MED 18SI:
Artificial Intelligence in Medicine and Healthcare Ventures
The face of healthcare is changing - innovative technologies, based on recent advances in artificial intelligence, are radically altering how care is delivered. Startups are offering entirely new ways to diagnose, manage, treat, and operate. Few ever reach the patient - those that do have much more than an idea and an algorithm; they have an intimate understanding of the healthcare landscape and the technical knowhow to successfully integrate AI solutions into the medical system. In this course, we tackle the central question: How can young students find feasible and impactful medical problems, and build, scale, and translate technology solutions into the clinic. Together, we will discover the transformative technologies of tomorrow that we can build today. Please see the syllabus for more information. We encourage students of all backgrounds to enroll- the only prerequisite is a strong passion for technology in healthcare. Syllabus: rebrand.ly/aihealth
Last offered: Spring 2021
| Units: 1-2
MED 53Q:
Storytelling in Medicine (LIFE 53Q)
Stories are at the core of medical practice, but the skills developed are applicable across disciplines, including technology and business. Storytelling in Medicine is a new sophomore seminar designed to teach skills in multiple modalities of storytelling including narrative, oral, social media, academic presentations and visual storytelling for different audiences. This seminar combines small groups, interactive workshops, and guest speakers who are experts in their fields of medicine. This will also include editing and support to complete your own story by the end of the seminar.
Terms: Win
| Units: 3
| UG Reqs: WAY-CE
MED 54Q:
Decolonizing Global Health
In this seminar, we will look at how global health discourse has changed over the years and discuss possible future directions for more equity in global health. This course will introduce students to the various definitions of global health from colonial times, through international health, tropical medicine, and now global health. We will consider what moral imperative leads to global health work, and how conventional thought about the relationships between providers, patients, and systems in the global North and South is shifting. The COVID-19 pandemic has shown how closely intertwined the world is. Combined with existing changes brought by the epidemiological transition and increasing communicable disease prevalence in developing countries, it is clear that systems strengthening, and capacity building should be the main priorities. We will investigate how effective our current efforts are and think critically about the meaning of decolonizing global health as regards population outcomes, the flow of resources, and power dynamics. Our lens will focus on cultural humility and appreciation of existing infrastructure and successes in resource-denied areas. We will discuss overlapping concepts in global health equity and health and social justice locally in the US. Guest speakers with global health backgrounds from various disciplines will stimulate further dialogue and speak from their experiences on the front lines.
Last offered: Spring 2023
| Units: 3
MED 71N:
Hormones in a Performance-Enhanced Society
(Formerly 117Q) Preference to first-year students. Explores how the availability of hormone therapy has affected various aspects of daily lives. Topics include the controversies concerning menopause and its treatment; use of hormones in athletics; cosmetic use of hormones to enhance growth, strength, and libido; use of hormones as anti-aging drugs; and how the hormone system has influenced our notions of gender. Includes the biochemistry and physiology of the human endocrine system; how hormones influence behavior, and how to read a scientific paper.
Last offered: Winter 2022
| Units: 3
| UG Reqs: WAY-SMA
MED 73N:
Scientific Method and Bias
Offers an introduction to the scientific method and common biases in science. Examines theoretical considerations and practical examples where biases have led to erroneous conclusions, as well as scientific practices that can help identify, correct or prevent such biases. Additionally focuses on appropriate methods to interweave inductive and deductive approaches. Topics covered include: Popper¿s falsification and Kuhn¿s paradigm shift, revolution vs. evolution; determinism and uncertainty; probability, hypothesis testing, and Bayesian approaches; agnostic testing and big data; team science; peer review; replication; correlation and causation; bias in design, analysis, reporting and sponsorship of research; bias in the public perception of science, mass media and research; and bias in human history and everyday life. Provides students an understanding of how scientific knowledge has been and will be generated; the causes of bias in experimental design and in analytical approaches; and the interactions between deductive and inductive approaches in the generation of knowledge.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
MED 103:
Human and Planetary Health (PUBLPOL 183, SOC 103, SUSTAIN 103)
Two of the biggest challenges humanity has to face ? promoting human health and halting environmental degradation ? are strongly linked. Gains in health metrics in the last century have coincided with dramatic and unsustainable planetary-level degradation of environmental and ecological systems. Now, climate change, pollution, and other challenges are threatening the health and survival of communities across the globe. In acknowledging complex interconnections between environment and health, this course highlights how we must use an interdisciplinary approach and systems thinking to develop comprehensive solutions. Through a survey of human & planetary health topics that engages guest speakers across Stanford and beyond, students will develop an understanding of interconnected environmental and health challenges, priority areas of action, and channels for impact. Students enrolling in just the lecture should enroll for 3 units. Students enrolling the lecture and weekly discussion sections should enroll for 4 units.
Terms: Aut
| Units: 3-4
| UG Reqs: WAY-SI, WAY-SMA
Instructors: ;
Burke, K. (PI);
De Leo, G. (PI);
Luby, S. (PI);
Veidis, E. (PI);
Abid, A. (TA);
Gomez, L. (TA);
Lieu, B. (TA);
Martins, K. (TA);
Miller, R. (TA);
Spencer, R. (TA)
MED 114:
Frontier Technology: Understanding and Preparing for Technology in the Next Economy (CEE 114, CEE 214, MED 214, PSYC 114)
The next wave of technological innovation and globalization will affect our countries, our societies, and ourselves. This interdisciplinary course provides an introduction to emerging, frontier technologies. Topics covered include artificial intelligence, additive manufacturing and advanced robotics, smart cities and urban mobility, telecommunications with 5G/6G, and other key emerging technologies in society. These technologies have vast potential to address the largest global challenges of the 21st century, ushering in a new era of progress and change.
Terms: Aut, Spr
| Units: 1
MED 121:
Translational Research and Applied Medicine (MED 221)
(Same as MED 121; undergraduate students enroll in MED 121) Open to graduate students and medical students, this course enables students to learn basic principles in the design, performance and analysis of translational medical research studies. The course includes both didactic seminars from experts in translational medicine as well as the opportunity to design and present a translational research project. Students enrolling for 3 units are paired with a TRAM translational research project and work as a team with TRAM trainees and faculty on a weekly basis, as arranged by the instructor, and present a final project update at the end of the quarter. MTRAM students must enroll for a letter grade.
Terms: Aut, Win, Spr
| Units: 2-3
| Repeatable
3 times
(up to 9 units total)
MED 124:
Global Child Health (HUMBIO 124C, PEDS 124)
This course introduces students to key challenges to the health and well being of children worldwide. We explicitly focus on child and public health problems in low- and middle-income countries (LMIC) to reflect the global burden of disease among children. We will review the scope and magnitude of the leading causes of morbidity and mortality, as well as examine regional variations. We will then identify both medical and non-medical causes, effects of, as well as interventions to address, some of the biggest child health problems. The course will also prevent an overview of the role of culture, gender, and non-state actors (NGOs, foundations, etc.) on health and health policy. Enrollment limited to juniors, seniors and and graduate students or the consent of the instructor. HUMBIO students must enroll in HUMBIO 124C. Med/Graduate students must enroll in MED 124 or PEDS 124
Terms: Aut
| Units: 3
MED 131:
Sustainable Societies Lab: Exploring Israel's Innovation Ecosystem in Human & Planetary Health (SUSTAIN 132)
This Sustainable Societies Lab seminar will explore Israel's innovation and entrepreneurship ecosystem for sustaining human and planetary health as pathways to regional peace. Despite its small size, Israel is a leader in health, environmental, and ecological innovation and is home to a disproportionate number of successful startups. Water, food, energy, and medical care have been central to Israeli-Arab peace negotiations and have served as a foundation for regional cooperation. Today, as the Middle East experiences a fraught security environment, increased drought, severe environmental degradation, continued population growth, and poor governance, exploring Israeli-Arab initiatives on human and planetary health presents a unique opportunity to understand how such cooperation could provide a pathway toward sustainable development, conflict deterrence, regional integration, and future peace agreements. Through videos, readings, guest lectures and discussions, we will examine efforts of the private and public sector, civil society institutions, and organizations such as EcoPeace, Arava Institute, Peres Center for Peace and Innovation, Comet Middle East, Startup Nation Central, Tech2Peace, and Seeds of Peace. In this course, students will learn how socio-cultural factors, such as political, military, geographical, historical, environmental, and technological conditions have influenced the innovation ecosystem in human and planetary health in Israel. You will also gain insights into the challenges and opportunities for impact entrepreneurs and changemakers in Israel, understand their evolution, and explore strategies for deeper engagement with these themes in Israel and the broader Middle East, aiming to propose sustainable solutions for enhancing regional cooperation and peace. To apply please fill out this Google Form : https://docs.google.com/forms/d/e/1FAIpQLSdeZ5f0lB442ZOSAwynWSUfgUUE6FQZ1dUv7MTL22A48jxMZQ/viewform. Registration is limited to 35. There are no prerequisites.
Terms: Spr
| Units: 1-2
| Repeatable
4 times
(up to 8 units total)
MED 155:
You Can Make a Difference in Primary Care (MED 222)
This course is designed to give pre-clerkship students an overview of the amazing and rewarding field of Primary Care Medicine. You will meet multiple primary care clinicians, each with a different area of interest and practice. You will learn about their work and what they love about it, and gain exposure to the diverse range of careers in Primary Care and its specialties. There will be opportunities to ask questions and make connections with Primary Care faculty at Stanford and beyond. For the clinic shadowing opportunity, each student will be paired with a clinician in a Stanford Primary Care clinic. Undergraduate students interested in the clinical shadowing experience should submit this short interest survey: https://stanfordmedicine.qualtrics.com/jfe/form/SV_5nLgG5cCmnNQVGS and register for 2 units. Undergraduates, please register for MED 155 (1 or 2 units). MD/PA/Grad students please register for MED 222 (1 unit). Registration options for Undergraduates: (a) 1 unit for just the lecture series or (b) 2 units for the lecture series + an optional clinic shadowing opportunity and overview of clinical medicine.
Terms: Spr
| Units: 1-2
| Repeatable
10 times
(up to 10 units total)
MED 157:
Foundations for Community Health Engagement
Open to undergraduate, graduate, and MD students. Examination and exploration of community health principles and their application at the local level. Designed to prepare students to make substantive contributions in a variety of community health settings (e.g. clinics, government agencies, non-profit organization, advocacy groups). Topics include community health assessment; health disparities; health promotion and disease prevention; strategies for working with diverse, low-income, and underserved populations; and principles of ethical and effective community engagement.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
MED 159:
Oaxacan Health on Both Sides of the Border
Required for students participating in the Community Health in Oaxaca summer program. Introduction to the health literacy and health-seeking behaviors of Oaxacan and other Mexican migrants; the health challenges these groups face. Through discussion and reflection, students prepare for clinical work and community engagement in Oaxaca, while also gaining knowledge and insight to make connections between their experiences in Mexico and their health-related work with Mexican immigrants in the Bay Area. Service Learning Course (certified by Haas Center). Prerequisite: application and acceptance into the Community Health in Oaxaca Summer Program (http://och.stanford.edu/oaxaca.html).
Last offered: Spring 2023
| Units: 2
| Repeatable
for credit
MED 160:
Physician Shadowing: Stanford Immersion in Medicine Series (SIMS)
Undergraduates are paired with a physician mentor at Stanford Hospital and Clinics, Lucile Packard Children's Hospital, or the Veteran's Administration Hospital. May be repeated for credit. Prerequisite: Application and acceptance to the SIMS program.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
MED 175B:
Biodesign Fundamentals (MED 275B)
MED 175B/275B is an introduction to the Biodesign process for health technology innovation. This team-based course emphasizes interdisciplinary collaboration and hands-on learning at the intersection of medicine and technology. Students will work on projects in the space of medical devices, digital health, and healthcare technologies with the assistance of clinical and industry mentors. Applicants from all majors and stages in their education welcome. Students will work in teams to develop solutions to current unmet medical needs, starting with a deep dive into understanding and characterizing important unmet medical needs through disease research, competitive analysis, market research, and stakeholder analysis. Other topics that will be discussed include FDA regulation of medical technology, intellectual property, value proposition, and business model development. Consent required for enrollment, to apply visit: https://forms.gle/YkrhXpBDwjRoK7aQ8?
Terms: Spr
| Units: 4
| UG Reqs: WAY-SMA
MED 180:
Artificial Intelligence in Medicine and Healthcare Ventures
The face of healthcare is changing - innovative technologies, based on recent advances in artificial intelligence (AI), are radically altering how care is delivered. Startups are offering entirely new ways to diagnose, manage, treat, and operate. However, few ever reach the patient - those with much more than an idea and an algorithm; they have an intimate understanding of the healthcare landscape and the technical know-how to integrate AI solutions into the medical system successfully. In this course, we tackle the central question: How can young students find feasible and impactful medical problems, and build, scale, and translate technology solutions into the clinic? Together, we will discover the transformative technologies of tomorrow that we can build today. Please see the syllabus for more information (https://t.ly/PpM2). We encourage students of all academic backgrounds to enroll; the only prerequisite is a strong passion for technology in healthcare. Course may be taken for one unit (lecture only, 11:30AM-12:30PM); or two units, which entails attending discussion section (12:30PM-1:20PM) and completing a project. The second half of each session will involve a discussion about team building, AI/Healthcare business ideas, and idea presentations. Grading criteria for 1-credit students will be based on attendance and weekly reports regarding the summary of each week's lectures (assignments). In addition to these criteria, 2-credit students will submit a business idea report and will deliver a pitch presentation in the last session in front of an invited panel.
Last offered: Spring 2023
| Units: 1-2
MED 181:
Preparation for Early Clinical Experience at the Cardinal Free Clinics
Training course for new undergraduate volunteers at the Cardinal Free Clinics (CFCs). Topics include an introduction to methods for providing culturally appropriate, high-quality transitional medical care for underserved patient populations, clinic structure and roles, free clinics in the larger context of American healthcare, foundations in community health, cultural humility and implicit bias in healthcare, motivational interviewing and patient advocacy skills, and role-specific preparation. Application only; must be an accepted CFC volunteer. Visit https://cfc.stanford.edu for more information. 1-2 units (Cardinal Course certified by the Haas Center).
Terms: Win
| Units: 1-2
MED 182:
Early Clinical Experience at the Cardinal Free Clinics (MED 282)
The Cardinal Free Clinics, consisting of Arbor and Pacific Free Clinic, provide culturally appropriate, high quality transitional medical care for underserved patient populations in the Bay Area. Students volunteer in various clinic roles to offer services including health education, interpretation, referrals, and labs. In clinic students are guided in the practice of medical interviews, history-taking and physical examinations as appropriate, and work with attending physicians to arrive at a diagnosis and management plan. Visit http://cfc.stanford.edu for more information. For questions related to the course or volunteering, please email arborclinic@stanford.edu and/or pacific@ med.stanford.edu. Application only; must be an accepted CFC volunteer. (Cardinal Course certified by the Haas Center)
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
MED 194:
Critical Issues in Global Health (MED 294)
In this course, participants will discuss and engage critically with current topics and pressing issues in global health through the lens of health equity and social justice. Topics include decolonizing global health, climate change, the health of indigenous populations, and other vulnerable populations, homelessness, and gender-based violence and mental health challenges. Students will hear from and engage with experts in the field and debate critical issues in global health through course discussions. Three-unit students will investigate a global health equity challenge and present recommendations for effective interventions. Speakers represent a range of voices and perspectives. They include: Dr. Madhu Pai, a global health leader, health equity advocate, and tuberculosis expert; Dr. Jim O'Connell, a Boston physician who has dedicated his career to caring for people living on the streets; Dr. Agnes Binagwaho, retired Vice Chancellor of the University of Global Health Equity in Rwanda to name a few. Participants will gain new insights into the health equity considerations critical to addressing contemporary challenges, explore diverse perspectives on key issues, and critically consider current and potential interventions through the lens of a global health practitioner. Requirements for the course include attendance and participation in class discussions, a short capstone presentation, and a final paper. This course will be taught by Dean Michele Barry Director of the Center for Innovation in Global Health, and Dr. Geoffrey Tabin, Professor of Ophthalmology and Global Medicine and co-founder of the internationally renowned Himalayan Cataract Project. Course enrollment is open to medical students, graduate students, and undergraduate students (2-3 Units). This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
Terms: Spr
| Units: 2-3
| UG Reqs: WAY-EDP
| Repeatable
3 times
(up to 9 units total)
MED 199:
Undergraduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Advani, R. (PI);
Ahmed, A. (PI);
Ahuja, N. (PI);
Akatsu, H. (PI);
Al-Ahmad, A. (PI);
Alexander, K. (PI);
Alizadeh, A. (PI);
Alsan, M. (PI);
Anand, S. (PI);
Andrews, J. (PI);
Annes, J. (PI);
Arai, S. (PI);
Artandi, M. (PI);
Artandi, S. (PI);
Asch, S. (PI);
Ashley, E. (PI);
Assimes, T. (PI);
Ayoub, W. (PI);
Baiocchi, M. (PI);
Banerjee, S. (PI);
Barry, M. (PI);
Basaviah, P. (PI);
Basina, M. (PI);
Basu, S. (PI);
Behal, R. (PI);
Bendavid, E. (PI);
Benjamin, J. (PI);
Berube, C. (PI);
Bhalla, V. (PI);
Bhatt, A. (PI);
Bhattacharya, J. (PI);
Blackburn, B. (PI);
Blaschke, T. (PI);
Blayney, D. (PI);
Blish, C. (PI);
Bloom, G. (PI);
Bollyky, P. (PI);
Bouvier, D. (PI);
Boxer, L. (PI);
Braddock, C. (PI);
Brinton, T. (PI);
Brown, W. (PI);
Bulow, K. (PI);
Carlson, R. (PI);
Cartwright, C. (PI);
Chan, D. (PI);
Chan, G. (PI);
Chang, C. (PI);
Chang, S. (PI);
Chaudhuri, O. (PI);
Chen, A. (PI);
Chen, I. (PI);
Chertow, G. (PI);
Cheung, R. (PI);
Chi, J. (PI);
Cho-Phan, C. (PI);
Chu, G. (PI);
Chua, K. (PI);
Chung, L. (PI);
Clarke, M. (PI);
Clusin, W. (PI);
Colevas, A. (PI);
Colloff, E. (PI);
Contopoulos-Ioannidis, D. (PI);
Cooke, J. (PI);
Cooper, A. (PI);
Corsello, S. (PI);
Crapo, L. (PI);
Crump, C. (PI);
Cullen, M. (PI);
Das, A. (PI);
Dash, R. (PI);
Daugherty, T. (PI);
David, S. (PI);
Dawson, L. (PI);
Deresinski, S. (PI);
Desai, M. (PI);
Desai, T. (PI);
Dhillon, G. (PI);
Dosiou, C. (PI);
Downing, N. (PI);
DuBose, A. (PI);
Edwards, L. (PI);
Einav, S. (PI);
Fantl, W. (PI);
Fathman, C. (PI);
Fearon, W. (PI);
Feldman, D. (PI);
Felsher, D. (PI);
Fisher, G. (PI);
Fitzgerald, P. (PI);
Ford, J. (PI);
Ford, P. (PI);
Fowler, M. (PI);
Frank, M. (PI);
Frayne, S. (PI);
Friedland, S. (PI);
Froelicher, V. (PI);
Gabiola, J. (PI);
Ganjoo, K. (PI);
Garcia, G. (PI);
Gardner, C. (PI);
Gardner, P. (PI);
Gavi, B. (PI);
Geng, L. (PI);
Genovese, M. (PI);
Gerson, L. (PI);
Gesundheit, N. (PI);
Glaseroff, A. (PI);
Glenn, J. (PI);
Goldhaber-Fiebert, J. (PI);
Goldstein, M. (PI);
Goodman, S. (PI);
Goronzy, J. (PI);
Gotlib, J. (PI);
Greenberg, H. (PI);
Greenberg, P. (PI);
Gregory, P. (PI);
Habtezion, A. (PI);
Hallenbeck, J. (PI);
Harman, S. (PI);
Harrington, R. (PI);
Harshman, L. (PI);
Haskell, W. (PI);
Heaney, C. (PI);
Heidenreich, P. (PI);
Henri, H. (PI);
Hernandez-Boussard, T. (PI);
Ho, D. (PI);
Hoffman, A. (PI);
Holman, H. (PI);
Holodniy, M. (PI);
Hopkins, J. (PI);
Horning, S. (PI);
Hsia, H. (PI);
Hunt, S. (PI);
Ioannidis, J. (PI);
Isom, R. (PI);
Jernick, J. (PI);
Ji, H. (PI);
Johnston, L. (PI);
Jones, E. (PI);
Kahn, J. (PI);
Kalbasi, A. (PI);
Kao, P. (PI);
Kastelein, M. (PI);
Katz, R. (PI);
Kenny, K. (PI);
Khatri, P. (PI);
Khazeni, N. (PI);
Khush, K. (PI);
Killen, J. (PI);
Kim, S. (PI);
King, A. (PI);
Knowles, J. (PI);
Kraemer, F. (PI);
Krishnan, E. (PI);
Kummar, S. (PI);
Kunz, P. (PI);
Kuo, C. (PI);
Kurian, A. (PI);
Kurtz, D. (PI);
Kuschner, W. (PI);
Ladabaum, U. (PI);
Lafayette, R. (PI);
Laport, G. (PI);
Laws, A. (PI);
Lee, D. (PI);
Lee, J. (PI);
Lee, P. (PI);
Leung, L. (PI);
Levin, E. (PI);
Levitt, L. (PI);
Levy, R. (PI);
Liang, D. (PI);
Liedtke, M. (PI);
Lin, B. (PI);
Lindsay, A. (PI);
Lorenz, K. (PI);
Lorig, K. (PI);
Lotfi, J. (PI);
Lowe, A. (PI);
Lowsky, R. (PI);
Luby, S. (PI);
Lunn, M. (PI);
Lutchman, G. (PI);
Majeti, R. (PI);
McConnell, M. (PI);
McLaughlin, T. (PI);
Medeiros, B. (PI);
Mercola, M. (PI);
Meyer, T. (PI);
Miklos, D. (PI);
Miller, G. (PI);
Milstein, A. (PI);
Mitchell, B. (PI);
Mohabir, P. (PI);
Morioka-Douglas, N. (PI);
Musen, M. (PI);
Narayan, S. (PI);
Neal, J. (PI);
Negrin, R. (PI);
Nevins, A. (PI);
Nguyen, L. (PI);
Nguyen, M. (PI);
Nguyen, P. (PI);
Nicolls, M. (PI);
O' Callahan, P. (PI);
Obedin-Maliver, J. (PI);
Okafor, P. (PI);
Osterberg, L. (PI);
Owens, D. (PI);
Palaniappan, L. (PI);
Pao, A. (PI);
Parikh, V. (PI);
Parnes, J. (PI);
Parsonnet, J. (PI);
Pasricha, P. (PI);
Pegram, M. (PI);
Periyakoil, V. (PI);
Petersen, J. (PI);
Phadke, A. (PI);
Pinto, H. (PI);
Pompei, P. (PI);
Popp, R. (PI);
Posley, K. (PI);
Price, E. (PI);
Prochaska, J. (PI);
Puri, MD, MPH, R. (PI);
Quertermous, T. (PI);
Raffin, T. (PI);
Rehkopf, D. (PI);
Relman, D. (PI);
Rizk, N. (PI);
Robinson, B. (PI);
Rockson, S. (PI);
Rodriguez, F. (PI);
Rohatgi, R. (PI);
Rosas, L. (PI);
Rosen, G. (PI);
Rudd, P. (PI);
Ruoss, S. (PI);
Rydel, T. (PI);
Scandling, J. (PI);
Schnittger, I. (PI);
Schoolnik, G. (PI);
Schroeder, J. (PI);
Shafer, R. (PI);
Shah, N. (PI);
Shah, S. (PI);
Shah, MD (SHC Chief of Staff), J. (PI);
Sharp, C. (PI);
Shen, K. (PI);
Shieh, L. (PI);
Shizuru, J. (PI);
Shoor, S. (PI);
Sikic, B. (PI);
Singer, S. (PI);
Singh, B. (PI);
Singh, U. (PI);
Skeff, K. (PI);
Spiekerkoetter, E. (PI);
Srinivas, S. (PI);
Srinivasan, M. (PI);
Stafford, R. (PI);
Stefanick, M. (PI);
Stertzer, S. (PI);
Stevens, D. (PI);
Stockdale, F. (PI);
Studdert, D. (PI);
Tai, J. (PI);
Tamang, S. (PI);
Tamura, M. (PI);
Tan, J. (PI);
Telli, M. (PI);
Tepper, R. (PI);
Tompkins, L. (PI);
Tremmel, J. (PI);
Triadafilopoulos, G. (PI);
Tsao, P. (PI);
Upadhyay, D. (PI);
Utz, P. (PI);
Vagelos, R. (PI);
Valantine, H. (PI);
Verghese, A. (PI);
Wakelee, H. (PI);
Wang, P. (PI);
Warvariv, V. (PI);
Weill, D. (PI);
Weinacker, A. (PI);
Weng, K. (PI);
Weng, W. (PI);
Weyand, C. (PI);
Wheeler, M. (PI);
Wiedmann, T. (PI);
Winkelmayer, W. (PI);
Winkleby, M. (PI);
Winograd, C. (PI);
Winslow, D. (PI);
Winter, T. (PI);
Witteles, R. (PI);
Wu, J. (PI);
Wu, S. (PI);
Yabu, J. (PI);
Yang, P. (PI);
Yeung, A. (PI);
Yock, P. (PI);
Zamanian, R. (PI);
Zehnder, J. (PI);
Zei, P. (PI);
Zhu, H. (PI);
Zolopa, A. (PI);
Zulman, D. (PI);
de Jesus Perez, V. (PI);
Gardner, C. (SI);
Bacong, A. (GP);
Ragone, A. (GP)
MED 200:
Primary Care Presentations
This course is a lecture series offered during the winter quarter. The aim of this seminar is to allow medical students to experience the mindset of primary care physicians in real time. Classes feature presentations of patient cases submitted by Stanford faculty. Faculty presenters are provided with the diagnostic information for the cases in a sequential manner during and not in advance of each class, allowing students to learn from the thought process of physicians in real time as they put together the differential diagnosis, interpret diagnostic information, deliberate treatment and management options, and discuss other thoughts about the cases.
