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PSYC 221: Machine Learning for Neuroimaging (BIODS 227, PSYC 121)

Machine learning has driven remarkable advances in many fields and, recently, it has been pivotal in enhancing the diagnosis and treatment of complex brain disorders. Biomedical and neuroscience studies frequently rely on neuroimaging as it provides non-invasive quantitative measurement of the structure and function of the nervous system. Machine and deep learning methods can, for example, refine findings for specific diseases or cohorts enabling the detection of imaging markers at an individual level. This, in turn, paves the way for personalized treatment plans. In this course, we explore the methodological gaps in analyzing high-dimensional, longitudinal, and heterogeneous neuroimaging data and study novel, robust, scalable, and interpretable machine learning models for this purpose.Students have the option to enroll in the class for either 3 or 4 units. All students, regardless of their unit choice, are expected to attend every class session. The primary class content will cover th more »
Machine learning has driven remarkable advances in many fields and, recently, it has been pivotal in enhancing the diagnosis and treatment of complex brain disorders. Biomedical and neuroscience studies frequently rely on neuroimaging as it provides non-invasive quantitative measurement of the structure and function of the nervous system. Machine and deep learning methods can, for example, refine findings for specific diseases or cohorts enabling the detection of imaging markers at an individual level. This, in turn, paves the way for personalized treatment plans. In this course, we explore the methodological gaps in analyzing high-dimensional, longitudinal, and heterogeneous neuroimaging data and study novel, robust, scalable, and interpretable machine learning models for this purpose.Students have the option to enroll in the class for either 3 or 4 units. All students, regardless of their unit choice, are expected to attend every class session. The primary class content will cover the fundamentals of machine learning, offer some limited hands-on training, and explore the application of ML to neuroimaging. Those opting for 4 units will benefit from an extra hour of instruction weekly, diving deeper into core ML concepts and receiving extended hands-on training. The scheduling of this additional hour will be determined based on the availability of the students enrolled for 4 units to ensure a mutually convenient time slot. Undergraduate students and those who do not have ML backgrounds are advised to take the course for 4 units.
Terms: Aut | Units: 3-4
Instructors: Adeli, E. (PI) ; Pohl, K. (PI)

PSYC 225: Mentorship and Clinical Engagement in Child/Adolescent and Adult Psychiatry

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 disorder more »
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).
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable for credit

PSYC 233: Mindfulness: An Awareness-Based Stress Reduction Program in Medicine

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.
Terms: Aut, Win, Spr | Units: 3 | Repeatable 2 times (up to 6 units total)
Instructors: Abramson, M. (PI) ; Spiegel, D. (PI) ; Katragadda, P. (TA) ; Steel, M. (TA)

PSYC 249: Psychiatry and Behavioral Sciences Subspecialty Areas

In this lunch talk series (lunch will be provided), students will explore psychiatry and behavioral science subspecialty areas through the personal perspectives of psychiatrists and other specialists in behavioral health from a variety of practice settings. Some examples of topics have been advances in subspecialty areas (e.g., child and adolescent psychiatry, legal issues, addiction, psychosis, eating disorders), the interplay between social issues and mental healthcare, and the nature of psychiatric work and work/life integration. Of note, this course discusses sensitive topics in psychiatry including suicide, psychosis, addiction, child abuse, sexual assault, trauma, violence, and mental disorders. While priority will be given to MD students, undergraduates and graduate students are welcomed. Address questions to Prof. Isheeta Zalpuri, izalpuri@stanford.edu. Access and Accommodations: Stanford is committed to providing equal educational opportunities for disabled students. Disabled more »
In this lunch talk series (lunch will be provided), students will explore psychiatry and behavioral science subspecialty areas through the personal perspectives of psychiatrists and other specialists in behavioral health from a variety of practice settings. Some examples of topics have been advances in subspecialty areas (e.g., child and adolescent psychiatry, legal issues, addiction, psychosis, eating disorders), the interplay between social issues and mental healthcare, and the nature of psychiatric work and work/life integration. Of note, this course discusses sensitive topics in psychiatry including suicide, psychosis, addiction, child abuse, sexual assault, trauma, violence, and mental disorders. While priority will be given to MD students, undergraduates and graduate students are welcomed. Address questions to Prof. Isheeta Zalpuri, izalpuri@stanford.edu. Access and Accommodations: Stanford is committed to providing equal educational opportunities for disabled students. Disabled students are a valued and essential part of the Stanford community. We welcome you to our class. If you experience disability, please register with the Office of Accessible Education (OAE). Professional staff will evaluate your needs, support appropriate and reasonable accommodations, and prepare an Academic Accommodation Letter for faculty. To get started, or to re-initiate services, please visit oae.stanford.edu. If you already have an Academic Accommodation Letter, we invite you to share your letter with us. Academic Accommodation Letters should be shared at the earliest possible opportunity so we may partner with you and OAE to identify any barriers to access and inclusion that might be encountered in your experience of this course.
Terms: Aut | Units: 1 | Repeatable 6 times (up to 6 units total)
Instructors: Zalpuri, I. (PI)

