Online Courses

The Stanford University School of Medicine adheres to ACCME Criteria, Standards and Policies regarding industry support of continuing medical education. Disclosure of faculty and their commercial relationships will be made prior to the activity.

The Stanford University School of Medicine adheres to ACCME Criteria, Standards and Policies regarding industry support of continuing medical education.  

There are no relevant financial relationships with ACCME-defined commercial interests for anyone who was in control of the content of this activity.

This CME activity is designed for all anesthesia care providers to learn more about residual neuromuscular blockade and neuromuscular monitoring. Objective neuromuscular monitoring is standard best practice to rule out residual neuromuscular blockade and improve patient safety.Real-life patient scenarios presented in short video-based sections are used to cover the educational objectives of neuromuscular monitoring practice. You will learn more about residual neuromuscular blockade, as well as he different types of neuromuscular monitoring (subjective vs. objective neuromuscular monitoring) and stimulation patterns. We will show a step-by-step approach to assemble objective neuromuscular monitoring equipment. We discuss factors impacting the duration of action of non-depolarizing neuromuscular blocking drugs and address the different reversing agents.

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Your participation data from this course will be anonymized and aggregated with other learners data and used for research purposes to help refine and improve the course and patient health outcomes.

The following planners and speaker have indicated they have no relationships with industry to disclose relative to the content of this activity:

Pedro Tanaka, MD, PhD, MACM
Professor, Department of Anesthesiology, Perioperative and Pain Medicine
Stanford University School of Medicine
Course Director

Christiane Klinkhardt, MD
Professor, Department of Anesthesiology, Perioperative and Pain Medicine
Stanford University School of Medicine
Course Director
Speaker

This CME activity provides a practical approach to initiating an internal limiting membrane (ILM) peeling procedure after pars plana vitrectomy (e.g. with the aim of closing a macular hole). The theoretical principles of starting an ILM peel are discussed, along with practical tips and techniques. The course director then reviews several cases of ILM peel initiation to demonstrate the principles in action. 

This online CME activity provides a practical approach to the diagnosis and management of migraine for primary care providers and general neurologist. We will cover key concepts in the diagnosis and management of migraine through an online interactive video-based course with cases to reinforce your knowledge. Migraine is a type of chronic headache disorder which requires ongoing maintenance to prevent attacks. It is one of the most disabling conditions and a common disorder evaluated by primary care physicians and general neurologists. The diagnosis of migraine and standard of care treatment approaches including pharmacologic and nonpharmacologic strategies will be reviewed. Patient and family counseling as well as educational resources for patients will also be provided upon completion of the course. 

Disclosures

The following planners, reviewers and authors have indicated that they have no relationships with industry to disclose relative to the content of this activity:

Laleh Gharahbaghian, MD 
Clinical Associate Professor
Medical Director, Adult Emergency Medicine
Department of Emergency Medicine 
Stanford School of Medicine
Course Director
Author/Reviewer

Viveta Lobo, MD 
Clinical Assistant Professor
Director, Emergency Ultrasound Program 
Co-Director, Emergency Ultrasound Fellowship 
Department of Emergency Medicine 
Stanford School of Medicine
Author

Sarah Williams, MD, FACEP
Clinical Associate Professor
Director of Graduate Medical Education 
Department of Emergency Medicine
Stanford School of Medicine
Program Director, Stanford/Kaiser Emergency Medicine Residency Program
Author

Mansour Jammal, MD
Attending Physician – Emergency Medicine
Author

Josh Ennis, MD
Staff Physician, San Francisco Emergency Medical Associates
St. Joseph Hospital, Eureka Emergency Dept
Author

This CME activity aims to improve the practicing physicians’ and other health care providers’ knowledge about the types of medical errors that can occur and different methods of mitigating and/or preventing these events from occurring by utilizing The Joint Commission guidelines and standards pertaining to the National Patient Safety Goals.  The activity is a web-enabled, interactive program that permits the participant to work on medical events by investigating and analyzing root causes and/or contributing factors to comprehend how medical errors can occur. These are the skills that can be utilized on a daily basis by healthcare providers to ensure safe patient care. 

Although dementia is the most common diagnosis in older adulthood it is under-recognized in primary care. This gap in recognition is even greater for patients, their caregivers and families who belong to various ethnic and racial minority populations. As U.S. residents are aging, and becoming more racially and ethnically diverse, physicians and other healthcare providers will increasingly need to tailor their care to specific populations.

This series of continuing education activities is designed to help healthcare providers recognize dementia, select culturally appropriate assessment tools, and communicate effectively about dementia care in ethnically and racially diverse populations.

