Results for CHPR

(Same as CHPR 225) Provides foundational concepts and principles of epidemiology and other disciplines as they pertain specifically to research on the prevention of chronic disease. Focuses on application of this perspective in multiple disease and health behavior contexts to diverse communities across the life course. Provides foundational skills in epidemiology, including the measurement of disease and health behaviors, measures of association, and study design with close attention to minimizing error. Readings focus on the need and opportunity for interdisciplinary prevention and treatment approaches and illustrates how to conduct innovative research. Students enrolling for 4 units complete review paper on a specific topic mutually agreed upon with the instructor. Graduate students enroll in CHPR 225.

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.

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

This introduction to the science of healthy living (primarily U.S.) highlights preventable causes of mortality, i.e. modifiable risk factors, national lifestyle recommendations and behavioral change principles for reducing chronic disease risk. A life course perspective is presented as a trajectory from fetal/neonatal to childhood and adolescence to young, middle-ages and older adults, with recognition of the importance of social determinants of health. Sex & gender differences are also presented. Unless otherwise noted, all lectures are presented by Course Director, Marcia Stefanick, Ph.D. Priority for enrollment given to CHPR masters students, who must take the course for a letter grade.

This course is a practicum in which students will use the R programming language to analyze datasets by application of classical statistical methods. No prior experience with R (or other programming languages) is required, but a familiarity with basic descriptive and inferential statistics is assumed. Class sessions will include some lecture content but will emphasize coding demonstrations by the instructor and hands-on coding by each student on their own computers. Students will practice using R with open-source and simulated datasets. The primary goal of the course is to equip students with a fundamental understanding of R's capabilities, experience using R with practice datasets, and the ability to extend their facility with R as their needs dictate.

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.

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.

(HumBio students must enroll in HumBio 113S) Discussion-based seminar. Focus on problems with and systems-based solutions to food system issues. Four particular settings are addressed: University, worksite, hospital, and school food. Traditional vs. disruptive food system models compared and contrasted. The goal is to determine how best to maximize sustainability across several dimensions, including health, economics, and the environment. Underlying class themes include social justice and the potential for changing social norms around food production and consumption.

(HumBio students must enroll in HumBio 123.)Interdisciplinary clinical, research, and policy approaches. The prevalence, predictors, and consequences of obesity and diabetes; biological and physiological mechanisms; clinical treatments including medications and surgery; and the relevance of behavioral, environmental, economic, and policy approaches to obesity prevention and control. Prerequisite: Human Biology core or equivalent, or consent of instructor.

(Same as CHPR 125) Provides foundational concepts and principles of epidemiology and other disciplines as they pertain specifically to research on the prevention of chronic disease. Focuses on application of this perspective in multiple disease and health behavior contexts to diverse communities across the life course. Provides foundational skills in epidemiology, including the measurement of disease and health behaviors, measures of association, and study design with close attention to minimizing error. Readings focus on the need and opportunity for interdisciplinary prevention and treatment approaches and illustrates how to conduct innovative research. Students enrolling for 4 units complete review paper on a specific topic mutually agreed upon with the instructor. CHPR students enroll in CHPR 225 for a letter grade.

(HUMBIO students must enroll in HumBio 126.) Disease prevention and health promotion topics pertinent to different stages of the life span emphasizing healthy lifestyle and reducing risk factors in both individuals and communities. Focus is on scientific investigation, the application of behavioral science to risk reduction strategies, and the importance of health promotion as a social and economic imperative. Topics include: epidemiology of chronic diseases; social determinants of health, behavior change; obesity, nutrition, and stress; children, young adult, mid-life and aging health issues; health care delivery and public health system; workplace wellness programs; and other additional issues. Prerequisite: Human Biology core or equivalent, or consent of instructor.

Focuses on the knowledge and skills, respect and thoughtful practice of designing health promotion interventions that are relevant, theoretically-informed, have broad impacts, and can endure. Provides an in-depth review of intervention approaches for health promotion and disease prevention and covers the leading theories of behavior change. Follows an integrative model to demonstrate similarities and differences between the theoretical approaches, seeking what is useful and worthwhile in each theoretical model rather than looking primarily for what is most easily criticized. Practical in nature with emphasis on the specifics of needs assessments and intervention development and delivery and how these may vary across community settings, with diverse populations, addressing different behaviors, and leveraging traditional and emerging delivery channels. Explores intervention creation, delivery, effectiveness, and sustainability to identify and better understand the resources and other practical considerations necessary to produce, deliver, monitor, and disseminate an intervention with demonstrated effectiveness. Examples drawn from across the behavioral spectrum and include tobacco control, physical activity, healthy diet, stress and distress, as well as consideration of the complexities of extending interventions to target multiple risk behaviors. Students develop a foundational understanding of behavior change theory, rigorous research methods, and creative design strategies to advance the health of individuals and communities.

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.

Features the research of faculty in the Stanford Prevention Research Center and focuses on key health issues over the life course (prenatal through childhood, young to middle-aged, older and elderly adults). Topics include chronic disease (global and U.S.) epidemiology; application of behavioral science to risk reduction; nutrition; weight management; physical activity; stopping smoking; public health; community health and community-based prevention; national prevention strategy; applying communication technology to health promotion.

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.

(HumBio students must enroll in HumBio 154A.)This course teaches operations research and modeling techniques to improve public health programs and disease control systems. Students will engage in in-depth interdisciplinary study of disease detection and control strategies from a "systems science" perspective, which involves the use of common mathematical modeling and operations research techniques such as optimization, queuing theory, Markov and Kermack-McKendrick models, and microsimulation. Lectures and problem sets will focus on applying these techniques to classical public health dilemmas such as how to optimize screening programs, reduce waiting times for healthcare services, solve resource allocation problems, and compare macro-scale disease control strategies that cannot be easily evaluated through randomized trials. Readings will complement the lectures and problem sets by offering critical perspectives from the public health history, sociology, and epidemiology. In-depth case studies from non-governmental organizations, departments of public health, and international agencies will drive the course. Open to upper-division undergraduate students.

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.

(HumBio students must enroll in HumBio 166.) The class examines the array of forces that affect the foods human beings eat, and when, where, and how we eat them, including human labor, agriculture, environmental sustainability, politics, animal rights/welfare, ethics, policy, culture, economics, business, law, trade, and ideology, and psychology. The class addresses the impact of current policies and actions that might be taken to improve human nutrition and health; macro-scale influences on food, nutrition, and eating behavior.

Presentation of research and cases. Students enrolling for 2 units also attend and report on external seminars. May be repeated for credit.

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.

Prerequisite: consent of instructor. CHPR masters students enroll for a letter grade and also enroll in CHPR 239 Program Internship and Engagement.

Thesis writing for Community Health and Prevention Research Program. Students enroll in thesis advisor's section. Prerequisite: consent of instructor.