PSYC 250: Methodology of Research in Behavioral Sciences

Statistical and methodological issues in three major psychiatric research themes: clinical psychiatric research (Aut), neuroimaging research (Win), and statistical genetics and general statistical modeling (Spr). Autumn series includes: basics of inferential statistics, group comparison, analysis of variance, regression analysis, multivariate analysis, and longitudinal analysis in the context of psychiatric and behavioral research. Also included are conceptual topics such as risk factors, mediation, moderation, and causal inference. Winter series includes: functional and structural neuroimaging research methods (e.g. functional magnetic resonance imaging (fMRI), structural MRI (sMRI), diffusion tensor imaging (DTI), transcranial magnetic stimulation (TMS), near-infrared spectroscopy (NIRS), electroencephalogram (EEG)). Basic principles, statistical analysis methods, advantages and limitations, and applications are discussed. Spring series includes: tests and effect estimation for multi more »
Statistical and methodological issues in three major psychiatric research themes: clinical psychiatric research (Aut), neuroimaging research (Win), and statistical genetics and general statistical modeling (Spr). Autumn series includes: basics of inferential statistics, group comparison, analysis of variance, regression analysis, multivariate analysis, and longitudinal analysis in the context of psychiatric and behavioral research. Also included are conceptual topics such as risk factors, mediation, moderation, and causal inference. Winter series includes: functional and structural neuroimaging research methods (e.g. functional magnetic resonance imaging (fMRI), structural MRI (sMRI), diffusion tensor imaging (DTI), transcranial magnetic stimulation (TMS), near-infrared spectroscopy (NIRS), electroencephalogram (EEG)). Basic principles, statistical analysis methods, advantages and limitations, and applications are discussed. Spring series includes: tests and effect estimation for multiple SNPs, genes or pathways in genetic association studies, gene-gene interactions, twins and heritability estimates, Hardy-Weinberg and linkage equilibrium, interpretation and presentation of results for a range of statistical models for different types of data. Practical examples from recent research within the Department of Psychiatry will be used throughout the course. Prerequisite: Some exposure to statistical methods, either from course work or from participation in research having some behavioral aspects, or consent of instructor. 1 unit for class participation only, 2 units includes weekly assignments, 3 units includes a final project.
Terms: Aut, Win | Units: 1-3 | Repeatable for credit
Instructors: Hosseini, H. (PI) ; Jo, B. (PI) ; Kim, J. (PI) ; Saggar, M. (PI)

