Results for PSYC

Consciousness and Self Psychology will first explore the phenomenon of consciousness, the medium through which we perceive our existence and the force which allows us to reflect and to wonder. A natural product of examining consciousness is the exploration of the notion of a self, an individual entity which we construct through our conscious awareness. Through readings, discussions and student presentations, this course journeys through theories of existence, consciousness and identity formation to offer a scaffolding for deep creative reflection and inquiry, and a springboard off which we may dive headfirst into the mysteries which both haunt us and give us life.

This course will explore the promise and limits of artificial intelligence (AI) through the lens of human cognition. Amid whispers of robots one day taking over the world, it is tempting to imagine that AI is (or soon will be) all-powerful. But few of us understand how AI works, which may lead us to overestimate its current (and even its future) capabilities. As it turns out, intelligence is complicated to build, and while computers outperform humans in many ways, they also fail to replicate key features of human intelligence at least for now. We will take a conceptual, non-technical approach (think: reading essays, not writing code). Drawing upon readings from philosophy of science, computer science, and cognitive psychology, we will examine the organizing principles of AI versus human intelligence, and the capabilities and limitations that follow. Computers vastly outperform humans in tasks that require large amounts of computational power (for example, solving complex mathematical equations). However, you may be surprised to learn the ways in which humans outperform computers. What is it about the human brain that allows us to understand and appreciate humor, sarcasm, and art? How do we manage to drive a car without hitting pedestrians? Is it only a matter of time before computers catch up to these abilities? Or are there differences of kind (rather than degree) that distinguish human intelligence from AI? Will robots always be constrained to the tasks that humans program them to do? Or could they, one day, take over the world? By the end of this course, you will be able to discuss the current capabilities, future potential, and fundamental limitations of AI. You may also arrive at a newfound appreciation for human intelligence, and for the power of your own brain.

Over 900 million individuals worldwide suffer from a mental health disorder. Human and financial costs associated with the management of individuals with mental health disorder are substantial and constitute a growing public health challenge. Yet there are presently no objective markers used to determine which individuals have a mental health disorder and predict the progression of the disorder. Furthermore, there are presently a limited number of effective treatments for mental health disorders, as well as considerable heterogeneity in treatment response. The lack of access to mental health care is yet another challenge in developed as well as developing countries. Newly available technologies such as Artificial Intelligence offer an unprecedented opportunity for developing solutions that address the aforementioned challenges and problems. In this interdisciplinary seminar, students will learn about (i) psychopathology, (ii) state-of-the-art in diagnosis and treatments of mental health disorders, (iii) unaddressed challenges and problems related to mental health, (iv) artificial intelligence and its potential through real-world examples, (v) recent real-world applications of artificial intelligence that address the challenges and problems related to mental health, and (vi) ethical issues associated with the application of artificial intelligence to mental health. Diverse viewpoints and a deeper understanding of these topics will be offered by a mix of hands-on educational sessions and panel discussions with psychiatrists, computer scientists, lawyers, and entrepreneurs. Students will also spend guided time working in small teams to develop innovative (artificial intelligence based) solutions to challenges/problems related to mental health.

The next wave of technological innovation and globalization will affect our countries, our societies, and ourselves. This interdisciplinary course provides an introduction to emerging, frontier technologies. Topics covered include artificial intelligence, additive manufacturing and advanced robotics, smart cities and urban mobility, telecommunications with 5G/6G, and other key emerging technologies in society. These technologies have vast potential to address the largest global challenges of the 21st century, ushering in a new era of progress and change.

This course will provide an overview of current social justice issues in psychedelic research, including the impact of colonization and systemic inequality on resource allocation during the multinational resurgence of interest in psychedelic medicine in the 21st century. Through a combination of lectures, facilitated small-group discussions, and creative as well as experiential activities, the course is designed to promote self-inquiry and cultural humility while reflecting on current human practices with consciousness-modifying agents. Students must concurrently attend the PSYC 216L Lecture Series (Wednesdays, 5:30-6:20 PM) as part of this course. Enrollment is limited to 15 students to promote deeper discussion and community.

