Results for CHPR

The study of food, and the nutrients and substances therein. Their action, interaction, and balance in relation to health and disease. Emphasis is on the biological, chemical, and physiological processes by which humans ingest, digest, absorb, transport, utilize, and excrete food. Dietary composition and individual choices are discussed in relationship to the food supply, and to population and cultural, race, ethnic, religious, and social economic diversity. The relationships between nutrition and disease; ethnic diets; vegetarianism; nutritional deficiencies; nutritional supplementation; phytochemicals. HUMBIO students must enroll in HUMBIO 130. CHPR master's students must enroll for a letter grade. Undergraduate prerequisite: Human Biology Core or equivalent or consent of instructor.

Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.

Focus is on research on prevention of chronic disease and related topics. Guest speakers present material. May be repeat for credit

Enrollment limited to students in Master of Science in Community Health and Prevention. This course is designed to provide students in the Master of Science In Community Health & Prevention Research program with supervision and guidance as they conduct their Internships. Focus is on skills which will help students conduct productive Internships with community partners and faculty. Provides a space where students can reflect on their internship experiences and consider how they may connect with their coursework and/or future career aspirations. Students in this course engage regularly in peer learning and mentoring and receive feedback from PIE course instructors. Guest speakers and professional development workshops also an important component of this course.

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.

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.

Coordinated seminar series presenting evidence-based health promotion and disease prevention guidelines by research and clinical faculty of multiple divisions of Stanford's Department of Medicine, including cardiovascular medicine, oncology, nephrology, immunology and rheumatology, infectious diseases, endocrinology, gerontology and metabolism, gastroenterology and hepatology, hematology, blood and marrow transplantation, pulmonary and critical care medicine, general medical disciplines (including family medicine). Key prevention issues addressed in primary care and outcomes research, biomedical informatics research and the Stanford Prevention Research Center also presented. Enrollment priority given to CHPR Master's students. CHPR students must enroll for letter grade. Prerequisite: HUMBIO 126/CHPR 226 or CHPR 201 or consent of instructor.

For genetic counseling students, graduate students in genetics, medical students, residents, and fellows. Case-based scenarios and guest expert lectures. Students learn skills in case preparation, management, and presentation, as well as content around common genetic disorders. This course is a continuation of GENE 274A, but may be taken individually with instructor permission.

Internet-based course for genetic counseling students, graduate students in genetics, medical students, residents, and fellows; genetic counseling students should take this course in conjunction with their initial prenatal genetics rotation. Topics include prenatal genetic screening and diagnosis in the first and second trimesters, ultrasound, teratology, and genetic carrier screening.

Internet based course for genetic counseling students, graduate students in genetics, medical students, residents, and fellows; genetic counseling students should take this course in conjunction with their initial general genetics rotation. Topics include: common genetic conditions, assessment of child development and medical history in the context of a genetic workup, the pediatric genetics medical examination, dysmorphology, introduction to laboratory genetic testing, development of a differential diagnosis, and resources for case management and family support.

Internet based course for genetic counseling students, graduate students in genetics, medical students, residents, and fellows genetic counseling students should take this course in conjunction with their metabolic genetics rotation. Topics include: overview of metabolic diseases; common pathways; diagnosis, management, and treatment of metabolic disorders; and newborn screening.

Internet based course for genetic counseling students, graduate students in genetics, medical students, residents, and fellows; genetic counseling students should take this course in conjunction with their initial cancer genetics rotation. Topics include: cancer biology and cytogenetics; diagnosis and management of common cancer genetic syndromes¿ predictive testing; psychology of cancer genetic counseling; and topics recommended by ASCO guidelines.

Presentation of research and cases. Students enrolling for 2 units also attend and report on external seminars. May be repeated for credit. Non-GC students: please contact the instructor when you enroll.

Internet-based course for genetic counseling students, graduate students in genetics, medical students, residents, and fellow; genetic counseling students should take this course in conjunction with their cardiovascular genetics rotation. Topics include: Basic cardiology principles, including relevant anatomy and physiology; diagnosis, management and genetic testing as it relates to common inherited cardiovascular conditions in both the pediatric and adult setting; predictive genetic testing issues specific to inherited cardiovascular conditions; psychologic issues related to sudden death conditions. This course is designed for genetic counseling students, medical students, residents, post-doctoral fellows and nurses interested in inherited cardiovascular conditions.

Design principles and statistical methods for observational studies. Topics include: matching methods, sensitivity analysis, instrumental variables, graphical models, marginal structural models. 3 unit registration requires a small project and presentation. Computing is in R. Pre-requisites: HRP 261 and 262 or STATS 209 (HRP 239), or equivalent. See http://rogosateaching.com/somgen290/

Prerequisite: consent of instructor. Before the end of the second week of the quarter, enrolled students must submit a description of the expected learning outcomes and deliverables for each unit to the CHPR office. One unit= three hours of work per week (10 hours for the quarter).

CHPR masters students enroll for a letter grade in your mentor's section. Before the end of the second week of the quarter, enrolled students must submit a description of the expected learning outcomes and deliverables for each unit to the CHPR office. One unit= three hours of work per week (30 hours for the quarter).

Thesis writing for Community Health and Prevention Research Program. Students enroll in thesis advisor's section. Non-medical students enroll for a letter grade. Before the end of the second week of the quarter, enrolled students must submit a description of the expected learning outcomes and deliverables for each unit to the CHPR office. One unit= three hours of work per week (30 hours for the quarter).