Results for PEDS

The social and economic factors that affect children and their health status. The principle sources of disparities in the health of children in the U.S. are not biologic, but social and economic. Topics include ethnic, cultural, and behavioral factors that affect children's health, both directly and indirectly; lack of health insurance; and current proposals for health care reform, focusing specifically on how they will impact existing health disparities among children.

Multidisciplinary perspectives of public health and health psychology. The prevalence of health risk behaviors on the contemporary college campus and the challenges of risk reduction. Students apply theoretical frameworks to peer health promotion campus projects. Limited enrollment. Prerequisite: consent of instructor following first meeting.

Evidence-based correlations between health and quality of life measures: core theoretical concepts and research findings. Topics include cognitive neuroscience and positive emotion, genetics and set point theory, psychological research and subjective well-being. Emphasis on issues relevant to high-achieving adolescents and young adults.

Preference to sophomores. Medicine and pediatrics from a public-health, evidence-based perspective. How research methods unmask health issues for at-risk racial and ethnic groups of children. Determinants of health with regard to race and ethnicity and ideas for changes in public policy. Students identify an area of interest and proposed intervention.

Multidisciplinary perspectives of public health, health psychology, and sociology. The prevalence and scope of alcohol-related problems; challenges of risk reduction and intervention strategies. Students apply theoretical frameworks to alcohol-related research topics and projects. Limited enrollment. Prerequisite: consent of instructor following first meeting.

Prerequisite: consent of instructor.

A condensed leadership curriculum for medical students. Concepts and practices of leadership development. Topics include: defining leadership, modeling the way, the value of teams, communication and emotional intelligence, diversity, and conflict management.

Student initiated lecture series. Guest speakers. Topics include: neglected diseases, underserved and impoverished markets, disease profiles of lower and middle income countries, pricing and distribution of biomedical end products, intellectual property in medicine and its effect on delivery of healthcare.

Evidence-based correlations between health and quality of life measures: core theoretical concepts and research findings. Topics include cognitive neuroscience and positive emotion, genetics and set point theory, psychological research and subjective well-being. Emphasis on issues relevant to high-achieving adolescents and young adults.

(Same as LAW 643) Explores the link between poverty and children's health and how the medical and legal fields can work together to improve health outcomes for low income children. Weekly class meetings covering medical legal issues such as asthma immigration, health insurance; intake interviews with patient families and analysis of their medical legal issues; group project focused on a medical legal policy issue; final paper cowritten by law and medical students. May be taken for 2 units (weekly 2.5 hour seminar meetings only), 3 units (participation in either intake interviews or policy work) or 4 units (full participation in all course components). Prerequisite: instructor consent. Preference to students committed to full participation.

Introduction to the various aspects of pediatrics, directed at pre-clinical students. Course composed of interactive lectures conducted by pediatric faculty on subjects regarding different pediatric subspecialties, current issues in the field, and opportunities for students considering this specialty. Students also have the opportunity to shadow pediatricians and pediatric specialists. Intended to stimulate interest in pediatrics and to inform students about the possibilities within the field.

Multidisciplinary perspectives of public health and health psychology. The prevalence of health risk behaviors on the contemporary college campus and the challenges of risk reduction. Students apply theoretical frameworks to peer health promotion campus projects. Limited enrollment. Prerequisite: consent of instructor following first meeting.

Available evidence at the national and cross-country level linking social welfare interventions and health outcomes. If and how non-health programs and policies could have an impact on positive health outcomes. Evaluation of social programs and policies that buffer the negative health impact of economic instability and unemployment among adult workers and their children. Examination of safety nets, including public health insurance, income maintenance programs, and disability insurance. Prerequisites: HUMBIO 4B or equivalent, and background in research methods and statistics.

Current issues in pediatric medicine. Discussion of recently published original studies led by faculty experts. Topics range from the childhood obesity epidemic to problems surrounding healthcare access for children to implications of long-term survival for pediatric cancer patients. Students are expected to review the chosen article before class and participate in discussion. Emphasis on the methodology and statistical analysis of each study.

