1 - 10 of 50 results for: MED

Topics include obesity rates in America, the health and food education in our schools, the fundamentals of nutrition, the challenges of processed foods, the various lifestyle choices and fads surrounding healthy eating, and the complex ecology of food insecurity and welfare.

Pre-field group directed reading for Alternative Spring Break: Healthcare of Underserved Communities in Central California.

Alternative Spring Break class. Pre-field course for students participating in the Health Accessibility Alternative Spring Break trip. Focuses on the Bay Area and the current state of the U.S. healthcare system, how it has developed, and how it can be transformed to ensure greater accessibility for all.

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.

(Formerly 117Q) Prefersnce to freshmen. Explores how the availability of hormone therapy has affected various aspects of daily lives. Topics include the controversies concerning menopause and its treatment; use of hormones in athletics; cosmetic use of hormones to enhance growth, strength, and libido; use of hormones as anti-aging drugs; and how the hormone system has influenced our notions of gender. Includes the biochemistry and physiology of the human endocrine system; how hormones influence behavior, and how to read a scientific paper.

Offers an introduction to the scientific method and common biases in science. Examines theoretical considerations and practical examples where biases have led to erroneous conclusions, as well as scientific practices that can help identify, correct or prevent such biases. Additionally focuses on appropriate methods to interweave inductive and deductive approaches. Topics covered include: Popper¿s falsification and Kuhn¿s paradigm shift, revolution vs. evolution; determinism and uncertainty; probability, hypothesis testing, and Bayesian approaches; agnostic testing and big data; team science; peer review; replication; correlation and causation; bias in design, analysis, reporting and sponsorship of research; bias in the public perception of science, mass media and research; and bias in human history and everyday life. Provides students an understanding of how scientific knowledge has been and will be generated; the causes of bias in experimental design and in analytical approaches; and the interactions between deductive and inductive approaches in the generation of knowledge.

(Same as MED 221; graduate and medical students enroll in MED 221) Open to undergraduate students, this course enables students to learn basic principles in the design, performance and analysis of translational medical research studies. The course includes both didactic seminars from experts in translational medicine as well as the opportunity to design and present a translational research project.

This course will explore the role of health care systems in societies around the world, identifying the common challenges facing health care systems and how different institutional structures in different countries perform in response to these challenges. We will structure the course around general conceptual frameworks related to key health system institutions (including financing, insurance, provider payment, patient cost-sharing, and the regulation of medical technology). From this foundation, we will draw on the experience of individual countries (high and low income, with heavy chronic disease and infectious disease burdens) to illustrate the function of these institutions under real-world circumstances observed around the globe.

The Practice of Happiness is a 1-unit credit course that provides students with tools and strategies to develop a sustainable approach to their happiness and well-being. Students will learn breathwork- and meditation-based processes to decrease stress and increase happiness and peace. In addition, students will also engage in community-building group discussions, interactive processes, and study happiness-based research to discover for themselves what happiness is, and how it can be sustained as a personal practice. In addition to weekly sessions, there are 3 mandatory back-to-back sessions over a weekend in the quarter- hours will be Friday: 6:30pm - 10pm; Saturday/Sunday: 1pm - 5pm (exact dates TBD). See yesplus.stanford.edu for further insight into the program. Enrollment limited; priority to residents of Castano Hall; others selected by application.