Terms: Win
| Units: 1
MED 201:
Internal Medicine: Body as Text
Body as Text refers to the idea that every patient's body tells a story. The narrative includes the past and present of a person's social and medical condition; it is a demonstration of the phenotype. The art of reading the body as text was at its peak in the first half of the 20th century, but as technology has become ascendant, bedside skills and the ability to read the text have faded. Beyond scientific knowledge and medical facts, it is this often forgotten craft which is at the heart of the excitement of being an internist. This course introduces students to the art of the clinical exam, to developing a clinical eye, and learning to see the body in a completely different way. Enrollment will be based on a lottery system, for which details will be sent to first year students at the end of mini quarter.
Terms: Aut
| Units: 1
MED 205:
Launching a Healthcare Venture: The Nuts and Bolts of Founding a Start Up
This course prepares medical and graduate students to start their own healthcare venture. In the Spring quarter, students will work through the steps that can take them from ideation all the way through what to expect when fundraising, including: validating ideas, creating a revenue strategy, forming their company, developing business processes (like accounting, legal, and HR), and how to prepare for capital investment. Weekly lectures will feature guest speakers who will discuss their own experiences with innovation and building ventures in healthcare. Students will both learn common tools and create resources that can be used in their future ventures.
Terms: Spr
| Units: 1
MED 206:
Meta-research: Appraising Research Findings, Bias, and Meta-analysis (CHPR 206, EPI 206, STATS 211)
Open to graduate, medical, and undergraduate students. Appraisal of the quality and credibility of research findings; evaluation of sources of bias. Meta-analysis as a quantitative (statistical) method for combining results of independent studies. Examples from medicine, epidemiology, genomics, ecology, social/behavioral sciences, education. Collaborative analyses. Project involving generation of a meta-research project or reworking and evaluation of an existing published meta-analysis. Prerequisite: knowledge of basic statistics.
Terms: Win
| Units: 3
MED 210:
Principles and Practice of Healthcare Quality Improvement
This course will introduce students to foundational concepts in healthcare quality improvement, and provide tools for translating these principles into practice. Topics include: current state, A3, SMART goals, root-cause analysis, metrics and measures, PDCA cycles, process controls, systems, and sustainability. Students have the option of completing the course curriculum in conjunction with a quality improvement/patient safety project offered through the SMS Quality Improvement Interest Group. This course will meet for 5 sessions throughout the quarter, with students reviewing the online materials before each session. May be repeated for credit up to three quarters with continued work on a quality improvement project, and all units count towards the Quality Improvement Scholarly Concentration. Open to all.
Terms: Aut, Win
| Units: 1
| Repeatable
3 times
(up to 3 units total)
MED 211:
Current Topics in Applied Medicine
Introduction to vaccines- discuss the basics of vaccines, including vaccines of infectious diseases vs. cancer vaccines and effective methods of vaccine delivery to achieve long-term memory immune response. Gene therapy- gene therapy for single gene disorders, cancer gene therapy, failures, and successes of gene therapies with current clinical status of cancer gene therapy. Immunotherapy- cancer immunotherapy, pros and cons of cancer immunotherapy, current status, and future targets for improvement. Drug development- drugs for cancer therapy, cellular targets of drugs for cancer therapy, and assays for drug screening and validation. Drug delivery- nanoparticles for drug delivery, exosomes, and cell membrane vesicles for developing biomimetic nano delivery vehicles for drug delivery to overcome immune system. Prerequisite: Application and acceptance to the MTRAM program.
Terms: Aut
| Units: 2
MED 212:
Methods for Health Care Delivery Innovation, Implementation and Evaluation (CHPR 212, HRP 218)
Preference given to postgraduate fellows and graduate students.Focus is on implementation science and evaluation of health care delivery innovations. Topics include implementation science theory, frameworks, and measurement principles; qualitative and quantitative approaches to designing and evaluating new health care models; hybrid design trials that simultaneously evaluate implementation and effectiveness; distinction between quality improvement and research, and implications for regulatory requirements and publication; and grant-writing strategies for implementation science and evaluation. Students will develop a mock (or actual) grant proposal to conduct a needs assessment or evaluate a Stanford/VA/community intervention, incorporating concepts, frameworks, and methods discussed in class. Priority for enrollment for CHPR 212 will be given to CHPR master's students.
Terms: Win
| Units: 2
MED 212A:
MTRAM A: Translational Research Methods and Technologies: Cell Based Methods
In this quarter, students will learn the fundamentals of clinical sample processing, flow cytometry, CYTOF, Luminex, and nanoimmunoassays (NIA). Topics covered include applications, technical considerations, instrument set-up and QC, computational methods for data analysis, interpretation of results, and hands-on instrument demos. At its core, this course teaches the principles of the technologies, conducting data analysis and appreciating how the nature and type of data impact the analysis approach. This course is necessary to provide students with the broader skillset to conduct their capstone project and adapt and grow in the field as technologies change. Prerequisites: Acceptance and enrollment into MTRAM program. Exceptions need to be approved by the MTRAM directors. MTRAM students are required to take 3 units (lecture + lab). 1 unit course is lectures only (no lab).
Terms: Aut
| Units: 1-3
MED 212B:
TR Technologies B - (Translational Proteomics)
In this quarter (Winter), students will learn the fundamentals of translational proteomics, antibody-drug conjugate analysis, peptide mapping, mass spectrometry operations and data analysis and data processing for mass spec experiments., how their applications and use drive translational research. At its core, this course teaches the principles of proteomics-based methods, conducting data analysis and appreciating how the nature and type of data impact the analysis approach. This course is necessary to provide students with the broader skillset to conduct their MTRAM capstone project and adapt and grow in the field as technologies change. Prerequisites: Acceptance and enrollment into MTRAM program. Exceptions need to be approved by the MTRAM directors. MTRAM students are required to take 3 units (lecture + lab). 1 unit course is lectures only (no lab).
Terms: Win
| Units: 1-3
| Repeatable
3 times
(up to 9 units total)
MED 212C:
MTRAM Translational Technologies (TR): Translational genomics
This course is part of a three-quarter series (A, B, C) and complements courses offered as part of a master's in Translational Research and Applied Medicine (M-TRAM). (A: Fall: Biomarker Discovery; B: Winter: Translational Proteomics, C: Spring: Translational Genomics). In this quarter, students will learn the fundamentals of translational genomics, with the emphasis on single cell genomics. The topics will include library preparation, understanding the fundamental principles of the sequencing methods, types of single cell sequencing assays available and data analysis. The emphasis will be on how these methods are used to delineate immunologic cell types, their interactions with other cells in the local microenvironment and determining differential gene expression patterns and signatures. Lectures and labs will demonstrate how single cell immunogenomics are being applied to immunotherapy development. At its core, this course teaches the principles of genomics-based methosis and appreciating how the nature and type of data impact the analysis approach. This course is necessary to provide students with the broader skillset to conduct their MTRAM capstone project and adapt and grow in the field as technologies change. MTRAM students are required to take 3 units (lecture + lab). 1 unit course is lectures only (no lab).
Terms: Spr
| Units: 1-3
MED 213:
The Digital Future of Health Care
Digital health tools, technologies, and services are poised to fundamentally reshape how patients and physicians interact. COVID-19 has only accelerated this transformation. In this weekly seminar series led by clinicians, digital health investors, and entrepreneurs, students will explore various digital health technologies and their impacts across the entire healthcare ecosystem, today and tomorrow. Application areas include: telemedicine, AI, wearables, social/behavioral interventions, and healthcare at home. In addition, discussions will cover the creation process of digital health solutions, the stakeholders involved (ranging from individual patients to healthcare enterprises), and the opportunities and challenges in the implementation of these solutions within healthcare's unique regulatory, organizational, cultural, and ethical contexts.
Terms: Win
| Units: 1
| Repeatable
10 times
(up to 10 units total)
MED 214:
Frontier Technology: Understanding and Preparing for Technology in the Next Economy (CEE 114, CEE 214, MED 114, PSYC 114)
The next wave of technological innovation and globalization will affect our countries, our societies, and ourselves. This interdisciplinary course provides an introduction to emerging, frontier technologies. Topics covered include artificial intelligence, additive manufacturing and advanced robotics, smart cities and urban mobility, telecommunications with 5G/6G, and other key emerging technologies in society. These technologies have vast potential to address the largest global challenges of the 21st century, ushering in a new era of progress and change.
Terms: Aut, Spr
| Units: 1
MED 215:
Causal Inference for Environment-Health Studies: A Survey of Recent Literature (HRP 215)
Climate Change is perhaps the defining health challenge of our generation. Yet, despite widespread awareness and prominence, clime change's health impacts are notoriously hard to estimate. This is partly because, after all, we only have one planet, and experimenting with climate change is not possible. There is a critical role for using state-of-the-art methods for causal inference using observational data in clarifying and quantifying the importance of climate change. This seminar accompanies the growing body of research on methodological approaches to estimating climate-health impacts, and surveys recent econometric and statistical methods for causal inference using observational data, including two-way fixed effects, difference-in-differences, and doubly robust estimations. The course is designed as a seminar series for graduate students with prior expertise and interest in inferential methods for climate-health research. Each week will focus on a different research methodology, with a discussant and synthesis of approaches for applied studies.
Last offered: Autumn 2022
| Units: 1
MED 216:
Generative AI and Medicine
This seminar course will explore the applications of Generative AI Technologies (ChatGPT, DALL-E, and many others) to medicine and healthcare. Course meetings will include a mix of outstanding speakers from health, business and technology as well discussions of burgeoning commercial and research projects in the space. We will ask students to brainstorm and informally pitch their own ideas for Generative AI projects to their peers and select faculty from academia and venture capital. All students are welcome. There are no prerequisites, but this course will be of interest to students who have taken MED 213, "The Digital Future of Healthcare".
Terms: Spr
| Units: 1
MED 217:
Inpatient Medicine Shadowing Rotation
The objective of this rotation is to provide second year medical students the opportunity to experience the application of their medical education to clinical scenarios in the hospital. Students will have a one-day weekend shadowing opportunity (either on Saturday or Sunday morning) with a dedicated internal medicine team and witness the evaluation and management of patients to better understand the roles of the different team members, the flow of rounds, and the functions of history taking and physical examinations to perform a patient assessment. Following the experience, the students will debrief with the course directions. Students will also attend virtual weekly lectures/discussions on Friday afternoon from 1:30-2:20pm to learn about the ins and outs of inpatient rotation logistics.
Last offered: Winter 2023
| Units: 1
| Repeatable
4 times
(up to 4 units total)
MED 218:
Principles of Business Strategy
Organizations need frameworks to plan for growth, respond to challenges and/or changes in the market, or tackle gaps in performance. This course explores how to assess business opportunities in dynamic, competitive environments to develop the insights that can lead to success. The frameworks developed in this course apply to for-profit and not-for-profit firms in the health care industry including provider organizations, pharmaceutical and medical device firms, payers, and information technology firms. In the course, students will explore the complexity of analyzing markets and assessing business strategy in an era of globalization and increasing uncertainty. Must have active enrollment within the Master of Clinical Informatics Management program.
Last offered: Summer 2023
| Units: 3
MED 219:
Navigating the Housing Crisis & Catalyzing Community-Driven Solutions
Students completing this course will walk away with a profound understanding of how to foster sustainable community partnerships. Through a combination of classroom instruction and service learning, students will develop an understanding of the complex causes and consequences of housing inequity, community-based case management, and community-driven solutions to the housing crisis. The course will emphasize the importance of centering the lived experiences of people who are unhoused and strategies for connecting them with essential resources that improve their health/well-being. Ultimately, the insight and experience students gain from the course will empower them to be a catalyst for housing equity in any corner of the world. This is a Cardinal Course certified by the Haas Center for Public Service.
Terms: Aut, Spr
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
MED 220:
Bioethical Challenges of New Technology
How might we apply ideas from ethical theory to contemporary issues and debates in biotechnology? This course will provide critical encounters with some of the central topics in the field of bioethics, with an emphasis on new technologies. Controversies over genetic engineering, stem cell research, reproductive technologies, and genetic testing will provide an opportunity for you to critically assess arguments and evidence. We will begin with an overview of the field and the theoretical approaches to bioethics that have been derived from philosophy. You will then have the opportunity to engage in debate and learn how to identify underlying values and how to apply ideas from ethical theory to contemporary problems. Prerequisites: Must have active enrollment within the Master of Clinical Informatics Management program.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
6 times
(up to 6 units total)
MED 221:
Translational Research and Applied Medicine (MED 121)
(Same as MED 121; undergraduate students enroll in MED 121) Open to graduate students and medical students, this course enables students to learn basic principles in the design, performance and analysis of translational medical research studies. The course includes both didactic seminars from experts in translational medicine as well as the opportunity to design and present a translational research project. Students enrolling for 3 units are paired with a TRAM translational research project and work as a team with TRAM trainees and faculty on a weekly basis, as arranged by the instructor, and present a final project update at the end of the quarter. MTRAM students must enroll for a letter grade.
Terms: Aut, Win, Spr
| Units: 2-3
| Repeatable
3 times
(up to 9 units total)
MED 222:
You Can Make a Difference in Primary Care (MED 155)
This course is designed to give pre-clerkship students an overview of the amazing and rewarding field of Primary Care Medicine. You will meet multiple primary care clinicians, each with a different area of interest and practice. You will learn about their work and what they love about it, and gain exposure to the diverse range of careers in Primary Care and its specialties. There will be opportunities to ask questions and make connections with Primary Care faculty at Stanford and beyond. For the clinic shadowing opportunity, each student will be paired with a clinician in a Stanford Primary Care clinic. Undergraduate students interested in the clinical shadowing experience should submit this short interest survey: https://stanfordmedicine.qualtrics.com/jfe/form/SV_5nLgG5cCmnNQVGS and register for 2 units. Undergraduates, please register for MED 155 (1 or 2 units). MD/PA/Grad students please register for MED 222 (1 unit). Registration options for Undergraduates: (a) 1 unit for just the lecture series or (b) 2 units for the lecture series + an optional clinic shadowing opportunity and overview of clinical medicine.
Terms: Spr
| Units: 1-2
| Repeatable
10 times
(up to 10 units total)
MED 223:
Cardiovascular and Pulmonary Sciences Seminar
Weekly seminar series featuring cardiovascular research by faculty. This course is intended for medical students, graduate students, and advanced undergraduate students. On Tuesdays, students attend Frontiers in Cardiovascualr Science. On Thursdays, a faculty member will present to students their research, followed by Q&A session with the students.
Terms: Aut, Win
| Units: 2
| Repeatable
for credit
MED 224:
Social Entrepreneurship and Innovation Lab (SE Lab) - Human & Planetary Health (HRP 224, PUBLPOL 224)
Social Entrepreneurship and Innovation Lab (SE Lab) - Global & Planetary Health is a Collaboratory workshop for students/fellows to design and develop innovative social ventures addressing key challenges in health and the environment, especially in support of the UN Sustainable Development Goals (SDGs 2030). Your mandate in identifying problems and designing solutions is broad and flexible! SE Lab is open to students and fellows across Stanford and combines design thinking exercises, short lectures & case studies, workshops, small group teamwork, presentations, guest speakers, and faculty, practitioner and peer feedback to support you and your team in generating and developing ideas and projects that will change the world! Join SE Lab with an idea or simply the desire to join a team. Enrollment limited to 30.
Terms: Aut, Win
| Units: 1-4
| Repeatable
3 times
(up to 15 units total)
MED 225:
Introduction to Drug Development: A Guide to Therapeutic Innovation
This course is designed for medical students, trainees, basic scientists, clinicians and clinician-scientists at Stanford to provide an educational and practical perspective on the essential issues in drug development. Using a blend of seminars and dynamic workshops, the curriculum is focused on educating the audience on all stages of drug development and related research and business processes - from discovery and translational science and how to launch new projects to analyzing data, communication and interpretation of results of clinical trials, regulatory issues and commercial considerations in product development. The emphasis will be on cardiovascular applications. Proposed seminar topics are attached and include How Drugs Are Discovered and Developed, Case Studies of the various challenges in Drug Development, Cardiac Safety, Moving a Compound through the Drug Development Process, and the FDA Advisory Committee Process. http://med.stanford.edu/cvi/education/cvi-courses/med225.html
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
MED 226:
Practical Approaches to Global Health Research (EPI 237, INTLPOL 290)
(Formerly IPS 290) How do you come up with an idea for a useful research project in a low resource setting? How do you develop a research question, prepare a concept note, and get your project funded? How do you manage personnel in the field, complex cultural situations, and unexpected problems? How do you create a sampling strategy, select a study design, and ensure ethical conduct with human subjects? This course takes students through the process of health research in under-resourced countries from the development of the initial research question and literature review to securing support and detailed planning for field work. Students progressively develop and receive weekly feedback on a concept note to support a funding proposal addressing a research question of their choosing. Aimed at graduate students interested in global health research, though students of all disciplines interested in practical methods for research are welcome. Undergraduates who have completed 85 units or more may enroll with instructor consent. Sign up for 1 unit credit to participate in class sessions or 3 units to both participate in classes and develop a concept note.
