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Pediatric Grand Rounds (RECORDING) Building a New Framework for Equity in Pediatrics: Addressing Structural Issues and Changing Culture


Pediatric Grand Rounds (RECORDING) Building a New Framework for Equity in Pediatrics: Addressing Structural Issues and Changing Culture Banner

  • Overview
  • Faculty
  • Begin
Add to Calendar Pediatric Grand Rounds (RECORDING) Building a New Framework for Equity in Pediatrics: Addressing Structural Issues and Changing Culture 12/16/2022 12:00:00 AM 12/16/2023 12:00:00 AM America/Los_Angeles For More Details: https://stanford.cloud-cme.com/course/courseoverview?P=0&EID=45699 Description: 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 encountere... false MM/DD/YYYY


Date & Location
Friday, December 16, 2022, 12:00 AM - Saturday, December 16, 2023, 12:00 AM, Online, CA

Overview

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, gender equity is discussed, including creating strategies to drive institutional priorities, bridging silos and understanding organizational politics, to assist in building a pathway to equity.


Registration

  Release Date: December 16, 2022
  Expiration Date: December 16, 2023
  Estimated Time to Complete: 1.0 hour
  Registration Fee: FREE
 *Originally recorded 09/30/2022.


Credits
AMA PRA Category 1 Credits™ (1.00 hours), Non-Physician Participation Credit (1.00 hours)

Target Audience
Specialties - Pediatrics


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

  1. Build a pathway to equity
  2. Create strategies to drive institutional equity priorities
  3. Align equity efforts with institutional priorities

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 Enduring Material for a maximum of 1.00 AMA PRA Category 1 CreditsTM.  Physicians should claim only the credit commensurate with the extent of their participation in the activity.


Additional Information

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

Armijo, P. R., Silver, J. K., Larson, A. R., Asante, P., & Shillcutt, S. (2021). Citizenship Tasks
and Women Physicians: Additional Woman Tax in Academic Medicine?. Journal of
women's health (2002), 30(7), 935–943. https://doi.org/10.1089/jwh.2020.8482

Beeler, W. H., Mangurian, C., & Jagsi, R. (2019). Unplugging the Pipeline - A Call for Term
Limits in Academic Medicine. The New England journal of medicine, 381(16),
1508–1511. https://doi.org/10.1056/NEJMp1906832

Eagly, A. H. (2013). Women as leaders: Leadership style versus leaders’ values and
attitudes. Harvard Business School Press: In Gender and work: Challenging
conventional wisdom.

Gaffney, T. (2021). Avoiding a ‘gender recession’: New report details how the pandemic
has impeded women’s STEMM careers. STAT news.
https://www.statnews.com/2021/03/09/eve-higginbotham-pandemic-women-stemm-careers/

Gomez, L. E., & Bernet, P. (2019). Diversity improves performance and outcomes.
Journal of the National Medical Association, 111(4), 383–392.
https://doi.org/10.1016/j.jnma.2019.01.006

Hewlett, S. A. (2013). Why LGBT Employees Need Workplace Allies. Harvard Business
Review: Employee Retention. https://hbr.org/2013/06/the-power-of-out

Jarrett, M. (2017). The 4 Types of Organizational Politics. Harvard Business Review:
Leadership. https://hbr.org/2017/04/the-4-types-of-organizational-politics

Keating, L. A., Heslin, P. A., & Ashford, S. (2017). Good Leaders Are Good Learners.
Harvard Business Review: Leadership and Managing People.
https://hbr.org/2017/08/good-leaders-are-good-learners

Lewiss, R. E., Silver, J. K., Bernstein, C. A., Mills, A. M., Overholser, B., & Spector, N. D.
(2020). Is Academic Medicine Making Mid-Career Women Physicians Invisible?.
Journal of women's health (2002), 29(2), 187–192.
https://doi.org/10.1089/jwh.2019.7732

Lypson, M. (2021). The Time is NOW… For Medical Leadership To Act-- Anti-Racism in
Medicine. CMSS Leadership Summit on Equity and Antiracism
youtube.com/watch?v=DwpLNarj5rk

Melaku, T. M., Beeman, A., Smith, D. G., & Johnson, W. B. (2020). Be a Better Ally. Harvard
Business Review: Managerial Behavior. https://hbr.org/2020/11/be-a-better-ally

Muppala, V. R., Janwadkar, R. S., Rootes, A., & Prakash, N. (2021). Creating a Pipeline for
Minority Physicians: Medical-Student-Led Programming. Cureus, 13(4), e14384.
https://doi.org/10.7759/cureus.14384

National Institutes of Health, the. (2022). Research Grants: Awards by Gender and
Percentage to Women.

