2019-2020 2020-2021 2021-2022 2022-2023 2023-2024
Browse
by subject...
    Schedule
view...
 

1 - 10 of 37 results for: PEDS

PEDS 50N: Translating Science to Disease Treatment

Investigates how scientific research informs how physicians take care of patients and how clinical research informs how scientific experiments are conducted. Topics include how these two processes have improved health and have resulted in innovation and scientic progress; specific human disease areas in allergy and immunology that affect all ages of patients globally, including food allergy; scientific concepts of research that helped in discovery of novel diagnostics and treatment of disease; ethical roles of physicians and scientists in conducting translational research in human disease.
Terms: Win | Units: 3 | UG Reqs: WAY-SMA
Instructors: Nadeau, K. (PI)

PEDS 51N: How Discovery and Innovation Have Transformed Medicine

Topics include the science behind vaccines and why some refuse vaccination, how antibiotics are discovered and what can be done about increasing resistance to antibiotics, stem cells and their potential use, the role of genomics in modern medicine, development of drugs to treat HIV/AIDS, discovery of surfactant, personal responsibility in health and wellness and how technology relates to the "cost conundrum" of healthcare in the U.S. Appreciate important connections between science, discovery and human health and think critically about the potential impact of new discoveries on life and death, and their ethical and spiritual boundaries.
Terms: Spr | Units: 3 | UG Reqs: WAY-SMA
Instructors: Pizzo, P. (PI)

PEDS 65N: Understanding Children's Health Disparities

The social and economic factors that affect children and their health status. The principal sources of disparities in the health of children in the U.S. are not biologic, but social and economic. Topics include ethnic, cultural, and behavioral factors that affect children's health, both directly and indirectly; lack of health insurance; and current proposals for health care reform, focusing specifically on how they will impact existing health disparities among children.
Terms: Win | Units: 3 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
Instructors: Barr, D. (PI)

PEDS 105: Health Promotion and the Campus Culture (PEDS 215)

Multidisciplinary perspectives of public health and health psychology. The prevalence of health risk behaviors on the contemporary college campus and the challenges of risk reduction. Students apply theoretical frameworks to peer health promotion campus projects. Limited enrollment. Prerequisite: consent of instructor following first meeting.
Terms: Aut, Spr | Units: 4

PEDS 106: Pursuit of Happiness and Health (PEDS 206)

Evidence-based research findings, theoretical concepts and applied experiences related to emotional well-being, and physical and mental health. Topics include basic cognitive neuroscience and psychological research in pro-social emotions, such as gratitude, compassion, forgiveness and mindfulness practice. Course offers lecture, readings, and applied practices that enhance mental health, resiliency and well-being. Emphasis on issues relevant to high-achieving young adults.
Terms: Win, Spr | Units: 3

PEDS 130: Pediatrics Journal Club (PEDS 230)

Open to MD, graduate, and undergraduate students. Each session focuses on a current article in pediatric medicine. Discussions led by faculty experts in the area covered that session. Topics may range widely, depending on the available lieterature and students' interests. Students are expected to review the chosen article before class and participate in discussion. Discussion includes methodology and statistical analysis of each study and its relevance to pediatric practice.
Terms: Spr | Units: 1 | Repeatable for credit
Instructors: Cohen, R. (PI)

PEDS 150: Social and Environmental Determinants of Health (PEDS 250)

How race/ethnicity and SES contribute to health disparities, how vulnerable populations are uniquely at health risk, and how the built environment relates to health and wellness. Topics include: gender, age, race/ethnicity, language, education, individual SES and neighborhood SES as related to health; individual and structural race bias; health needs of vulnerable populations (e.g., the homeless, the incarcerated, immigrant populations, children, and uninsured/underinsured); and environmental forces (e.g., urban design/planning, traffic/car culture, green space, housing, food access/culture, law enforcement, and media).
Terms: Win | Units: 3