Terms: Aut
| Units: 1-3
MED 227:
Drug Development: Key Issues in Regulation, Benefit vs. Risk, and Commercialization
This course is intended for medical students, graduate students, trainees, basic scientists, clinicians, and clinician scientists at Stanford to provide an educational and practical perspective of drug development: its incredible potential as well its challenges. Using a blend of seminars, debates, and case study analyses, the curriculum is focused on educating the audience on key regulatory issues and commercial considerations in product development, with an emphasis on cardiovascular applications. Seminar topics will include "Introduction to Regulatory Processes", "FDA Advisory Committee Meetings and Risk/Benefit/Approval Decisions", "Phase 1 Cardiovascular Safety Assessments in Drug Discovery and Development", "Case Study: Vioxx (Cox2 inhibitor) and the Cardiovascular Risk Question", "The Era of Requiring Outcomes Studies for Diabetes Drug Development", "Interface of Al and Clinical Trial Design", "Key Statistical Issues in Drug Development", "Reasons Why Phase 3 Programs Fail", "Commercial Considerations in Drug Development: Is there a Market?", and "Dissection of Presentations and Publications of Major Cardiovascular Trials", Drug Development: Key Issues in Regulation, Benefit vs. Risk, and Commercialization (MED227) complements the course MED225 - Drug Development: From a Concept to the Clinic offered in the Spring. Previous exposure to MED225 content is not necessary to participate in MED227. https://med.stanford.edu/cvi/education/cvi-courses/med227.html
Terms: Aut
| Units: 1
| Repeatable
2 times
(up to 2 units total)
MED 228:
Physicians and Social Responsibility
Social and political context of the roles of physicians and health professionals in social change; policy, advocacy, and shaping public attitudes. How physicians have influenced governmental policy on nuclear arms proliferation; environmental health concerns; physicians in government; activism through research; the effects of poverty on health; homelessness; and gun violence. Guest speakers from national and international NGOs.
Last offered: Autumn 2022
| Units: 1
MED 229:
Longevity (HUMBIO 149L, PSYCH 102)
Interdisciplinary. Challenges to and solutions for the young from increased human life expectancy: health care, financial markets, families, work, and politics. Guest lectures from engineers, economists, geneticists, and physiologists.
Last offered: Winter 2022
| Units: 3
MED 230:
Marketing Science and Patient Engagement
This course introduces the principles, processes, and tools necessary to analyze markets, including customers, competitors, and companies (the 3 Cs), and to design optimal marketing programs via strategies for pricing, promotion, place, and product (the 4 Ps). This course will apply these frameworks to the specific context of health care markets. This course will then extend these frameworks to the complex arena of patient engagement using insights from core marketing science and behavioral economics. Prerequisites: Must have active enrollment within the Master of Clinical Informatics Management program.
Terms: Aut
| Units: 3
MED 231:
Physicians and firearms
Firearms ownership is a cultural phenomenon unique to the United States. In the US, there are 120 guns per 100 residents with over 40% of individuals, 34% of children, living in households with guns. Unfortunately, in the US, firearms are one of the leading causes of death in young adults and children; two thirds of these deaths are suicides and one third homicides. In this course, we will explore how physicians can play an important role in preventing these injuries and deaths. Topics covered will include: The history and culture of firearms ownership in the US, The epidemiology of firearms injuries, Types of firearms, and their uses, The injuries firearms produce and their economic costs, The psychological impact of firearms injury, Public health approaches to preventing firearms injuries, Laws governing physicians and firearms, Talking to patients to prevent gun injuries: safe storage, firearms removal and hospital interventions, As an elective part of the course, we will deliver a gun shop to learn about types of guns, gun locks and storage devices
Terms: Aut
| Units: 1
MED 232:
Global Health: Scaling Health Technology Innovations in Low Resource Settings
Recent advances in health technologies - incorporating innovations like robotics, cloud computing, artificial intelligence, and smart sensors - have raised expectations of a dramatic impact on health outcomes across the world. However, bringing innovative technologies to low-resource settings has proven challenging, limiting their impact. Ironically, the COVID-19 pandemic became Exhibit 1 in the challenges the global health community faces in scaling innovative interventions. This course explores critical questions regarding the implementation and impact of technological innovations in low-resource settings. The course will feature thought leaders from the health technology community, who will explore examples of technologies that have been successful in low-resource communities, as well as those that have failed. A subset of these examples will be drawn from the current pandemic. Students will think critically to consider conditions under which technologies reach scale and have a positive impact on the global health field. Students will also have an opportunity to work on real-world projects, each of which will focus on the potential opportunity for health technology in a low-resource setting and consider approaches to ensure its impact at scale. This course will be taught by Dr. Anurag Mairal, Adjunct Professor of Medicine and the Director, Global Outreach Programs at Stanford Byers Center for Biodesign, Dr. Krista Donaldson, Director of Innovation to Impact at Stanford Byers Center for Biodesign, and Dr. Michele Barry, Senior Associate Dean for Global Health and Director of the Center for Innovation in Global Health. This course is open to undergraduate students, graduate students, and medical students. Students can take the course for two or three units. Students enrolling in the course for a third unit will work on the group project described above. Students enrolled in the class for three units will also have additional assignments, including an outline, presentation, and paper related to the group project. Cardinal Course certified by the Haas Center. Questions can be directed to Course Manager, Yosefa Gilon, ygilon@stanford.edu. Students must submit an application and be selected to receive an enrollment code. Application - https://forms.gle/WfToKFonCXWc6wZL7
Terms: Win
| Units: 2-3
| Repeatable
for credit
MED 233:
Global Health: Beyond Diseases and International Organizations
Provides multidisciplinary trainees insight into over-arching themes of global health. Topics include systemic issues affecting healthcare progress globally, ethical and thoughtful approaches to solving these issues, as well as economics, water sanitation, public health, organizations in global health, human rights, involvement in NGOs, ethics of overseas work, and other non-medical aspects of this subject. This course will cover some of the essentials of patient care while working in the field as well including child health care, malaria, TB, and HIV. The course is only open to graduate students and MD/MSPA/PhD students and faculty (of any discipline). Students must submit an application and be selected to receive an enrollment code. The application form can be found at the following link: https://forms.gle/dYfkzmWFUiEgfz9D6
Terms: Spr
| Units: 4
MED 234:
Meaning in Medicine: Staying Connected to What Matters Most
Burnout- defined as emotional exhaustion, depersonalization, and apathy toward one's work - is endemic in medicine. There is evidence that a significant cause of burnout is a loss of connection to deeper values. This course will help students identify and articulate their own ethical, cognitive, and humanistic impulses for entering the profession of medicine. Through lectures, discussions, small group reflections, and role-plays, students will develop skills that will allow them to nourish a connection to their values throughout their clinical training and into practice. Specific topics covered will include: honoring priorities outside of medicine, appropriate self-care, managing difficult medical encounters, and grappling with suffering as an inevitable part of clinical practice.
Terms: Win
| Units: 1
MED 235:
Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EDUC 335, EPI 235)
The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)
Terms: Win
| Units: 3
MED 236:
Biodesign and Entrepreneurship for Societal Health (BIOE 375)
Addressing the systemic (Behavioral, Social, Environmental, Structural) drivers of health is a new frontier of entrepreneurship to improve global and public health at scale. In this hybrid seminar-based and experiential course, you will learn about challenges and opportunities for innovating in these areas. You will also design solutions and ventures aimed at tackling specific societal health problems. Our instructors and speakers are inspiring innovators and leaders in the fields of entrepreneurship and health. Cardinal Course certified by the Haas Center.
Terms: Win
| Units: 2-3
MED 238:
Leading and Managing Health Care Organizations: Innovation and Collaboration in High Stakes Settings
Leading and managing in complex, high stakes settings, like health care, where lives and livelihoods are on the line, presents distinctive challenges and constraints. This course challenges you to apply seminal and contemporary theories in organizational behavior to evaluate managerial decisions and develop evidence-based strategies for leading and managing health care teams and organizations. Topics include leading systems that promote learning; implementing change; and interdisciplinary problem-solving, decision-making, and collaboration. Group work and exercises will simulate high pressure and risk-taking under uncertainty. While the focus of this course will be on health care situations, lessons are relevant to other settings including consulting, banking, and high tech, and prior experience in the health sector is not required.
Terms: Win, Spr
| Units: 3
MED 240:
Sex and Gender in Human Physiology and Disease (FEMGEN 241, HUMBIO 140)
Chromosomal, hormonal and environmental influences that lead to male and female and intersex reproductive anatomy and physiology and neuroendocrine regulation. Masculinizing and feminizing effects of endogenous and exogenous sex hormones and sociocultural factors, in particular gender identity, (social) gender norms and relationships, on the musculoskeletal, neurological, cardiovascular, immunological and other systems and tissues, e.g. adipose, skin, etc. over the lifecourse, from conception to puberty, through reproductive phases (including changes during the menstrual cycle and pregnancy up to and beyond menopause in women, and with aging in both sexes). Transgender health issues. Guest lecturers. Undergraduate Prerequisites: Human Biology Core or Biology Foundations or consent of instructor. HUMBIO students must enroll in HUMBIO 140. PhD minor in FGSS must enroll in FEMGEN 241. Med students must enroll in MED 240.
Terms: Win
| Units: 3
MED 241:
Clinical Skills for Patient Care in Free Clinics
Enrollment in this course is by application only for advanced volunteers at the Cardinal Free Clinics. Focus is on preparing students to gain early clinical experience by teaching basic skills such as taking patient histories, working with interpreters, providing motivational interviewing, and presenting cases to medical students or physicians. Students learn through classroom lectures and practice sessions. Upon successful completion of a competency assessment, students are able to serve in a clinic role in the Cardinal Free Clinics. Prerequisite: Advanced standing as a volunteer at the Cardinal Free Clinics.(Cardinal Course certified by the Haas Center)
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
MED 242:
Human Rights and Health
Weekly lectures on how human rights violations affect health. Topics include: regional conflict and health, the health status of refugees and internally displaced persons; child labor; trafficking in women and children; HIV/AIDS; torture; poverty, the environment and health; access to clean water; domestic violence and sexual assault; and international availability of drugs. Guest speakers from national and international NGOs including Doctors Without Borders; McMaster University Institute for Peace Studies; UC Berkeley Human Rights Center; Kiva.
Terms: Win
| Units: 1
MED 243:
Citizen Science Theory to Practice: Advancing Community-Driven Solutions for Health (CHPR 236)
Harnessing and activating the insights of community members and patients is essential to achieving health equity ¿from the bottom up.¿ Students will 1) learn and apply a novel datadriven, technology-enabled approach to improving community health through systematic documentation of lived experience and application of collective data to inform local change; 2) examine global project case studies targeting physical activity, food access, transportation, affordable housing, gender-based violence, and age-friendly environments; and 3) complete assessments of their local built environments using a Stanford-developed app and web platform, then use their data to develop and explore feasible strategies to improve community health.n(Cardinal Course certified by the Haas Center)
Last offered: Autumn 2020
| Units: 2-3
MED 244:
Introduction to Integrative Medicine
Integrative medicine has evolved beyond solely being alternative or complementary medicine and is now considered to be an important component of whole person care. This introductory course is designed to increase students¿ awareness of and knowledge about the role and potential of various integrative modalities in health. The course also expands medical discourse beyond the more conventional model of ¿response to illness¿ to one of ¿maintaining and restoring wellness.¿ Invited experts will talk on the various modalities of different Integrative treatment modalities, introduce their broad philosophies, indications, limitations, and safety considerations, and critically analyze the relevant evidence base about their efficacy.
Terms: Aut
| Units: 1
| Repeatable
6 times
(up to 6 units total)
MED 245:
Of Decisions and Dilemmas: The Art of Leadership
Students will view videos of well-known leaders being interviewed or watch a live interview of the chief communications officer of Stanford School of Medicine each week.. With these interviews we will be highlighting the ethical challenges that these leaders faced and how they rose to these challenges, or fell short. These famous leaders will come from a variety of fields including academia, government, law, public service, public health, the military or journalism. We will then hold small group discussions after the interviews to debate the decisions made by these leaders. Through discourse and deep reflection we aim to prepare students for their own leadership challenges of the future. Students can apply for an additional unit with self-directed reading and a written paper describing important principles of leadership (1-2 units).
Terms: Win, Spr
| Units: 1-2
MED 246:
Confronting Emotions in the Climate Sciences (SUSTAIN 223)
Traditional climate change courses introduce students to a wide array of scientifically and emotionally challenging subjects without acknowledging the significant distress that climate learners often experience from studiously bearing witness to ecological degradation, and the social injustices this deepens. Students enrolled in the proposed course will study a rapidly growing body of scholarship and activism related to emotive and existential responses to climate change. They will explore the psychosocial complexities that the Anthropocene proposes through key texts, films, and guest lectures that draw on climate psychology, philosophy, art, literature and history. A key outcome of this course is identifying pedagogical tools that can be implemented to foster wellbeing within the climate science community and its adjacent fields. Through self reflection, journaling, and group work, students will develop new self-care skills and collective mental health 'protection and promotion' strategies. A primary goal of the course is to understand how trauma-informed learning modules can support the scientific objectives of graduate students. Final projects will include the development of evidence-based instructional and mentoring recommendations for students studying any aspect of climate science. The course is designed to engage students in participatory scholarship; assessment of the effectiveness of various learning modules on student wellbeing and motivation towards their research will be conducted using pre-post style surveys and qualitative interview methods. (Cardinal Course certified by the Haas Center)
Terms: Win
| Units: 3
MED 247:
Methods in Community Assessment, Evaluation, and Research (CHPR 247)
Development of pragmatic skills for design, implementation, and analysis of structured interviews, focus groups, survey questionnaires, and field observations. Topics include: principles of community-based participatory research, including importance of dissemination; strengths and limitations of different study designs; validity and reliability; construction of interview and focus group questions; techniques for moderating focus groups; content analysis of qualitative data; survey questionnaire design; and interpretation of commonly-used statistical analyses.
Terms: Spr
| Units: 3
MED 248:
Student Rounds
Teams of preclinical students meet weekly with a clinical student to hear the history and physical of a recent case the clinical student encountered on the wards. Following the presentation, the preclinical students work together under the guidance of the clinical student to develop a problem list and plan, which are then compared with the problem list, plan, and orders made by the actual admitting team. In the course of presenting the cases, the clinical student describes personal experiences and practical components of ward work and daily clinical routine.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
MED 249:
Topics in Health Economics I (ECON 249, HRP 249)
Course will cover various topics in health economics, from theoretical and empirical perspectives. Topics will include public financing and public policy in health care and health insurance; demand and supply of health insurance and healthcare; physicians' incentives; patient decision-making; competition policy in healthcare markets, intellectual property in the context of pharmaceutical drugs and medical technology; other aspects of interaction between public and private sectors in healthcare and health insurance markets. Key emphasis on recent work and empirical methods and modelling. Prerequisites: Micro and Econometrics first year sequences (or equivalent). Curricular prerequisites (if applicable): First year graduate Microeconomics and Econometrics sequences (or equivalent)
Terms: Spr
| Units: 3-5
MED 250:
Understanding Evidence-Based Medicine: Hands-on experience (CHPR 205, EPI 250)
How can one practice evidence-based medicine and make evidence-based decisions for clinical practice and policy making? Using pivotal papers published in the recent scientific literature addressing important clinical questions on diverse medical topics, we will probe a wide range of types of studies, types of targeted therapeutic or preventive interventions, and types of studied outcomes (effectiveness and/or safety), including RCTs, observational studies, epidemiologic surveillance studies, systematic reviews-umbrella reviews-meta-analyses-meta-analyses of individual patient data, studies on the evaluation of diagnostic tests and prognostic models, economic analyses studies, and guidelines. MD studies enroll for +/-. GR students enroll for Letter grade.
Terms: Win
| Units: 3-4
MED 251A:
The A to Z of Translational Medicine: Fundamentals and Technical Considerations of Drug Development
This multidisciplinary course is designed to train students in applying translational research approaches to solve fundamental problems in healthcare delivery. The class is focused on addressing real-world problems in a creative, interdisciplinary team setting: includes discussions, guest speaker talks, student presentations, and site visits to various Stanford translational research centers and local biotech companies. Topics covered: drug discovery, IND, NDA, drug metabolism/safety, pharmacogenomics, biomarker diagnostics, QA/QC/Compliance, Patents/IP, pharmacokinetics, clinical development, NIH and regulatory issues, and commercialization).
Terms: Aut
| Units: 3
| Repeatable
10 times
(up to 10 units total)
MED 251B:
The A to Z of Translational Medicine: Strategic Challenges in Drug Development
Second course in this three-course series: This multidisciplinary course is designed to train students in applying translational research approaches to solve fundamental problems in healthcare delivery. The class is focused on addressing real-world problems in a creative, interdisciplinary team setting: includes discussions, guest speaker talks, student presentations, and site visits to various Stanford translational research centers and local biotech companies. Topics covered: drug discovery, IND, NDA, drug metabolism/safety, pharmacogenomics, biomarker diagnostics, QA/QC/Compliance, Patents/IP, pharmacokinetics, clinical development, NIH and regulatory issues, and commercialization).
Terms: Win
| Units: 3
MED 251C:
The A to Z of Translational Medicine: Emerging Trends in Drug Development and Next-gen Innovations
This is the third course in a series of three: This multidisciplinary course is designed to train students in applying translational research approaches to solve fundamental problems in healthcare delivery. The class is focused on addressing real-world problems in a creative, interdisciplinary team setting: includes discussions, guest speaker talks, student presentations, and site visits to various Stanford translational research centers and local biotech companies. Topics covered: drug discovery, IND, NDA, drug metabolism/safety, pharmacogenomics, biomarker diagnostics, QA/QC/Compliance, Patents/IP, pharmacokinetics, clinical development, NIH and regulatory issues, and commercialization).
Terms: Spr
| Units: 3
MED 252:
Outcomes Analysis (BIOMEDIN 251, HRP 252)
This course introduces and develops methods for conducting empirical research that address clinical and policy questions that are not suitable for randomized trials. Conceptual and applied models of causal inference guide the design of empirical research. Econometric and statistical models are used to conduct health outcomes research which use large existing medical, survey, and other databases Problem sets emphasize hands-on data analysis and application of methods, including re-analyses of well-known studies. This is a project-based course designed for students pursuing research training. Prerequisites: one or more courses in probability, and statistics or biostatistics.
Terms: Spr
| Units: 4
MED 253:
Building for Digital Health (CS 342)
This project-based course will provide a comprehensive overview of key requirements in the design and full-stack implementation of a digital health research application. Several pre-vetted and approved projects from the Stanford School of Medicine will be available for students to select from and build. Student teams learn about all necessary approval processes to deploy a digital health solution (data privacy clearance/I RB approval, etc.) and be guided in the development of front-end and back-end infrastructure using best practices. The final project will be the presentation and deployment of a fully approved digital health research application. CS106A, CS106B, Recommended: CS193P/A, CS142, CS47, CS110. Limited enrollment for this course. Apply for enrollment permission here: https://stanforduniversity.qualtrics.com/jfe/form/SV_9ThVhqf4zyhzheS
Terms: Win
| Units: 3-4
MED 254:
IM Bedside Clinical Reasoning and Physical Diagnosis Rounds
The aim of this elective is to provide MD and PA students hands-on exposure to the unique nature of the physical exam in hospitalized patients. In small groups led by a faculty facilitator, students will be introduced to 1-2 hospitalized patients at SHC with interesting diagnostic findings. Students will examine patients at the bedside with a faculty facilitator, acquiring practice in physical exam skills and honing advanced maneuvers. Students will then discuss exam findings in the context of the patient¿s clinical presentation, bridging concepts across clinical reasoning, practicum, and pathophysiology. Emphasis is placed on understanding the cause of the finding and learning critical judgment and exam skills for various organ systems.
Terms: Win
| Units: 1
| Repeatable
6 times
(up to 6 units total)
MED 255:
The Responsible Conduct of Research
Forum. How to identify and approach ethical dilemmas that commonly arise in biomedical research. Issues in the practice of research such as in publication and interpretation of data, and issues raised by academic/industry ties. Contemporary debates at the interface of biomedical science and society regarding research on stem cells, bioweapons, genetic testing, human subjects, and vertebrate animals. Completion fulfills NIH/ADAMHA requirement for instruction in the ethical conduct of research. Prerequisite: research experience recommended. Intensive format, 1-day course, register for only one section. One pre-class assignment required.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
2 times
(up to 2 units total)
MED 256:
Lasting Letters and the Art of Deep Listening (WELLNESS 256)
This course is an interactive course focused on developing listening skills essential to health care providers. Integrating 'See One, Do One, Teach One' with practices from the arts and humanities, students will develop tools physicians find useful in daily practice including talking with patients and colleagues and interviewing skills. Students will complete the class with an enhanced sense of what it means to listen, the unique role that letters of lasting import play in the healing process, and ways in which both enhance one's daily and professional practice in the healing arts. Frish Brandt is a Letter Midwife working primarily in Palliative Care and hospice. Since 2015 she has written a wide range of letters with over 300 people.
Terms: Win
| Units: 1
MED 257:
Yoga: Tools for Transformation
Yoga is a technology to bring the body and mind to the peak of their capabilities, allowing one to live life to the fullest. This course is a series of six interactive webinars that provide you with simple but powerful tools to enhance your health and experience a sense of harmony within yourself and with the world around you. Topics include sleep, food, mental health, respiratory health, success, and diversity and inclusion, approached from a yogic perspective. You will gain insights from timeless yogic wisdom, learn Upa Yoga (Invigorating Yogic postures), Kriya (Balancing breathing methods), and guided meditations. The course's objective is to equip you with a toolkit that can be easily practiced within 5-15 minutes and provide insights to help you make every aspect of life a stepping stone for wellness. The sessions do not require any fitness level or previous exposure to yoga and can even be done sitting on a chair. The practices are designed by Sadhguru, a yogi, visionary, and New York Times bestselling author. A yoga mat is recommended (optional).