This course, Dementia and Diversity in Primary Care: African American Populations, will provide information on assessing and caring for Dementia patients, their families, and caregivers in African American Populations.

The initial course in the series, Dementia and Diversity in Primary Care: A Primer - Guidelines, Ethnic Differences, and Assessment, should be taken prior to other courses in the series as it addresses the diagnosis and treatment of Dementia, while this course addresses best practices, cultural information, and appropriate assessment tools for African American populations.

Although dementia is the most common diagnosis in older adulthood it is under-recognized in primary care. This gap in recognition is even greater for patients, their caregivers and families who belong to various ethnic and racial minority populations. As U.S. residents are aging, and becoming more racially and ethnically diverse, physicians and other healthcare providers will increasingly need to tailor their care to specific populations.

This series of continuing education activities is designed to help healthcare providers recognize dementia, select culturally appropriate assessment tools, and communicate effectively about dementia care in ethnically and racially diverse populations.

This course, Dementia and Diversity in Primary Care: Latino Populations, will provide information on assessing and caring for Dementia patients, their families, and caregivers in Latino/Hispanic American Populations.

The initial course in the series, Dementia and Diversity in Primary Care: A Primer - Guidelines, Ethnic Differences, and Assessment, should be taken prior to other courses in the series as it addresses the diagnosis and treatment of Dementia, while this course addresses best practices, cultural information, and appropriate assessment tools for Latino/Hispanic American populations.

Although dementia is the most common diagnosis in older adulthood it is under-recognized in primary care. This gap in recognition is even greater for patients, their caregivers and families who belong to various ethnic and racial minority populations. As U.S. residents are aging, and becoming more racially and ethnically diverse, physicians and other healthcare providers will increasingly need to tailor their care to specific populations.

This series of continuing education activities is designed to help healthcare providers recognize dementia, select culturally appropriate assessment tools, and communicate effectively about dementia care in ethnically and racially diverse populations.

This course, Dementia and Diversity in Primary Care: South Asian American Populations, will provide information on assessing and caring for Dementia patients, their families, and caregivers in South Asian American Populations.

The initial course in the series, Dementia and Diversity in Primary Care: A Primer - Guidelines, Ethnic Differences, and Assessment, should be taken prior to other courses in the series as it addresses the diagnosis and treatment of Dementia, while this course addresses best practices, cultural information, and appropriate assessment tools for African American populations.

This course seeks to fulfill the need in the clinical community to better understand medical statistics as it pertains to practicing evidence based medicine, communicating treatment outcome probability to patients and interpreting the results of studies and scientific papers, and in turn improving quality of patient care. This applies to all specialties in various settings of practice.

Physicians treating recreational and/or elite athletes that are governed by the World Anti-Doping Agency rules and regulations are also subject to anti-doping policies. Failure to adhere to these policies can result in anti-doping rule violations and sanctions for both the athlete and physician. This CME activity provides current anti-doping specific information for physicians and other health and medical professionals. Learners will engage in the educational activity via interactive text, animations, videos, and case-based studies.

Antibiotic misuse is widespread and has dire patient and public health consequences. National organizations, including the CDC and the Joint Commission, advocate for a formal “Antibiotic Timeout” to reassess empiric antibiotics 48-72 hours after their initiation. During this Timeout, clinicians should answer the following questions:Does the patient have an infection that will respond to antibiotics?If so, is the patient on the right antibiotic(s) and is it being administered in the correct dose and by the correct route and (in the case of intravenous therapy) duration of infusion?Can a more targeted antibiotic regimen be used to treat the infection (i.e., de-escalation)?For how long should the antibiotic(s) be administered?This CME activity provides a practical approach to performing “Antibiotic Timeouts” in the inpatient setting. Using short, didactic sessions, we will provide examples on how to reassess antibiotic therapy started empirically using clinical, laboratory, and microbiological data. The majority of this CME will be high-yield, interactive inpatient cases covering skin and soft tissue infections, pneumonia, catheter-associated urinary tract infections, and neutropenic fever, that illustrate the timeout process and the principles of appropriate use of antimicrobials. 

Using a case-based approach, this CME activity will provide practical training on the management of congenital hypothyroidism. The course will address the initial diagnostic testing and initiation of treatment in infancy through childhood and adolescence.The course will review the clinical signs of hypothyroidism, the initial work up, appropriate dosing and delivery of thyroid hormone replacement, the schedule of lab testing to monitor treatment and how to interpret results. The impact of congenital hypothyroidism on growth and development will be reviewed. Guidance on educating parents and patients to optimize adherence will be provided.The course modules include short educational videos and role play videos of parent communication at each stage of diagnosis and management. Case-based testing and medication management scenarios provide the opportunity to assess your knowledge and learn from particular examples.