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MED 1A: Leadership in Multicultural Health

Designed for undergraduates serving as staff for the Stanford Medical Youth Science Summer Residential Program (SRP). Structured opportunitie to learn, observe, participate in, and evaluate leadership development, multicultural health theories and practices, and social advocacy. Utilizes service learning as a pedagogical approach to developing an understanding of the intersections between identity, power and privilege and disparities (health, education, environment), fostering knowledge and skills to become social advocates to address forms of inequities. Students explore approaches for identifying and tackling issues of equity (health and education) as well as learn fundamental skills necessary to implement activities for the Summer Residential Program.
Terms: Spr | Units: 2 | Grading: Letter or Credit/No Credit
Instructors: ; NED, J. (PI)

MED 108Q: Human Rights and Health

Preference to sophomores. History of human-rights law. International conventions and treaties on human rights as background for social and political changes that could improve the health of groups and individuals. Topics such as: 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. Possible optional opportunities to observe at community sites where human rights and health are issues. Guest speakers from national and international NGOs including Doctors Without Borders; McMaster University Institute for Peace Studies; UC Berkeley Human Rights Center; Kiva. PowerPoint presentation on topic of choice required.
Terms: Spr | Units: 3 | Grading: Letter or Credit/No Credit
Instructors: ; Laws, A. (PI)

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.
Terms: Aut, Win, Spr | Units: 2-3 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)

MED 130: Yesplus: Meditation practices for wellbeing

Meditation Practices for Wellbeing" is a 1-unit course that provides students with tools and strategies to develop a sustainable approach to their happiness and wellbeing. Students will learn breathwork and meditation based techniques to decrease stress and increase peace and focus in day to day life. Students will also study happiness-based research and participate in community building discussions, yoga, and mindfulness processes to learn how wellness can be sustained as a personal practice. Class meets 5 evenings throughout the quarter, along with a mandatory mini retreat during the third week (Thursday 7 - 10 pm, Friday 7 - 10 pm, Saturday 12 - 3 pm). Open to all students, including freshmen and those new to meditation. Enrollment limited to 25. Admission by application, details at first class. See yesplus.stanford.edu for more information.
Terms: Aut, Win, Spr | Units: 1 | Grading: Medical Satisfactory/No Credit

MED 147: Methods in Community Assessment, Evaluation, and Research (CHPR 247, MED 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 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Kiernan, M. (PI)

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-ED, WAY-SI | Grading: Letter (ABCD/NP)

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).
Terms: Spr | Units: 2 | Repeatable for credit | Grading: Letter (ABCD/NP)
Instructors: ; Garcia, G. (PI)

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 | Grading: Satisfactory/No Credit

MED 161C: Community Health Advocacy

Third of a three-quarter course series that provides students with knowledge and concrete skills for working with and advocating for underserved populations. Through coursework and placements in community health clinics and social service organizations, students broaden and deepen their understanding of the social and economic determinants of health, how they impact underserved populations, and the various levels at which these challenges can ¿ and should ¿ be addressed. Student engage in structured activities that center around supporting the mission of their placement organization: direct service with clients and design and implementation of a capacity-building project. Weekly evening classroom meetings serve as a forum for teaching and training, discussion of class readings and placement experiences, project development, and troubleshooting and support. Prerequisites: MED 257A/B.
Terms: Spr | Units: 2-3 | Grading: Letter (ABCD/NP)

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 undeserved 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.
Terms: Aut, Win, Spr, Sum | Units: 1-2 | Repeatable for credit | Grading: Medical Satisfactory/No Credit

MED 184: Team Leadership in the Cardinal Free Clinics I (MED 284)

Introduction to skills for effective leadership, including topics such as conflict resolution, team dynamic. Applied learning through shifts at the Cardinal Free Clinics and related project work. Enrollment limited to Cardinal Free Clinic Managers.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit | Grading: Medical Satisfactory/No Credit