Last offered: Summer 2023
| Units: 1
| Repeatable
3 times
(up to 3 units total)
MED 258:
Stanford Technology Access Resource Team: A Primary Care Effort to Bridge the Telehealth Divide
Video visits have been invaluable during the COVID pandemic for patients and providers and will continue to serve as a vital connection between patients and their care team beyond COVID-19. However, many patients cannot access this resource due to challenges with technology. This course will give students an opportunity to explore concepts in communication, community-building, design thinking, and team-based patient care while providing a service that will connect vulnerable patients and their caregivers to health care providers through video visits. This asynchronous course consists of recorded didactic sessions and opportunities for undergraduates and graduate students to interact with patients at Stanford and in the community through our community partners. Please note that regular use of the phone and internet are required and may not be the best option for those who are residing out of the country. MD Students should enroll in FAMMED 280.
Last offered: Winter 2022
| Units: 1
| Repeatable
10 times
(up to 10 units total)
MED 259:
Current Topics in Applied Medicine
Introduction to vaccines- discuss the basics of vaccines, including vaccines of infectious diseases vs. cancer vaccines and effective methods of vaccine delivery to achieve long-term memory immune response. Gene therapy- gene therapy for single gene disorders, cancer gene therapy, failures, and successes of gene therapies with current clinical status of cancer gene therapy. Immunotherapy- cancer immunotherapy, pros and cons of cancer immunotherapy, current status, and future targets for improvement. Drug development- drugs for cancer therapy, cellular targets of drugs for cancer therapy, and assays for drug screening and validation. Drug delivery- nanoparticles for drug delivery, exosomes, and cell membrane `vesicles for developing biomimetic nano delivery vehicles for drug delivery to overcome immune system.
| Units: 2
MED 260:
Need Finding in Healthcare
Open to School of Medicine-affiliated graduate students (MD and MSPA). NO prior engineering background necessary. Introduction to the Biodesign innovation process for patient-centered medical technology development, centered on the role of clinicians in identifying and supporting medical innovation. Curriculum will cover the role of primary observations, need validation, interviews, need research. Students will get experience generating actionable need statements and need specification documents that could be used to support future innovation.
Terms: Win
| Units: 1
MED 261:
Leadership in Health Equity and Community Engagement: Creating New Educational Opportunities
Creating Capacity in Community Engagement Medical Education is a new course for first/second-year medical students with an interest in both community health and medical education. In a small group, faculty-facilitated setting, students will design and develop the foundational structure for a new scholarly application in the area of health equity and community engagement leadership. Additionally, students will work collaboratively with community engagement, public health, and diversity, equity, inclusion faculty members to create a new health equity and community engagement leadership course to be launched in Spring 2021. Activities will include reviewing other similar courses at peer medical schools, assessing medical education needs around these topic areas from peers, creating a syllabus and identifying key content areas, designing interactive small-group activities, and inviting health equity and community engagement practitioner guest speakers. Instructor/s permission is required. Prerequisite: INDE 201: Practice of Medicine I.
Terms: Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
MED 262:
Economics of Health Improvement in Developing Countries (ECON 127, HRP 227)
Application of economic paradigms and empirical methods to health improvement in lower-income countries. Emphasis is on unifying analytic frameworks and evaluation of empirical evidence. How economic views differ from public health, medicine, and epidemiology; analytic paradigms for health and population change; the demand for health; the role of health in international development. Prerequisites: ECON 50 and ECON 102B.
Last offered: Spring 2021
| Units: 5
MED 265:
Digital Health Tech Entrepreneurship: From Concept to Market
"Digital Health Tech Entrepreneurship: From Concept to Market" offers a deep dive into the multifaceted universe of health tech innovation. Over a ten-week span, this course systematically takes students through the critical phases of building a successful health tech startup: from understanding the overarching ecosystem and identifying gaps ripe for disruption to building effective teams, crafting robust business models, and navigating the complexities of venture capital specific to the healthcare industry. Led by a diverse group of industry veterans, venture capitalists, and academic experts, participants will engage in real-world case studies, interactive discussions, and hands-on exercises. Attendance is mandatory and students are expected to actively participate in class.
Terms: Spr
| Units: 2
MED 266:
Literacy: A Fundamental Human Right Toward Health and Advocacy
This is a Community Engaged learning seminar style course that meets once a week for an hour and a half. We will have seminar discussions and readings related to local health literacy issues, and the systemic factors affecting health literacy through collaborative problem-solving processes through course readings and community engagement experiences. Emphasis will be on active learning, with assignments calling for data gathering through interaction with community members to explore and address these issues for more positive health outcomes. The course is open to pre-clinical medical, undergraduate and graduate students. No prerequisites.
Terms: Win, Spr
| Units: 1-3
| Repeatable
for credit
MED 267:
Professional Ethics Across Sectors (ETHICSOC 277)
Ethics arise in many aspects of professional life and work environments, whether in corporations, government, the academy, or non-profit organizations. Leaders face increasing challenge internally and externally as well. Age-old challenges from racism to inability to weather scandal persist, but with expanded scope and increased urgency. Technology now infuses almost every ethical challenge. Sectors are porous. Attempts to silo ethics inevitably fail: Ethical mishaps in one sector, or one part of an organization, spread quickly to the others. This course will consider one sector at each class session: corporate; government; the academy; and non-profit organizations. A final session will explore individual leadership irrespective of sector. Prominent guests will join certain sessions for interactive discussion. Class meets on 3/28, 4/4, 4/18, 5/2, 5/16.
Last offered: Spring 2023
| Units: 1-2
MED 268:
Tackling Asian-American Health Challenges (ASNAMST 268)
Why do certain diseases like hepatitis B affect Asian/Pacific Islanders (APIs) disproportionately? How can public policy advance health equity among ethnic groups? Weekly lectures examine health challenges endemic to the API community, recognizing underreported health issues in a prevalent ethnic demographic. Students will emerge with an understanding of topics including stigmas attached to traditional medicine, prevalent diseases in APIs, API health politics, and cultural/linguistic barriers that health professionals encounter. Guest speakers include professionals from the Ravenswood Family Health Center, the Santa Clara County Public Health Department, Hep B Free, the Stanford School of Medicine, etc.
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
MED 269A:
Health Equity and Social Justice - SC Core FoundationsCourse
This SC Core Foundations Course focuses on engaging core concepts of social justice & health equity in order to build a foundation for change. Over 10 weeks, students will engage in critical self-reflection, discourse, and activities that strengthen their ability to examine intersections of medicine and oppressive ideological and structural frameworks that produce health inequities. This course will draw heavily from a number of theoretical frameworks, including critical race theory, liberatory consciousness, and equity pedagogy, amongst others to realize the Equity First model. Note: This course is required for Track A of the HE&SJ Scholarly concentration. Students not enrolled in the scholarly concentration may enroll in the course after obtaining the course director's consent.
Terms: Win
| Units: 3
MED 269B:
Health Equity and Social Justice - SC Core Skills Course
This Health Equity and Social Justice - SC Core Skills Course focuses on building core skills necessary to effectively engage in social justice & health equity change work. During this 10-week course, students will acquire tools & strategies for creating change toward health justice while applying frameworks learned in Med269A. Students will work individually and in groups to understand real-world problems and begin to cultivate their own change agent identity. A practicum project will be introduced early in this course as an instrument to help students bring into focus a specific area of interest.
Terms: Spr
| Units: 3
MED 270:
Learning & Teaching of Science (CTL 280, EDUC 280, ENGR 295, PHYSICS 295)
This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background.
Last offered: Spring 2023
| Units: 3
MED 271:
Global Biodesign: Medical Technology in an International Context (BIOE 371)
This course (BIOE371, MED271) exposes students to the challenges and opportunities of developing and implementing innovative health technologies to help patients around the world. Non-communicable diseases, such as metabolic and chronic respiratory disease, now account for 7 in 10 deaths worldwide, creating the need for innovative health technologies that work across diverse global markets. At the beginning of the quarter, the course will provide an overview of the dynamic global health technology industry. Next, faculty members, guest experts, and students will discuss key differences and similarities when commercializing new products in the for-profit health technology sector across six important regions: the US and Europe, China and Japan, and India and Brazil. Finally, the course will explore critical 'global health' issues that transcend international borders and how technology can be leveraged to address them. This section will culminate with an interactive debate focused on whether for-profit, nonprofit, or hybrid models are best for implementing sustainable global health solutions. The last class will be devoted to synthesis, reflection, and a discussion of career opportunities in the global health technology field.
Last offered: Autumn 2019
| Units: 1
MED 272:
Science and History of Traditional Chinese Medicine (ASNAMST 272, CHINA 272)
Traditional Chinese medicine (TCM) is a unique system for the diagnosis and treatment of disease, as well as for the cultivation of life-long health and well-being. This course introduces basic TCM theories, practices, and treatment methods including acupuncture, Taichi, and herbal medicine. We will introduce historical figures and events in the history of Traditional Chinese Medicine and East-West integrative health. Drawing on science, cultural history, and philosophy, this interdisciplinary approach will help us to understand Traditional Chinese Medicine in its intellectual, social, and cultural context. We will discuss the scientific exploration of TCM and how modern science shapes our understanding of East-West integrative health.
Terms: Win
| Units: 1
MED 272A:
Biodesign Innovation: Needs Finding and Concept Creation (BIOE 374A, ME 368A)
In this two-quarter course series ( BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are required to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of 50 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Win
| Units: 4
MED 272B:
Biodesign Innovation: Concept Development and Implementation (BIOE 374B, ME 368B)
In this two-quarter course, multidisciplinary teams identify real unmet healthcare needs, invent health technologies to address them, and plan for their implementation into patient care. In second quarter, teams select a lead solution to advance through technical prototyping, strategies to address healthcare-specific requirements (IP, regulation, reimbursement), and business planning. Class sessions include faculty-led instruction, case studies, coaching sessions by experts, guest lecturers, and interactive team meetings. Enrollment is by application. Students are required to take both quarters of the course.
Terms: Spr
| Units: 4
| Repeatable
2 times
(up to 8 units total)
MED 273:
Biodesign for Digital Health (BIOE 273)
Health care is facing significant cross-industry challenges and opportunities created by a number of factors, including the increasing need for improved access to affordable, high-quality care; growing demand from consumers for greater control of their health and health data; the shift in focus from sick care to prevention and health optimization; aging demographics and the increased burden of chronic conditions; and new emphasis on real-world, measurable health outcomes for individuals and populations. Moreover, the delivery of health information and services is no longer tied to traditional brick and mortar hospitals and clinics: it has increasingly become "mobile," enabled by apps, sensors, wearables. Simultaneously, it has been augmented and often revolutionized by emerging digital and information technologies, as well as by the data that these technologies generate. This multifactorial transformation presents opportunities for innovation across the entire cycle of care, from wellness, to acute and chronic diseases, to care at the end of life. But how does one approach innovation in digital health to address these health care challenges while ensuring the greatest chance of success? At Stanford Biodesign, we believe that innovation is a process that can be learned, practiced, and perfected; and, it starts with an unmet need. In Biodesign for Digital Health, students will learn about digital health and the Biodesign needs-driven innovation process from over 50 industry experts. Over the course of 10weeks, these speakers will join the teaching team in a dynamic classroom environment that includes lectures, panel discussions, and breakout sessions. These experts represent startups, corporations, venture capital firms, accelerators, research labs, healthcare providers, and more. Student teams will take actual digital and mobile health challenges and learn how to apply Biodesign innovation principles to research and evaluate needs, ideate solutions, and objectively assess them against key criteria for satisfying the needs. Teams take a hands-on approach with the support of need coaches and other mentors. On the final day of class, teams present to a panel of digital health experts and compete for project extension funding. Friday section will be used for team projects and for scheduled workshops. Limited enrollment for this course. Students should submit their application online via: https://stanforduniversity.qualtrics.com/jfe/form/SV_dnY6nvUXMYeILkO
Terms: Aut
| Units: 3-4
MED 274:
Introduction to Cardiovascular Medicine
Weekly lunch seminar series featuring residents, fellows, and faculty of the Department of Medicine's Division of Cardiovascular Medicine. This course aims to introduce preclinical medical and physician assistant students to the diverse field of cardiovascular medicine, with emphasis on what a career and life as a cardiologist entails. Lectures will highlight medical management of cardiovascular disease and pathophysiology commonly encountered in cardiovascular medicine.
Terms: Aut
| Units: 1
MED 275B:
Biodesign Fundamentals (MED 175B)
MED 175B/275B is an introduction to the Biodesign process for health technology innovation. This team-based course emphasizes interdisciplinary collaboration and hands-on learning at the intersection of medicine and technology. Students will work on projects in the space of medical devices, digital health, and healthcare technologies with the assistance of clinical and industry mentors. Applicants from all majors and stages in their education welcome. Students will work in teams to develop solutions to current unmet medical needs, starting with a deep dive into understanding and characterizing important unmet medical needs through disease research, competitive analysis, market research, and stakeholder analysis. Other topics that will be discussed include FDA regulation of medical technology, intellectual property, value proposition, and business model development. Consent required for enrollment, to apply visit: https://forms.gle/YkrhXpBDwjRoK7aQ8?
Terms: Spr
| Units: 4
MED 276:
Caring for Individuals with Disabilities
Over 61 million individuals in the US have a disability; however, this group of patients is often neglected in medical education. This interactive seminar course has been designed to better prepare students to care for patients with disabilities. Through the course, individuals with disabilities, caregivers, and physicians will discuss a variety of topics including healthcare disparities, communication strategies, ethics, and law. Students will be matched with a patient partner with whom they will further explore topics discussed in the course. Upon taking the course, students will become more confident in their ability to provide patient-centered care to individuals with disabilities.
Terms: Win
| Units: 1
| Repeatable
5 times
(up to 5 units total)
MED 277:
AI-Assisted Care (CS 337)
AI has been advancing quickly, with its impact everywhere. In healthcare, innovation in AI could help transforming of our healthcare system. This course offers a diverse set of research projects focusing on cutting edge computer vision and machine learning technologies to solve some of healthcare's most important problems. The teaching team and teaching assistants will work closely with students on research projects in this area. Research projects include Care for Senior at Senior Home, Surgical Quality Analysis, AI Assisted Parenting, Burn Analysis & Assessment and more. AI areas include Video Understanding, Image Classification, Object Detection, Segmentation, Action Recognition, Deep Learning, Reinforcement Learning, HCI and more. The course is open to students in both school of medicine and school of engineering.
Terms: Aut
| Units: 1-4
MED 278:
Stanford Health Consulting Group- Leadership
This course is application-based and will be composed of students who have taken Stanford Health Consulting Group - Core and who wish to take on leadership roles in organizing and managing the high-impact health care projects for the class, which address major strategic and operational challenges in health care delivery and innovation. Participants will select projects, define objectives and deliverables, manage teams of 4-8 students from the core class, and ultimately serve as a bridge between students, faculty sponsors, and other health care stakeholders. Enrollment requires permission from the Instructor.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
(up to 99 units total)
MED 279:
Stanford Health Consulting Group - Core
This course provides the opportunity to analyze and solve major strategic and operational challenges in health care delivery and innovation through interdisciplinary team projects. Teams will receive direct mentorship from Stanford Medicine faculty, health care leaders, and experienced student leads, with projects carefully defined to optimize high-impact experiential learning and leadership development. Projects will culminate with student-led presentations to faculty sponsors and other health care stakeholders, as well as opportunities for further dissemination of solutions.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
(up to 99 units total)
MED 282:
Early Clinical Experience at the Cardinal Free Clinics (MED 182)
The Cardinal Free Clinics, consisting of Arbor and Pacific Free Clinic, provide culturally appropriate, high quality transitional medical care for underserved patient populations in the Bay Area. Students volunteer in various clinic roles to offer services including health education, interpretation, referrals, and labs. In clinic students are guided in the practice of medical interviews, history-taking and physical examinations as appropriate, and work with attending physicians to arrive at a diagnosis and management plan. Visit http://cfc.stanford.edu for more information. For questions related to the course or volunteering, please email arborclinic@stanford.edu and/or pacific@ med.stanford.edu. Application only; must be an accepted CFC volunteer. (Cardinal Course certified by the Haas Center)
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
MED 283:
Biotechnology Law
The course focuses on the impact of the legal and regulatory system on research, products, and intellectual property for companies and academia and will include an overview of legal, corporate, intellectual property, ethical and regulatory issues impacting the biotechnology and pharmaceutical industries. Basic topics covered include intellectual property, patent law, and licensing in the field of biotechnology. Students will learn how to submit an idea, go through the disclosure and licensing process, and apply for a patent. Consideration is given to: (1) How do legal issues promote or hinder thedevelopment of technology, (2) What role should ethics and public health and safety concerns play in the law, (3) At what level should biotechnology be regulated: internationally, federally, at a state level, or locally. MED283 is taught by Vern Norviel, JD, Partner at Wilson Sonsini Goodrich & Rosati, a patent attorney and the advisor to the M-TRAM program.
Terms: Spr
| Units: 3
MED 284:
Clinical Trial Design: From Initial Concept to Regulatory Approval
This course teaches the basic elements of clinical trial design, implementation and analysis including small phases of clinical trials. Overall early phase clinical trial concepts including dose finding, initial safety assessment as well asactivity, biomarker and initial activity assessments with be taught. Later stage concepts such as dose refinement, safety and efficacy will also be covered. The course will teach all aspects of clinical trials including initial concept, study design, synopsis writing, overall protocol development, review and approval by regulatory authorities and Institutional Review Boards (IRB), site selection and qualification, drug accounting, data and safety monitoring, data collection and analysis, unblinding procedures, study and site close out and clinical study report writing. Students will gain experience by analyzing existing protocols, studies and data. Basic statistical knowledge expected. Curricular prerequisites (if applicable): open to current M-TRAM students.
Terms: Aut
| Units: 3
MED 285:
Global Leaders and Innovators in Human and Planetary Health: Sustainable Societies Lab (HRP 285, SUSTAIN 345)
Are you interested in innovative ideas and strategies for addressing urgent challenges in human and planetary health and creating sustainable societies? This 7 session lecture series features a selection of noteworthy leaders, innovators, and experts across diverse sectors/topics in health and the environment such as: health innovation and environmental sustainability, social and environmental justice and equality, social innovation and entrepreneurship ecosystems, foundations and venture capital, tech innovation, media and AI, biotech and ag-tech, pandemics, public health and community wellbeing, food systems and agricultural innovation, hunger and nutrition, clean water and air, nonprofits and community action, public policy innovation and systems change, and the role of academia and you. Co-convened and co-designed by faculty, fellows and students collaborating across several Stanford centers, departments, schools, the course invites the discussion of global problems, interdisciplinary perspectives, and systemic solutions for the climate crisis and human health. The course will address root causes of the climate crisis and urgent challenges of human and planetary health, including sociological constraints, political objectives, economic incentives, technological limitations, and preservation of global stability, and suggest models of leadership, innovation and sustainable social change. We will also delve into efforts to catalyze long-term sustainability across the private, nonprofit, and public sectors. Students from all backgrounds are encouraged to enroll - registration is open to all Stanford students and fellows. May be repeated for credit.
Terms: Aut
| Units: 1-2
| Repeatable
4 times
(up to 8 units total)
MED 286:
Health Information Technology and Strategy
Health Information technology was intended to help reduce and cost and improve the quality of health care services. TO date, this is little evidence that this goal has been achieved. This course is designed to explore economic frameworks that can help us to understand how health IT can achieve it's intended goals. These frameworks build from general business and economic models used successfully in other industries. The course will be utilize both business cases and lecture to prepare students to propose potential novel applications of health information technology solutions. Each student will have a team-based final project.
Terms: Aut
| Units: 3-4
MED 289:
Introduction to Bioengineering Research (BIOE 390)
Preference to medical and bioengineering graduate students with first preference given to Bioengineering Scholarly Concentration medical students. Bioengineering is an interdisciplinary field that leverages the disciplines of biology, medicine, and engineering to understand living systems, and engineer biological systems and improve engineering designs and human and environmental health. Students and faculty make presentations during the course. Students expected to make presentations, complete a short paper, read selected articles, and take quizzes on the material.
Terms: Aut
| Units: 1-2
| Repeatable
5 times
(up to 10 units total)
MED 290:
Independent Study with Presence and the Program in Bedside Medicine
Students work with their faculty mentor on projects and studies that are broadly centered around the vision and mission of Presence: The Art and Science of Human Connection and the Program in Bedside Medicine. Please see our websites for updated projects and initiatives - Presence + Program in Bedside Medicine. Currently, we focus on: How do we teach and emphasize to students, residents, physicians (and beyond) in the medical field the need to master bedside skills? How does bedside medicine affect patient care? How has patient care changed with the omnipresence of technology in our lives? How is bedside medicine going to change in the next few decades, centuries? In investigating these questions, students utilize scientific articles and data, engage patients, and collaborate with our faculty and staff. Independent study projects culminate in a presentation to our team, with the potential for posters or manuscripts. Students paired with faculty based on their area of interest and faculty/project needs.We emphasize the human connection with patients, and students are encouraged to engage patients within our program for teaching sessions, research studies, among other projects. Enrollment varies with and is limited to faculty need. Repeatable for credit; more than one-quarter of commitment expected.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
16 times
(up to 80 units total)
MED 291:
Diagnostic Medicine on Television: Truths vs. Theatrics
School of Medicine faculty in charge of Stanford's Consultative Medicine Clinic, a real-life medical mystery clinic, will review cases from the popular TV show House and critique the show's depiction of complex disease diagnosis and treatment. We tread down the road of diagnostic dilemmas and the line between fact vs fiction.