PEDS 199: Undergraduate Directed Reading/Research

Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum | Units: 1-18 | Repeatable for credit
Instructors: Agarwal, R. (PI) ; Alexander, S. (PI) ; Alvira, C. (PI) ; Amieva, M. (PI) ; Ammerman, S. (PI) ; Amylon, M. (PI) ; Ariagno, R. (PI) ; Arvin, A. (PI) ; Aye, T. (PI) ; Bachrach, L. (PI) ; Barr, D. (PI) ; Bass, D. (PI) ; Benitz, W. (PI) ; Bergman, D. (PI) ; Bernstein, D. (PI) ; Berquist, W. (PI) ; Bhargava, S. (PI) ; Bhutani, V. (PI) ; Bland, R. (PI) ; Buckingham, B. (PI) ; Buckway, C. (PI) ; Burgos, T. (PI) ; Butte, A. (PI) ; Butte, M. (PI) ; Carlson, J. (PI) ; Castillo, R. (PI) ; Chamberlain, L. (PI) ; Chin, C. (PI) ; Cho, M. (PI) ; Chock, V. (PI) ; Cohen, H. (PI) ; Cohen, R. (PI) ; Conrad, C. (PI) ; Contag, C. (PI) ; Contopoulos-Ioannidis, D. (PI) ; Cornfield, D. (PI) ; Cox, K. (PI) ; Crain, L. (PI) ; Crawley, L. (PI) ; Dahl, G. (PI) ; Dekker, C. (PI) ; Dubin, A. (PI) ; Enns, G. (PI) ; Feinstein, J. (PI) ; Feldman, B. (PI) ; Feldman, H. (PI) ; Frankel, L. (PI) ; Friedman, I. (PI) ; Gans, H. (PI) ; Garcia-Careaga, M. (PI) ; Glader, B. (PI) ; Glasscock, G. (PI) ; Golden, N. (PI) ; Gould, J. (PI) ; Grady Jr., S. (PI) ; Grimm, P. (PI) ; Gutierrez, K. (PI) ; Halamek, L. (PI) ; Hammer, L. (PI) ; Hintz, S. (PI) ; Horwitz, S. (PI) ; Hudgins, L. (PI) ; Huffman, L. (PI) ; Hurwitz, M. (PI) ; Jeng, M. (PI) ; Kache, S. (PI) ; Kahana, M. (PI) ; Kay, M. (PI) ; Kerner, J. (PI) ; Kharbanda, S. (PI) ; King, B. (PI) ; Krensky, A. (PI) ; Lacayo, N. (PI) ; Lee, T. (PI) ; Lewis, D. (PI) ; Lin, M. (PI) ; Link, M. (PI) ; Longhurst, C. (PI) ; Loutit, C. (PI) ; Lowe, H. (PI) ; Lowe, J. (PI) ; Luna-Fineman, S. (PI) ; Magnus, D. (PI) ; Maldonado, Y. (PI) ; Marina, N. (PI) ; Mark, J. (PI) ; McNamara, N. (PI) ; Mellins, E. (PI) ; Mendoza, F. (PI) ; Milla, C. (PI) ; Moss, R. (PI) ; Murphy, D. (PI) ; Nadeau, K. (PI) ; Neely, E. (PI) ; O'Brodovich, H. (PI) ; Olson, I. (PI) ; Penn, A. (PI) ; Perry, S. (PI) ; Pertofsky, C. (PI) ; Porteus, M. (PI) ; Potter, D. (PI) ; Prober, C. (PI) ; Rabinovitch, M. (PI) ; Rangaswami, A. (PI) ; Rhine, W. (PI) ; Robinson, T. (PI) ; Robinson, T. (PI) ; Rodriguez, E. (PI) ; Rosenthal, D. (PI) ; Roth, S. (PI) ; Ruiz-Lozano, P. (PI) ; Sage, J. (PI) ; Sakamoto, K. (PI) ; Sandborg, C. (PI) ; Sanders, L. (PI) ; Sarwal, M. (PI) ; Sharek, P. (PI) ; Shaw, G. (PI) ; Sibley, E. (PI) ; Sourkes, B. (PI) ; Stevenson, D. (PI) ; Stuart, E. (PI) ; Sweet-Cordero (PI) ; Tacy, T. (PI) ; Twist, C. (PI) ; Van Meurs, K. (PI) ; Wang, C. (PI) ; Weinberg, K. (PI) ; Wilson, D. (PI) ; Wise, P. (PI) ; Wright, G. (PI) ; Yuan, N. (PI) ; Contag, C. (SI)

PEDS 202A: Practical Applications for Qualitative Data Analysis

(Same as MED 200A) First quarter of a two-quarter course. Gain experience analyzing qualitative data using qualitative analysis software (i.e. Nvivo, Dedoose). Conduct analysis using your own or existing data sources. Explore multiple qualitative data analysis topics through class lectures, foundational readings and hands-on learning. Core topics include: grounded theory, qualitative data analysis approaches, software-based analysis, cleaning and coding of data, and interpreting data. Note: Preference will be given to medical students and undergraduate students that have successfully completed an introductory qualitative methods course. Enrollment in subsequent PEDS 202B required.
Terms: Aut | Units: 3

PEDS 202B: Practical Applications for Qualitative Data Analysis

(Same as MED 200B) Second quarter of a two-quarter course provides hands-on experience summarizing qualitative data and describing findings for dissemination. Final course product will be a draft manuscript for submission with students listed as co-authors. Core topics include: identifying themes and representative quotes, community-engaged dissemination, abstract submission, posters, oral presentations, manuscript writing, and journal selection. Prerequisite: Successful completion of PEDS 202A.
Terms: Win | Units: 3
Filter Results:
term offered
updating results...
teaching presence
updating results...
number of units
updating results...
time offered
updating results...
days
updating results...
UG Requirements (GERs)
updating results...
component
updating results...
career
updating results...
© Stanford University | Terms of Use | Copyright Complaints