Designing Effective Educational Experiences for Supervision and Training

Tuesday, October 13, 2026, 12:00 PM - 1:00 PM, Online


AMA PRA Category 1 Credits™ (1.00 hours), American Psychological Association (APA) CE Credits (1.00 hours), Association of Social Work Boards Approved CE (ASWB ACE) ACE Credit (1.00 hours), Non-Physician Attendance (1.00 hours)

Session 5 with Dr. Catrina Litzenburg (1 CE) 

Explicit application of theory aids in the effective design of educational experiences (e.g., continuing education), but few professionals have received formal training in adult learning theory (Kirch & Sadofsky, 2021). Without theory to guide the implementation of continuous professional development activities, trainings are unlikely to lead to a change in behavior outside of the current training setting with lack of time and human resource being a frequently reported barrier to implementation (Al-Omary et al., 2024). These findings coupled with the current and projected behavioral health workforce shortage, suggest it is particularly important that psychologists planning, implementing, and evaluating educational activities use their limited resources as effectively as possible (HRSA Bureau of Health Workforce, 2024). The theory of andragogy as adapted by Malcolm Knowles and colleagues (2020) is an established framework for considering characteristics specific to the adult learner that psychologists may use as a guide (Mukhalalati & Taylor, 2019). The presentation aims to review Knowles’ andragogy, discuss how these principles may be applied to enhance the effectiveness of educational experiences for supervision and training, and to assist participants with applying these principles to the design of their own educational activities.

Presenter Bio:

Catrina C. Litzenburg, PhD, MEd: Dr. Catrina Litzenburg is a licensed clinical psychologist specializing in pediatric integrated behavioral health and health professions education. She received her doctoral degree (PhD) in clinical psychology with a health specialty from the University of Kansas. She completed her pre-doctoral internship in pediatric and clinical child psychology with an emphasis in primary care psychology at the University of Oklahoma Health Sciences Center (OUHSC). Dr. Litzenburg also completed her postdoctoral fellowship at OUHSC in pediatric psychology. She graduated summa cum laude with a master’s degree in education for health professionals from Cleveland State University and participated in a year-long faculty learning community focused on teaching skills at The Ohio State University College of Medicine. Dr. Litzenburg has published on the topic of training practices in Clinical Practice in Pediatric Psychology. She has served as educational consultant or key personnel on multiple grant-funded efforts due to her expertise in applying adult learning principles to enhance the design and implementation of educational activities. Dr. Litzenburg has also presented her expertise on a national level at the 2024 Society of Pediatric Psychology Annual Conference. She is recognized as leader in curriculum development and has been invited to advise on the development of early childhood and mental health curricula for pediatric residency programs and developed a curriculum for mental health counseling and psychology learners in integrated primary care. Dr. Litzenburg has herself been a clinical supervisor, preceptor, or mentor to numerous learners across disciplines (e.g., psychology, pediatrics, psychiatry) and continuum of experience from high school to post-graduate. She is currently a licensed psychologist with Lurie Children’s Primary Care – Town & Country Pediatrics in Chicago.

1. List the six principles of Knowles’ andragogy.
2. Describe how adult learning principles may be applied to enhance the effectiveness of educational experiences for supervision and training.
3. Apply at least one adult learning principle to the design of a sample educational activity involving justice, equity, diversity, and inclusion (JEDI).

In support of improving patient care, the University of California, San Francisco Office of CME 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.

APA Credit: UCSF Office of CME designates this (Activity Type) for a maximum of 7.50 APA credits. 

ACCME Credit: UCSF Office of CME designates this live Activity for a maximum of 7.50 AMA PRA Category 1™ Credit(s).

California Psychologists: The California Board of Psychology recognizes and accepts for continuing education credit courses that are provided by entities approved by the Accreditation Council for Continuing Medical Education (ACCME). AMA PRA Category 1 Credit^TM is acceptable to meeting the CE requirements for the California Board of Psychology. Providers in other states should check with their state boards for acceptance of CME credit.

Accessibility Statement
UCSF welcomes all participants to our events. If you need a reasonable accommodation to participate in this event because of a disability, please submit a learner support ticket as soon as possible.

UCSF Land Acknowledgment Statement
We would like to acknowledge the Ramaytush Ohlone people, who are the traditional custodians of this land. We pay our respects to the Ramaytush Ohlone elders, past, present, and future, who call this place, the land that UCSF sits upon, their home. We are proud to continue their tradition of coming together and growing as a community. We thank the Ramaytush Ohlone community for their stewardship and support, and we look forward to strengthening our ties as we continue our relationship of mutual respect and understanding.

For more information, visit https://opportunity.ucsf.edu/initiatives/ucsf-land-acknowledgment.

Mitigation of Relevant Financial Relationships

This UCSF continuing education activity was planned and developed to: uphold academic standards to ensure balance, independence, objectivity, and scientific rigor; adhere to requirements to protect health information under the Health Insurance Portability and Accountability Act of 1996 (HIPAA); and, include a mechanism to inform learners when unapproved or unlabeled uses of therapeutic products or agents are discussed or referenced.

UCSF adheres to the ACCME’s Standards for Integrity and Independence in Accredited Continuing Education. Any individuals in a position to control the content of a CE activity, including content planners, reviewers, authors, presenters, moderators, panelists, or others are required to disclose all financial relationships with ineligible entities.

The content planners and presenters do not have any financial relationships relevant to the content of this series.

Tuesday, October 13, 2026