Terms: Win
| Units: 1
MED 294:
Critical Issues in Global Health (MED 194)
In this course, participants will discuss and engage critically with current topics and pressing issues in global health through the lens of health equity and social justice. Topics include decolonizing global health, climate change, the health of indigenous populations, and other vulnerable populations, homelessness, and gender-based violence and mental health challenges. Students will hear from and engage with experts in the field and debate critical issues in global health through course discussions. Three-unit students will investigate a global health equity challenge and present recommendations for effective interventions. Speakers represent a range of voices and perspectives. They include: Dr. Madhu Pai, a global health leader, health equity advocate, and tuberculosis expert; Dr. Jim O'Connell, a Boston physician who has dedicated his career to caring for people living on the streets; Dr. Agnes Binagwaho, retired Vice Chancellor of the University of Global Health Equity in Rwanda to name a few. Participants will gain new insights into the health equity considerations critical to addressing contemporary challenges, explore diverse perspectives on key issues, and critically consider current and potential interventions through the lens of a global health practitioner. Requirements for the course include attendance and participation in class discussions, a short capstone presentation, and a final paper. This course will be taught by Dean Michele Barry Director of the Center for Innovation in Global Health, and Dr. Geoffrey Tabin, Professor of Ophthalmology and Global Medicine and co-founder of the internationally renowned Himalayan Cataract Project. Course enrollment is open to medical students, graduate students, and undergraduate students (2-3 Units). This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
Terms: Spr
| Units: 2-3
| Repeatable
3 times
(up to 9 units total)
MED 295:
Advanced Cardiac Life Support
(For clinical MD students only) Prepares students to manage the victim of a cardiac arrest. Knowledge and skills necessary for resuscitation of critically ill patients. Clinical scenarios and small group discussions address cardiovascular pharmacology, arrhythmia recognition and therapy, acute coronary syndrome including myocardial infarction, ventricular dysrhythmias and defibrillation, and acute ischemic stroke. Students should get the approval of their Clerkship Coordinator before registering for the course. Recommended prerequisites: Medicine 300A, Pediatrics 300A, or Surgery 300A. Prerequisite: EMED 201A
Terms: Aut, Win, Spr
| Units: 2
MED 296:
Being Mortal: Medicine, Mortality and Caring for Older Adults
Over the past century, we've witnessed a significant leap in life expectancy, from an average of 55 years to 80 years. The fastest-growing segment of the U.S. population is the "oldest old" and the prevalence of people reaching 100 years has nearly doubled. This shift prompts underlying questions about the hopes, aspirations, and what matters most in the context of aging, illness, culture, and the end of life. This weekly seminar will feature a diverse lineup of speakers including physicians, scientists, patients and their caregivers, and experts in aging. Upon completion of the course, students will have enhanced their knowledge in geriatrics, palliative medicine, and communication to better care for aging or seriously ill patients and their families. The Autumn and Spring courses vary in speakers and topics.
Terms: Aut, Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
MED 297:
Diabetes 101 for Healthcare Providers
Diabetes is an extremely high-prevalence disease, that you will likely encounter on a consistent basis regardless of your medical specialty, so learning about the practical aspects of treatment is extremely useful. This course is designed to teach these practical skills about diabetes care, treatment and the latest research in the field. Diabetes 101 for healthcare providers is a lunch seminar style course with lectures on subjects like: A meal in the life of a diabetic; Pumps/ CGMs/ Artificial Pancreases; Beyond Types 1 and 2; The Psychology of diabetes and chronic disease; and Rare complications and future treatments.
Terms: Win
| Units: 1
MED 299:
Directed Reading in Medicine
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Advani, R. (PI);
Aggarwal, A. (PI);
Ahmed, A. (PI);
Ahuja, N. (PI);
Akatsu, H. (PI);
Al-Ahmad, A. (PI);
Alizadeh, A. (PI);
Alsan, M. (PI);
Andrews, J. (PI);
Annes, J. (PI);
Arai, S. (PI);
Ariel, D. (PI);
Artandi, M. (PI);
Artandi, S. (PI);
Asch, S. (PI);
Ashley, E. (PI);
Assimes, T. (PI);
Ayoub, W. (PI);
Banerjee, S. (PI);
Barry, M. (PI);
Basaviah, P. (PI);
Basina, M. (PI);
Basu, S. (PI);
Baykaner, T. (PI);
Behal, R. (PI);
Bendavid, E. (PI);
Benjamin, J. (PI);
Berube, C. (PI);
Bhalla, V. (PI);
Bhatt, A. (PI);
Bhattacharya, J. (PI);
Blackburn, B. (PI);
Blaschke, T. (PI);
Blayney, D. (PI);
Blish, C. (PI);
Bloom, G. (PI);
Bollyky, P. (PI);
Bouvier, D. (PI);
Boxer, L. (PI);
Braddock, C. (PI);
Brinton, T. (PI);
Brown, W. (PI);
Bulow, K. (PI);
Carlson, R. (PI);
Cartwright, C. (PI);
Chakravarty, E. (PI);
Chan, D. (PI);
Chan, G. (PI);
Chang, C. (PI);
Chang, S. (PI);
Chen, A. (PI);
Cheng, P. (PI);
Chertow, G. (PI);
Cheung, R. (PI);
Chi, J. (PI);
Cho-Phan, C. (PI);
Chu, G. (PI);
Chua, K. (PI);
Chung, L. (PI);
Clarke, M. (PI);
Clusin, W. (PI);
Colevas, A. (PI);
Colloff, E. (PI);
Contopoulos-Ioannidis, D. (PI);
Cooke, J. (PI);
Cooper, A. (PI);
Crapo, L. (PI);
Crump, C. (PI);
Cullen, M. (PI);
Das, A. (PI);
Dash, R. (PI);
Daugherty, T. (PI);
David, S. (PI);
Dawson, L. (PI);
Deresinski, S. (PI);
Desai, M. (PI);
Desai, T. (PI);
Dhillon, G. (PI);
Dosiou, C. (PI);
DuBose, A. (PI);
Edwards, L. (PI);
Einav, S. (PI);
Falasinnu, L. (PI);
Fathman, C. (PI);
Fearon, W. (PI);
Feldman, D. (PI);
Felsher, D. (PI);
Fisher, G. (PI);
Fitzgerald, P. (PI);
Ford, J. (PI);
Ford, P. (PI);
Fowler, M. (PI);
Frayne, S. (PI);
Friedland, S. (PI);
Froelicher, V. (PI);
Gabiola, J. (PI);
Ganjoo, K. (PI);
Garcia, G. (PI);
Garcia, R. (PI);
Gardner, C. (PI);
Gardner, P. (PI);
Gavi, B. (PI);
Genovese, M. (PI);
Gerson, L. (PI);
Gesundheit, N. (PI);
Glaseroff, A. (PI);
Glenn, J. (PI);
Goldhaber-Fiebert, J. (PI);
Goldstein, M. (PI);
Goodman, S. (PI);
Goronzy, J. (PI);
Gotlib, J. (PI);
Greenberg, H. (PI);
Greenberg, P. (PI);
Gregory, P. (PI);
Habtezion, A. (PI);
Hallenbeck, J. (PI);
Harman, S. (PI);
Harrington, R. (PI);
Harshman, L. (PI);
Haskell, W. (PI);
Heaney, C. (PI);
Heidenreich, P. (PI);
Henri, H. (PI);
Ho, D. (PI);
Hoffman, A. (PI);
Holman, H. (PI);
Holodniy, M. (PI);
Hopkins, J. (PI);
Horning, S. (PI);
Hsia, H. (PI);
Hunt, S. (PI);
Ioannidis, J. (PI);
Isom, R. (PI);
Jagannathan, P. (PI);
Jernick, J. (PI);
Ji, H. (PI);
Johnston, L. (PI);
Jones, E. (PI);
Kahn, J. (PI);
Kao, P. (PI);
Kastelein, M. (PI);
Katz, R. (PI);
Kenny, K. (PI);
Khatri, P. (PI);
Khazeni, N. (PI);
Khush, K. (PI);
Killen, J. (PI);
Kim, S. (PI);
Kraemer, F. (PI);
Krishnan, E. (PI);
Kummar, S. (PI);
Kunz, P. (PI);
Kuo, C. (PI);
Kurian, A. (PI);
Kuschner, W. (PI);
Ladabaum, U. (PI);
Lafayette, R. (PI);
Laport, G. (PI);
Lee, D. (PI);
Lee, J. (PI);
Lee, P. (PI);
Leung, L. (PI);
Levin, E. (PI);
Levitt, J. (PI);
Levitt, L. (PI);
Levy, R. (PI);
Liang, D. (PI);
Liedtke, M. (PI);
Lin, B. (PI);
Lin, S. (PI);
Lindsay, A. (PI);
Lorig, K. (PI);
Lowe, A. (PI);
Lowsky, R. (PI);
Luby, S. (PI);
Lutchman, G. (PI);
Majeti, R. (PI);
McConnell, M. (PI);
McLaughlin, T. (PI);
Medeiros, B. (PI);
Meyer, T. (PI);
Miklos, D. (PI);
Miller, G. (PI);
Milstein, A. (PI);
Mitchell, B. (PI);
Mohabir, P. (PI);
Morioka-Douglas, N. (PI);
Musen, M. (PI);
Narayan, S. (PI);
Neal, J. (PI);
Negrin, R. (PI);
Nevins, A. (PI);
Nguyen, L. (PI);
Nguyen, M. (PI);
Nguyen, P. (PI);
Nicolls, M. (PI);
O' Callahan, P. (PI);
Osterberg, L. (PI);
Owens, D. (PI);
Pao, A. (PI);
Parnes, J. (PI);
Parsonnet, J. (PI);
Pasricha, P. (PI);
Pegram, M. (PI);
Periyakoil, V. (PI);
Petersen, J. (PI);
Pinto, H. (PI);
Pompei, P. (PI);
Popp, R. (PI);
Posley, K. (PI);
Price, E. (PI);
Prochaska, J. (PI);
Puri, MD, MPH, R. (PI);
Quertermous, T. (PI);
Raffin, T. (PI);
Rehkopf, D. (PI);
Relman, D. (PI);
Rizk, N. (PI);
Robinson, B. (PI);
Rockson, S. (PI);
Rodriguez, F. (PI);
Rohatgi, R. (PI);
Rosas, L. (PI);
Rosen, G. (PI);
Rudd, P. (PI);
Ruoss, S. (PI);
Rydel, T. (PI);
Sandhu, A. (PI);
Scandling, J. (PI);
Schillinger, E. (PI);
Schnittger, I. (PI);
Schoolnik, G. (PI);
Schroeder, J. (PI);
Shafer, R. (PI);
Shah, N. (PI);
Shah, S. (PI);
Sharp, C. (PI);
Shen, K. (PI);
Shieh, L. (PI);
Shizuru, J. (PI);
Shoor, S. (PI);
Sikic, B. (PI);
Singer, S. (PI);
Singh, B. (PI);
Singh, U. (PI);
Skeff, K. (PI);
Smith-Coggins, R. (PI);
Spiekerkoetter, E. (PI);
Srinivas, S. (PI);
Srinivasan, M. (PI);
Stafford, R. (PI);
Stefanick, M. (PI);
Stertzer, S. (PI);
Stevens, D. (PI);
Stockdale, F. (PI);
Studdert, D. (PI);
Tai, J. (PI);
Tamura, M. (PI);
Tan, J. (PI);
Telli, M. (PI);
Tepper, R. (PI);
Tompkins, L. (PI);
Tremmel, J. (PI);
Triadafilopoulos, G. (PI);
Tsao, P. (PI);
Upadhyay, D. (PI);
Utz, P. (PI);
Vagelos, R. (PI);
Valantine, H. (PI);
Verghese, A. (PI);
Wakelee, H. (PI);
Wang, P. (PI);
Warvariv, V. (PI);
Weill, D. (PI);
Weinacker, A. (PI);
Weng, K. (PI);
Weng, W. (PI);
Weyand, C. (PI);
Wiedmann, T. (PI);
Winkelmayer, W. (PI);
Winkleby, M. (PI);
Winslow, D. (PI);
Winter, T. (PI);
Witteles, R. (PI);
Wu, J. (PI);
Wu, S. (PI);
Yabu, J. (PI);
Yang, P. (PI);
Yeung, A. (PI);
Yock, P. (PI);
Zamanian, R. (PI);
Zehnder, J. (PI);
Zei, P. (PI);
Zolopa, A. (PI);
Zulman, D. (PI);
de Jesus Perez, V. (PI);
Mendoza, F. (SI);
Jezmir, J. (TA);
Ragone, A. (GP)
MED 299M:
TRIP: Translational Research Independent Project required of all MTRAM students
TRIP will be a translational research capstone project that will require approximately 5 hours per week 2nd through 4th quarter for a total of about 150 hours and enable each student to test a hypothesis, develop an experimental plan, interpret results, understand the future research plan. Capstones will focus on early clinical translation (T0-T1) involving areas of strength of our M-TRAM faculty, including: drug therapy and delivery, vaccines, immune measurements and therapy and gene measurements and therapy. Project ideas can be student initiated, suggested by the faculty advisors, or arise from experiential learning (Industry and Clinical), but must be approved, supported and monitored by the M-TRAM leadership committee. Upon completion of the project, students will present their final results as an oral presentation and a written report. They will formally present their final results at the student research showcase in the 4th quarter (summer). In addition to the talk students will also be required to prepare a final written report summarizing their project's aims, hypothesis, methods, results, and conclusions. Prerequisite: Application and acceptance to the MTRAM program.
Terms: Aut, Win, Spr
| Units: 5-15
| Repeatable
2 times
(up to 30 units total)
MED 300A:
Internal Medicine Core Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: Teaches the natural history, pathophysiology, diagnosis, and treatment of medical illness. Emphasis is placed on acquiring the understanding, skills, and attitudes desirable in a scientific and compassionate physician. Students record histories, physical examinations, and laboratory data for patients for whom they are responsible and present their findings, together with their diagnoses and treatment plans, at rounds and conferences. Developing sound clinical reasoning skills is continuously emphasized. An essential aspect of the clerkship is the students' gradual assumption of direct responsibility for, and full-time involvement in, patient care with the house staff and faculty team. To take advantage of the differences in patient populations and teaching staffs of the four hospitals, students spend three weeks at either SUMC or PAVAMC, and three weeks at either SCVMC in San Jose or KPMC in Santa Clara. The resulting six week experience is an integrated curriculum designed to cover the essentials of internal medicine. The Department of Medicine supervises a random draw-based assignment to two of the four locations shortly before the beginning of each odd-numbered clerkship period. A passing grade will require both a satisfactory performance at both clinical sites and passing the NBME Subject Exam at the end of 6 weeks. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 8 weeks, 18 students per period. CLERKSHIP DIRECTOR: John Kugler, M.D., jkugler@stanford.edu and Poonam Hosamani, M.D., poonamh@stanford.edu. CLERKSHIP COORDINATOR: Nancy D'Amico, ndamico@stanford.edu. REPORTING INSTRUCTIONS: Where: Varies, students will be notified prior to the first day; Time: TBA. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC, KPMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
| Repeatable
2 times
(up to 12 units total)
MED 302A:
Infectious Diseases Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The infectious diseases clerkship features an active inpatient service at Stanford Hospital, which averages two to four new consults per day. As a consulting specialty service within the Department of Medicine, participants are able to see a wide variety of community-acquired and nosocomial infections. Particular emphasis is placed on clinical and diagnostic reasoning, as well as in developing a good working knowledge of antimicrobial agents and a rational approach for their use. The training and teaching opportunities are rich because of the case mix (medical, surgical, ICU) and broad patient populations that are seen at Stanford Hospital. The service is supervised on a daily basis by the infectious diseases fellow, who will work closely with students rotating on the clinical service. Students attend daily patient rounds, weekly infectious diseases conferences, and may attend other research or patient-care conferences at Stanford. The infectious diseases fellows' team room, L-134, is located in the Division of Infectious Diseases and Geographic Medicine home office on the first floor of the Lane building. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Jenny R. Aronson, M.D. CLERKSHIP COORDINATOR: Maria Pilar Pfeiffer, pilarpf@stanford.edu, 408-849-7332. REPORTING INSTRUCTIONS: Where: On the first day of the rotation, page the Stanford general infectious diseases fellow through the Stanford page operator at 650-723-6661; Time: 8:00 AM. CALL CODE: 1. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 302B:
Infectious Diseases Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The infectious diseases clerkship features an active inpatient service at the Palo Alto VA, which averages one to three new consults per day. As a consulting specialty service within the Department of Medicine, participants are able to see a wide variety of community-acquired and nosocomial infections. Particular emphasis is placed on clinical and diagnostic reasoning, as well as in developing a good working knowledge of antimicrobial agents and a rational approach for their use. The training and teaching opportunities are rich because of the case mix (medical, surgical, ICU) and patient populations that are seen at the Palo Alto VA. In addition to the attending physician, the service is supervised on a daily basis by the infectious diseases fellow, who will work closely with students rotating on the clinical service. Students attend daily patient rounds, weekly infectious diseases conferences, and may attend other research or patient-care conferences at the VA and/or Stanford. Course objectives and resources are provided at the beginning of the rotation. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Cybele Renault, M.D. CLERKSHIP COORDINATOR: Cybele Renault, M.D., renaultc@stanford.edu. REPORTING INSTRUCTIONS: Where: On the first day of the rotation, page the Palo Alto VA infectious diseases fellow through the Stanford page operator at 650-723-6661; Time: 8:30 AM. CALL CODE: 1. OTHER FACULTY: A. Chary, S. Cohn, L. Duke, M. Holodniy, D. Relman, C. Renault, U. Singh, S. Varshney. LOCATION: PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 302C:
Infectious Diseases Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Teaches the skills of diagnosis and treatment of infectious diseases, including acute illnesses seen in the economically disadvantaged, and subspecialty patient referrals. The format of the clerkship at SCVMC is the same as at SUMC and PAVAMC, but the patient population at SCVMC differs from that of the other two hospitals. Two infectious diseases teaching conferences are held weekly for all three hospital services, and there are two additional conferences per month at SCVMC. Consultations are provided to all general (medical, ob-gyn, surgical) and specialized (burn, rehabilitation, dialysis) units. Tuberculosis clinic and HIV clinic experiences are also available during the rotation. The diagnostic microbiology laboratory staff will instruct students on diagnostic microbiology lab use and interpretation of results as required. The Infection Prevention nurses provide an orientation to hospital epidemiology. Students will be supervised by an attending, fellow and one to two residents. Students wishing to do this clerkship must get approval from Dr. Supriya Narasimhan first before registering. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Supriya Narasimhan, M.D., 408-885-5304. CLERKSHIP COORDINATOR: Teresa Goodman, Teresa.Goodman@hhs.sccgov.org. REPORTING INSTRUCTIONS: Where: Room 2N100, 2nd Floor, RSC Building, 777 Turner Drive, across from VMC ER, SCVMC; Time: 8:30 am. CALL CODE: 1. OTHER FACULTY: Y. Bogler, J. Gupta, J. Kim, S. Narasimhan, H. Sahni, J. Cooper. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 303A:
Cardiology Clerkship-Inpatient/Outpatient Consult
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Emphasizes the acquisition of diagnostic skills related to cardiovascular evaluation. This experience is derived through active participation in the inpatient consultative cardiology program, which is directed by Dr. Stanley Rockson. In addition, at least three half days per week are spent in the outpatient setting, which encompasses aspects of preventive cardiology as well. Direct patient experiences are supplemented with one-on-one didactic sessions and directed reading. The elective also emphasizes the acquisition of ECG reading skills via electrocardiographic reading sessions. PREREQUISITES: Medicine 300A. PERIODS AVAILABLE: P1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Stanley Rockson, M.D., 650-725-7571, rockson@stanford.edu. CLERKSHIP COORDINATOR: Nancy D'Amico, ndamico@stanford.edu. REPORTING INSTRUCTIONS: Where: Dr. Rockson, CVRC CV-267; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr
| Units: 6
MED 303B:
Cardiology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Exposes the students to all areas of clinical cardiology. Students participate in four half-day ambulatory care cardiology clinics on Tuesdays, perform at least 3-5 new consultations per week, with each consultation being presented to an attending physician and having a consultation note written. Additionally, each student 'rounds' five days a week on patients on the consultation service. Students read electrocardiograms almost daily. Their physical examinations are reviewed by the attending physician and/or cardiology fellow. They are exposed to all areas of clinical cardiologic testing: exercise treadmill/stress testing, radionuclide testing (thallium scans and radionuclide ejection fractions), cardiac ultrasound studies, cardiac catheterization and percutaneous transluminal coronary intervention (PTCI). Students follow each of their patients through these tests. When surgery or catheterization is required, they may observe the procedure in the operating room or the cath lab. Students participate in daily didactic sessions covering all areas of basic cardiology. Each student also has the opportunity to participate in any other ongoing medical or surgical teaching conferences as time permits. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Karen Friday, M.D. CLERKSHIP COORDINATOR: Jonathan R. Wong, Jonathan.Wong2@va.gov and Rochelle Semilla Bautista, Rochelle.SemillaBautista@va.gov. REPORTING INSTRUCTIONS: Where: PAVAMC, Building 100, 4th Floor, Rm 4C-110; Time: 8:00AM. CALL CODE: 0. OTHER FACULTY: V. Froelicher, P. Heidenreich, P. Milner, M. Hlatky, W. Fearon, K. Friday. LOCATION: PAVAMC.