Dr. William Dement created Sleep and Dreams in 1971, the world's first university course devoted to the science of sleep. Upon his retirement he selected Dr. Rafael Pelayo to be his successor, but he continued to participate in class until his passing in the summer of 2020. To honor his legacy in perpetuity, Dr.Pelayo renamed the course 'Dement's Sleep Dreams' as he had promised him he would. The goal is to retain the original spirit of the course as the content is continuously updated to reflect current state of sleep science. The course is designed to impart essential knowledge of the neuroscience of sleep and covers how sleep affects our daily lives. The course covers normal sleep and dreams, as well as common sleep disorders. Course content empowers students to make educated decisions concerning sleep and alertness for the rest of their lives and shapes students' attitudes about the importance of sleep. Students will keep track of their sleep patterns during the course. They will also participate in an outreach project to help improve awareness of the importance of sleep heath in our community. Undergraduates must enroll in PSYC 135, while graduate students should enroll in PSYC 235.

The first psychiatric hospitals in the world were established as early as the 8th century during the Islamic Golden Era. Despite the emergence of a highly sophisticated and interdisciplinary system of understanding the human psyche in early Islamic history, most students of modern psychology are unfamiliar with this rich history. This course will provide a historical and contemporary review of the Islamic intellectual heritage as it pertains to modern behavioral science and how mental illness was historically perceived and treated in the Muslim world. We will begin with a discussion of Islamic epistemology, reconcile issues such as secular vs sacred sources of knowledge and tackle the mind/body dilemma according to Islamic theology. We will then review holistic schemas of health and pathology in the Islamic religious tradition, the nature of the human being, elements of the human psyche, and principles of change leading to positive character reformation. As Stanford is the academic home of Muslim mental health research globally, we will benefit from talks by guest researchers and speakers, partake in field trips to community partners, and utilize group discussions to provide students with a deeper understanding of these topics.

Assist Behavioral Neuroendocrinology Program with data entry, library organization, and study-related projects.

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

This course will provide an overview of current social justice issues in psychedelic research, including the impact of colonization and systemic inequality on resource allocation during the multinational resurgence of interest in psychedelic medicine in the 21st century. Through a combination of lectures, facilitated small-group discussions, and creative as well as experiential activities, the course is designed to promote self-inquiry and cultural humility while reflecting on current human practices with consciousness-modifying agents. Students must concurrently attend the PSYC 216L Lecture Series (Wednesdays, 5:30-6:20 PM) as part of this course. Enrollment is limited to 15 students to promote deeper discussion and community.

This course will provide an overview of current social justice issues in psychedelic research, including the impact of colonization and systemic inequality on resource allocation during the multinational resurgence of interest in psychedelic medicine in the 21st century. Through a series of guest lectures, the course is designed to promote self-inquiry and cultural humility while reflecting on current human practices with consciousness-modifying agents.

The course provides essential background about neurodiversity, the design thinking process and the Universal Design for Learning (UDL) framework to guide students in developing projects that maximize the potential of neurodiversity. Through case studies, field trips, guest speakers, and community engagement, students will explore approaches to maximizing inclusivity in realms such as education, employment, community and beyond. Students will use their knowledge to design and develop (or revising and enhance) processes, systems, experiences and/or products to maximize inclusivity and the potential of neurodiverse individuals. Based on student's interests and areas of focus, projects may include digital tool development such as app concept and design, redesign of standard processes such as job interviews/ candidate evaluations, design and development of physical products or spaces such as sensory-sensitive dorm rooms, "stim tools" and more. Students have the option to attend Monday classes or Wednesday classes for 2 units or attend both Monday and Wednesday classes for 4 units. This course is open to undergraduate and graduate students in all schools. Cardinal Course certified by the Haas Center.

