Results for INDE

Medical interview and physical examination skills, biomedical literature retrieval and appraisal, nutrition principles, evidence-based practice, biomedical ethics, and population health are covered. Students begin clinical problem-solving sessions to learn the approach to common and important clinical problems. Cases integrate other course themes of population health, evidence-based practice, clinical ethics, nutrition, health policy, and behavioral medicine. Students begin transition from comprehensive to problem-focused patient encounters. Students also gain exposure to geriatrics, pediatrics, and interprofessional healthcare teams, and practice mental health interview skills. At the end of this quarter, students participate in a performance-based assessment of their medical interview and physical examination skills. See INDE 201 for a complete description of the Practice of Medicine course series. Course open to MD and MSPA students only.

This final three week POM course builds upon foundational knowledge to refine your expertise in direct patient care; reinforce and advance your core clinical skills; clarify your clerkship responsibilities; and increase your confidence about upcoming clinical rotations. These goals are accomplished through small group sessions, workshops, and engaging didactics focusing on clinical skills (eg. hands-on procedures, immersive rounds), specialty sessions (eg. radiology, ethics), and professionalism (eg. a 'day in the life', feedback and evaluation). Students must enroll in both INDE 224 and INDE 206.

For medical students - all levels of writing skill. Examines uses of creative writing, including understanding the experience of medical training. May be repeated for credit.

The interdisciplinary field of medical humanities: the use of the arts and humanities to examine medicine in personal, social, and cultural contexts. Topics include the doctor/patient relationship, the patient perspective, the meaning of doctoring, and the meaning of illness. Sources include visual and performing arts, film, and literary genres such as poetry, fiction, and scholarly writing. Designed for medical students in the Biomedical Ethics and Medical Humanities Scholarly Concentration, but all students are welcome.

Provides an opportunity for editors of all levels to cultivate their skills and assist in preparing pieces submitted by colleagues for publication in the Stanford Medical Student Journal. Students enrolled in the course work closely with student authors as well as other editors. Editors examine multiple categories of writing, including opinion pieces, poetry, memoirs, book reviews, case reports and investigative reports. The Journal is published two to three times per year and highlights the diverse talents of Stanford medical students in both scientific writing and the humanities.

Enrollment is limited to MD, PhD, or MD-PhD students interested in careers as physician scientists. Focus is on aspects of developing careers in biomedical research through a mix of research lectures, clinical case presentations, and physician-scientist guest speakers.

First course in three-sequence Science of Medicine block. Focus is on structure, function, disease, and therapeutics of the respiratory system and the cardiovascular system. The Science of Medicine block presents organ system-based histology, pathology, physiology, pharmacology, and infectious disease in a sequence of interdisciplinary courses. Each organ-specific integrated course includes a review of the anatomy and related histology, normal function of that organ system, how the organ system is affected by and responds to disease including infection, and how diseases of that organ system are treated (therapeutics).

The Pathophysiology Capstone (PC) is a newly developed Science of Medicine (SOM) Year 2 capstone experience in Quarter 6 that will be integrated with the Practice of Medicine (PON) course called "Transition to Clerkships." This four-week long intensive spring quarter course, including 25-32 hours of instruction, focuses on the re-introduction of core pathophysiology concepts as well as delving into advanced topics, treatment, and breakthroughs based on essentials taught in the SOM series in quarters 3-5.Students must enroll in both INDE 224 and INDE 206. Prerequisites: Successful completion of Science of Medicine (SOM) I,II,III

Deep dive into topics in mentorship, which may include mentoring in a research environment, navigating all directions of mentoring relationships within academia, conflict management and resolution, communication styles, setting expectations, giving feedback, cultivating ethical behavior, promoting research self-efficacy, and navigating intercultural dynamics. Topics may vary annually.

This REACH scholar led seminar will examine the manufacture of health disparities as well as the pathophysiology in the evolution of disparities into health and health system inequity. We will also explore approaches to achieve health equity using a variety of approaches that transform scholarship into impact. We will invite members of the Stanford and wider community as well as REACH scholars to present their work. Students are expected to be curious and interactive. REACH scholars will present. (Cardinal Course certified by the Haas Center)

Enrollment is open to senior MD program students, particularly MSTP students, Berg Scholars, and PSTP students. Focus is on providing guidance to students who are pursuing physician-scientist careers. Topics include introduction to physician investigator careers, identifying a research area and mentor, how to maintain a research focus in a clinical environment, clinical research: challenges and rewards, staffing and funding a research group. Guest speakers include Stanford faculty physician-scientists and physician-scientist assistant professors for a panel discussion. Prerequisite: must have completed the first year of Medical School.