Terms: Aut, Win, Spr
| Units: 6
MED 303C:
Cardiology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Students are part of a cardiology team that consults on hospitalized patients, sees outpatients one half day session/week, and attends didactic conferences including: Internal Medicine Residency noon conferences and teaching sessions, weekly Medicine grand-round (Friday 8am via Zoom), and Cardiology Cath conferences (Monday 12:30, in-person). Opportunities are available to be involved in the various procedures performed by the department: stress test, echocardiogram, cardiac catheterization and implantable devices. We also encourage their participation with our Cardiovascular Surgeons for a complete cardiology experience. We highly recommend rotating student present a case, a topic or a paper during the last week of rotation at Cardiology Cath Conference. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 2 students per period, available by arrangement only. CLERKSHIP DIRECTOR: Susan Zhao, MD, FACC, Associate Chief, Division of Cardiology, SCVMC, Susan.zhao@hhs.sccgov.org, 669-287-8770. CLERKSHIP COORDINATOR: Sherry Hamamjy, Med Admin, SCVMC, sherry.hamamjy@hhs.sccgov.org, 408-885-4389. REPORTING INSTRUCTIONS: Where: Valley Specialty Center, 3rd Floor, Suite 340; Time: 9:00 a.m. CALL CODE: 0. OTHER FACULTY: M. Aggarwal, H. Brewster, A. Deluna, H. Shiran, C. Smith, A. Swaminathan, C. Szeto-Wong, E. Yu, S. Zhao. LOCATION: SCVMC.
Terms: Aut, Win, Spr
| Units: 6
MED 304A:
Cardiovascular Medicine Clerkship - Inpatients
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: General cardiology rotation remains part of the bread and butter core of internal medicine inpatient rotations. Advances in diagnostic imaging, rapid bedside testing and evidence based clinical trials have allowed us to deliver coordinated complex care to our patients with ample opportunities for teaching and learning. The development of the skills and knowledge required for the practice of cardiac vascular medicine is an essential part of the educational process of internal medicine training. Cardiovascular diseases affect millions of Americans and now we have tools and drugs to treat and/or prevent this problem. It is an essential large component of a daily internal medicine practice. Involves four weeks of intensive experience with clinical cardiology inpatients. ECG reading will be included. Students are required to attend daily teaching rounds with the attending cardiologist and house staff, Division of Cardiovascular Medicine conferences, and formal teaching sessions, including electrocardiography. Cardiac patients who do not require CCU care, e.g. AF, NSTEMI, chest pain, SBE are admitted primarily via the ER 7 days a week. Students will work directly with R1 and a supervisory R2 Medicine Resident and Cardiology faculty member. Work day usually is from 7 am - 7 pm with one day off/week. No night call as patients are covered by R2 and R3 night float residents. Please note: Visiting students must obtain approval prior to applying for this clerkship. International students should email a CV to Rita Balian balian@stanford.edu, and domestic students should email a CV to Tawny Bagnol at ttbagnol@stanford.edu. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period (a second student can be added with approval from clerkship coordinator). CLERKSHIP DIRECTOR: John Schroeder, M.D. CLERKSHIP COORDINATOR: Tawny Bagnol, ttbagnol@stanford.edu, 650-736-1319. REPORTING INSTRUCTIONS: Where: 500 Pasteur Drive, J7 Team Room 707; Time: 7:00 am. CALL CODE: 1. OTHER FACULTY: R. Dash, P. Cheng, L. Clarke, D. Gerber, W. Fearon, C. Haeffele, R. Harrington, P. Heidenrich, N. Kalwani, A. Khandelwal, J. Knowles, E. Levin, N. Lowenbraun, Liang, K. Mahaffey, N. Mantri, D. Maron, J. Mega, K. Nieman, V. Parikh, R. Reejhsinghani, J. Rhee, S. Rockson, F. Rodriguez, A. Romfh, M. Salerno, R. Sandoval, A. Sarraju, J. Spin, J. Wu, M. Tuzovic, J. Wu, S. Wu, P. Yang, H. Zhu. LOCATION: SHC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 305A:
Hematology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Exposes students to the conceptual basis of hematology, the factual information that is available, and the responses required for consultation and patient care in rapidly evolving and frequently complex clinical circumstances. Under the supervision of the resident, fellow, and faculty attending physician, students admit and follow patients on the very well balanced inpatient Hematology Service (Med VIII) and do consultations. Students also round with the Med VIII team in the morning and attend outpatient clinics in the afternoon. In addition, students participate in the bone marrow reading sessions two mornings a week. Students also learn the requirements for prospective clinical protocol research. There is a weekly research conference, a journal club and a patient-oriented post-clinic conference. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Michaela Liedtke, M.D. CLERKSHIP COORDINATOR: Sherona D. Harris, sdharris@stanford.edu. REPORTING INSTRUCTIONS: Where: meet heme fellow and heme attending, F Ground, in basement of main hospital; Time: 7:45 am. CALL CODE: 0. OTHER FACULTY: B. Fakhri, J. Gotlib, M. Liedtke, G, Mannis, W. Shomali, T. Zhang. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 306A:
Endocrinology and Metabolism Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Provides students with a comprehensive experience in clinical endocrinology by combining inpatient and outpatient experiences at Stanford. Students may also participate in clinics at PAVA or SCVMC if they are on-boarded and are able to travel. Students will attend outpatient clinics in the morning and then participate in the inpatient diabetes or endocrinology consult service and rounds in the afternoon at Stanford. Clinical conferences, teaching rounds, grand rounds each week will cover a broad array of endocrine and metabolic problems in both clinical and research spheres. Working at the three hospitals during the clerkship will require travel. Please email us 2 months prior to the rotation to help get access to the VA and SCVMC set up so that you can rotate at all 3 sites if you prefer. Clinics are currently a combination of in person and virtual telemedicine visits. Rounds are in-person at Stanford. PREREQUISITES: MED 300A. PERIODS AVAILABLE: P1-12, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Dimpi Desai, MD. CLERKSHIP COORDINATOR: Elsie Tai. REPORTING INSTRUCTIONS: Where: Stanford Hoover Pavilion, Endocrine Clinic, 211 Quarry Rd, 2nd Floor, Palo Alto, CA - 8:00 AM on Monday at start of rotation. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SHC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr
| Units: 3-6
MED 308A:
Immunology/Rheumatology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: A comprehensive clinical experience in rheumatology. Students attend five weekly clinics, gaining familiarity with the evaluation of new patients and the longitudinal follow-up of complex autoimmune rheumatic diseases, such as SLE, myositis, scleroderma and vasculitis, and common rheumatological problems such as rheumatoid arthritis, gout and spondyloarthropathies. Inpatient consultations provide experience with diagnosis and management of more complex, acute patients with rheumatic diseases. A Journal club, division Grand Rounds and a core curricular conference provide didactic teaching. Critical thinking, cost effectiveness and social and psychological elements associated with evaluation and treatment are emphasized. Stanford Students wishing to do this clerkship must receive prior approval from Clerkship Director before registering. PLEASE NOTE: Visiting students must obtain approval from Linda Arneson prior to applying for this clerkship. Please email requests to larneson@stanford.edu. Interested students from other Medical Schools must send their CV and 2 letters of recommendation, one from the clerkship director, and the other letter from an attending attesting to the students clinical abilities (i.e. proficient H&P's and exam skills). These must be sent to Linda at least 4 to 6 weeks prior to the start of the period that the student would like to enroll in. PREREQUISITES: Completion of a full Medicine clerkship. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. Additional students only allowed if reviewed and approved by clerkship director. CLERKSHIP DIRECTOR: Stanford Shoor, M.D., sshoor@stanford.edu, 650-725-5070. CLERKSHIP COORDINATOR: Linda Arneson, larneson@stanford.edu, 650-497-5762. REPORTING INSTRUCTIONS: Where: 300 Pasteur Drive, East Pavilion, 3rd Floor, see Linda Arneson (call one week prior to confirm as the office is badge-access only); Time: 8:30 am OR contact Dr. Shoor at sshoor@stanford.edu. CALL CODE: 0. OTHER FACULTY: M. Baker, Y. Chaichian, L. Chung, R. Fairchild, A. Horomanski, J. Hong, T. Katsumoto,J. Lin, D. Mar, Robinson, P. Nitichaikluvatana, N. Shah, L. Stolyar. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 308C:
Rheumatology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Introduces students to patients with different forms of arthritis and related rheumatic diseases. Emphasis is on the specific examination of muscles, bones, and joints and important systemic signs and symptoms pertinent to the diagnosis of rheumatic diseases. Laboratory tests, X-rays, and biopsies are reviewed. Students see both new and returning patients and participate in both inpatient and outpatient consultations. Formal and informal participation in conferences is encouraged. PREREQUISITES: Med 300A. This clerkship requires approval by Clerkship Director before you can enroll. Please contact Dr. Umaima Marvi at Umaima.Marvi@hhs.sccgov.org for approval to add this clerkship. PERIODS AVAILABLE: 1-12, full-time for 2 weeks, 1 student per period. CLERKSHIP DIRECTOR: Umaima Marvi, M.D., 408-885-2126. CLERKSHIP COORDINATOR: Umaima Marvi, M.D., or secretary, Rebecca Dominguez, rebecca.dominguez@hhs.sccgov.org. REPORTING INSTRUCTIONS: Where: 751 South Bascom Avenue, San Jose, CA 95128. Rheumatology is located at Valley Specialty Center, Bldg. Q 5h Floor; Time: Between 8:00 and 8:30 am the first day of clerkship. CALL CODE: 0. OTHER FACULTY: B. Amlani, J. Burkham, A. Chuang, N. Howlett, V. Sharp, N. Howlett and A. Chuang. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 3
MED 311D:
Advanced Medicine Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: The Kaiser Permanente Santa Clara Medical Center offers a dynamic academic clinical clerkship in advanced medicine. Students serve as the primary provider for their patients: documenting H&P's, progress notes and discharge summaries, arranging and completing procedures, participating in daily follow-up care, and communicating with patients. Supervision is provided by the senior level resident and the teaching Hospitalist. There are weekly teaching didactics specifically for sub-interns and daily conferences. It is highly recommended that students register for this clerkship near the beginning or middle of their final year of clinicals. If you want to be sure to have a slot for a particular period, you should register to it as soon as possible as the slots are limited and fill quickly. No adds or drops less than one week before start of each period. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 2-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Ryan X. Knueppel, M.D., Ryan.X.Knueppel@kp.org. CLERKSHIP COORDINATOR: Susan Krause, 408-851-3836, KPMC, Santa Clara. REPORTING INSTRUCTIONS: Where: KPMC, Graduate Medical Education Office, Call 408-236-4921 for site location; Time: 7:00 am. CALL CODE: 5 (Not overnight). OTHER FACULTY: Staff. LOCATION: KPMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 312C:
Advanced Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Involves an advanced level of inpatient care responsibility. Under the close supervision of faculty and residents the student is expected to function as an intern, caring for the same number of patients and working the same hours. Beepers are provided; meals are free. Please note: Visiting students must obtain approval from Dr. Jennifer Rodriguez prior to applying for this clerkship. Please email requests to jennifer.rodriguez@hhs.sccgov.org. Interested students must send their transcript and evaluations from 2 core clerkships. These must be sent to Dr. Jennifer Rodriguez at least 4 to 6 weeks prior to the start of the period that the student would like to enroll in. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 6 students per period. CLERKSHIP DIRECTOR: Jennifer Rodriguez, M.D., jennifer.rodriguez@hhs.sccgov.org. CLERKSHIP COORDINATOR: Amy Luu, 408-885-6300, amy.luu@sccgov.org. REPORTING INSTRUCTIONS: SCVMC, Room 4C004, 4th Floor Conference Room in the Department of Medicine [Visitors call (408-885-5110) and bring proof of PPD and malpractice insurance to 7th Floor Room 54]; Time: 8:30 am. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 313A:
Ambulatory Medicine Core Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: In the ambulatory medicine clerkship, students will attend ambulatory clinics and didactics over the course of the four weeks. All students will attend Monday morning ambulatory didactics, which addresses common outpatient medical topics, such as chronic disease management. Students take their final exam on the last Friday of the rotation. Students will attend general medicine and subspecialty clinics, generally Tuesday-Friday. Sites include SUMC, PAVA, SCVMC, Kaiser Santa Clara, Kaiser Fremont, and community clinics. No student may miss more than two clerkship days. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 10 students per period. CLERKSHIP DIRECTOR: Jacqueline Tai-Edmonds, M.D. and Nancy Cuan, M.D. CLERKSHIP COORDINATOR: Maria Alfonso, 650-497-6702, malfonso@stanford.edu. REPORTING INSTRUCTIONS: Where: Varies depending on site assignment. The students are notified prior to the first day of the clerkship; Time: TBA. CALL CODE: 2 (No call, but schedule may occasionally include an evening or weekend clinic). OTHER FACULTY: Staff. LOCATION: SUMC, PAVA, SCVMC, Kaiser Santa Clara, Kaiser Fremont, Community Clinics.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 314A:
Advanced Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Intended for students in their second clinical year who are able to proceed to an advanced experience similar to an internship. Students see patients with a wide variety of internal medical diseases in both the inpatient and outpatient settings, and gain experience in the practical aspects of internal medicine. The variety of patients and the contact with many private practitioners provide a valuable complement to other clerkship experiences. The clerkship experience is enhanced by exposure to a broad variety of patients as well as clinical teaching from community attendings and Stanford faculty. Please note: Visiting students must obtain pre-approval from Brittany Ayleen Rodriguez prior to applying for this clerkship. Please email requests (pre-approval form) to bayleen@stanford.edu. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 6 students from P1-4, 5 students from P5-12. CLERKSHIP DIRECTOR: John Kugler, M.D., jkugler@stanford.edu. CLERKSHIP COORDINATOR: Nancy D'Amico, ndamico@stanford.edu. REPORTING INSTRUCTIONS: Where: Students will be notified a week prior to the first day; Time: TBA. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 317C:
Medical ICU Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: An in-depth, four-week rotation in the general medical ICU of the SCVMC. Students work as an integral part of a large ICU team aiding housestaff in managing a wide range of critically ill patients. Direct student participation in ICU activities is the essential element of this clerkship. With guidance, students gain experience with a variety of procedures, actively apply their knowledge of physiology, and hone their patient management skills. PREREQUISITES: ANES 306A or MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Vibha Mohindra, M.D. CLERKSHIP COORDINATOR: Angelica Segovia, angelica.segovia@hhs.sccgov.org, 408-885-2051. REPORTING INSTRUCTIONS: Where: SCVMC, MICU, Rm 2A056, Building A; Time: 7:00 AM. CALL CODE: 4. OTHER FACULTY: U. Barvalia, W. Chen, H. Duong, A. Gohil, E. Hsiao, V. Mohindra, H. Tsai, J. Wehner. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 318A:
Palliative Medicine
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The clerkship provides medical students in-depth exposure to palliative care across the continuum of care including several ambulatory clinics, an inpatient consult service, and home and inpatient hospice care. Students will learn core communications strategies in disclosing bad news, eliciting and clarifying goals of care, and aiding in transitions in care. They will also learn physiology and pharmacology relevant for symptom management (e.g. pain, nausea, depression), as well as interact with patients confronting their own mortality. Students complete 4 weeks for elective credit. All patient visits will be conducted via the EPIC multi-provider video visit platform. Students will be required to complete the online Palliative Care Always course in addition to patient visits with their selected mentor. PREREQUISITES: Med 300A and Surg 300A, and approval by the Clerkship Director is required for all students. Please fill out the Qualtrics survey at: https://stanforduniversity.qualtrics.com/jfe/form/SV_578rzxTyFEFzi0C. PERIODS AVAILABLE: 1-12, full-time for 4 weeks. 6 students per period. CLERKSHIP DIRECTOR: Kavitha Ramchandran, M.D. CLERKSHIP COORDINATOR: Jeanne Simonian, 650-721-1969, jsimonian@stanford.edu. REPORTING INSTRUCTIONS: Please look for an email from the Clerkship Coordinator the Friday prior to your rotation; Time: TBA. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SHC and Virtual.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 319E:
The Community Health of the Underserved Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: The Community Health of the Underserved clerkship is part of the Racial Equity to Advance a Community of Health (REACH) Initiative. The clerkship will provide students with an immersive experience in caring for the medically underserved at a community site such as a Federally Qualified Health Center or a community clinic. Students will explore concepts in health equity and learn clinical skills in working with underserved populations such as patients lacking stable housing, farmworkers, refugees, Black and/or Latinx patients. Students will be matched with available community partners. Transportation and housing costs may be provided depending on the selected site. PREREQUISITES: 3rd and 4th year students. PERIODS AVAILABLE: 1-12, full time for 2 or 4 weeks or longitudinal, 3 students per period. CLERKSHIP DIRECTOR: Nancy Cuan, M.D., cuannan@stanford.edu. CLERKSHIP COORDINATOR: Kelsea Jackson, PhD at kelsea@stanford.edu. REPORTING INSTRUCTIONS: The Clerkship Coordinator will reach out in advance with the first day information, and if needed, logistics for travel and lodging. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: PAVAMC, SCVMC, and others.
Terms: Aut, Win, Spr
| Units: 6
MED 321A:
Inpatient Medical Oncology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Offers an intensive, inpatient, subspecialty care experience, equivalent to a subinternship. Students are responsible for 2 to 5 patients who are seriously ill with a broad range of medical problems in the setting of underlying malignant disease. Students work with the inpatient team composed of an attending, a medical oncology fellow, 2 medical residents and 2 medical interns. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks. 1 student per period. CLERKSHIP DIRECTOR: Tyler Johnson, M.D. CLERKSHIP COORDINATOR: Jeanne Simonian, 650-721-1969, jsimonian@stanford.edu. REPORTING INSTRUCTIONS: Stanford Hospital, F Ground (Oncology Fellow); Time: 8:00 AM. CALL CODE: 2 (patients are admitted daily and the sub-intern will admit patients on a rotation basis with the team without overnight call, but may stay late some evenings). OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 322A:
Outpatient Medical Oncology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Familiarizes students with the subspecialty of medical oncology through subspecialty patient care in clinics and tumor boards and attending the weekly conferences of the Division of Oncology. The experience draws heavily on and will expand skills in internal medicine, emphasizing differential diagnosis, physical examination, utilization of laboratory, X-ray, and imaging studies, as well as approaches to psycho-social problems for patients with suspected or established malignant disease. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks. 2 students per period. CLERKSHIP DIRECTOR: Tyler Johnson, M.D. CLERKSHIP COORDINATOR: Jeanne Simonian, 650-721-1969, jsimonian@stanford.edu. REPORTING INSTRUCTIONS: Where: Cancer Center, Visitor Information Desk; Time: 9:00 am. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 323A:
Trans-Disciplinary Breast Oncology Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: This 4 week trans-disciplinary breast oncology clerkship cuts across the relevant treatment modalities and emphasizes interdisciplinary, patient-centered care. Breast cancer is a highly prevalent disease often treated in early stages with medical, radiation and surgical therapies. The student will be in each clinic of these treatment clinics for one day every week, independently work up and discuss patients with assigned faculty, present new cases to the breast tumor board, and subsequently synthesize the visit notes and outpatient letters. At least one day per week, students will choose from additional care activities that shape the patient's experience, including observation of breast surgeries, wound care visits, radiation dosimetry planning or simulation, chemotherapy teaching or infusion, and medical oncology inpatient rounds. Furthermore, students are encouraged to identify patients with multiple visits that month and follow them across clinics for concentrated continuity. The clerkship offers a unique vantage point to learn about the shared decision-making and coordination of complex cancer care, in addition to the management of general health problems for breast cancer patients. Students further appreciate the longitudinal evolution of the patient's relationship with their cancer. There will be weekly debrief check-ins and short didactics to optimize the student's experience. PREREQUISITES: Any core clerkship. PERIODS AVAILABLE:1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Melina Telli, M.D. CLERKSHIP COORDINATOR: Jeanne Simonian, 650-721-1969, jsimonian@stanford.edu. REPORTING INSTRUCTIONS: Where: Stanford Cancer Center CC-2241; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 324E:
Tri-Valley Medicine Elective Rotation
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This is an elective course for students who have completed the prerequisite internal medicine clerkship. The rotation will take place at SHC Tri-Valley hospital in Pleasanton, CA, a hybrid academic-community institution (35 min drive from campus). You will work directly with attending hospitalists within the division of Hospital Medicine and carry approximately 5-8 patients. You will consult and work directly with attending specialists (no fellows) on complex patients, and will have the opportunities to assist with procedures. This course is for students who are interested in hospital medicine, "academic medicine with a community feel," and increased autonomy in patient care. PREREQUISITES: Completion of internal medicine core clerkship. PERIODS AVAILABLE: 4-11, full-time for 2 or 4 weeks. 2 students per period. CLERKSHIP DIRECTOR: Kavitha Subramanian, M.D., kavithas@stanford.edu. CLERKSHIP COORDINATOR: Kavitha Subramanian, M.D., kavithas@stanford.edu. REPORTING INSTRUCTIONS: Students should contact Dr. Kavitha Subramanian via email directly 2-3 weeks prior to start of their clerkship to coordinate. Please report to SHC Tri Valley 1 West at 8am on your first day. The team room has a sign outside that says "Nursing Admin." When walking onto 1 West, it is the third door on the right after the men's and women's bathrooms. If you have difficulty finding the room, please call (925) 416-3510. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SHC Tri-Valley.
