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Presence 5 for Racial Justice Curriculum: Train the Trainer Workshop

Learning Objectives
1. Describe the content, background, and communication practices comprising the Presence 5 for Racial Justice Curriculum
2. Enhance confidence and skills in leading Presence 5 for Racial Justice Curriculum through facilitation notes and frequently asked questions
3. Act on personal biases and privileges that may impact facilitation of Presence 5 for Racial Justice Curriculum
0.5 Credit CME

Internet Enduring Material sponsored by Stanford University School of Medicine.

Anti-Black racism has strong roots in American health care and medical education. Medical education requires a transformation to promote health equity in clinical care. The Presence 5 framework is a discussion-based curriculum that promotes anti-racism health communication practices in clinical training. This Train-the-Trainer module will guide clinician-educators on the Presence 5 for Racial Justice Curriculum content and provide the tools to facilitate these important discussions on anti-racism in medicine with medical trainees.

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Video 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.

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

Financial Support Disclosure Statement: 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.

Megha Shankar, MD

LEAD Scholar, Postdoctoral Fellow or Primary Care and Outcomes Research

Stanford University

Course Director

Juliana Baratta, MS

Project Manager

Stanford University School of Medicine

Planner

Raquel Garcia, BS

Planner

Sonoo Thadaney Israni, MBA

Executive Director

Stanford University Presence and The Program in Beside Medicine

Planner

Baffour Kyerematen

Stanford Medicine

Planner

Donna M Zulman, MD

Assistant Professor of Medicine (General Medical Disciplines)

Stanford University School of Medicine

Planner

References:
1.
Neff  J, Holmes  SM, Knight  KR,  et al.  Structural Competency: Curriculum for Medical Students, Residents, and Interprofessional Teams on the Structural Factors That Produce Health Disparities.  MedEdPORTAL. 2020;16(1): mep_2374–8265.10888. doi: 10.15766/mep_2374-8265.10888Google Scholar
2.
DallaPiazza  M, Padilla-Register  M, Dwarakanath  M, Obamedo  E, Hill  J, Soto-Greene  ML.  Exploring Racism and Health: An Intensive Interactive Session for Medical Students.  MedEdPORTAL. 2018;14(1): mep_2374–8265.10783. doi: 10.15766/mep_2374-8265.10783Google Scholar
3.
Acholonu  RG, Cook  TE, Roswell  RO, Greene  RE.  Interrupting Microaggressions in Health Care Settings: A Guide for Teaching Medical Students.  MedEdPORTAL. 2020;16(1):10969 doi: 10.15766/mep_2374-8265.10969Google Scholar
4.
Brooks  KC, Rougas  S, George  P.  When Race Matters on the Wards: Talking About Racial Health Disparities and Racism in the Clinical Setting.  MedEdPORTAL. 2016;12(1): mep_2374–8265.10523. doi:10.15766/mep_2374-8265.10523Google Scholar
5.
Tsai  J, Ucik  L, Baldwin  N, Hasslinger  C, George  P.  Race Matters? Examining and Rethinking Race Portrayal in Preclinical Medical Education.  Academic Medicine. 2016;91(7): 916–920. doi: doi: 10.1097/ACM.0000000000001232Google Scholar
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