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 | Grading: Letter or Credit/No 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); 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); 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); Coutre, 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); Dorman, J. (PI); Dosiou, C. (PI); Downing, N. (PI); DuBose, A. (PI); Edwards, L. (PI); Einav, S. (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); Fries, J. (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); Giacomini, J. (PI); Glaseroff, A. (PI); Glenn, J. (PI); Goldhaber-Fiebert, J. (PI); Goldstein, M. (PI); Goodman, S. (PI); Goronzy, J. (PI); Gotlib, J. (PI); Gray, G. (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); Jernick, J. (PI); Ji, H. (PI); Johnston, L. (PI); Jones, E. (PI); Kahn, J. (PI); Kao, P. (PI); Kastelein, M. (PI); Katz, R. (PI); Katzenstein, D. (PI); Kenny, K. (PI); Khatri, P. (PI); Khazeni, N. (PI); Khush, K. (PI); Killen, J. (PI); Kim, S. (PI); Kohrt, H. (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); Laws, A. (PI); Lee, D. (PI); Lee, J. (PI); Lee, P. (PI); Leung, L. (PI); Levitt, L. (PI); Levy, R. (PI); Levy, S. (PI); Liang, D. (PI); Liedtke, M. (PI); Lin, B. (PI); Lindsay, A. (PI); Lorig, K. (PI); Lotfi, J. (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); Montoya, J. (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); Palaniappan, L. (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); Quertermous, T. (PI); Raffin, T. (PI); Rehkopf, D. (PI); Relman, D. (PI); Rizk, N. (PI); Robinson, B. (PI); Rockson, S. (PI); Rohatgi, R. (PI); Rosas, L. (PI); Rosen, G. (PI); Rosenberg, S. (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, J. (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); Strober, S. (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); 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); Zolopa, A. (PI); Zulman, D. (PI); de Jesus Perez, V. (PI); Gardner, C. (SI)

MED 202: Alternative Spring Break: Rosebud Resilience: Community, Health and Learning in Lakota Nation

Open to MD, graduate, and undergraduate students. Classroom preparation followed by a one week spring break service learning experience on a reservation in South Dakota. Introduces students to the challenges and promise of Native American and rural health care, and the role of communities as leaders and problem solvers. Includes lectures, discussion and readings pertaining to Native American culture, current research in Native American health, and the methods and practice of community based participatory research.
Terms: Aut | Units: 1 | Grading: Medical Satisfactory/No Credit
Instructors: ; Garcia, G. (PI)

MED 215C: Health Policy PhD Core Seminar III--First Year (HRP 201C)

Third in a three-quarter seminar series is the core tutorial for first-year Health Policy and Health Services Research graduate students. Major themes in fields of study including health insurance, healthcare financing and delivery, health systems and reform and disparities in the US and globally, health and economic development, health law and policy, resource allocation, efficiency and equity, healthcare quality, measurement and the efficacy and effectiveness of interventions. Blocks of session led by Stanford expert faculty in particular fields of study.
Terms: Spr | Units: 2 | Grading: Medical Option (Med-Ltr-CR/NC)

MED 218SI: 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: Spr | Units: 1 | Grading: Medical Satisfactory/No Credit

MED 220: Literature and Human Experimentation (AFRICAAM 223, COMPLIT 223, CSRE 123B, HUMBIO 175H)

This course introduces students to the ways literature has been used to think through the ethics of human subjects research and experimental medicine. We will focus primarily on readings that imaginatively revisit experiments conducted on vulnerable populations: namely groups placed at risk by their classification according to perceived human and cultural differences. We will begin with Mary Shelley's Frankenstein (1818), and continue our study via later works of fiction, drama and literary journalism, including Toni Morrison's Beloved, David Feldshuh's Miss Evers Boys, Hannah Arendt's Eichmann and Vivien Spitz's Doctors from Hell, Rebecca Skloot's Immortal Life of Henrietta Lacks, and Kazuo Ishiguro's Never Let Me Go. Each literary reading will be paired with medical, philosophical and policy writings of the period; and our ultimate goal will be to understand modes of ethics deliberation that are possible via creative uses of the imagination, and literature's place in a history of ethical thinking about humane research and care. Note: This course must be taken for a letter grade to be eligible for WAYS credit.
Terms: Spr | Units: 3-5 | Grading: Letter or Credit/No Credit
Instructors: ; Ikoku, A. (PI)

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.
Terms: Aut, Win, Spr | Units: 2-3 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)

MED 237: Health Law: Improving Public Health

(Same as Law 762) Examines how the law can be used to improve the public's health. Major themes explored include: what authority does the government have to regulate in the interest of public health? How are individual rights balanced against this authority? What are the benefits and pitfalls of using laws and litigation to achieve public health goals? Investigates these issues in several contexts, including the control and prevention of infectious disease, laws aimed at preventing obesity and associated noncommunicable diseases, tobacco regulation, ensuring access to medical care, reproductive health, lawsuits against tobacco, food and gun companies, and public health emergencies.
Terms: Spr | Units: 3 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Mello, M. (PI)

MED 238: Leading and Managing Health Care Organizations: Innovation and Collaboration

Same as OB 348. 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: Spr | Units: 3 | Grading: Medical Satisfactory/No Credit
Instructors: ; Singer, S. (PI)

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.
Terms: Win, Spr | Units: 1 | Repeatable for credit | Grading: Medical Satisfactory/No Credit

MED 247: Methods in Community Assessment, Evaluation, and Research (CHPR 247, MED 147)

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 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Kiernan, M. (PI)

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 | Grading: Medical School MD Grades
Instructors: ; Kenny, K. (PI)