PSYC 290: Teaching in Psychiatry

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.
Terms: Aut, Win, Spr, Sum | Units: 1-10 | Repeatable for credit
Instructors: Aboujaoude, E. (PI) ; Abramson, M. (PI) ; Adamson, M. (PI) ; Adelsheim, S. (PI) ; Agras, W. (PI) ; Albucher, R. (PI) ; Apple, R. (PI) ; Arnow, B. (PI) ; Ashford, J. (PI) ; Barry, J. (PI) ; Beaudreau, S. (PI) ; Benham, A. (PI) ; Berk, M. (PI) ; Bernert, R. (PI) ; Birnbaum, J. (PI) ; Bohon, C. (PI) ; Brown, M. (PI) ; Bullock, K. (PI) ; Carrion, V. (PI) ; Cassidy, E. (PI) ; Chang, K. (PI) ; Chen, L. (PI) ; Choi, O. (PI) ; Cloitre, M. (PI) ; Conner, L. (PI) ; Corcoran, K. (PI) ; De Golia, S. (PI) ; DeBattista, C. (PI) ; Deisseroth, K. (PI) ; Derenne, J. (PI) ; Dhabhar, F. (PI) ; Duncan, L. (PI) ; Dunn, L. (PI) ; Durazzo, T. (PI) ; Eagleman, D. (PI) ; Etkin, A. (PI) ; Feinstein, C. (PI) ; Fenn, H. (PI) ; Furst, A. (PI) ; Gandy, S. (PI) ; Garner, C. (PI) ; Gengoux, G. (PI) ; Gershon, A. (PI) ; Gore-Felton, C. (PI) ; Greaves, C. (PI) ; Haberecht, M. (PI) ; Hall, S. (PI) ; Hallmayer, J. (PI) ; Hardan, A. (PI) ; Hayward, C. (PI) ; Hill, K. (PI) ; Hoblyn, J. (PI) ; Hong, D. (PI) ; Hsu, J. (PI) ; Hu, R. (PI) ; Humphreys, K. (PI) ; Jo, B. (PI) ; Joshi, S. (PI) ; Kesler, S. (PI) ; Ketter, T. (PI) ; King, R. (PI) ; Kishore, A. (PI) ; Kogon, M. (PI) ; Kushida, C. (PI) ; Laurent, C. (PI) ; Lazzeroni, L. (PI) ; Lee, T. (PI) ; Lembke, A. (PI) ; Levinson, D. (PI) ; Lindley, S. (PI) ; Linenberg, B. (PI) ; Lock, J. (PI) ; Lotspeich, L. (PI) ; Louie, A. (PI) ; Luce, K. (PI) ; Lyons, D. (PI) ; Maldonado, J. (PI) ; Malenka, R. (PI) ; Manber, R. (PI) ; Mason, D. (PI) ; McCaslin-Rodrigo, S. (PI) ; McGLYNN, L. (PI) ; Menon, V. (PI) ; Mignot, E. (PI) ; Mourrain, P. (PI) ; Murphy, G. (PI) ; Nathan, K. (PI) ; Nishino, S. (PI) ; Noordsy, D. (PI) ; O'hara, R. (PI) ; Ohayon, M. (PI) ; Ostacher, M. (PI) ; Owusu, Y. (PI) ; Palesh, O. (PI) ; Parker, K. (PI) ; Pasca, S. (PI) ; Pelayo, R. (PI) ; Phillips, J. (PI) ; Post, L. (PI) ; Rait, D. (PI) ; Rasgon, N. (PI) ; Reicherter, D. (PI) ; Reiss, A. (PI) ; Ringold, A. (PI) ; Roberts, L. (PI) ; Robinson, A. (PI) ; Rodriguez, C. (PI) ; Rosen, A. (PI) ; Rosen, C. (PI) ; Ruzek, J. (PI) ; Safer, D. (PI) ; Salehi, A. (PI) ; Sanders, M. (PI) ; Schatzberg, A. (PI) ; Shaw, R. (PI) ; Singh, M. (PI) ; Solvason, H. (PI) ; Sommer, B. (PI) ; Spiegel, D. (PI) ; Sullivan, E. (PI) ; Suppes, T. (PI) ; Taylor, J. (PI) ; Thienemann, M. (PI) ; Thompson, D. (PI) ; Tiet, Q. (PI) ; Trafton, J. (PI) ; Tversky, D. (PI) ; Urban, A. (PI) ; Van Natta, J. (PI) ; Vasan, N. (PI) ; Wang, P. (PI) ; Warner, D. (PI) ; Weitlauf, J. (PI) ; Williams, K. (PI) ; Williams, L. (PI) ; Williams, S. (PI) ; Woodward, S. (PI) ; Wroolie, T. (PI) ; Yesavage, J. (PI) ; Yoon, J. (PI) ; Zappert, L. (PI) ; Zeitzer, J. (PI) ; Zelenko, M. (PI) ; de Lecea, L. (PI)