Saak, J. C., Mannix, A., Stilley, J., & Sampson, C. (2021). Diversity begets diversity:
Factors contributing to emergency medicine residency gender diversity. AEM education
and training, 5(Suppl 1), S73–S75. https://doi.org/10.1002/aet2.10676

Schoemaker, P. J., Krupp, S., & Howland, S. (2013). Strategic leadership: the essential
skills. Harvard business review, 91(1-2), 131–147.

Spector, N. D., Asante, P. A., Marcelin, J. R., Poorman, J. A., Larson, A. R., Salles, A.,
Oxentenko, A. S., & Silver, J. K. (2019). Women in Pediatrics: Progress, Barriers, and
Opportunities for Equity, Diversity, and Inclusion. Pediatrics, 144(5), e20192149.
https://doi.org/10.1542/peds.2019-2149

Spector, N. D., O’Toole, J. K., & Overholser, B. (2022). Women in Pediatrics: The Past,
Present and Future. Springer Nature.
https://link.springer.com/book/10.1007/978-3-030-98222-5

Viggiano, T. R., & Strobel, H. W. (2009). The Career Management Life Cycle: A Model for
Supporting and Sustaining Faculty Vitality and Wellness In Faculty Health in Academic
Medicine. https://link.springer.com/chapter/10.1007/978-1-60327-451-7_6

Ziegelstein, R. C., & Crews, D. C. (2019). The Majority Subsidy. Annals of internal
medicine, 171(11), 845–846. https://doi.org/10.7326/M19-1923

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.



Faculty Member Information
Role in activity
Name of Ineligible Company(s) / Nature of Relationship(s)
Alan Ross Schroeder, MD
Clinical Professor
Stanford University
Co-Course Director
Nothing to disclose
Nancy Spector, MD
Faculty
Ownership-I-PASS Patient Safety Institute|Grant or research support-, and Patient Centered Outcomes Research Institute (PCORI)|Grant or research support-US Department of Health and Human Services (DHHS), Agency for Healthcare Research and Quality (AHRQ)
Debra Babcock, MD
Stanford Childrens (PCHA)
Planner
Nothing to disclose
Caitlin Billingham, MD, MPH
Chief Resident
Stanford Pediatrics
Planner
Lisa Chamberlain
Stanford School of Medicine
Planner
Olja Marsenic Couloures, MD
LPCH
Planner
Nothing to disclose
Baraka Dechelle Floyd, MD, MSc
Clinical Assistant Professor and Associate Chair for Diversity, Equity, and Inclusion
Stanford University School of Medicine
Planner
Nothing to disclose
Ingrid Garnica, BA
Stanford Pediatrics
Planner
Nothing to disclose
Charles Gawad, MD, PhD
Associate Professor
Stanford
Planner
Ownership-BioSkryb Genomics
Faculty Photos
Allison Guerin, EdD
Stanford
Planner
Nothing to disclose
Faculty Photos
Mary Beth Leonard, MD, MSCE
Arline and Pete Harman Professor and Chair, Department of Pediatrics
Stanford University
Planner
Nothing to disclose
Stephen J Roth, MD
Attending, Cardiovascular ICU
Lucile Packard Children's Hospital Stanford
Planner
Nothing to disclose
Sarina Tom, BA
Education Operations Manager
Stanford Pediatrics
Planner
Ke-You Zhang, MD
Stanford University
Planner

Pediatric Grand Rounds (RECORDING) Building a New Framework for Equity in Pediatrics: Addressing Structural Issues and Changing Culture
INSTRUCTIONS:  Click the Launch YouTube button to watch the video on YouTube. Next, click the Attestation button. Attest to your participation, view results, and complete the evaluation. After successful completion, your credit transcript will be available to view and download immediately in MY CE portal. 

Can’t find the evaluation? Click the MY CE button and select the Evaluation and Certificates tile. Select the Complete Evaluation button associated with the activity. 
Launch YouTube Attestation

 

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