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: 2-5 | Grading: Letter or Credit/No Credit

MED 252: Outcomes Analysis (BIOMEDIN 251, HRP 252)

Methods of conducting empirical studies which use large existing medical, survey, and other databases to ask both clinical and policy questions. Econometric and statistical models used to conduct medical outcomes research. How research is conducted on medical and health economics questions when a randomized trial is impossible. Problem sets emphasize hands-on data analysis and application of methods, including re-analyses of well-known studies. Prerequisites: one or more courses in probability, and statistics or biostatistics.
Terms: Spr | Units: 4 | Grading: Medical Option (Med-Ltr-CR/NC)

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.
Terms: Aut, Win, Spr | Units: 1 | Grading: Medical Satisfactory/No Credit

MED 255C: The Responsible Conduct of Research for Clinical and Community Researchers (CHPR 255)

Engages clinical researchers in discussions about ethical issues commonly encountered during their clinical research careers and addresses contemporary debates at the interface of biomedical science and society. Graduate students required to take RCR who are or will be conducting clinical research are encouraged to enroll in this version of the course. Prequisite: research experience recommended.
Terms: Aut, Win, Spr | Units: 1 | Grading: Medical Satisfactory/No Credit

MED 262: Economics of Health Improvement in Developing Countries (ECON 127)

Application of economic paradigms and empirical methods to health improvement in developing 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.
Terms: Spr | Units: 5 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Alsan, M. (PI)

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: Aut, Spr | Units: 1-3 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)

MED 267: Ideo, Presence & The Human Experience in Medicine

Presence. The Art and Science of Human Connection in Medicine is a new center, founded and lead by Dr. Abraham Verghese (http://med.stanford.edu/presence.html). This course partners with IDEO (https://www.ideo.com/) to bring design thinking to address the challenges of diagnostic error in medicine. Dr. Verghese and colleagues will outline the consequences of the lack of presence in the clinical encounter. IDEO's design thinking will be taught by Dr. Jayant Menon, Dr. Farzad Azimpour and Grace Hwang. Class participants will be divided into small groups and designated coaches. Each group will work with the course leadership to define a specific challenge and utilize the design thinking process to create deployable solutions. In class lectures and workshops will be held on campus on Tuesdays from 3.30-5 p.m., and IDEO (Forest Av, Palo Alto) based small group meetings will be held on Thursdays from 5.30-6.20pm. Admission is selective and requires all applicants submit an application before March 1, 2017. Applications can be found at https://goo.gl/forms/7mCI7vf8PbcdVG0m1 nQuestions should emailed to sonoot@stanford.edu
Terms: Spr | Units: 3 | Grading: Medical Option (Med-Ltr-CR/NC)

MED 272B: Biodesign Innovation: Concept Development and Implementation (BIOE 374B, ME 368B)

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 2018), 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 2018), 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 expected 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 more than 40 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Spr | Units: 4 | Grading: Medical Option (Med-Ltr-CR/NC)

MED 275B: Biodesign Fundamentals

MED 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. n nStudents 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. In the latter part of the course, students will go through the design cycle and build prototypes to their needs. The course will conclude with a pitch day where students will present and demonstrate their solution to a panel of judges, including prominent academics, industry professionals, and investors. Other topics that will be discussed include FDA regulation of medical technology, intellectual property, value proposition, and business model development. There will be guest speakers from Google X, IDEO, and more.
Terms: Spr | Units: 4 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Fan, R. (PI); Wall, J. (PI)

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 undeserved 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.
Terms: Aut, Win, Spr, Sum | Units: 1-2 | Repeatable for credit | Grading: Medical Satisfactory/No Credit

MED 284: Team Leadership in the Cardinal Free Clinics I (MED 184)

Introduction to skills for effective leadership, including topics such as conflict resolution, team dynamic. Applied learning through shifts at the Cardinal Free Clinics and related project work. Enrollment limited to Cardinal Free Clinic Managers.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit | Grading: Medical Satisfactory/No Credit

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 for credit | Grading: Medical Satisfactory/No Credit

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. Requires pre-course preparation and an intensive two-day session on a Friday and Saturday. 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 | Grading: Medical School MD Grades

