Thinking Habits in the AI Era: Smarter Patient-Care Decisions

Tuesday, February 24, 2026, 12:00 AM - Friday, February 23, 2029, 11:59 PM, On Demand

This course aims to enhance clinical thinking habits and reflective practices of health care professionals through the understanding and adoption of the Thinking Habits Matrix (THM). Focusing on clinicians who hold a coaching or mentoring role, this course provides an applicable framework and shared language to assess learner thinking habits and guiding questions to probe deeper and more strategically when faced with a complex problem. The desired course outcome is to enhance participants' abilities to assess and track critical thinking skills for themselves and their learners/peers, enabling them to excel in solving complex patient cases augmented by knowledge-based AI tools in medicine.

     Release Date: February 24, 2026
     Expiration Date: February 23, 2029
     Estimated Time to Complete: 2 Hours
     Registration Fee: $25.00

Click Register (at the top) to complete the registration form and begin the activity.  Discover more about EdTech's educational programs by clicking here.

AMA PRA Category 1 Credits™ (2.00 hours), AAPA Category 1 CME credits (2.00 hours), Non-Physician Participation Credit (2.00 hours)

1. Recognize and apply the Thinking Habits Matrix (THM) to deliberately reflect on your problem-solving skills in complex clinical scenarios, enabling informed patient-care decision-making.
2. Reflect on your patient care decision-making using the THM framework to identify and address specific thinking habits that impact patient outcomes.
3. Integrate THM language into your training practices to coach learners and peers, fostering reflective practice in future healthcare professionals.
4. Synthesize clear, actionable steps for using the THM to improve thinking habits for yourself and your learners, enhancing your effectiveness as a clinician and an educator in the evolving AI-integrated healthcare environment.

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

American Academy of Physician Associates (AAPA) - Enduring Materials 
Stanford Medicine has been authorized by the American Academy of PAs (AAPA) to award AAPA Category 1 CME credit for activities planned in accordance with AAPA CME Criteria. This enduring activity is designated for 2.00 AAPA Category 1 CME credits. Approval is valid until 02/23/2029. PAs should only claim credit commensurate with the extent of their participation. 

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 visual, auditory, cognitive, or mobility accommodations, including dietary concerns, 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

References/Bibliography
Bushardt, Reamer L. PharmD, PA-C, DFAAPA. Artificial intelligence and the dreaded 's. Journal of the American Academy of Physician Assistants 31(3):p 9-10, March 2018. | DOI: 10.1097/01.JAA.0000530302.23280.25

Callahan, Kathryn E. MD, MS; Hartsell, Zachary MHA, PA-C. Care transitions in a changing healthcare environment. JAAPA 28(9):p 29-35, September 2015. | DOI: 10.1097/01.JAA.0000470433.84446.c3

Gomes J, Eiseman M, Joseph J. The Integration of Artificial Intelligence in Physician Assistant Education. J Physician Assist Educ. 2025 Jun 11;36(3):e329-e331. doi: 10.1097/JPA.0000000000000683. PMID: 40498883.

He, Shuhan MD. Artificial intelligence in cardiovascular practice: Bringing the technology to the bedside. JAAPA 38(7):p 11-12, July 2025. | DOI: 10.1097/01.JAA.0000000000000223

Tanner B Dean, Rajeev Seecheran, Robert G Badgett, Rosey Zackula, John Symons, Perceptions and attitudes toward artificial intelligence among frontline physicians and physicians’ assistants in Kansas: a cross-sectional survey, JAMIA Open, Volume 7, Issue 4, December 2024, ooae100, https://doi.org/10.1093/jamiaopen/ooae100

For activity related questions, please contact
     Visit: https://med.stanford.edu/edtech/contact.html  

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

You are not logged in.

Please click the button below to login or create a new account before continuing.

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.