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11 - 20 of 39 results for: CARDCOURSES::health ; Currently searching offered courses. You can also include unoffered courses

EDUC 335: Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EPI 235, HUMBIO 26, MED 235)

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)
Terms: Win | Units: 3

EPI 235: Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EDUC 335, HUMBIO 26, MED 235)

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)
Terms: Win | Units: 3

EPI 272: The Science of Community Engagement in Health Research (CHPR 227)

The Science of Community Engagement in Health Research course will focus on how the science of community engagement can be applied to diverse health-related research topics across the translational spectrum with the ultimate goal of high quality research that transforms human health and addresses health disparities. The course will provide historical context, theoretical frameworks, foundational skills in diverse community engagement methodologies, and tools for examining the effectiveness of various engagement strategies aimed. Specifically, the course will cover: 1) Historical context for community engagement in health-related research; 2) Evolution of community engagement as a science; 3) Theoretical frameworks for various community engagement approaches; 4) Community-Based Participatory Research (CBPR); 5) Community engagement strategies for different stages of translational research; and 6) Evaluation of various engagement strategies; and 7) Ethics of community engagement. Student more »
The Science of Community Engagement in Health Research course will focus on how the science of community engagement can be applied to diverse health-related research topics across the translational spectrum with the ultimate goal of high quality research that transforms human health and addresses health disparities. The course will provide historical context, theoretical frameworks, foundational skills in diverse community engagement methodologies, and tools for examining the effectiveness of various engagement strategies aimed. Specifically, the course will cover: 1) Historical context for community engagement in health-related research; 2) Evolution of community engagement as a science; 3) Theoretical frameworks for various community engagement approaches; 4) Community-Based Participatory Research (CBPR); 5) Community engagement strategies for different stages of translational research; and 6) Evaluation of various engagement strategies; and 7) Ethics of community engagement. Students will gain practical experience in various community engagement tools and strategies to help guide the development of a community engagement plan responsive to community needs. Challenges and benefits of establishing community partnerships will be highlighted by real-world examples. nThe course will include lectures; interactive student-led presentations and guided exercises; class discussions among invited speakers, students and instructors; individual and group assignments; and organized small-group and experiential activities. Course readings will demonstrate the need and opportunity for interdisciplinary community engagement approaches and will illustrate how to conduct innovative community-engaged research. nThe Science of Community Engagement course is intended to reach students with diverse research interests, including clinical research, community health, health research and policy, epidemiology, prevention research, environmental health, etc.
Terms: Win | Units: 3

HUMBIO 26: Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EDUC 335, EPI 235, MED 235)

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)
Terms: Win | Units: 3

HUMBIO 122H: Social and Environmental Determinants of Health (PEDS 150, PEDS 250)

Race, ethnicity, and socioeconomic status are just a few of the social determinants that contribute to health disparities. Apply a racial equity lens to drive a deeper understanding of how vulnerable populations are uniquely at risk for poorer health outcomes. Explore how where we live, work, learn, and play influences health status, and examine the processes through which social and environmental determinants adversely affect health and drive inequities across the lifespan. With experts from multiple sectors, this course will discuss innovative clinical, public health, policy, advocacy, and community engaged solutions to advance health equity. Explore the unique role of health professionals in addressing health inequities. HUMBIO students should enroll in HUMBIO 122H. Undergraduates may enroll in PEDS 150. Graduate/Med Students should enroll in PEDS 250. (Cardinal Course certified by the Haas Center).
Terms: Win | Units: 3 | UG Reqs: WAY-EDP

INDE 232: REACH Seminar in Health Equity

This REACH scholar led seminar will examine the manufacture of health disparities as well as the pathophysiology in the evolution of disparities into health and health system inequity. We will also explore approaches to achieve health equity using a variety of approaches that transform scholarship into impact. We will invite members of the Stanford and wider community as well as REACH scholars to present their work. Students are expected to be curious and interactive. REACH scholars will present. This is a 1 unit course.
Terms: Win, Spr | Units: 1 | Repeatable 3 times (up to 3 units total)
Instructors: Wang, N. (PI)

JAPAN 191: Sharing Conversations Across Generations: The Magic of Haiku (ASNAMST 191, JAPAN 291)