MED 299: Directed Reading in Medicine

Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum | Units: 1-18 | Repeatable for credit | Grading: Medical Satisfactory/No 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); 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); 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); 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); Coutre, 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); Dorman, J. (PI); Dosiou, C. (PI); DuBose, A. (PI); Edwards, L. (PI); Einav, S. (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); Fries, J. (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); Giacomini, J. (PI); Glaseroff, A. (PI); Glenn, J. (PI); Goldhaber-Fiebert, J. (PI); Goldstein, M. (PI); Goodman, S. (PI); Goronzy, J. (PI); Gotlib, J. (PI); Gray, G. (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); Jernick, J. (PI); Ji, H. (PI); Johnston, L. (PI); Jones, E. (PI); Kahn, J. (PI); Kao, P. (PI); Kastelein, M. (PI); Katz, R. (PI); Katzenstein, D. (PI); Kenny, K. (PI); Khatri, P. (PI); Khazeni, N. (PI); Khush, K. (PI); Killen, J. (PI); Kim, S. (PI); Kohrt, H. (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); Levitt, J. (PI); Levitt, L. (PI); Levy, R. (PI); Levy, S. (PI); Liang, D. (PI); Liedtke, M. (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); Montoya, J. (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); Quertermous, T. (PI); Raffin, T. (PI); Rehkopf, D. (PI); Relman, D. (PI); Rizk, N. (PI); Robinson, B. (PI); Rockson, S. (PI); Rohatgi, R. (PI); Rosas, L. (PI); Rosen, G. (PI); Rosenberg, S. (PI); Rudd, P. (PI); Ruoss, S. (PI); Rydel, T. (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); Singh, B. (PI); Singh, U. (PI); Skeff, K. (PI); Smith-Coggins, R. (PI); Spiekerkoetter, E. (PI); Srinivas, S. (PI); Stafford, R. (PI); Stefanick, M. (PI); Stertzer, S. (PI); Stevens, D. (PI); Stockdale, F. (PI); Strober, S. (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); 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); Irvine, C. (GP); Jezmir, J. (TA)

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 | Grading: Medical School MD Grades
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); 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); 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); Chang, T. (PI); Chen, A. (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); Coutre, 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); Dorman, J. (PI); Dosiou, C. (PI); DuBose, A. (PI); Edwards, L. (PI); Einav, S. (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); Fries, J. (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); Giacomini, J. (PI); Glaseroff, A. (PI); Glenn, J. (PI); Goldhaber-Fiebert, J. (PI); Goldstein, M. (PI); Goodman, S. (PI); Goronzy, J. (PI); Gotlib, J. (PI); Gray, G. (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); Jernick, J. (PI); Ji, H. (PI); Johnston, L. (PI); Jones, E. (PI); Kahn, J. (PI); Kamal, R. (PI); Kao, P. (PI); Kastelein, M. (PI); Katz, R. (PI); Katzenstein, D. (PI); Kenny, K. (PI); Khatri, P. (PI); Khazeni, N. (PI); Khush, K. (PI); Killen, J. (PI); Kim, S. (PI); King, A. (PI); Kohrt, H. (PI); Kraemer, F. (PI); Krishnan, E. (PI); Kummar, S. (PI); Kunz, P. (PI); Kuo, C. (PI); Kurian, A. (PI); Kuschner, W. (PI); Kwong, B. (PI); Ladabaum, U. (PI); Lafayette, R. (PI); Laport, G. (PI); Lee, D. (PI); Lee, J. (PI); Lee, P. (PI); Leung, L. (PI); Levitt, L. (PI); Levy, R. (PI); Levy, S. (PI); Liang, D. (PI); Liedtke, M. (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); Luo, L. (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); Montoya, J. (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); Padda, S. (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); Qi, S. (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); Rohatgi, R. (PI); Rosas, L. (PI); Rosen, G. (PI); Rosenberg, S. (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); 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); Strober, S. (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); 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); Cullen, M. (SI); Krishnan, A. (GP)

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 | Grading: Medical Satisfactory/No 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); 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); 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); Coutre, 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); Dorman, J. (PI); Dosiou, C. (PI); DuBose, A. (PI); Einav, S. (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); Fries, J. (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); Giacomini, J. (PI); Glaseroff, A. (PI); Glenn, J. (PI); Goldhaber-Fiebert, J. (PI); Goldstein, M. (PI); Goodman, S. (PI); Goronzy, J. (PI); Gotlib, J. (PI); Gray, G. (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); Jernick, J. (PI); Ji, H. (PI); Johnston, L. (PI); Jones, E. (PI); Kahn, J. (PI); Kao, P. (PI); Kastelein, M. (PI); Katz, R. (PI); Katzenstein, D. (PI); Kenny, K. (PI); Khatri, P. (PI); Khazeni, N. (PI); Khush, K. (PI); Killen, J. (PI); Kim, S. (PI); Kohrt, H. (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); Levitt, J. (PI); Levitt, L. (PI); Levy, R. (PI); Levy, S. (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); Montoya, J. (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); Quertermous, T. (PI); Raffin, T. (PI); Rehkopf, D. (PI); Relman, D. (PI); Rizk, N. (PI); Robinson, B. (PI); Rockson, S. (PI); Rohatgi, R. (PI); Rosas, L. (PI); Rosen, G. (PI); Rosenberg, S. (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); 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); Strober, S. (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)
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