be fully refunded. We are not responsible for other costs incurred such as non-refundable airline tickets or hotel penalties.

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 Office.

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

For activity related questions, please contact
     Name: Thang “Trey” Huynh-Ngo, MBA
     Title: Program Manager, Graduate Medical Education
     Email: [email protected]

For questions regarding registration and payment, please contact:
     Name: Emily Manche
     Title: CME Compliance Coordinator
     Email: [email protected]

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. 



Member Information
Role in activity
Nature of Relationship(s) / Name of Ineligible Company(s)
Pedro Paulo Tanaka, MD, PhD
Clinical Professor
Stanford University
Course Director, Faculty
Nothing to disclose
Aileen Adriano, MD
Stanford University
Faculty
Raghdah Al-Bualy, MHA
Faculty
Maja Katrin Artandi, MD
Stanford Health Care (SHC)
Faculty
Holly A Caretta-Weyer, MD
Stanford University
Faculty
Alexander J Goodell, MD
Resident
None
Faculty
Kate Hatlak, EdD
Faculty
Sarah Roberts Williams, MD
Clinical Professor
Stanford Dept. of Emergency Medicine
Faculty
Faculty Photos
Isheeta Zalpuri, MD
Clinical Associate Professor, Psychiatry and Behavioral Sciences
Faculty
Nothing to disclose

Friday, September 5, 2025
Session 1: What Works, For Who, and In What Context: Initial Realist Evaluation of the Implementation of Competency-Based Assessment.
8:00AM - 9:00AM
Holly A Caretta-Weyer, MD


Objectives:
  1. Apply key principles and concepts of CBME to facilitate better educational and clinical outcomes
  2. Review the implications of the clinical performance environment and learner outcomes
  3. Discuss key concepts and theories in professional development and learning
 
Session 2: Conceptualizations of curriculum co-creation in Competency Based Education
9:00AM - 10:00AM
Raghdah Al-Bualy, MHA


Objectives:
  1. Critically analyze conceptual frameworks of curriculum co-creation within Competency-Based Education, with the aim of identifying principles, practices, and implications for learner engagement and educational design.
Break
10:00AM - 10:15AM

Session 3: A blueprint for developing and assessing faculty team: the clinician educator milestone project
10:15AM - 11:15AM
Kate Hatlak, EdD


Objectives:
  1. Utilize blueprint for developing and assessing faculty teams using the Clinician Educator Milestone Project, with a focus on supporting professional growth, accountability, and excellence in medical education.
Lunch
11:15AM - 12:00PM

Session 4: Direct Observation
12:00PM - 1:40PM
Sarah Roberts Williams, MD


Objectives:
  1. Review training techniques to improve direct observation
 
Session 5: Programmatic Approaches to the Struggling Learner
1:45PM - 3:10PM
Isheeta Zalpuri, MD


Objectives:
  1. Develop a programmatic and staged approach to remediation
  2. Describe secondary causes of poor performance
  3. Review an effective resident remediation plan
  4. Discuss best practices for remediation of resident/fellow learners
 
Break
3:10PM - 3:30PM

Session 6: From Calculations to Compassion: How AI Will Reshape Learning in Medicine
3:30PM - 4:30PM
Alexander J Goodell, MD


Objectives:
  1. Examine how artificial intelligence is transforming medical education, from data-driven decision-making to fostering humanistic care
  2. Explore its implications for curriculum design, assessment, and the development of clinical empathy
Saturday, September 6, 2025
Session 7: Core Competencies of Effective Coaching: A Key Skill Set for Medical Educators
8:30AM - 11:30AM
Pedro Paulo Tanaka, MD, PhD
Sarah Roberts Williams, MD
Aileen Adriano, MD
Maja Katrin Artandi, MD


Objectives:
  1. Define the core competencies of effective coaching as they apply to medical education.
  2. Discuss how integrating coaching skills can enhance learner development, feedback practices, and professional identity formation in clinical education settings.
 

 

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