A mentoring program designed to expose first and second-year medical students to the rewarding fields of child/adolescent and adult psychiatry, and to increase awareness and education about child/adolescent and adult mental health issues. The early years of medical training consist primarily of didactic instruction, an almost universal challenge for students who enter medicine desiring to help and interact with patients. To increase engagement with the field, we bring clinical psychiatry to preclinical students, by interacting with patients and families, as follows. During our weekly seminar time, we interview a patient and family one week, then offer a debriefing, Q&A session the following week. The seminar includes open discussion, addressing questions about specific interactions with the child/adolescent or adult, diagnoses, and therapies used for treatment. Responses to students' questions invariably address evidence-based approaches to assessment and treatment of specific disorders, such as depression, anxiety, eating disorders, autism, and attentional disorders. We also facilitate opportunities for the students to get involved in cutting-edge scientific research, networking/collaborating (including with medical students and faculty around the world), and attending professional conferences. The course is offered during autumn, winter and spring quarters and is intended as a longitudinal seminar to be taken continuously across these quarters. Medical students who cannot attend three quarters may enroll with permission of the instructor. Non-medical students interested in the course should contact the instructor. The course has officially received Cardinal Course designation. Cardinal Courses integrate coursework with community service experiences. Students enrolled in PSYC 225 can elect to receive additional 1-2 course credits to participate in a community engagement component centered around Child and Adolescent Psychiatry. The service opportunity is called Body Empowerment Project, a research-validated eating disorder prevention program for middle and high school students. Students will undergo a 10-15 hour virtual training and work together to lead weekly workshops at Aspire East Palo Alto Charter School (EPACS) on Wednesdays from 2:30-3:30pm. Students will progressively develop more independence in leading sessions for middle and high school students in the community under guidance from TAs and the course director. For questions, please contact Christina Miranda (cmirand@stanford.edu).

This course will teach you how to think (or experience) yourself and the communities around you as a therapist does. That means coming to understand why therapists focus on early life relationships and learning, why we privilege emotions, and why we see the seeming contradictions in our lives as places for deeper understanding. In class discussions, we will consider questions such as: How do our early experiences in relationships affect the ones we create later? Why are we more likely to segregate and point fingers when we are afraid? How can we make better use of our precious capacity for attention? What good might come from anger, sadness or guilt? Projects will include looking at how the psychological phenomena we will learn about play out in public spheres and personal ones. This is not a class about mental health, but rather about the intricacy of our feeling and thinking minds. The course will be discussion-based with a focus on experiential learning, and include weekly projects that will have you playing detective in your own life. Prerequisites include a high degree of honesty (or the desire for this), creativity and an interest in the human experience. The course may include a field trip to a sensory deprivation float tank as we study attention. At the end of the seminar, I hope you will have a greater appreciation for the complexity of your mind and reactions, and the psychology of everyday life -- personal relationships, group functioning, tiffs between political parties. My aim is to have you learn to both take yourself very seriously and not seriously at all. This course will provide no answers, however I hope it will open channels of thought and discussion, and make your own life a little richer. Enrollment preference given to juniors and seniors.

An experiential program in which the participants learn the techniques of mindfulness meditation and its application in the management of stress and in healthcare. Modeled after the MBSR, Mindfulness Based Stress Reduction, started by Jon Kabat-Zinn at UMASS Medical Center. Designed to work with the mind/body relationship to stress and chronic illness teaching open sensitive awareness without judgement of mental or physical reactivity. Requirement for the course is the daily practice of mindfulness meditation, attendance at weekly class meetings and the all day retreat, home reading, and a final paper covering the student's observations.

Dr. William Dement created Sleep and Dreams in 1971, the world's first university course devoted to the science of sleep. Upon his retirement he selected Dr. Rafael Pelayo to be his successor, but he continued to participate in class until his passing in the summer of 2020. To honor his legacy in perpetuity, Dr.Pelayo renamed the course 'Dement's Sleep Dreams' as he had promised him he would. The goal is to retain the original spirit of the course as the content is continuously updated to reflect current state of sleep science. The course is designed to impart essential knowledge of the neuroscience of sleep and covers how sleep affects our daily lives. The course covers normal sleep and dreams, as well as common sleep disorders. Course content empowers students to make educated decisions concerning sleep and alertness for the rest of their lives and shapes students' attitudes about the importance of sleep. Students will keep track of their sleep patterns during the course. They will also participate in an outreach project to help improve awareness of the importance of sleep heath in our community. Undergraduates must enroll in PSYC 135, while graduate students should enroll in PSYC 235.

Develops knowledge and personal awareness of the psychosocial aspects of the student-athlete experience, including unique stressors and cultural factors. Develops a basic understanding of interventions and techniques used to facilitate psychological well-being. Understand how to identify and access resources that can benefit athletes from all levels of competitive play. Through interactive, experiential activities, readings, and videos students also will gain skills for enhancing personal well-being, interpersonal communication, connecting peers with existing resources, and promoting a culture of support, resilience, and wellbeing. nNote: Course will be capped at 20 and will be canceled if less than 8 students are enrolled.