This course explores what communicative practices can enhance the inclusion of persons living in different life stages in a community. We consider how verbal or non-verbal interactions can contribute to transforming society into one in which marginalized persons such as older adults (possibly living with compromised cognitive conditions) can be integrated as citizens of the community. A primary focus is on the role of creative verbal arts in fostering cross-generational understanding, in particular, creating the short Japanese poetic form, haiku. As part of community-engaged learning, students will experience and examine how activities based on creative verbal arts, along with conversations that emerge during such activities, can promote self-expression and meaningful intergenerational connections. As a community-engaged learning course, students will learn through engaging in activities with persons in local communities. The service-learning component will entail participation in a ha more »
This course explores what communicative practices can enhance the inclusion of persons living in different life stages in a community. We consider how verbal or non-verbal interactions can contribute to transforming society into one in which marginalized persons such as older adults (possibly living with compromised cognitive conditions) can be integrated as citizens of the community. A primary focus is on the role of creative verbal arts in fostering cross-generational understanding, in particular, creating the short Japanese poetic form, haiku. As part of community-engaged learning, students will experience and examine how activities based on creative verbal arts, along with conversations that emerge during such activities, can promote self-expression and meaningful intergenerational connections. As a community-engaged learning course, students will learn through engaging in activities with persons in local communities. The service-learning component will entail participation in a haiku-making activity with older adults in local adult day services facilities and assisted living residences to consider how to create a more age-inclusive society through working with local communities, and to become effective citizens in today's diverse society. This course is open to undergraduate students, graduate students, and medical school students. Students can take the course for 3-5 units. Students enrolled in the full 5 units will complete the service-learning component described above along with the core component of the course. Students enrolled for 3 units do not need to complete the service-learning component. Cardinal Course certified by the Haas Center for Public Service.
Terms: Aut | Units: 3-5 | UG Reqs: WAY-CE, WAY-EDP

JAPAN 291: Sharing Conversations Across Generations: The Magic of Haiku (ASNAMST 191, JAPAN 191)

This course explores what communicative practices can enhance the inclusion of persons living in different life stages in a community. We consider how verbal or non-verbal interactions can contribute to transforming society into one in which marginalized persons such as older adults (possibly living with compromised cognitive conditions) can be integrated as citizens of the community. A primary focus is on the role of creative verbal arts in fostering cross-generational understanding, in particular, creating the short Japanese poetic form, haiku. As part of community-engaged learning, students will experience and examine how activities based on creative verbal arts, along with conversations that emerge during such activities, can promote self-expression and meaningful intergenerational connections. As a community-engaged learning course, students will learn through engaging in activities with persons in local communities. The service-learning component will entail participation in a ha more »
This course explores what communicative practices can enhance the inclusion of persons living in different life stages in a community. We consider how verbal or non-verbal interactions can contribute to transforming society into one in which marginalized persons such as older adults (possibly living with compromised cognitive conditions) can be integrated as citizens of the community. A primary focus is on the role of creative verbal arts in fostering cross-generational understanding, in particular, creating the short Japanese poetic form, haiku. As part of community-engaged learning, students will experience and examine how activities based on creative verbal arts, along with conversations that emerge during such activities, can promote self-expression and meaningful intergenerational connections. As a community-engaged learning course, students will learn through engaging in activities with persons in local communities. The service-learning component will entail participation in a haiku-making activity with older adults in local adult day services facilities and assisted living residences to consider how to create a more age-inclusive society through working with local communities, and to become effective citizens in today's diverse society. This course is open to undergraduate students, graduate students, and medical school students. Students can take the course for 3-5 units. Students enrolled in the full 5 units will complete the service-learning component described above along with the core component of the course. Students enrolled for 3 units do not need to complete the service-learning component. Cardinal Course certified by the Haas Center for Public Service.
Terms: Aut | Units: 3-5

MED 157: Foundations for Community Health Engagement

Open to undergraduate, graduate, and MD students. Examination and exploration of community health principles and their application at the local level. Designed to prepare students to make substantive contributions in a variety of community health settings (e.g. clinics, government agencies, non-profit organization, advocacy groups). Topics include community health assessment; health disparities; health promotion and disease prevention; strategies for working with diverse, low-income, and underserved populations; and principles of ethical and effective community engagement.
Terms: Spr | Units: 3 | UG Reqs: WAY-SI, WAY-EDP
Instructors: Heaney, C. (PI)

MED 181: Preparation for Early Clinical Experience at the Cardinal Free Clinics

Training course for new undergraduate volunteers at the Cardinal Free Clinics (CFCs). Topics include an introduction to methods for providing culturally appropriate, high-quality transitional medical care for underserved patient populations, clinic structure and roles, free clinics in the larger context of American healthcare, foundations in community health, cultural humility and implicit bias in healthcare, motivational interviewing and patient advocacy skills, and role-specific preparation. Application only; must be an accepted CFC volunteer. Visit https://cfc.stanford.edu for more information. 1-2 units (Cardinal Course certified by the Haas Center).
Terms: Win | Units: 1-2
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