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

41 - 50 of 113 results for: MED

MED 184B: Team Leadership in the Cardinal Free Clinics II (MED 284B)

Continuation of MED 184A/ MED 284A. Introduction to skills for effective leadership, including: conflict resolution, team dynamics, leadership styles, personality types, giving and receiving feedback, and group decision-making. Utilizes hands-on-activities and real-life clinic scenarios. Applied learning through shifts at the Cardinal Free Clinics and related project work. Enrollment limited to Cardinal Free Clinic Managers.
Terms: Aut | Units: 1 | Repeatable for credit

MED 184C: Team Leadership in the Cardinal Free Clinics III (MED 284C)

Continuation of MED 184A/ MED 284A and MED 184B/ MED284B. Introduction to skills for effective leadership, including: conflict resolution, team dynamics, leadership styles, personality types, giving and receiving feedback, and group decision-making. Utilizes hands-on-activities and real-life clinic scenarios. Applied learning through shifts at the Cardinal Free Clinics and related project work. Enrollment limited to Cardinal Free Clinic Managers.
Terms: Win | Units: 1

MED 199: Undergraduate Research

Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum | Units: 1-18 | Repeatable for credit
Instructors: Advani, R. (PI) ; Ahmed, A. (PI) ; Ahuja, N. (PI) ; Akatsu, H. (PI) ; Al-Ahmad, A. (PI) ; Alizadeh, A. (PI) ; Alsan, M. (PI) ; Andrews, J. (PI) ; Annes, J. (PI) ; Arai, S. (PI) ; Artandi, M. (PI) ; Artandi, S. (PI) ; Asch, S. (PI) ; Ashley, E. (PI) ; Assimes, T. (PI) ; Ayoub, W. (PI) ; Baiocchi, M. (PI) ; Banerjee, S. (PI) ; Barry, M. (PI) ; Basaviah, P. (PI) ; Basina, M. (PI) ; Basu, S. (PI) ; Behal, R. (PI) ; Bendavid, E. (PI) ; Benjamin, J. (PI) ; Berube, C. (PI) ; Bhalla, V. (PI) ; Bhatt, A. (PI) ; Bhattacharya, J. (PI) ; Blackburn, B. (PI) ; Blaschke, T. (PI) ; Blayney, D. (PI) ; Blish, C. (PI) ; Bollyky, P. (PI) ; Bouvier, D. (PI) ; Boxer, L. (PI) ; Braddock, C. (PI) ; Brinton, T. (PI) ; Brown, W. (PI) ; Bulow, K. (PI) ; Carlson, R. (PI) ; Cartwright, C. (PI) ; Chan, D. (PI) ; Chan, G. (PI) ; Chang, C. (PI) ; Chang, S. (PI) ; Chen, A. (PI) ; Chertow, G. (PI) ; Cheung, R. (PI) ; Chi, J. (PI) ; Cho-Phan, C. (PI) ; Chu, G. (PI) ; Chua, K. (PI) ; Chung, L. (PI) ; Clarke, M. (PI) ; Clusin, W. (PI) ; Colevas, A. (PI) ; Colloff, E. (PI) ; Contopoulos-Ioannidis, D. (PI) ; Cooke, J. (PI) ; Cooper, A. (PI) ; Coutre, S. (PI) ; Crapo, L. (PI) ; Crump, C. (PI) ; Cullen, M. (PI) ; Das, A. (PI) ; Dash, R. (PI) ; Daugherty, T. (PI) ; David, S. (PI) ; Dawson, L. (PI) ; Deresinski, S. (PI) ; Desai, M. (PI) ; Desai, T. (PI) ; Dhillon, G. (PI) ; Dorman, J. (PI) ; Dosiou, C. (PI) ; DuBose, A. (PI) ; Edwards, L. (PI) ; Einav, S. (PI) ; Farquhar, J. (PI) ; Fathman, C. (PI) ; Fearon, W. (PI) ; Feldman, D. (PI) ; Felsher, D. (PI) ; Fisher, G. (PI) ; Fitzgerald, P. (PI) ; Ford, J. (PI) ; Ford, P. (PI) ; Fowler, M. (PI) ; Frayne, S. (PI) ; Friedland, S. (PI) ; Fries, J. (PI) ; Froelicher, V. (PI) ; Gabiola, J. (PI) ; Ganjoo, K. (PI) ; Garcia, G. (PI) ; Gardner, C. (PI) ; Gardner, P. (PI) ; Gavi, B. (PI) ; Genovese, M. (PI) ; Gerson, L. (PI) ; Gesundheit, N. (PI) ; Glaseroff, A. (PI) ; Glenn, J. (PI) ; Goldhaber-Fiebert, J. (PI) ; Goldstein, M. (PI) ; Goodman, S. (PI) ; Goronzy, J. (PI) ; Gotlib, J. (PI) ; Gray, G. (PI) ; Greenberg, H. (PI) ; Greenberg, P. (PI) ; Gregory, P. (PI) ; Habtezion, A. (PI) ; Hallenbeck, J. (PI) ; Harman, S. (PI) ; Harrington, R. (PI) ; Harshman, L. (PI) ; Haskell, W. (PI) ; Heaney, C. (PI) ; Heidenreich, P. (PI) ; Henri, H. (PI) ; Ho, D. (PI) ; Hoffman, A. (PI) ; Holman, H. (PI) ; Holodniy, M. (PI) ; Hopkins, J. (PI) ; Horning, S. (PI) ; Hsia, H. (PI) ; Hunt, S. (PI) ; Ioannidis, J. (PI) ; Isom, R. (PI) ; Jernick, J. (PI) ; Ji, H. (PI) ; Johnston, L. (PI) ; Jones, E. (PI) ; Kahn, J. (PI) ; Kao, P. (PI) ; Kastelein, M. (PI) ; Katz, R. (PI) ; Katzenstein, D. (PI) ; Kenny, K. (PI) ; Khatri, P. (PI) ; Khazeni, N. (PI) ; Khush, K. (PI) ; Killen, J. (PI) ; Kim, S. (PI) ; Kohrt, H. (PI) ; Kraemer, F. (PI) ; Krishnan, E. (PI) ; Kummar, S. (PI) ; Kunz, P. (PI) ; Kuo, C. (PI) ; Kurian, A. (PI) ; Kuschner, W. (PI) ; Ladabaum, U. (PI) ; Lafayette, R. (PI) ; Laport, G. (PI) ; Laws, A. (PI) ; Lee, D. (PI) ; Lee, J. (PI) ; Lee, P. (PI) ; Leung, L. (PI) ; Levitt, L. (PI) ; Levy, R. (PI) ; Levy, S. (PI) ; Liang, D. (PI) ; Liedtke, M. (PI) ; Lindsay, A. (PI) ; Lorig, K. (PI) ; Lowe, A. (PI) ; Lowsky, R. (PI) ; Luby, S. (PI) ; Lutchman, G. (PI) ; Majeti, R. (PI) ; McConnell, M. (PI) ; McLaughlin, T. (PI) ; Medeiros, B. (PI) ; Meyer, T. (PI) ; Miklos, D. (PI) ; Miller, G. (PI) ; Milstein, A. (PI) ; Mitchell, B. (PI) ; Mohabir, P. (PI) ; Montoya, J. (PI) ; Morioka-Douglas, N. (PI) ; Musen, M. (PI) ; Narayan, S. (PI) ; Neal, J. (PI) ; Negrin, R. (PI) ; Nevins, A. (PI) ; Nguyen, L. (PI) ; Nguyen, M. (PI) ; Nguyen, P. (PI) ; Nicolls, M. (PI) ; O' Callahan, P. (PI) ; Osterberg, L. (PI) ; Owens, D. (PI) ; Palaniappan, L. (PI) ; Pao, A. (PI) ; Parnes, J. (PI) ; Parsonnet, J. (PI) ; Pasricha, P. (PI) ; Pegram, M. (PI) ; Periyakoil, V. (PI) ; Petersen, J. (PI) ; Pinto, H. (PI) ; Pompei, P. (PI) ; Popp, R. (PI) ; Posley, K. (PI) ; Price, E. (PI) ; Prochaska, J. (PI) ; Quertermous, T. (PI) ; Raffin, T. (PI) ; Rehkopf, D. (PI) ; Relman, D. (PI) ; Rizk, N. (PI) ; Robinson, B. (PI) ; Rockson, S. (PI) ; Rohatgi, R. (PI) ; Rosas, L. (PI) ; Rosen, G. (PI) ; Rosenberg, S. (PI) ; Rudd, P. (PI) ; Ruoss, S. (PI) ; Rydel, T. (PI) ; Scandling, J. (PI) ; Schnittger, I. (PI) ; Schoolnik, G. (PI) ; Schroeder, J. (PI) ; Shafer, R. (PI) ; Shah, N. (PI) ; Shah, S. (PI) ; Sharp, C. (PI) ; Shen, K. (PI) ; Shieh, L. (PI) ; Shizuru, J. (PI) ; Shoor, S. (PI) ; Sikic, B. (PI) ; Singh, B. (PI) ; Singh, U. (PI) ; Skeff, K. (PI) ; Spiekerkoetter, E. (PI) ; Srinivas, S. (PI) ; Stafford, R. (PI) ; Stefanick, M. (PI) ; Stertzer, S. (PI) ; Stevens, D. (PI) ; Stockdale, F. (PI) ; Strober, S. (PI) ; Studdert, D. (PI) ; Tai, J. (PI) ; Tamura, M. (PI) ; Tan, J. (PI) ; Telli, M. (PI) ; Tepper, R. (PI) ; Tompkins, L. (PI) ; Tremmel, J. (PI) ; Triadafilopoulos, G. (PI) ; Tsao, P. (PI) ; Upadhyay, D. (PI) ; Utz, P. (PI) ; Vagelos, R. (PI) ; Valantine, H. (PI) ; Verghese, A. (PI) ; Wakelee, H. (PI) ; Wang, P. (PI) ; Warvariv, V. (PI) ; Weill, D. (PI) ; Weinacker, A. (PI) ; Weng, K. (PI) ; Weng, W. (PI) ; Weyand, C. (PI) ; Wiedmann, T. (PI) ; Winkelmayer, W. (PI) ; Winkleby, M. (PI) ; Winograd, C. (PI) ; Winslow, D. (PI) ; Winter, T. (PI) ; Witteles, R. (PI) ; Wu, J. (PI) ; Wu, J. (PI) ; Wu, S. (PI) ; Yabu, J. (PI) ; Yang, P. (PI) ; Yeung, A. (PI) ; Yock, P. (PI) ; Zamanian, R. (PI) ; Zehnder, J. (PI) ; Zei, P. (PI) ; Zolopa, A. (PI) ; Zulman, D. (PI) ; de Jesus Perez, V. (PI) ; Gardner, C. (SI)

