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Upstander Course 2.0 on Addressing Bias in the Workplace

Learning Objectives
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
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. 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.

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Stanford Medicine offers CME on a variety of topics that is evidence-based, references best practices supported by scientific literature and guidelines and is free of commercial bias. Learn more

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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.

Magali Fassiotto, PhD

Associate Dean, Office of Faculty Development & Diversity

Stanford Medicine

Course Director, Faculty

Jayzona Alberto, EdD

Assistant Director, Center for Continuing Medical Education

Stanford University School of Medicine

Faculty, Planner

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

Buchanan  NiCole T., “ Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation. ”  Psychology of Women Quarterly35, no. 2 ( June 1 , 2011): 336–37. https://doi.org/10.1177/0361684311401818Google Scholar
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-doGoogle Scholar
Southern Poverty Law Center. “ Learning for Justice. ” Accessed September 1, 2022. https://www.splcenter.org/learning-for-justice
MedEdPORTAL. “ MedEdPORTAL. ” Accessed September 1, 2022. https://www.mededportal.orgnull?doi=10.15766%2Fmep&publicationCode=mep
Mello  Michelle M., , and Jagsi  Reshma. “ Standing Up against Gender Bias and Harassment — A Matter of Professional Ethics. ”  New England Journal of Medicine382, no. 15 ( April 9 , 2020): 1385–87. https://doi.org/10.1056/NEJMp1915351Google Scholar
Whitgob  Emily E., , Blankenburg  Rebecca L., and Bogetz  Alyssa L.. “ The Discriminatory Patient and Family: Strategies to Address Discrimination Towards Trainees. ”  Academic Medicine91, no. 11 (2016). https://journals.lww.com/academicmedicine/Fulltext/2016/11001/The_Discriminatory_Patient_and_Family__Strategies.21.aspxGoogle Scholar

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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