Terms: Aut, Win, Spr
| Units: 3-6
MED 325A:
Gastroenterology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Involves participation in inpatient consultations and some outpatient clinics. Students are responsible for evaluating patients with major diseases of the gastrointestinal tract. They assume primary responsibility in both inpatient and outpatient settings and present cases regularly to the faculty attending physician. Daily inpatient rounds are made with the attending physician, fellow, and resident. Clinical conferences and journal clubs are held once weekly. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks, 1 student per period. CLERKSHIP DIRECTOR: Subhas Banerjee, M.D., 650-736-0431. CLERKSHIP COORDINATOR: Abbey Hamilton, 650-723-4519, abbeyh@stanford.edu. REPORTING INSTRUCTIONS: Where: Endoscopy Unit, 300 Pasteur Dr, Basement Room H0262. (Please ask for GI attending or fellow); Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: A. Aijaz, S. Banerjee, L. Becker, A. Cheung, J. Clarke, T. Daugherty, R. Dhanasekaran, D. Dronamraju, Z. Ekekezie, N. Fernandez-Becker, S. Friedland, J. Glenn, A. Goel, D., Goldenberg, A. Gottfried, D. Grewal, J. Gubatan, H. Halawi, E. Ho, J. Hwang, A. Kamal, K. Keyashian, R. Kim, R. Kumari, P. Kwo, U. Ladabaum, D. Limsui, L. Neshatian, L. Nguyen, M. Nguyen, W. Park, A. Portocarrero, A. Shah, S. Spencer, S. Sinha, I. Sonu, S. Streett, M. Wei. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 325B:
Gastroenterology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Gives students responsibility for both inpatient consultations and the evaluation and treatment of referred patients in the Gastroenterology clinic. Rounds with the faculty consultant, fellow and resident, as well as GI endoscopic procedures are conducted daily. Conferences on clinical gastroenterology, hepatology, gastrointestinal radiology, and gastrointestinal and liver histopathology are held weekly. A combined medical-surgical conference is held every other week. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Ramsey Cheung, M.D. CLERKSHIP COORDINATOR: Matthew Alcera, Matthew.Alcera@va.gov. REPORTING INSTRUCTIONS: PAVAMC, Bldg. 100, Endoscopy Suite; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: S. Friedland, J. Glenn, J. Pan, S. Quan, R. Wong. LOCATION: PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 325C:
Gastroenterology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship provides experience in outpatient and inpatient gastroenterology (GI). In the mornings, students will evaluate outpatients referred to GI clinic and will also have an opportunity to observe outpatient endoscopic procedures, including upper endoscopy, colonoscopy, paracentesis, ERCP and endoscopic ultrasound. In the afternoons, students will evaluate inpatients who require GI consultation, observe inpatient procedures and participate in inpatient rounds with the GI team. Students will assume primary responsibility for the inpatients they provide consultation on. In addition to direct patient care, students will attend multiple didactic lectures and conferences, including a bi-weekly GI/Surgery conference, bi-weekly GI Radiology conference, bi-weekly GI Journal Club, monthly Liver Tumor Board, monthly GI Pathology conference and weekly Stanford multi-disciplinary (GI/Surgery/Radiology/Pathology) Digestive Diseases Clinical Conference. This clerkship is closed to registration unless given prior approval by Clerkship Coordinator. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks, 1 student per period. CLERKSHIP DIRECTOR: Elizabeth Hwang, M.D., 408-793-2598. CLERKSHIP COORDINATOR: Elizabeth Hwang, M.D., Elizabeth.Hwang@hhs.sccgov.org. REPORTING INSTRUCTIONS: Where: SCVMC, Valley Specialty Center, 5th Floor, GI Clinic; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: A. Chen, A. Davila, A. Ho, E. Hwang, A. Kamal, R. Lerrigo, D. Lin, N. Shah, J. Williams. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 326A:
Hepatology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Involves participation in inpatient consultations and outpatient clinics for 4 weeks. The goals are to familiarize students with evaluation and management of patients with major liver diseases. Students are responsible for evaluating patients with major diseases of the liver diseases. They assume primary responsibility in both inpatient and outpatient settings and present cases regularly to the faculty attending physician. Daily inpatient rounds are made with the attending physician, fellow, and resident. Clinics are held on Mondays to Friday. Journal clubs are held once weekly. Pathology conferences are held on Thursday and radiology conferences on Friday. Patient care conferences are held on Tuesday and Friday. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Mindie Nguyen, M.D., MAS, 650-722-4478. CLERKSHIP COORDINATOR: Jeff Mathews, 650-498-6084. REPORTING INSTRUCTIONS: Where: 780 Welch Road, Room CJ280K; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: A. Ahmed, T. Daugherty, A. Goel, R. Kumari, P. Kwo. LOCATION: SUMC, PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 328A:
Addiction Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Since COVID this is a mix of virtual and in person experiences. This clerkship will provide students an experience in the fundamentals of addiction medicine from the perspective of primary care and interdisciplinary coordination of care. Clinic exposure will include opportunities to interact with patients with substance use disorders in a variety of settings: Community Clinics, Stanford Family Medicine Clinic, Mindfulness Support Groups, Residential and Inpatient settings. Students will learn about outpatient withdrawal management from opioids, alcohol, and other substances; relapse prevention medications for opioid and alcohol use disorders and the culture of substance use recovery. Although the Buprenorphine Waiver Course is no longer required, students will be required to complete the PCSS Buprenorphine course online as a primer on provider medications for opioid use disorder (MOUD) and write reflections on experiences. Please contact coordinator listed below for availability and pre-approval before signing up. PREREQUISITES: A minimum of 2 clerkship experiences that may include: Family or Internal Medicine, Pediatrics, Psychiatry, Surgery, OBGYN, Emergency, or Ambulatory (Urgent Care) Medicine. PERIODS AVAILABLE: 1-12 (inquire with instructor), full time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Chwen-Yuen Angie Chen, MD, FACP, FASAM, chchen@stanfordhealthcare.org. CLERKSHIP COORDINATOR: Chwen-Yuen Angie Chen, MD, FACP, FASAM, chchen@stanfordhealthcare.org. REPORTING INSTRUCTIONS: Where: TBA; Time: TBD with some clinics starting virtually at 7:45 AM and in person clinics extending to 7:00 PM. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SHC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 330A:
Pulmonary Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Helps students develop the attitudes and skills necessary for the evaluation and management of patients with pulmonary disease. Students are expected to understand pulmonary disease in the context of internal medicine, using general as well as specific approaches to diagnosis. The clerkship affords direct patient involvement under supervision in the outpatient clinic and on inpatient consultation services. Critically ill patients with pulmonary disease in the ICU will be evaluated. Pulmonary function tests are evaluated daily, and student involvement in specialized studies is emphasized. Divisional clinical conferences are held weekly, and a joint medical-surgical conference bi-weekly. Each student has the option of spending one-half of the clerkship at the PAVAMC and one-half at the Stanford University Hospital on a rotational basis. These options are discussed and determined on the first day of the clerkship. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 2 or 4 weeks (half-time at SUH; half-time at PAVAMC,) 2 students per period. CLERKSHIP DIRECTOR: Peter N. Kao, M.D, Ph.D. CLERKSHIP COORDINATOR: Elizabeth Peña, epena28@stanford.edu. REPORTING INSTRUCTIONS: Where: H3147; Time: 8:45 am. CALL CODE: 1. OTHER FACULTY: A. Andruska, H. Bedi, L. Chhatwani, S. Chinthrajah, K. de Boer, T. Desai, G. Dhillon, L. Eggert, J. Hsu, J. Holty, A. Jonas, N. Juul, P. Kao, K. Kudelko, W. Kuschner, Y. Lai, J. Levitt, M. McCarra, M. Marmor, P. Mohabir, S. Majumdar, J. Mooney, M. Nicolls, H. Paintal, S. Pasupneti, R. Raj, M. Ramsey, A. Rogers, S. Ruoss, B. Shaller, H. Sharifi, G. Singh, E. Spiekerkoetter, A. Sung, Y. Sung, A. Sweatt, R. Van Wert, A. Weinacker, R. Zamanian, C. Zone, V. de Jesus Perez, J. Williams, M. Cao, S. Ahmad. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 330C:
Pulmonary Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Affords students an opportunity to deal with a broad range of clinical pulmonary problems. Working as part of a busy consulting service, students develop a practical approach to evaluating and managing patients with respiratory disease. The spectrum of patients ranges from ambulatory outpatients, to patients with tuberculosis, to ICU patients with acute respiratory failure. The application of the basic principles of physiology to clinical problems is emphasized. Under supervision, students participate in interpreting pulmonary function tests and other diagnostic procedures. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Eric Hsiao, M.D. CLERKSHIP COORDINATOR: Angelica Segovia (408-885-2051), Building Q, Suite 5Q153, Valley Specialty Center. REPORTING INSTRUCTIONS: Where: Valley Specialty Center, 5th Floor, Room 5Q153; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: U. Barvalia, V. Chen, H. Duong, A. Gohil, E. Hsiao, V. Mohindra, H. Tsai, J. Wehner. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 331A:
Advanced Work in Pulmonary and Critical Care Medicine
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The content of this clerkship is flexible. Students can do additional clinical work in Pulmonary and Critical Care Medicine or research work in the Division of Pulmonary and Critical Care Medicine. Specific arrangements for content should be made with the faculty in advance. PREREQUISITES: MED 330A and consent of instructor. PERIODS AVAILABLE: 1-12, full-time for 2 or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Peter Kao, M.D. CLERKSHIP COORDINATOR: Elizabeth Peña, epena28@stanford.edu. REPORTING INSTRUCTIONS: Where: H3147; Time: 9:00 am. CALL CODE: 1. OTHER FACULTY: A. Andruska, H. Bedi, L. Chhatwani, S. Chinthrajah, K. de Boer, T. Desai, G. Dhillon, L. Eggert, J. Hsu, J. Holty, A. Jonas, N. Juul, P. Kao, K. Kudelko, W. Kuschner, Y. Lai, J. Levitt, M. McCarra, M. Marmor, P. Mohabir, S. Majumdar, J. Mooney, M. Nicolls, H. Paintal, S. Pasupneti, R. Raj, M. Ramsey, A. Rogers, S. Ruoss, B. Shaller, H. Sharifi, G. Singh, E. Spiekerkoetter, A. Sung, Y. Sung, A. Sweatt, R. Van Wert, A. Weinacker, R. Zamanian, C. Zone, V. de Jesus Perez, J. Williams, M. Cao, S. Ahmad. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 334A:
Nephrology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides students with an introduction to clinical nephrology, including diseases of the kidney and disorders of fluid, electrolyte, and acid-base balance. The clerkship is available at SUMC. Students evaluate inpatients as members of the nephrology consulting team. After completing this rotation, we expect that students will be able to independently work up and manage a wide variety of acute and chronic disturbances of renal function, as well as glomerular disease, vasculitis, hypertension, fluid and electrolyte disorders, and acid-base disturbances. They also participate in the management of patients with end-stage renal disease. There is a weekly schedule of grand rounds, journal club, and a monthly renal biopsy conference. PREREQUISITES: Medicine 300A, Surgery 300A or Pediatrics 300A are preferred but not required. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Pedram Fatehi, M.D., fatehi@stanford.edu. CLERKSHIP COORDINATOR: Cayla Whitney, caylacw@stanford.edu, 650-721-6680, 777 Welch Road Suite DE Palo Alto, CA 94304. REPORTING INSTRUCTIONS: Where: 777 Welch Road Suite DE Palo Alto, CA 94304; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: T. Meyer, R, Lafayette, J. Scandling, J. Tan, Y. Lit, G. Chertow, V. Bhalla, A. Pao, M. Tamura, J. Yabu, N. Arora, R. Isom, T. Chang, S. Anand, T. Sirich, K. Erickson, P. Fatehi. LOCATION: SUMC, PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 334C:
Nephrology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Students see patients in the outpatient renal clinic, and on an active inpatient service. The diverse patient population at SCVMC enables student to encounter patients with a wide variety of acute and chronic renal diseases, hypertension, and fluid and electrolyte disturbances. The clerkship is also designed to acquaint students with a systematic approach to patients with fluid, electrolyte, and acid-base abnormalities. A series of seminars covering a broad range of topics in nephrology and designed specifically for medical students is given by the faculty. An optional self-study program on fluid and electrolytes consisting of 8 taped lectures with slides is also available. Weekly divisional nephrology conferences are held at SCVMC, and address various topics in nephrology. Additionally, there is a monthly nephrology resident conference, in addition to a monthly renal pathology conference. Videotaped lecture series on the entire field of nephrology are also available. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Anjali Bhatt Saxena, M.D. CLERKSHIP COORDINATOR: Mary Jane Monroe, maryjane.monroe@hhs.co.santa-clara.ca.us, 408-885-7019. REPORTING INSTRUCTIONS: Where: SCVMC, Renal Dialysis Unit, 3rd Floor [Visitors call (408-885-5110) and bring proof of PPD and malpractice insurance as directed]; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: A. Saxena, J. Lugovoy, A. Jobalia, B. Young, N. Pham, F. Luo, staff. LOCATION: SCVMC
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 338A:
Outpatient Infectious Diseases Elective
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship provides medical students with an elective course of 2 weeks of outpatient ID experience. Clinical experiences will focus on antibiotic selection, utilization and stewardship, as well as the management of commonly encountered ID syndromes, including sexually transmitted infections, HIV, Tuberculosis, and viral hepatitis. Students will attend outpatient clinics at the Palo Alto Veterans Administration Medical Center, Stanford Infectious Diseases Clinic, and San Mateo County Health, the County safety net public hospital and clinics. There is potential flexibility for students interested in a focus area at a specific clinic or with a specific physician, to arrange more concentrated clinical work at one of the clinics with permission of the attending. Each student will be asked to prepare a small research project (e.g. a case or literature review) to be presented at the end of the rotation. Students planning on doing the outpatient ID rotation should contact Dr. Levy at vlevy@stanford.edu as soon as possible but at least 8 weeks prior to rotation beginning to verify there is period availability for the desired period of rotation and that all needed infection control requirements have been obtained. This clerkship requires prior approval by Clerkship Director. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Vivian Levy, M.D., vlevy@stanford.edu, 650-573-3987. CLERKSHIP COORDINATOR: Vivian Levy, M.D., vlevy@stanford.edu, 650-573-3987. REPORTING INSTRUCTIONS: Where: Dr. Levy will send the student a schedule, syllabus and orientation materials prior to starting the rotation of clinics and physicians; Time: TBA. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, San Mateo County Health.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 339B:
Advanced Medicine Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Intended for clinically experienced students who seek an advanced experience similar to an internship. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 5 students per period. CLERKSHIP DIRECTOR: Arlina Ahluwalia, M.D., 650-493-5000 x66759. CLERKSHIP COORDINATOR: Jonathan R. Wong, Jonathan.Wong2@va.gov and Rochelle Semilla Bautista, Rochelle.SemillaBautista@va.gov. REPORTING INSTRUCTIONS: Where: First Monday of rotation, Bldg 101; Time: 08:30 a.m. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 340B:
Medical-Surgical Intensive Care Unit Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship provides experience managing adult patients in a critical care unit. Students learn how to optimize care for the acutely ill patient and the multidisciplinary approach to complex patients. Teaching emphasizes the review of basic organ physiology, the ability to determine the pathophysiologic mechanisms involved in critical illness, and the formulation of a physiologic based treatment plan. Students gain experience with the implementation of monitoring and therapeutic devices used in the intensive care units and begin to become adept at the evaluation, stabilization and management of the most critically ill patients expected to be encountered in today's acute care hospitals. Ward rounds, bedside evaluation and treatment, and individual interactions with attending, fellows and residents are part of the educational process. Students must attend mandatory simulator courses in order to receive passing grade for this clerkship. Students wishing to do this clerkship must get approval from Bernadette Carvalho first before registering. Students must register for Anes 340B for this clerkship. PREREQUISITES: Anesthesia 306A or Medicine and Surgery core clerkships. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Juliana Barr, M.D., 650-493-5000 x64452, Building 1, Room F315, PAVAMC 112A. CLERKSHIP COORDINATOR: Bernadette F. Carvalho, berniec@stanford.edu. REPORTING INSTRUCTIONS: Where: PAVAMC, MSICU, 3rd Floor; Time: 8:00 AM. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 342A:
Geriatric Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: This clinical experience introduces students to the principles of effective geriatric care in both inpatient and outpatient settings. Geriatric medicine faculty and fellows work with students in various clinical settings including: 1) outpatient clinics at the VA Palo Alto Health Care System 2) outpatient clinic at Stanford University 3) a community skilled nursing facility 4) inpatient experience in the Acute Care of the Elderly (ACE) unit at Stanford University Hospital 5) Home Based Primary Care at Stanford. This clerkship requires written approval by Clerkship Director before you can enroll. Please contact Dr. Vinita Shastri at vinita.shastri@va.gov to check for availability of spots in the clerkship. PREREQUISITES: Active PIV card for VA access. PERIODS AVAILABLE: 2-9, 11-12 for 2024-25; 2-10 &12 for 2025-26, full-time for 2 or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Dr. Vinita Shastri, vinita.shastri@va.gov. CLERKSHIP COORDINATOR: Danielle Alexa Saenz, danisaenz@stanford.edu. REPORTING INSTRUCTIONS: Where: Arrange with clerkship coordinator; Time: Arrange with clerkship coordinator. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 343B:
Palliative Care Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Teaches the natural history, prognostication, and management of serious illnesses. Emphasis is placed on acquiring the knowledge, skills, and attitudes desirable in a compassionate clinician-scholar physician. Students record history (with special assessment to symptoms, functional assessment, mood and cognitive assessment), physical examination, and pertinent laboratory data for patients for whom they are responsible and present their findings, together with their diagnoses and management care plans, at rounds, and daily team meetings. Provision of patient-centered, family-oriented care is continuously emphasized. An essential aspect of the clerkship is the students' gradual assumption of direct responsibility for, and full-time involvement in, care of patients with serious illness with the house staff, fellows and a large inter-disciplinary team and this is why we have structured this as a 4 week rotation. A passing grade will require both a satisfactory performance and a successful 30 minute formal presentation on palliative care topic of interest (student will discuss ideas with Course Director to identify potential topics of interest to them). Course highlights include (a) mentoring from the course director and a cadre of mentors including Palliative Care Attendings and Fellows (b)focus on skill building and practice with special focus on communication skills (c) opportunity to work closely with a multi-disciplinary team(d) learning to care for the patient and their family as the unit of care. PREREQUISITES: This clerkship requires written approval by Clerkship Director before you can enroll. Please contact Dr. VJ Periyakoil at periyakoil@stanford.edu to check for availability of spots in the clerkship. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: VJ Periyakoil, M.D. (periyakoil@stanford.edu). CLERKSHIP COORDINATOR: VJ Periyakoil, M.D. (650-497-0332, periyakoil@stanford.edu). REPORTING INSTRUCTIONS: Where: This will depend on the start day of the rotation as training activities vary by the day; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 344A:
Elective in Quality Improvement, Patient Safety, and Organizational Change
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Mentored practice and growth in knowledge, skills, and attitudes in quality improvement, patient safety, and organizational change. Students engage in directed readings, attend sessions with experienced QI Champions, learn about quality improvement projects and processes at Stanford University, participate in ongoing quality and patient safety activities within the Department of Medicine and Stanford Hospital and Clinics, and design and begin a quality improvement/patient safety/organizational change project. Designed to allow the student to develop a mentoring relationship with a QI Champion who will serve as a role model, mentor, and educator. Contact Dr. Lisa Shieh at lshieh@stanford.edu if interested. Please note: Visiting students must obtain approval from Dr. Lisa Shieh prior to applying for this clerkship. Please email requests to lshieh@stanford.edu. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 3 students per period. CLERKSHIP DIRECTOR: Lisa Shieh, M.D., Ph.D, FHM, 650-724-2917, lshieh@stanford.edu. CLERKSHIP COORDINATOR: Lisa Shieh, M.D., Ph.D, FHM, 650-724-2917, lshieh@stanford.edu. REPORTING INSTRUCTIONS: Where: 700 Welch Road, Suite 310B, Palo Alto, CA 94304; Time: TBA. CALL CODE: 0. OTHER FACULTY: K. Hooper, L. Shieh. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 347A:
Stanford Perioperative Internal Medicine Rotation
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The Stanford Perioperative Internal Medicine elective is a two-week inpatient rotation that will provide the students a clinical immersive experience in medical management of Orthopedics, Neurosurgery and ENT patients with bedside and didactic teaching. The students will be directly supervised by hospital medicine attendings. They will be expected to perform thorough histories and physical examinations of patients admitted to the hospital and then formulate and implement treatment plans. This rotation will expose the students to learn effective ways to evaluate medical co-morbidities, learn evidence based clinical practices to prevent and treat post-operative complications and learn about research and quality improvement projects pertaining to perioperative medicine. The students will also be expected to attend the resident morning report, noon conference and medical grand rounds during this time. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 2 weeks, 2 students per period. CLERKSHIP DIRECTOR: Sarita Khemani, M.D., skhemani@stanford.edu. CLERKSHIP COORDINATOR: Sarita Khemani, M.D., skhemani@stanford.edu. REPORTING INSTRUCTIONS: Where: Stanford hospital 500 P, Floor L6, nursing station; Time: 9:00AM. CALL CODE: 0. OTHER FACULTY: Stanford Medicine faculty and residents from multiple disciplines. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Advani, R. (PI);
Ahmed, A. (PI);
Ahuja, N. (PI);
Akatsu, H. (PI);
Al-Ahmad, A. (PI);
Alizadeh, A. (PI);
Alsan, M. (PI);
Andrews, J. (PI);
Annes, J. (PI);
Arai, S. (PI);
Artandi, M. (PI);
Artandi, S. (PI);
Asch, S. (PI);
Ashley, E. (PI);
Aslakson, R. (PI);
Assimes, T. (PI);
Ayoub, W. (PI);
Banerjee, S. (PI);
Banik, S. (PI);
Barry, J. (PI);
Barry, M. (PI);
Basaviah, P. (PI);
Basina, M. (PI);
Basu, S. (PI);
Behal, R. (PI);
Bendavid, E. (PI);
Benjamin, J. (PI);
Berube, C. (PI);
Bhalla, V. (PI);
Bhatt, A. (PI);
Bhattacharya, J. (PI);
Blackburn, B. (PI);
Blaschke, T. (PI);
Blayney, D. (PI);
Blish, C. (PI);
Blumenfeld, Y. (PI);
Bollyky, P. (PI);
Bouvier, D. (PI);
Boxer, L. (PI);
Braddock, C. (PI);
Braitman, L. (PI);
Brinton, T. (PI);
Brown, W. (PI);
Bulow, K. (PI);
Campen, C. (PI);
Carlson, R. (PI);
Cartwright, C. (PI);
Chan, D. (PI);
Chan, G. (PI);
Chang, C. (PI);
Chang, D. (PI);
Chang, S. (PI);
Chang, T. (PI);
Chao, S. (PI);
Chao, T. (PI);
Chen, A. (PI);
Chen, S. (PI);
Chertow, G. (PI);
Cheung, L. (PI);
Cheung, R. (PI);
Chi, J. (PI);
Cho-Phan, C. (PI);
Chu, C. (PI);
Chu, G. (PI);
Chua, K. (PI);
Chung, L. (PI);
Clarke, M. (PI);
Clusin, W. (PI);
Colevas, A. (PI);
Colloff, E. (PI);
Contopoulos-Ioannidis, D. (PI);
Cooke, J. (PI);
Cooper, A. (PI);
Crapo, L. (PI);
Crump, C. (PI);
Cullen, M. (PI);
Currie, M. (PI);
Czechowicz, A. (PI);
Das, A. (PI);
Dash, R. (PI);
Daugherty, T. (PI);
David, S. (PI);
Davis, K. (PI);
Davis, M. (PI);
Dawson, L. (PI);
Deresinski, S. (PI);
Desai, M. (PI);
Desai, T. (PI);
Dhillon, G. (PI);
Diver, E. (PI);
Dosiou, C. (PI);
DuBose, A. (PI);
Edwards, L. (PI);
Einav, S. (PI);
Falasinnu, L. (PI);
Fathman, C. (PI);
Fearon, W. (PI);
Feldman, D. (PI);
Feldman, H. (PI);
Felsher, D. (PI);
Fisher, G. (PI);
Fitzgerald, P. (PI);
Flavin, K. (PI);
Ford, J. (PI);
Ford, P. (PI);
Fowler, M. (PI);
Frayne, S. (PI);
Friedland, S. (PI);
Froelicher, V. (PI);
Gabiola, J. (PI);
Ganjoo, K. (PI);
Garcia, G. (PI);
Gardner, C. (PI);
Gardner, P. (PI);
Gavi, B. (PI);
Geldsetzer, P. (PI);
Genovese, M. (PI);
Gerson, L. (PI);
Gesundheit, N. (PI);
Gisondi, M. (PI);
Glaseroff, A. (PI);
Glenn, J. (PI);
Goldhaber-Fiebert, J. (PI);
Goldstein, M. (PI);
Gomez-Ospina, N. (PI);
Goodman, S. (PI);
Goronzy, J. (PI);
Gotlib, J. (PI);
Greenberg, H. (PI);
Greenberg, P. (PI);
Gregory, P. (PI);
Habtezion, A. (PI);
Hallenbeck, J. (PI);
Harman, S. (PI);
Harrington, R. (PI);
Harshman, L. (PI);
Haskell, W. (PI);
Heaney, C. (PI);
Heidenreich, P. (PI);
Henri, H. (PI);
Ho, D. (PI);
Hoffman, A. (PI);
Holman, H. (PI);
Holodniy, M. (PI);
Hopkins, J. (PI);
Horning, S. (PI);
Howitt, B. (PI);
Hsia, H. (PI);
Hunt, S. (PI);
Ioannidis, J. (PI);
Isom, R. (PI);
Jagannathan, P. (PI);
Jaiswal, S. (PI);
Jernick, J. (PI);
Ji, H. (PI);
Johnston, L. (PI);
Jones, E. (PI);
Judy, A. (PI);
Kahn, J. (PI);
Kamal, R. (PI);
Kao, P. (PI);
Kastelein, M. (PI);
Katz, R. (PI);
Kenny, K. (PI);
Khan, C. (PI);
Khatri, P. (PI);
Khazeni, N. (PI);
Khush, K. (PI);
Killen, J. (PI);
Kim, S. (PI);
King, A. (PI);
Kraemer, F. (PI);
Kraus, E. (PI);
Krishnan, E. (PI);
Kummar, S. (PI);
Kunz, P. (PI);
Kuo, C. (PI);
Kurian, A. (PI);
Kurtz, D. (PI);
Kuschner, W. (PI);
Kwong, B. (PI);
Ladabaum, U. (PI);
Lafayette, R. (PI);
Laport, G. (PI);
Lee, A. (PI);
Lee, D. (PI);
Lee, J. (PI);
Lee, P. (PI);
Leung, L. (PI);
Levitt, L. (PI);
Levy, R. (PI);
Liang, D. (PI);
Liedtke, M. (PI);
Lin, B. (PI);
Lin, S. (PI);
Lindsay, A. (PI);
Lorenz, K. (PI);
Lorig, K. (PI);
Lowe, A. (PI);
Lowsky, R. (PI);
Luby, S. (PI);
Luhrmann, T. (PI);
Lunn, M. (PI);
Luo, L. (PI);
Lutchman, G. (PI);
Ma, M. (PI);
Mackall, C. (PI);
Mahajan, V. (PI);
Mahoney, M. (PI);
Majeti, R. (PI);
Mariano, E. (PI);
McConnell, M. (PI);
McGovern, M. (PI);
McLaughlin, T. (PI);
Medeiros, B. (PI);
Meyer, T. (PI);
Miklos, D. (PI);
Miller, G. (PI);
Milstein, A. (PI);
Mischel, P. (PI);
Mitchell, B. (PI);
Mohabir, P. (PI);
Moran-Miller, K. (PI);
Morioka-Douglas, N. (PI);
Musen, M. (PI);
Myung, D. (PI);
Narayan, S. (PI);
Nazerali, R. (PI);
Neal, J. (PI);
Negrin, R. (PI);
Nevins, A. (PI);
Newberry, J. (PI);
Nguyen, D. (PI);
Nguyen, L. (PI);
Nguyen, M. (PI);
Nguyen, P. (PI);
Nicolls, M. (PI);
O' Callahan, P. (PI);
Osterberg, L. (PI);
Owens, D. (PI);
Padda, S. (PI);
Pao, A. (PI);
Parnes, J. (PI);
Parsonnet, J. (PI);
Pasricha, P. (PI);
Patel, A. (PI);
Pegram, M. (PI);
Pepper, J. (PI);
Perez, M. (PI);
Periyakoil, V. (PI);
Petersen, J. (PI);
Pinto, H. (PI);
Pompei, P. (PI);
Popp, R. (PI);
Posley, K. (PI);
Price, E. (PI);
Prochaska, J. (PI);
Quertermous, T. (PI);
Raffin, T. (PI);
Ramchandran, K. (PI);
Rehkopf, D. (PI);
Relman, D. (PI);
Rizk, N. (PI);
Robinson, B. (PI);
Rockson, S. (PI);
Rodriguez, F. (PI);
Rogers, A. (PI);
Rohatgi, R. (PI);
Rosas, L. (PI);
Rosen, G. (PI);
Rudd, P. (PI);
Ruoss, S. (PI);
Rydel, T. (PI);
Sandhu, A. (PI);
Sarnquist, C. (PI);
Scandling, J. (PI);
Schnittger, I. (PI);
Schoolnik, G. (PI);
Schroeder, J. (PI);
Schulman, K. (PI);
Shafer, R. (PI);
Shah, N. (PI);
Shah, S. (PI);
Shah, MD (SHC Chief of Staff), J. (PI);
Sharp, C. (PI);
Shaw, G. (PI);
Shaw, K. (PI);
Shea, K. (PI);
Shen, K. (PI);
Shieh, L. (PI);
Shizuru, J. (PI);
Shoor, S. (PI);
Sikic, B. (PI);
Singer, S. (PI);
Singh, B. (PI);
Singh, U. (PI);
Skeff, K. (PI);
Skylar-Scott, M. (PI);
Spiekerkoetter, E. (PI);
Srinivas, S. (PI);
Stafford, R. (PI);
Stefanick, M. (PI);
Stertzer, S. (PI);
Stevens, D. (PI);
Stockdale, F. (PI);
Studdert, D. (PI);
Svec, D. (PI);
Tabor, H. (PI);
Tai, J. (PI);
Tamura, M. (PI);
Tan, J. (PI);
Telli, M. (PI);
Tepper, R. (PI);
Tileston, K. (PI);
Tompkins, L. (PI);
Tremmel, J. (PI);
Triadafilopoulos, G. (PI);
Tsao, P. (PI);
Upadhyay, D. (PI);
Utz, P. (PI);
Vagelos, R. (PI);
Valantine, H. (PI);
Van Haren, K. (PI);
Verghese, A. (PI);
Wakelee, H. (PI);
Wang, P. (PI);
Wang, T. (PI);
Warvariv, V. (PI);
Weill, D. (PI);
Weinacker, A. (PI);
Weng, K. (PI);
Weng, W. (PI);
Weyand, C. (PI);
Wiedmann, T. (PI);
Winkelmayer, W. (PI);
Winkleby, M. (PI);
Winslow, D. (PI);
Winter, T. (PI);
Witteles, R. (PI);
Wren, A. (PI);
Wu, J. (PI);
Wu, S. (PI);
Yabu, J. (PI);
Yang, P. (PI);
Yeung, A. (PI);
Yock, P. (PI);
Zamanian, R. (PI);
Zehnder, J. (PI);
Zei, P. (PI);
Zhang, T. (PI);
Zhu, H. (PI);
Zolopa, A. (PI);
Zulman, D. (PI);
de Jesus Perez, V. (PI);
Cullen, M. (SI);
Ragone, A. (GP)
MED 390:
Curricular Practical Training
CPT Course required for international students completing degree requirements.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
4 times
(up to 72 units total)
MED 397A:
MD Capstone Experience: Preparation for Residency
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This 1-week clerkship provides senior medical students an opportunity to review and practice a wide variety of knowledge and skills that are essential to preparing them to work effectively as interns. The capstone clerkship will include a significant emphasis on simulation-based learning as well as small group sessions, didactics, skills labs, and resident panels. Required skills and common experiences during internship will be specifically highlighted, such as cross cover calls, sign out, and advanced communication skills. All training is designed to help students master practical skills that will be essential during the first few months of any intern year. For those students who are not enrolled for the quarter in which the Capstone Clerkship is offered, please contact Mary Devega at mdevega@stanford.edu to register. PREREQUISITES: Completion of required core clerkships. PERIODS AVAILABLE: P11A (5/6/24-5/10/24) or P11B (5/20/24-5/24/24) for 2023-24, full-time for 1 week. 30 students maximum per period. CLERKSHIP DIRECTOR: Jeff Chi, M.D. and John Kugler, M.D. CLERKSHIP COORDINATOR: Mary Devega mdevega@stanford.edu. REPORTING INSTRUCTIONS: Where: Course coordinator will send out reporting instructions with syllabus before the start of the clerkship; Time: TBA. CALL CODE: 2 - you will be asked to do one evening session, but no overnight session. OTHER FACULTY: Stanford Medicine faculty and residents from multiple disciplines. LOCATION: SUMC.
Terms: Aut, Spr
| Units: 1
MED 398A:
Clinical Elective in Medicine
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an opportunity for a student in the clinical years to have a clinical experience in one of the fields of Medicine, of a quality and duration to be decided upon by the student and a faculty preceptor in the Department of Medicine. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 4 students per period. CLERKSHIP DIRECTOR: John Kugler, M.D., jkugler@stanford.edu. CLERKSHIP COORDINATOR: Nancy D'Amico, ndamico@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA (designated faculty preceptor); Time: TBA. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC, KPMC.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
MED 399:
Graduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Abilez, O. (PI);
Advani, R. (PI);
Ahmed, A. (PI);
Ahuja, N. (PI);
Akatsu, H. (PI);
Al-Ahmad, A. (PI);
Alizadeh, A. (PI);
Alsan, M. (PI);
Andrews, J. (PI);
Annes, J. (PI);
Arai, S. (PI);
Artandi, M. (PI);
Artandi, S. (PI);
Asch, S. (PI);
Ashley, E. (PI);
Assimes, T. (PI);
Ayoub, W. (PI);
Banerjee, S. (PI);
Barry, M. (PI);
Basaviah, P. (PI);
Basina, M. (PI);
Basu, S. (PI);
Behal, R. (PI);
Bendavid, E. (PI);
Benjamin, J. (PI);
Berube, C. (PI);
Bhalla, V. (PI);
Bhatt, A. (PI);
Bhattacharya, J. (PI);
Blackburn, B. (PI);
Blaschke, T. (PI);
Blayney, D. (PI);
Blish, C. (PI);
Bloom, G. (PI);
Bollyky, P. (PI);
Bouvier, D. (PI);
Boxer, L. (PI);
Braddock, C. (PI);
Brinton, T. (PI);
Brown, W. (PI);
Bulow, K. (PI);
Carlson, R. (PI);
Cartwright, C. (PI);
Chan, D. (PI);
Chan, G. (PI);
Chang, C. (PI);
Chang, S. (PI);
Chen, A. (PI);
Chertow, G. (PI);
Cheung, R. (PI);
Chi, J. (PI);
Cho-Phan, C. (PI);
Chu, G. (PI);
Chua, K. (PI);
Chung, L. (PI);
Clarke, M. (PI);
Clusin, W. (PI);
Colevas, A. (PI);
Colloff, E. (PI);
Contopoulos-Ioannidis, D. (PI);
Cooke, J. (PI);
Cooper, A. (PI);
Crapo, L. (PI);
Crump, C. (PI);
Cullen, M. (PI);
Das, A. (PI);
Dash, R. (PI);
Daugherty, T. (PI);
David, S. (PI);
Dawson, L. (PI);
Deresinski, S. (PI);
Desai, M. (PI);
Desai, T. (PI);
Dhillon, G. (PI);
Dosiou, C. (PI);
DuBose, A. (PI);
Einav, S. (PI);
Falasinnu, L. (PI);
Farquhar, J. (PI);
Fathman, C. (PI);
Fearon, W. (PI);
Feldman, D. (PI);
Felsher, D. (PI);
Fisher, G. (PI);
Fitzgerald, P. (PI);
Ford, J. (PI);
Ford, P. (PI);
Fowler, M. (PI);
Frayne, S. (PI);
Friedland, S. (PI);
Froelicher, V. (PI);
Gabiola, J. (PI);
Ganjoo, K. (PI);
Garcia, G. (PI);
Gardner, C. (PI);
Gardner, P. (PI);
Gavi, B. (PI);
Genovese, M. (PI);
Gerson, L. (PI);
Gesundheit, N. (PI);
Glaseroff, A. (PI);
Glenn, J. (PI);
Goldhaber-Fiebert, J. (PI);
Goldstein, M. (PI);
Goodman, S. (PI);
Goronzy, J. (PI);
Gotlib, J. (PI);
Greenberg, H. (PI);
Greenberg, P. (PI);
Gregory, P. (PI);
Habtezion, A. (PI);
Hallenbeck, J. (PI);
Harman, S. (PI);
Harrington, R. (PI);
Harshman, L. (PI);
Haskell, W. (PI);
Heaney, C. (PI);
Heidenreich, P. (PI);
Henri, H. (PI);
Hernandez-Boussard, T. (PI);
Ho, D. (PI);
Hoffman, A. (PI);
Holman, H. (PI);
Holodniy, M. (PI);
Hopkins, J. (PI);
Horning, S. (PI);
Hsia, H. (PI);
Hunt, S. (PI);
Ioannidis, J. (PI);
Isom, R. (PI);
Jernick, J. (PI);
Ji, H. (PI);
Johnston, L. (PI);
Jones, E. (PI);
Kahn, J. (PI);
Kao, P. (PI);
Kastelein, M. (PI);
Katz, R. (PI);
Kenny, K. (PI);
Khatri, P. (PI);
Khazeni, N. (PI);
Khush, K. (PI);
Killen, J. (PI);
Kim, S. (PI);
Kraemer, F. (PI);
Krishnan, E. (PI);
Kummar, S. (PI);
Kunz, P. (PI);
Kuo, C. (PI);
Kurian, A. (PI);
Kurtz, D. (PI);
Kuschner, W. (PI);
Ladabaum, U. (PI);
Lafayette, R. (PI);
Laport, G. (PI);
Lee, D. (PI);
Lee, J. (PI);
Lee, P. (PI);
Leung, L. (PI);
Levin, E. (PI);
Levitt, J. (PI);
Levitt, L. (PI);
Levy, R. (PI);
Liang, D. (PI);
Liedtke, M. (PI);
Lindsay, A. (PI);
Lorig, K. (PI);
Lowe, A. (PI);
Lowsky, R. (PI);
Luby, S. (PI);
Lutchman, G. (PI);
Majeti, R. (PI);
McConnell, M. (PI);
McLaughlin, T. (PI);
Medeiros, B. (PI);
Meyer, T. (PI);
Miklos, D. (PI);
Miller, G. (PI);
Milstein, A. (PI);
Mitchell, B. (PI);
Mohabir, P. (PI);
Morioka-Douglas, N. (PI);
Musen, M. (PI);
Narayan, S. (PI);
Neal, J. (PI);
Negrin, R. (PI);
Nevins, A. (PI);
Nguyen, L. (PI);
Nguyen, M. (PI);
Nguyen, P. (PI);
Nicolls, M. (PI);
O' Callahan, P. (PI);
Osterberg, L. (PI);
Owens, D. (PI);
Pao, A. (PI);
Parnes, J. (PI);
Parsonnet, J. (PI);
Pasricha, P. (PI);
Pegram, M. (PI);
Periyakoil, V. (PI);
Petersen, J. (PI);
Phadke, A. (PI);
Pinto, H. (PI);
Pompei, P. (PI);
Popp, R. (PI);
Posley, K. (PI);
Price, E. (PI);
Prochaska, J. (PI);
Puri, MD, MPH, R. (PI);
Quertermous, T. (PI);
Raffin, T. (PI);
Rehkopf, D. (PI);
Relman, D. (PI);
Rizk, N. (PI);
Robinson, B. (PI);
Rockson, S. (PI);
Rodriguez, F. (PI);
Rohatgi, R. (PI);
Rosas, L. (PI);
Rosen, G. (PI);
Rudd, P. (PI);
Ruoss, S. (PI);
Rydel, T. (PI);
Salerno, M. (PI);
Scandling, J. (PI);
Schnittger, I. (PI);
Schoolnik, G. (PI);
Schroeder, J. (PI);
Shafer, R. (PI);
Shah, N. (PI);
Shah, S. (PI);
Sharp, C. (PI);
Shen, K. (PI);
Shieh, L. (PI);
Shizuru, J. (PI);
Shoor, S. (PI);
Sikic, B. (PI);
Singh, B. (PI);
Singh, U. (PI);
Skeff, K. (PI);
Spiekerkoetter, E. (PI);
Srinivas, S. (PI);
Stafford, R. (PI);
Stefanick, M. (PI);
Stertzer, S. (PI);
Stevens, D. (PI);
Stockdale, F. (PI);
Studdert, D. (PI);
Tai, J. (PI);
Tamura, M. (PI);
Tan, J. (PI);
Telli, M. (PI);
Tepper, R. (PI);
Tompkins, L. (PI);
Tremmel, J. (PI);
Triadafilopoulos, G. (PI);
Tsao, P. (PI);
Upadhyay, D. (PI);
Utz, P. (PI);
Vagelos, R. (PI);
Valantine, H. (PI);
Verghese, A. (PI);
Wakelee, H. (PI);
Wang, P. (PI);
Warvariv, V. (PI);
Weill, D. (PI);
Weinacker, A. (PI);
Weng, K. (PI);
Weng, W. (PI);
Weyand, C. (PI);
Winkelmayer, W. (PI);
Winkleby, M. (PI);
Winter, T. (PI);
Witteles, R. (PI);
Wu, J. (PI);
Wu, S. (PI);
Yabu, J. (PI);
Yang, P. (PI);
Yeung, A. (PI);
Yock, P. (PI);
Zamanian, R. (PI);
Zehnder, J. (PI);
Zei, P. (PI);
Zolopa, A. (PI);
Zulman, D. (PI);
de Jesus Perez, V. (PI);
Ragone, A. (GP)
MED 399M:
MTRAM clinical and/or translational research rotation
Students are paired with a research or clinical mentor for a rotation (School of Medicine faculty or Stanford University service center/core facility director or physician mentor at Stanford Hospital and Clinics, Lucile Packard Children's Hospital, or the Veteran's Administration Hospital). Students have ample opportunity to shadow, learn and practice a variety of technical skills used in translational research and clinical practice. Performance in this course comprises part of the mandatory evaluation for pre-candidacy standing and suitability to continue in the MTRAM program. Students will work closely with pre-assigned faculty, research staff and residents during the quarter long rotation. Prerequisite: Application and acceptance to the MTRAM program.
Terms: Aut, Win, Spr
| Units: 2-10
| Repeatable
6 times
(up to 60 units total)