MED 200: The Medical Device Entrepreneur's Course Primer

This course provides students and entrepreneurs a solid understanding of the complex US regulatory framework governing medical devices, in vitro diagnostics and drug-device combination products. Through class lectures, research and team assignments, class participants learn the key regulatory, clinical and ethical issues in biomedical product innovation. Focuses specifically on US investigational and marketing submission types and preparation of submission outlines, key steps to develop a product that will meet US regulatory requirements and development of regulatory strategy for a novel product. While there are no technical prerequisites, the course projects are challenging, and thus are more suitable for graduate and advanced undergraduate students.
Last offered: Spring 2016

MED 200A: Practical Applications for Qualitative Data Analysis

(Same as PEDS 202A) 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 MED 202B required.
Terms: Aut | Units: 2

MED 200B: Practical Applications for Qualitative Data Analysis

(Same as PEDS 202B) 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 MED 202A.
Terms: Win | Units: 2

MED 201: Internal Medicine: Body as Text

Body as Text refers to the idea that every patient's body tells a story. The narrative includes the past and present of a person's social and medical condition; it is a demonstration of the phenotype. The art of reading the body as text was at its peak in the first half of the 20th century, but as technology has become ascendant, bedside skills and the ability to read the text have faded. Beyond scientific knowledge and medical facts, it is this often forgotten craft which is at the heart of the excitement of being an internist. This course introduces students to the art of the clinical exam, to developing a clinical eye, and learning to see the body in a completely different way. Enrollment will be based on a lottery system, for which details will be sent to first year students at the end of mini quarter.
Terms: Aut | Units: 1

MED 202: Alternative Spring Break: Rosebud Resilience: Community, Health and Learning in Lakota Nation

Open to MD, graduate, and undergraduate students. Classroom preparation followed by a one week spring break service learning experience on a reservation in South Dakota. Introduces students to the challenges and promise of Native American and rural health care, and the role of communities as leaders and problem solvers. Includes lectures, discussion and readings pertaining to Native American culture, current research in Native American health, and the methods and practice of community based participatory research.
Terms: Win | Units: 1

MED 203: Patient Partner Skills: in Care Transitions

A clinical and quality improvement experience for pre-clerkship medical students. The course provides early clinical experience for pre-clerkship medical students, to engage with patients in multiple healthcare environments (inpatient medicine/outpatient medicine/skilled nursing facilities/patients¿ homes). Students gain an understanding of the challenges patients face during the transitions, and learn and help design quality improvement initiatives to improve patient outcomes and reduce readmissions. Course features include working as part of an interdisciplinary healthcare team and promoting patient empowerment. Students work closely with Stanford Department of Medicine faculty and with Stanford Internal Medicine residents, and are trained to use health coaching, motivational interviewing, and shared decision-making skills.
Terms: Aut, Win | Units: 1 | Repeatable 3 times (up to 3 units total)
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