Teaching Scholars Program

1. Learning Theories are frameworks that describe and explain learning processes and guide the design of education. They tend to take a behavioral, cognitive, sociocultural, or critical perspective on learning. TSP participants will be able to: Describe various learning theories and consider the historical and social context of these theories Analyze how these learning theories relate to design of curriculum and educational activities Evaluate the research evidence related to different learning theories and their impact on education
2. Curriculum is the structure through which we deliver educational content to learners. An anti-racist and anti-oppressive lens influences the approach to curriculum development by centering on learners and their capacity to thrive. Educators must create a respectful and welcoming learning environment and select pedagogical approaches that allow all learners to participate and thrive. We will draw from Universal Design for Learning and critical pedagogy. TSP participants will be able to: Analyze the processes involved in curriculum development including: how to decide what to include, how to select learning strategies, how to assess learners employing an anti-deficit framing, and how to evaluate curricula in a way that includes various stakeholders. Identify different curricular models used in health professions education Employ various teaching methods appropriately matched to the learners and to the knowledge, attitudes and skills to be taught drawing from the Universal design for Learning and Critical Pedagogy frameworks. Analyze the relationship between learning theory and teaching Create an inclusive learning environment Examine teaching strategies to determine if they are built on best practices, inclusive, and aligned with trauma informed education. Analyze the successful use of technology to enhance learning Develop expertise in giving feedback that is sensitive to each individual
3. Assessment, Program Evaluation, Accreditation are processes used to measure and/or describe: the knowledge, skills, and abilities of learners at a point in time and over time (assessment); the performance and outcomes of courses and programs (program evaluation); and the overall quality of a program or institution based on performance standards established by educational oversight body (accreditation). These processes must be regularly monitored for equity across learners and programs. TSP participants will be able to: Analyze the relationship between accreditation and curriculum Demonstrate ability to interpret validity evidence of measures Examine assessments and their implementation for bias Analyze the strengths and weaknesses of various assessment strategies, particularly in light of equity and fairness among learners Design a program evaluation
4. Education Leadership is evolving to ensure leading in an anti-racist and anti-oppressive way that ensures the ability to lead across differences and implement change to address the needs of today’s learners. TSP participants will able to: Examine different lenses for leadership Analyze the roles and expectations for educational leadership Develop awareness of one’s own leadership skills and how they affect leading others Devise a strategy for leading change Analyze the role of mentors in career development Plan one's own career development Explore educational leadership opportunities within and outside the university
5. Education Scholarship advances our understanding of educational processes, learners’ and educators’ experiences, and outcomes of educational programs and interventions. In TSP we will cover a range of approaches to education scholarship, including critical and participatory approaches TSP participants will be able to: Apply frameworks, methods, and skills covered in TSP to the design and implementation of a scholarly education project Explain the importance of positionality when examining researcher bias and the need for reflexivity when conducting educational scholarship Discuss the strengths and limitations of various research approaches Select conceptual frameworks, study designs/approaches, and methods that align with research questions Devise an analytical plan for an educational study Develop skills in educational research sufficient to propose, critically appraise, and discuss education research studies Provide reinforcing and constructive feedback on education abstracts

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.

Each Activity in this program will offer a unique credit maximum. Please check the course details of your session to see the course maximum for each Activity. 

ACCME Credit:

Physicians: UCSF Office of CME designates this live Activity for a maximum of 4.00 AMA PRA Category 1™ Credit(s). Physicians should claim only the the credit commensurate to their participation in the activity.

Advance Practice Registered Nurses and Registered Nurses: For the purpose of recertification, the American Nurses Credentialing Center accepts AMA PRA Category 1 Credit^TM issued by organizations accredited by the ACCME.

Physician Assistants: The National Commission on Certification of Physician Assistants (NCCPA) states that the AMA PRA Category 1 Credit^TM are acceptable for continuing medical education requirements for recertification.

California Pharmacists: The California Board of Pharmacy accepts as continuing professional education those courses that meet the standard of relevance to pharmacy practice and have been approved for AMA PRA category 1 Credit^TM. If you are a pharmacist in another state, you should check with your state board for approval of this credit.

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.

Physician Assistants (AAPA Credit): UCSF Office of CME has been authorized by the American Academy of Physician Associates (AAPA) to award AAPA Category 1 CME credit for activities planned in accordance with AAPA CME Criteria.
This activity is designated for 4.00 AAPA Category 1 CME credits. PAs should only claim credit
commensurate with the extent of their participation.

Psychology ( APA Credit): UCSF Office of CME designates this (Activity Type) for a maximum of 4.00 APA credits. 

Non-Clinical Activity Disclosure

This Activity meets exception criteria to identify, mitigate, or disclose relevant financial relationships because it is accredited education that is non-clinical, such as leadership or communication skills training.

Cancellation Policy
Cancellations received in writing at least 30 days before the conference start date will receive a refund of registration fees minus a [10%] administrative fee. Requests received between 30 days and 14 days before the start date will receive a 50% refund. No refunds will be issued within 14 days of the start date. Please send cancellation requests through our Refund Request form.
 
UCSF Office of CME reserves the right to cancel or postpone this program if necessary; in the event of cancellation, course fees will be fully refunded. We are not responsible for other costs incurred, such as non-refundable airline tickets, hotel penalties, or other related personal expenses.

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. All relevant financial relationships have been mitigated prior to the commencement of the activity.