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1 - 10 of 69 results for: MED

MED 1A: Leadership in Multicultural Health

Year-long course. Models of instruction for undergraduates serving as Stanford Medical Youth Science Summer Residential Program (SMYSP) staff. Observation, participation, and evaluation of leadership development and multicultural health theories and practices; school and community engagement and advocacy. 1 unit: class attendance and oral presentation; 2 units: class attendance and project portfolio; 3 units: class attendance, poster and oral presentation; 4 units: class attendance and reflective term paper. Applications for this year-long course must be submitted during Autumn Quarter. Contact Judith Ned: jned@stanford.edu, 650-498-4514. Current or past SMYSP Summer Residential Program staff.
Terms: Win | Units: 1-4

MED 1B: Leadership in Multicultural Health

Models of instruction for undergraduates serving as Stanford Medical Youth Science Summer Residential Program (SMYSP) staff. Application of leadership development skills, multicultural health theories and practices, and school and community engagement and advocacy to creating and implementing activities for low-income high school students participating in the Summer Residential Program. 1 unit: class attendance and oral presentation; 2 units: class attendance and project portfolio; 3 units: class attendance, poster, and oral presentation; 4 units: class attendance and reflective term paper. Prerequisite: MED 1A.
Terms: Spr | Units: 2 | Repeatable 1 times (up to 8 units total)

MED 1C: Leadership in Multicultural Health

For students who served as staff for the SMYSP Summer Residential Program. A service learning course designed to develop understanding of the intersection between power and privilege, and health disparities. Students submit a written reflective term paper based on their experience as staff for the SMYSP Summer Residential Program. Students enrolling for two units also make an oral presentation; three units includes participation in a community based research project. Service Learning Course (certified by Haas Center). Prerequisite: MED 1A,B.
Terms: Aut | Units: 1-3

MED 24SI: Alternative Spring Break: A Veteran's Affair - Issues and Policies Affecting American Veterans

As we celebrate Veterans Day with storewide sales, our veteran population commemorates years of armed service with mental illness, homelessness, and substance abuse. One of every three homeless persons has served our country in uniform; half of all veterans are mentally ill. Through a combination of academic and service learning, this course addresses the public health and socio-economic status of our veterans and evaluates how current governmant actions are shaping veterans' rights. Weekly forums with clinicians, policy makers, and economists complement direct discussions with veterans and current Iraqi service men and women. Optional field trips to homeless shelters in the San Francisco area. Prerequisite: Acceptance into the Alternative Spring Break Program.
Terms: Win | Units: 1
Instructors: Frayne, S. (PI)

MED 27SI: Alternative Spring Break: Healthcare of Underserved Communities in Central California

Pre-field group directed reading for Alternative Spring Break: Healthcare of Underserved Communities in Central California.
Terms: Win | Units: 1
Instructors: Garcia, G. (PI)

MED 30SI: Alternative Spring Break: Step Up From the Streets - Helping the Homeless

The paradox of homelessness in our moderatly wealthy society. Explores factors that contribute to homelessness, what the current homeless situation is like in the US, what is being done about homelessness through nonprofit and government work. Promotes a better understanding of the homeless community through connecting with the Night Outreach Program and the Palo Alto Opportunities Center. Student-directed reading prepares students for ASB trip to Washington D.C. Prerequisite: acceptance into SUFTS ASB 2011.
Terms: Win | Units: 1

MED 70Q: Cancer and the Immune System

Preference to sophomores. Myths and facts surrounding the idea that the immune system is capable of recognizing malignant cells. The biological basis and function of effector arms of the immune system; how these mechanisms may be used to investigate the biological basis and potential therapy of cancer. How the immune system functions.
Terms: Win | Units: 3 | UG Reqs: Writing 2
Instructors: Negrin, R. (PI)

MED 83Q: Ethical, Legal, and Social Dimensions of Stem Cell Research

Preference to sophomores. Ethical, legal, social, and economic dimensions of stem cell research such as the discovery of human embryonic stem cells and the international landscape of public policy. How stem cells work, their role in the upkeep of the human body, and current and future uses in medicine. Issues at the intersection of science and society such as human-animal hybrids, notions of justice in intellectual property law, distribution of health care, and the major ethical frameworks defining the debate.
Terms: Spr | Units: 3
Instructors: Scott, C. (PI)

MED 86Q: Seeing the Heart

Introduction to biomedical technology, science, clinical medicine, and public policy through cardiovascular imaging. Invasive and noninvasive techniques to detect early stage heart disease and to see inside the heart and blood vessels. Topics include: common forms of heart disease, how they develop, and why they affect so many people; imaging technologies such as ultrasound, CT, MRI, PET, and optical; a cost-effective public screening program. Field trips to Stanford Medical Center imaging centers.
Terms: Win | Units: 2

MED 87Q: Women and Aging (HUMBIO 87Q)

Preference to sophomores. Biology, clinical issues, social and health policies of aging; relationships, lifestyles, and sexuality; wise women and grandmothers. Sources include scientific articles, essays, poetry, art, and film. Service-learning experience with older women. Service Learning Course (certified by Haas Center).
Last offered: Winter 2010 | UG Reqs: GER:EC-Gender, WAY-EDP
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