Students will gain fundamental skills in developing research questions and writing research proposals through a series of engaging workshops. Topics include developing a research idea; writing an executive summary, i.e. NIH-style 1-page specific aims; outlining the research plan to include rigor; and designing career development training plans. Students will develop early drafts of key proposal documents, such as the 1-page Specific Aims, and receive feedback from an instructor or Grant Coach. Students in the Medical Scholars Research Program or Biosciences Program may enroll in the course.

Early Clinical Engagement (ECE) is an innovative course for first year medical students to participate in clinical experiences that inform their vision as future physicians. Course goals include integration into the clinical setting with preceptors, development of concrete skills, and introduction to different career paths. ECE includes three components: (1) clinical experiences, (2) interactive large group seminars, and (3) small group sessions for reflection of clinical sessions.

Medical Spanish is an elective course for MD and MSPA students to engage in 40-hours of medical Spanish curriculum through an online platform then solidify their knowledge through workshops for practical dialogue with faculty members at Stanford Medicine in multiple subspecialties who have native Spanish fluency. Students take part in online curriculum that is differentiated into 3 proficiency levels, therefore all levels of learners from beginners to native speakers are encouraged to participate. The online content covers over 36 medical specialties to provide a broad base of clinically relevant knowledge. The platform has validated pedagogy to meet the needs of individual learners with clinical scenarios that are relevant to medical engagements across all disciplines and inclusive of a culturally relevant approach to clinical care. Subspecialty faculty will lead the language workshops: Dr. Reena Thomas, Clinical Associate Professor of Neurology; Dr. Matias Bruzoni, Associate Professor of Surgery; Dr. Katherine Bianco, Clinical Professor of Obstetrics and Gynecology; Dr. Felipe Perez, Clinical Assistant Professor of Anesthesiology; Dr. Cesar Padilla Clinical Assistant Professor of Anesthesiology. Dr. Cesar Padilla will also be leading standardize patient encounters for students to practice their medical Spanish skills. All language workshops will be held in person. In person attendance is required for all workshops.

In S-CORPS, pre-clerkship medical students participate in the clinical care and support for vulnerable patient populations who are disproportionately affected by the challenges of the complex healthcare system. Under the guidance of a paired physician mentor, students will engage with at-risk patients via a team-based care model, providing care in the model of future practice: in person, via virtual video, and telephone calls. In addition to contributing to the care of patients, students participate in didactics and debrief in small group sessions to reflect on their early patient experiences and professional identity formation. This course fulfills the ECE graduation requirement for students who complete one quarter. Students who participate in INDE 280 will have priority for continuity preceptor placement in Ambulatory Medicine, Family Medicine, Geriatrics, and Palliative Care specialties as MS2+. Students co-enrolled in INDE 290 attend the INDE 290 didactics to meet the course didactic requirement. Open to Medical Students only.

Continuation of monthly workshop series begun in INDE 290A and INDE 290B, with new monthly topics. Students will continue the partnership with their patient and gain further understanding of the challenges of managing optimal health in a complex health care system. Enrollment by Instructor Approval Only.

For second year medical students who wish to continue their existing longitudinal clinical partnerships begun in year 2. 1/2 day clinical immersion, by arrangement woth preceptor. 2-unit option includes clinical quality improvement or other approved project. Director approval required.

Required for all MD students enrolled in clerkships at Stanford affiliated sites. Two-year curriculum designed to provide structured time for students to step back from clerkships, in order to promote reflection on and reinforcement for their learning in the clinical environment. The goals of this course are: to offer a regular opportunity for students to discuss challenging issues faced in their clinical training; to ground students in strategies for managing challenging situations they are likely to experience in their personal and professional lives while on clerkships; and to provide opportunities for students to develop and expand their reflective and communication skills. Components of this curriculum include the "Doctoring with CARE" small groups, the "MeD-ReST" Medical Student Resiliency Skills Training' sessions, and the "Contextual Medicine: Communication, Connection and Creativity in Practice" lunch and lecture series. All students in clinical clerkships must participate in all aspects of RCM Days. Students enrolled in Selective II Clerkships (Sub-internships) may choose to participate in clinical duties but are expected to communicate their absence to course faculty/staff in advance. Prerequisite: Concurrent enrollment in clinical clerkships. Please note, students will enroll in this course their final quarter of enrollment prior to graduation to receive retroactive credit for all session. Only enroll the last quarter of enrollment.

Women's Health Scholarly Concentration. Students pursue individual projects under the supervision of a faculty member. Prerequisite: consent of instructor.