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Upstander Course 1.0 on Addressing Bias in the Workplace

Learning Objectives
1. Recognize instances of discrimination in the clinical setting
2. Describe the impact of microaggressions upon the target, their relationships, the workplace and more broadly, society as a whole
3. Understand the effect of cultural background and conflict management style in their willingness to be an active bystander
4. Identify intervention methods outlined and implement them when faced with instances of microaggression in the workplace
5. Readily intervene when observing acts of discrimination
0.5 Credit CME

Internet Enduring Material sponsored by Stanford University School of Medicine. Presented by Office of Faculty Development and Diversity at Stanford University School of Medicine. Microaggressions in the workplace are highly prevalent and contribute to poor mental health outcomes, as well as higher rates of physician burnout for those who experience them. This 30-minute workshop utilizes a psychiatric model which emphasizes the cultural influences and conflict management styles that might influence participants' willingness to intervene, either directly or indirectly, when faced with discrimination in the workplace.

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Activity Information

All Rights Reserved. The content of this activity is protected by U.S. and International copyright laws. Reproduction and distribution of its content without written permission of its creator(s) is prohibited.

Financial Support Disclosure Statement: 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.

Ripal K Shah, MD

Course Director

Tené Redman, MD, MS


Course Director, Faculty

Kathryn Stephens, BA

Research Coordinator

Department of Psychiatry

Course Director, Faculty

Mithilesh Shah, PharmD

KL University


Jayzona Alberto, EdD

Assistant Director, Center for Continuing Medical Education

Stanford University School of Medicine

Faculty, Planner

Magali Fassiotto, PhD

Associate Dean, Office of Faculty Development & Diversity

Stanford Medicine

Faculty, Reviewer

Barbara Jerome, MPH

Research and Program Officer

Stanford University

Faculty, Reviewer

Boynton  P.  Being Well in Academia: Ways to Feel Stronger, Safer and More Connected.  London: Routledge, 2020. https://doi.org/10.4324/9780429197512
Runaway Suitcase. “ Hofstede: The Six Dimensions of Cultural Difference [Overview + Graphic] ,” January 8 , 2020. https://www.reservations.com/blog/resources/power-distance-index/
“ Home - Hofstede Insights Organisational Culture Consulting. ” Accessed September 1, 2022. https://www.hofstede-insights.com/
John  Ashley  St., “ From Bystander to Upstander. ” Chief Learning Officer - CLO Media (blog), August 5 , 2020. https://www.chieflearningofficer.com/2020/08/05/from-bystander-to-upstander/
“ The Social-Ecological Model: A Framework for Prevention |Violence Prevention|Injury Center|CDC ,” January 18 , 2022. https://www.cdc.gov/violenceprevention/about/social-ecologicalmodel.html

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
Stanford Medicine designates this Enduring Material for a maximum of 0.50 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.


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