The first psychiatric hospitals in the world were established as early as the 8th century during the Islamic Golden Era. Despite the emergence of a highly sophisticated and interdisciplinary system of understanding the human psyche in early Islamic history, most students of modern psychology are unfamiliar with this rich history. This course will provide a historical and contemporary review of the Islamic intellectual heritage as it pertains to modern behavioral science and how mental illness was historically perceived and treated in the Muslim world. We will begin with a discussion of Islamic epistemology, reconcile issues such as secular vs sacred sources of knowledge and tackle the mind/body dilemma according to Islamic theology. We will then review holistic schemas of health and pathology in the Islamic religious tradition, the nature of the human being, elements of the human psyche, and principles of change leading to positive character reformation. As Stanford is the academic home of Muslim mental health research globally, we will benefit from talks by guest researchers and speakers, partake in field trips to community partners, and utilize group discussions to provide students with a deeper understanding of these topics.

This course is conducted in a workshop format where students will brainstorm, craft, and edit pitches & writing products related to the medical humanities. Finalized pieces including interviews, book reviews, or personal essays will be considered for publication in the Oxford Review of Books (ORB). This course is open to all undergraduate and graduate students and combines short lectures, group critiques, discussions, peer feedback, and ORB and Stanford guest editors and faculty. Students will gain writing and editorial skills toward publication in the medical humanities (intersection of medicine & the humanities). Readings will include ORB content and a select bibliography.

Practical experience in teaching by serving as a teaching assistant in a psychiatry course. Unit values are allotted individually to reflect the level of teaching responsibility assigned to the student.

Prerequisite: consent of instructor.

VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: The clerkship is designed to solidify the knowledge of psychiatry students have acquired in the Practice of Medicine courses, as students gain practical skills in the application of this knowledge to clinical situations. The focus is on interviewing skills, psychiatric evaluations, on refining diagnostic skills, and offers an overview of psychosocial and biological treatment modalities for the major psychiatric disorders. The clerkship consists of clinical work on inpatient units under the supervision of academic and clinical faculty, a weekly lecture series by academic faculty and attendance at Grand Rounds (no Grand Rounds during the summer months). Students are assigned to patient care settings in one or two of the following sites: At Stanford: a comprehensive medical psychiatric unit (G2), an acute care psychiatric unit (H2), a geriatric psychiatric unit (GPU), the consultation-liaison (C/L), outpatient clinic block; at PAVA: inpatient research psychiatric ward specializing in the study of schizophrenia or an acute locked psychiatric ward; at MPVA: outpatient block (students will spend one day a week at PAVA; and inpatient unit: Scrivner Center at El Camino Health in Mountain View. In addition, students participate in the specialty outpatient clinics at Stanford including OCD, child, bipolar, geriatric and general psychopharmacology clinics. Students are given the opportunity to express their preferences regarding assignment. The final rotation assignment is determined by the department based on availability of sites. Students are informed about the specific clerkship requirements at the orientation offered at the start of each clerkship period. Students will be provided with a course syllabus and three textbooks (DSM-5, First Aid in Psychiatry and Clinical Psychiatry). Requirements include mandatory attendance at seminars, weekly inpatient case history presentations and Emergency room experiences with residents/attending psychiatrists. The NBME Subject Exam in Psychiatry is a required component of the clerkship. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 10 students per period. CLERKSHIP DIRECTOR: Charles DeBattista, M.D., debacorp@stanford.edu, 650-723-8324. CLERKSHIP COORDINATOR: Quynh Dang, qdang@stanford.edu , 650-725-2769. REPORTING INSTRUCTIONS: Where: students will be notified prior to the first day; Time: TBA CALL CODE: 2, call once per week for the first three weeks. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, MPVAMC and Scrivner Center at El Camino Health in Mountain View.

VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: The Trauma Psychiatry clerkship teaches how trauma impacts the lives and health of patients; lessons learned are generalizable to all areas of medicine (i.e., "trauma-informed medicine"). Students work with people suffering from PTSD relating to sexual assault, combat or other traumas, and receiving ambulatory-type treatments in an intensive, multidisciplinary setting. Students have direct patient responsibility; provide evidence-based psychopharmacologic, psychotherapeutic, and longitudinal management; facilitate recovery; and gain perspective on trauma in our world and the importance of sensitive/effective treatment for PTSD (7.8% lifetime prevalence). This clerkship will involve both in-person and virtual participation, five days per week with no call or weekend duties. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. This clerkship is closed for 2024-25. CLERKSHIP DIRECTOR: James Armontrout, M.D. CLERKSHIP COORDINATOR: Quynh Dang, 650-725-2769, 401 Quarry Rd, Rm. 2204. REPORTING INSTRUCTIONS: Where: Please report to Menlo Park building 351 on the first day. Let nursing know you are a medical student and will be working with Psychiatrist James Armontrout. During the pandemic, if possible please email James Armontrout (james.armontrout@va.gov) the week before so that he can provide you with mobile contact numbers and any relevant videoconferencing links before your rotation starts; Time: 8:00 a.m. CALL CODE: 0. OTHER FACULTY: A. Franciscus. LOCATION: VA Menlo Park. Clerkship will not be offered 2023-2024.

VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Exposes the student to advanced principles and concepts of child psychiatry. The student is based primarily on the inpatient pediatric psychiatry consultation-liaison service at Lucile Packard Children's Hospital at Stanford (LPCH). Clinical experience will involve consultation and the treatment of psychological issues in children with medical illness. Examples include depression and anxiety in the medically-ill child, pediatric conversion disorders, somatoform disorders and medically-related posttraumatic stress disorder. Students will develop skills in interviewing children and parents, learn team treatment skills for children with psychosomatic and psychiatric illnesses, observe family therapy, and produce case work-ups of children with a range of behavioral disorders. Students may have the option of spending one day/week in the Stanford child psychiatry outpatient clinic observing new evaluations in subspecialty clinics (see below: anxiety disorders, mood disorders, attention deficit-hyperactivity disorder, neuropsychiatry/pervasive developmental disorders, pediatric pain). Students may also observe evaluations on the inpatient adolescent eating disorder program. A case presentation is required at the end of the clerkship. Students are supervised by the consult service attending psychiatrist, and the child psychiatry fellows. Visiting students must obtain approval from Ms. Quynh Dang prior to applying for this clerkship. Please email requests to qdang@stanford.edu. PREREQUISITES: Psychiatry 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Paula Tran, M.D. CLERKSHIP COORDINATOR: Quynh Dang, 650-725-2769, 401 Quarry Rd, Rm. 2204. REPORTING INSTRUCTIONS: Where: Pediatric Psychiatry office, Room 3544, on the third floor of Packard West; Time: 9:00 am. CALL CODE: 0. OTHER FACULTY: M. Brown, W. Daniels, M. Goldsmith, J. Larsen, R. Shaw, M. Sunnquist, P. Tran. LOCATION: LPCH.

VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: In this rotation, medical students observe and participate in our 28 day residential treatment program, group psychotherapy, multi-disciplinary assessment/consultation clinics, outpatient addiction medication management, and office-based opioid replacement therapy within the VA Palo Alto Health System. A typical day includes an admission, which is a typical psychiatric work-up with an additional emphasis on substance abuse assessment; group therapy meetings throughout the day utilizing various psychotherapeutic modalities; a multidisciplinary staff meeting focused on individualized care and management approaches; and a community meeting, in which milieu events are processed. The overall goal is to become familiar with general psychiatry, intensive psychotherapy, and psychosocial resources, while gaining exposure to substance abuse treatment issues. Residential programs combine elements of both inpatient and outpatient settings and are unique in this regard. The attending psychiatrist teaches history-taking, DSM diagnoses, and psychopharmacology for substance use disorders. Please note: Visiting students must obtain approval from Ms. Quynh Dang prior to applying for this clerkship. Please email requests to qdang@stanford.edu. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Steven Chan, M.D. and Emaya Anbalagan, M.D. CLERKSHIP COORDINATOR: Quynh Dang, 650-725-2769, 401 Quarry Rd, Rm. 2204. REPORTING INSTRUCTIONS: Where: Palo Alto VA, 3801 Miranda Ave, Building 520, Quynh will provide reporting information; Time: 8:00 a.m. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: PAVAMC.

VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship offers a comprehensive experience in sleep medicine for those interested in pursuing a future career in sleep medicine. Students shadow sleep specialists in their evaluation of patients with sleep disorders; review polysomnography (sleep studies) of patients with sleep disorders; and attend informal discussions and case conferences regarding interesting sleep problems, formal conferences on sleep research, sleep surgery, and sleep disorders, and journal club reviews of topical articles on sleep and sleep disorders. NOTE: Preapproval for participation in this clerkship is required by contacting Martha Cruz at micruz@stanford.edu. PREREQUISITES: None. PERIODS AVAILABLE: 2-12, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Clete Kushida, M.D., Ph.D. CLERKSHIP COORDINATOR: Martha Cruz, micruz@stanford.edu. REPORTING INSTRUCTIONS: Dr. Scott Kutscher will provide reporting instructions, Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: S. Kutscher. LOCATION: SUMC.

VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Psychosomatic Medicine (PM) comprises the area of psychiatry concerned with the psychobiological care of the medically ill, which includes persons of all ages and those cared for in specialized medical settings. PM- psychiatrists, in addition to providing expert formal psychiatric consultation to medical and surgical patients in the general hospital, specialized hospitals and outpatient clinic settings, also train psychiatrists and non-psychiatrists in the recognition of normal and abnormal reactions to illness and appropriate psychological care of patients with such reactions. The PM psychiatrist may function both as a consultant and as part of the primary medical/surgical treatment team. Via conjoint rounds and teaching conferences (primary intervention), formal consultations (secondary intervention), and involvement in inpatient treatment and discharge planning (tertiary intervention), the PM psychiatrist provides a comprehensive approach to the emotional, cognitive, and behavioral needs of the patient. Thus one unique feature of our program is how the members of our team are integral member of so many other medico-surgical teams throughout the medical center. Participation in this rotation should allow students to learn about diagnosis and management of psychiatric disorders common in all medical and surgical specialties, e.g., depression, anxiety, delirium, alcohol abuse, bipolar disorder, psychotic disorders, and somatic symptom and related disorders. Students will accompany psychiatric residents, fellows and faculty five days a week in performing consultations on medical-surgical units in SUH and in performing follow-up visits. Team rounds occur every morning. Formal didactic sessions occur twice weekly. Students will learn interview techniques, how to evaluate patients' psychosocial stressors and resources, how to write a cogent case report, present and discuss cases orally, work comfortably as a team member, perform differential diagnosis for depression, delirium, anxiety states, dementia, discuss indications and contra-indications for psychotropic medications and recognize and cope with emotional reactions to patients. Students will also learn advanced psychopharmacology, brief psychotherapy, management of difficult patients, and psychological and cultural aspects of the doctor-patient relationship. Please note: Visiting students must obtain approval from Ms. Quynh Dang prior to applying for this clerkship. Please email requests to qdang@stanford.edu. PREREQUISITES: Psychiatry 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Jose Maldonado, M.D., 650-725-5599. CLERKSHIP COORDINATOR: Quynh Dang, 650-725-2769, 401 Quarry Rd, Rm. 2204. REPORTING INSTRUCTIONS: Where: Stanford Hospital - page one of the residents on service. Quynh will provide the resident information; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: A. Ament, F. Hussain, S. Lahijani, M. Schmajuk, Y. Sher. LOCATION: SHC.

VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Consists of the evaluation of older individuals with psychiatric illness in an inpatient setting. The inpatient program offers students opportunities to learn about evaluation and treatment strategies for depression, psychotic disorders, anxiety, cognitive impairment, and other illnesses in the elderly. Many patients have comorbid, non-psychiatric illnesses which are considered as possible contributors to their psychiatric symptoms. The bio-psycho-social model is emphasized. Family involvement and meetings are to be expected. Please note: Visiting students must obtain approval from Ms. Quynh Dang prior to applying for this clerkship. Please email requests to qdang@stanford.edu. PREREQUISITES: Psychiatry 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Daniel Kim, M.D. CLERKSHIP COORDINATOR: Quynh Dang, 650-725-2769, 401 Quarry Rd, Rm. 2204. REPORTING INSTRUCTIONS: Where: Stanford Hospital - page one of the residents on service. Quynh will provide the resident information; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: E. Aboujaoude, J. Birnbaum, G. Dandekar, D. Mason, K. Sanborn, P. Saxena, J. Wang. LOCATION: SUMC.

VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: The inpatient psychiatry subinternship at Stanford is designed to provide a training experience similar to that of PGY1 psychiatry residents on an inpatient rotation. Subinternships go above and beyond the Core Psychiatry Clerkship and involve levels of intensity and commitment expected of beginning interns. While still supervised as medical students by the attendings, the subinterns should be preparing themselves mentally and physically for internship training. The subinternship at Stanford offers a diverse patient population across genders, adult ages, social economic status, and ethinicities. Of note, it offers cognitive-behavioral psychotherapy experiences, medical-psychiatry cases, forensic/hearing exposure, and ECT observation. The overarching goal of the psychiatry sub-internship is that, upon successful completion of the rotation, students will be ready to function at the level of a first-week psychiatry intern and be able to discuss his or her performance according to six ACGME competencies. Objectives that set the subinternship apart from the core psychiatry clerkship are (1) demonstrate progression from "interpreter" to "manager" in the "reporter-interpreter-manager-educator" (RIME) scheme; (2) efficiently manage a caseload of 3 to 6 patients at a time; (3) assist the attending in teaching patients/families, core clerkship medical students, and/or staff; and (4) evaluate his or her efforts towards self-reflective practice and self-directed learning. Please note: Visiting students must obtain approval from Ms. Quynh Dang prior to applying for this clerkship. Please email requests to qdang@stanford.edu. PREREQUISITES: Psychiatry 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Justin Birnbaum, M.D., 650-736-0106. CLERKSHIP COORDINATOR: Quynh Dang, 650-725-2769, 401 Quarry Rd, Rm. 2204. REPORTING INSTRUCTIONS: Where: TBA; Time: TBA. CALL CODE: 2. OTHER FACULTY: J. Ballon, R. Hu, D. Noordsy, P. Wang. LOCATION: SUMC.

VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: The inpatient psychiatry subinternship at the VA Palo Alto offers an innovative and forward-thinking approach to psychiatric education, uniquely structured to mirror the experience of a PGY1 psychiatry resident. This program, set within the VA's modern facilities, features spacious and welcoming settings, with large open areas, outdoor patios with a basketball court and garden, and other contemporary amenities conducive to healing and learning. Emphasizing a hands-on approach, the subinternship exposes students to a diverse veteran population, encompassing a wide range of ages, socioeconomic backgrounds, ethnicities, and psychiatric diagnoses. Unique to this program is the integration of advanced technologies and pilot programs in VR/XR, in conjunction with the VA Mental Health Apps and collaborations with the VA National Center for PTSD's Tech into Care initiative and VA Immersive of the Office of Healthcare Innovation and Learning. These elements are pivotal in equipping students with cutting-edge solutions to mental health challenges. The four-week rotation encompasses robust medication management, therapy modalities (including behavioral activation, CBT, DBT, motivational interviewing, and supportive therapy), management of complex medical-psychiatry cases, and exposure to forensic/hearing processes. The overarching goal is to prepare students to function at the level of a first-month psychiatry intern, proficient in the six ACGME competencies. Distinct objectives of the subinternship include: 1) Progression from interpreter to manager in the RIME scheme. 2) Efficient management of 3-6 patient caseloads. 3) Educational support roles alongside the attending psychiatrist. 4) Development in self-reflective practice and self-directed learning. PREREQUISITES: Psychiatry 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Matt Jacobs, D.O. CLERKSHIP COORDINATOR: Quynh Dang, 650-725-2769, 401 Quarry Rd, Rm. 2204. REPORTING INSTRUCTIONS: Where: VA Palo Alto, 3801 Miranda Ave, Building 520; time: 8:00 am. Reporting details provided by Quynh Dang. CALL CODE: 2 (one evening shift from 4:30 pm to 9 pm per week). OTHER FACULTY: Margaret May, M.D., George (Mark) Freeman, M.D., Langston Sun, M.D., Kristin Lee, D.O., Raul Hizon, M.D., Carolyn Rodriguez, M.D. LOCATION: PAVA.

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.

VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: For students who wish to pursue the study of a specific research or clinical experience in the field of psychiatry are encouraged to arrange for this four week clerkship elective. A short statement prepared by each individual student outlining clinical and educational goals for the rotation must be approved by the Director of Medical Student Education in Psychiatry and the Associate Dean for Student Affairs. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: Psychiatry 300A and Medicine 300A, consent of the designated faculty preceptor; and approval by Advisor. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 4 students per period. CLERKSHIP DIRECTOR: Charles DeBattista, M.D., 650-723-8324. CLERKSHIP COORDINATOR: Quynh Dang, 650-725-2769, 401 Quarry Rd, Rm. 2204. REPORTING INSTRUCTIONS: Where: TBA (designated faculty preceptor); Time: TBA. CALL CODE: 2. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC.

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

TGR Dissertation