How race/ethnicity and SES contribute to health disparities, how vulnerable populations are uniquely at health risk, and how the built environment relates to health and wellness. Topics include: gender, age, race/ethnicity, language, education, individual SES and neighborhood SES as related to health; individual and structural race bias; health needs of vulnerable populations (e.g., the homeless, the incarcerated, immigrant populations, children, and uninsured/underinsured); and environmental forces (e.g., urban design/planning, traffic/car culture, green space, housing, food access/culture, law enforcement, and media).

Skill-building in writing scientific research proposals. Topics include: grant proposal preparation; scientific literature review; developing research aims; decision-making on study design & methodology; planning statistical analyses; determining research compliances, timelines and resources. Students develop drafts of potential projects, peer-review and critique writing samples, and receive detailed feedback from instructor on all aspects of research projects.

Pediatric patients with specific physical findings and hospitalized at LPCH are identified and introduced to students. Students in small groups examine patients at the bedside to note the physical finding and discuss it within the context of the patient's clinical problem. Emphasis is on basic science discussion to understand the cause of the finding.

Provides students an opportunity to see patients and correlate clinical findings with preclinical coursework. Students spend a half day or a full day in a pediatric subspecialty clinic (e.g., infectious diseases, endocrine, gastroenterology), participate in conferences and accompany attending physicians. Students have directed reading and meet with faculty for one hour per week to discuss their reading.

The Pals Program is a volunteer activity serving Lucile Packard Children's Hospital cronically ill patients and their siblings. Modeled after the Big Brother/Big Sister Program, Pals matches first- and second-year medical students with pediatric patients or their siblings. Tthe patients and/or their siblings enjoy the support and companionship of their Pals, and the medical students learn firsthand about the emotional and social aspects of chronic illness during childhood. Pals meet regularly throughout the year to participate in fun activities such as movies, ball games, museums, and picnics. The activities and personal relationships are overseen by the LPCH Pals social worker. Bimonthly class meetings introduce the students to pediatric diseases such as leukemia, hemophilia and cancer. The class brings in physicians to give the medical perspective, but also pediatric patients to get their perspective as well. Prerequisite: approval of the LPCH social worker for Pals.

Comprehensive clinical experience where medical students follow pregnant women in the community to attend prenatal visits, delivery, and postnatal visits. Continuity clinic format, combined with didactic lessons, discussion seminars and practical teaching sessions. Students are exposed to clinical activities in a meaningful context, related to their on-going classroom studies in anatomy, physiology, embryology and human development, as well as social, economic, and personal issues related to medicine. This program spans one quarter, covering topics related to pregnancy, labor and delivery and newborn care. In addition to clinic experiences, students are expected to spend 1-2 hours/week in lectures and workshops, and to complete a reflection of their experiences in the course. Prerequisite: medical student.

Prerequisite: consent of instructor.

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.

Students undertake investigations sponsored by individual faculty members.

Interdisciplinary, project-based course in which bioscience, bioinformatics, biodesign, bioengineering students learn concepts and principles to understand human disease and work together to propose solutions to medical problems. Diabetes mellitus is used as a paradigm for understanding human disease. Guest medical school and outside faculty. Field trips to Stanford clinics and biotechnology companies. Prequisite: college level biology.

Principles of community engagement for improving community health, including appreciation of complexities. Discussion by experienced health professionals about incorporating community engagement activities into careers in medicine.Work in small groups to partner with a local community-based organization, coalition, clinic, or school to develop and conduct a community health assessment project. Development of skills in formative research to inform design of health assessment tool. Completion of project assessment plan and assessment tool, including strategies for data collection and analysis. Data collection and analysis of community health assessment project. Following analysis, completion of a summary report/product that best meets needs of community partner. Dissemination of findings to relevant community groups/coalitions per request of community partner. Preparation of oral presentation to academic colleagues and faculty leaders. Completion of one of the following: an individual scholarly paper, national conference presentation of project findings, or journal manuscript submission. Submission of conference abstracts or manuscripts requires prior IRB approval.