PSYC 299: Directed Reading in Psychiatry

Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum | Units: 1-18 | Repeatable for credit
Instructors: Aboujaoude, E. (PI) ; Adamson, M. (PI) ; Adeli, E. (PI) ; Adelsheim, S. (PI) ; Agras, W. (PI) ; Albucher, R. (PI) ; Apple, R. (PI) ; Arnow, B. (PI) ; Ashford, J. (PI) ; Bale, R. (PI) ; Bandstra, B. (PI) ; Barry, J. (PI) ; Beaudreau, S. (PI) ; Benham, A. (PI) ; Berk, M. (PI) ; Bernert, R. (PI) ; Birnbaum, J. (PI) ; Bohon, C. (PI) ; Brown, M. (PI) ; Bullock, K. (PI) ; Carrion, V. (PI) ; Cassidy, E. (PI) ; Chang, K. (PI) ; Chen, L. (PI) ; Cloitre, M. (PI) ; Conner, L. (PI) ; Corcoran, K. (PI) ; De Golia, S. (PI) ; DeBattista, C. (PI) ; Deisseroth, K. (PI) ; Derenne, J. (PI) ; Dhabhar, F. (PI) ; Duncan, L. (PI) ; Dunn, L. (PI) ; Durazzo, T. (PI) ; Eagleman, D. (PI) ; Etkin, A. (PI) ; Feinstein, C. (PI) ; Feng, W. (PI) ; Fenn, H. (PI) ; Fung, L. (PI) ; Furst, A. (PI) ; Gandy, S. (PI) ; Garner, C. (PI) ; Gengoux, G. (PI) ; Gershon, A. (PI) ; Goldstein-Piekarski, A. (PI) ; Gore-Felton, C. (PI) ; Greaves, C. (PI) ; Haberecht, M. (PI) ; Hall, S. (PI) ; Hallmayer, J. (PI) ; Hardan, A. (PI) ; Hayward, C. (PI) ; Hill, K. (PI) ; Hoblyn, J. (PI) ; Hong, D. (PI) ; Hsu, J. (PI) ; Hu, R. (PI) ; Humphreys, K. (PI) ; Jo, B. (PI) ; Joshi, S. (PI) ; Kesler, S. (PI) ; Ketter, T. (PI) ; Khan, C. (PI) ; King, R. (PI) ; Kishore, A. (PI) ; Kletter, H. (PI) ; Kogon, M. (PI) ; Kushida, C. (PI) ; Laurent, C. (PI) ; Lazzeroni, L. (PI) ; Lee, T. (PI) ; Lembke, A. (PI) ; Levinson, D. (PI) ; Lindley, S. (PI) ; Linenberg, B. (PI) ; Lock, J. (PI) ; Lotspeich, L. (PI) ; Louie, A. (PI) ; Luce, K. (PI) ; Lyons, D. (PI) ; Maldonado, J. (PI) ; Malenka, R. (PI) ; Manber, R. (PI) ; McCaslin-Rodrigo, S. (PI) ; McGLYNN, L. (PI) ; Menon, V. (PI) ; Mignot, E. (PI) ; Mourrain, P. (PI) ; Murphy, G. (PI) ; Nathan, K. (PI) ; Nishino, S. (PI) ; Noordsy, D. (PI) ; O'hara, R. (PI) ; Ohayon, M. (PI) ; Ostacher, M. (PI) ; Owusu, Y. (PI) ; Palesh, O. (PI) ; Parker, K. (PI) ; Pasca, S. (PI) ; Pelayo, R. (PI) ; Phillips, J. (PI) ; Post, L. (PI) ; Rait, D. (PI) ; Rasgon, N. (PI) ; Reicherter, D. (PI) ; Reiss, A. (PI) ; Ringold, A. (PI) ; Roberts, L. (PI) ; Robinson, A. (PI) ; Rodriguez, C. (PI) ; Rosen, A. (PI) ; Rosen, C. (PI) ; Ruzek, J. (PI) ; Safer, D. (PI) ; Salehi, A. (PI) ; Sanders, M. (PI) ; Schatzberg, A. (PI) ; Shaw, R. (PI) ; Singh, M. (PI) ; Solvason, H. (PI) ; Sommer, B. (PI) ; Spiegel, D. (PI) ; Sullivan, E. (PI) ; Suppes, T. (PI) ; Taylor, J. (PI) ; Thienemann, M. (PI) ; Thompson, D. (PI) ; Tiet, Q. (PI) ; Trafton, J. (PI) ; Urban, A. (PI) ; Van Natta, J. (PI) ; Wang, P. (PI) ; Warner, D. (PI) ; Weitlauf, J. (PI) ; Williams, K. (PI) ; Williams, L. (PI) ; Williams, S. (PI) ; Woodward, S. (PI) ; Wroolie, T. (PI) ; Yesavage, J. (PI) ; Yoon, J. (PI) ; Zappert, L. (PI) ; Zeitzer, J. (PI) ; Zelenko, M. (PI) ; de Lecea, L. (PI) ; Carrion, V. (SI)

PSYC 300A: Psychiatry Core Clerkship

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.
Terms: Aut, Win, Spr, Sum | Units: 6

PSYC 326A: Child Psychiatry Clerkship

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 more »
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.
Terms: Aut, Win, Spr, Sum | Units: 6

PSYC 328B: Addiction Treatment Services

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 outpat more »
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.
Terms: Aut, Win, Spr, Sum | Units: 6
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