Upstander Course 2.0 on Addressing Bias in the Workplace

Internet Enduring Material sponsored by Stanford University School of Medicine. Presented by  Office of Faculty Development and Diversity at Stanford University School of Medicine. Becoming an Upstander, or Active Bystander, is not only an issue of knowledge but practicing the communication skills needed to respond to various clinical scenarios. As an extension of the Upstander 1.0 Course on Addressing Bias in the Workplace, this CE activity aims to explore bias and workplace microaggressions, empower learners to employ active bystander strategies, address discrimination by patients, and present case studies on an array of scenarios related to the topic.

  Release Date: September 01, 2022
  Expiration Date: August 31, 2025
  Estimated Time to Complete:  30 minutes
  Registration Fee: Free

Click the Begin to launch the course.  We suggest completing Upstander 1.0 prior to this activity. 

1. Evaluate personal biases and workplace microaggressions.
2. Employ active bystander strategies by applying the ERASE framework.
3. Discuss discrimination by patients and its impact on the clinician.
4. Review case studies on an array of scenarios related to the topic.

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

American Board of Anesthesia MOC Credit 
This activity contributes to the CME component of the American Board of Anesthesiology’s redesigned Maintenance of Certification in AnesthesiologyTM (MOCA®) program, known as MOCA 2.0®. Please consult the ABA website, www.theABA.org, for a list of all MOCA 2.0 requirements. 

American Board of Internal Medicine MOC Credit 
Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to 0.50 MOC points in the American Board of Internal Medicine’s (ABIM) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit participant completion information to ACCME for the purpose of granting ABIM MOC credit.

American Board of Otolaryngology – Head and Neck Surgery MOC Credit
Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn their required annual part II self-assessment credit in the American Board of Otolaryngology – Head and Neck Surgery’s Continuing Certification program (formerly known as MOC). It is the CME activity provider's responsibility to submit participant completion information to ACCME for the purpose of recognizing participation. 

American Board of Pathology MOC Credit
Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to 0.50 Lifelong Learning MOC points in the American Board of Pathology’s (ABPath) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit participant completion information to ACCME for the purpose of granting ABPath MOC credit.

American Board of Pediatrics MOC Credit 
Successful completion of this CME activity, which includes participation in the evaluation component, enables the learner to earn up to 0.50 MOC points in the American Board of Pediatrics’ (ABP) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit learner completion information to ACCME for the purpose of granting ABP MOC credit.

American Board of Surgery MOC/CC Credit 
Successful completion of this CME activity, which includes participation in the evaluation component, enables the learner to earn credit toward the CME [and Self-Assessment requirements] of the American Board of Surgery’s Continuous Certification program. It is the CME activity provider's responsibility to submit learner completion information to ACCME for the purpose of granting ABS credit. 

MOC Participation Threshold
Learner completes the online workshop, credits will be awarded upon completion.

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 special accommodations, please contact CME.

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

1. Buchanan, NiCole T. “Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation.” Psychology of Women Quarterly 35, no. 2 (June 1, 2011): 336–37. https://doi.org/10.1177/0361684311401818.
2. Knight, Rebecca. “You’ve Been Called Out for a Microaggression. What Do You Do?” Harvard Business Review, July 24, 2020. https://hbr.org/2020/07/youve-been-called-out-for-a-microaggression-what-do-you-do.
3. Southern Poverty Law Center. “Learning for Justice.” Accessed September 1, 2022. https://www.splcenter.org/learning-for-justice.
4. MedEdPORTAL. “MedEdPORTAL.” Accessed September 1, 2022. https://www.mededportal.orgnull?doi=10.15766%2Fmep&publicationCode=mep.
5. Mello, Michelle M., and Reshma Jagsi. “Standing Up against Gender Bias and Harassment — A Matter of Professional Ethics.” New England Journal of Medicine 382, no. 15 (April 9, 2020): 1385–87. https://doi.org/10.1056/NEJMp1915351.
6. Whitgob, Emily E., Rebecca L. Blankenburg, and Alyssa L. Bogetz. “The Discriminatory Patient and Family: Strategies to Address Discrimination Towards Trainees.” Academic Medicine 91, no. 11 (2016). https://journals.lww.com/academicmedicine/Fulltext/2016/11001/The_Discriminatory_Patient_and_Family__Strategies.21.aspx.

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

Mitigation of Relevant Financial Relationships

Faculty Member Information

Role in activity

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

Magali Fassiotto, PhD
Associate Dean, Office of Faculty Development & Diversity
Stanford University School of Medicine

Course Director, Faculty

Nothing to disclose

Jayzona Alberto, EdD
Assistant Director, Center for Continuing Medical Education
Stanford University School of Medicine

Faculty, Planner

Nothing to disclose

Barbara Jerome, MPH
Research and Program Officer
Stanford University

Faculty, Planner

Yvonne Maldonado, MD
Senior Associate Dean, Faculty Development and Diversity, Taube Professor of Global Health and Infectious Diseases, Professor of Pediatrics (Infectious Diseases) and of Epidemiology and Population Health
Stanford University School of Medicine

Faculty, Planner

Grant or research support-Pfizer, Inc.|Other: Member, Data Safety Monitoring Board -Pfizer, Inc.