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141 - 150 of 204 results for: CARDCOURSES::* ; Currently searching offered courses. You can also include unoffered courses

ME 139: Educating Young STEM Thinkers (EDUC 139, EDUC 239, ME 231)

The course introduces students to the design thinking process, the national conversations about the future of STEM careers, and opportunities to work with middle school students and K-12 teachers in STEM-based after-school activities and intercession camps. The course is both theory and practice focused. The purpose is twofold; to provide reflection and mentoring opportunities for students to learn about pathways to STEM careers and to introduce mentoring opportunities with young STEM thinkers.
Terms: Aut | Units: 3-5 | Repeatable for credit | Grading: Letter or Credit/No Credit
Instructors: Goldman, S. (PI)

ME 177: Global Engineers' Education

A project based course for those who would like to use their engineering backgrounds to address real world challenges faced by underserved communities globally. In direct collaboration with an underserved community from a rural village in India, students will develop engineering solutions to the challenge of sanitation and hygiene. Focus will be on working with the community rather than for them. Concepts covered will include designing with what designers care about at the center, articulating and realizing individual and community aspirations, ethics of engaging with underserved communities, and methodology of working sustainably with an underserved community.
Terms: Spr | Units: 3 | Grading: Letter (ABCD/NP)

ME 231: Educating Young STEM Thinkers (EDUC 139, EDUC 239, ME 139)

The course introduces students to the design thinking process, the national conversations about the future of STEM careers, and opportunities to work with middle school students and K-12 teachers in STEM-based after-school activities and intercession camps. The course is both theory and practice focused. The purpose is twofold; to provide reflection and mentoring opportunities for students to learn about pathways to STEM careers and to introduce mentoring opportunities with young STEM thinkers.
Terms: Aut | Units: 3-5 | Repeatable for credit | Grading: Letter or Credit/No Credit
Instructors: Goldman, S. (PI)

MED 1A: Leadership in Multicultural Health

Designed for undergraduates serving as staff for the Stanford Medical Youth Science Summer Residential Program (SRP). Structured opportunitie to learn, observe, participate in, and evaluate leadership development, multicultural health theories and practices, and social advocacy. Utilizes service learning as a pedagogical approach to developing an understanding of the intersections between identity, power and privilege and disparities (health, education, environment), fostering knowledge and skills to become social advocates to address forms of inequities. Students explore approaches for identifying and tackling issues of equity (health and education) as well as learn fundamental skills necessary to implement activities for the Summer Residential Program.
Terms: Spr | Units: 2 | Grading: Letter or Credit/No Credit
Instructors: NED, J. (PI)

MED 1B: Identity, Power and Privilege in Multicultural Health

An independent study service learning course designed to develop students' understanding of the intersection between identity, power, privilege, and disparities (health, education, environment). Students submit a written reflective term paper based on their experience as staff for the Summer Residential Program as well as their understanding of how constructs of identity, power and privilege impact low-income and underrepresented students in their pursuit of higher education. Prerequisite MED 1A.
Terms: Win | Units: 1 | Grading: Letter or Credit/No Credit

MED 51B: Compassionate Presence at the Bedside: The Healer's Art

Students in this class must have already completed MED51Q. This quarter is a skill-based practicum. The skills component of this course is focused on communication and presence at the patient's bedside. Students will learn the theoretical aspects of respectful communication and cultural competence. They will then participate in a variety of immersive simulation activities including role-play, video enacting, class presentations, reflective exercises to understand the nuances of empathetic communication. The focus of the second quarter is to practice the art of communication honestly and compassionately with patients, learning empathy and cultivating the skill of being present at the bedside of a patient. Students will be assigned a panel of seriously ill patients and they do mentored house calls and provide support to patients and families as a volunteer. The idea here is that the knowledge and skills acquired in the first quarter will be utilized in real-life settings to practice com more »
Students in this class must have already completed MED51Q. This quarter is a skill-based practicum. The skills component of this course is focused on communication and presence at the patient's bedside. Students will learn the theoretical aspects of respectful communication and cultural competence. They will then participate in a variety of immersive simulation activities including role-play, video enacting, class presentations, reflective exercises to understand the nuances of empathetic communication. The focus of the second quarter is to practice the art of communication honestly and compassionately with patients, learning empathy and cultivating the skill of being present at the bedside of a patient. Students will be assigned a panel of seriously ill patients and they do mentored house calls and provide support to patients and families as a volunteer. The idea here is that the knowledge and skills acquired in the first quarter will be utilized in real-life settings to practice compassionate and respectful communication strategies, learn how to be a cam, compassionate and healing presence at the bedside of seriously ill patients. We believe that medical school curricula do not have a strong focus on essential doctoring skills related to communication and a compassionate presence at the bedside. By offering this course to pre-med students, we believe that the doctors of the future will become skilled and compassionate healers.
Terms: not given this year | Units: 3 | Repeatable for credit | Grading: Letter (ABCD/NP)

MED 51Q: Compassionate presence at the bedside: A palliative practicum

This is a Community Engaged Learning course for undergraduate students at all levels. This course is designed to prepare students to critically examine values, attitudes, and contexts that govern perspectives toward and engagements of patients within the context of chronic and serious illness(es). The course prepares students to responsibly and reflectively interact with aging and seriously ill patients in a mentored setting. Using the bio-psycho-socio-spiritual-cultural framework, students learn about the history, evolution, principles and practice of palliative care, how modern medicine has altered the dying experience, and the cost implications of end-of-life care. They will be exposed to the challenges faced by the family members of dying patients, caregiver stress and bereavement. The class has a strong practicum aspect by which students will be trained to cultivate a compassionate and healing presence at the bedside of the patient. After completing hospice volunteer training, eac more »
This is a Community Engaged Learning course for undergraduate students at all levels. This course is designed to prepare students to critically examine values, attitudes, and contexts that govern perspectives toward and engagements of patients within the context of chronic and serious illness(es). The course prepares students to responsibly and reflectively interact with aging and seriously ill patients in a mentored setting. Using the bio-psycho-socio-spiritual-cultural framework, students learn about the history, evolution, principles and practice of palliative care, how modern medicine has altered the dying experience, and the cost implications of end-of-life care. They will be exposed to the challenges faced by the family members of dying patients, caregiver stress and bereavement. The class has a strong practicum aspect by which students will be trained to cultivate a compassionate and healing presence at the bedside of the patient. After completing hospice volunteer training, each student will be assigned a small panel of patients. Students will work with an inter-disciplinary team, conduct regular house calls on patients in their panel, and write progress notes, which will become a part of the patients' electronic medical records. Through mentored fieldwork, students will learn the basic competencies of communicating with older adults and seriously ill patients in an effective and compassionate manner. Students will be taught to discuss their panel of patients in class every week using the standard medical clinical rounds approach. Weekly assignments will help students reflect on their interactions with the patients and lessons they learned. Our goal is to train future leaders in the fields of healthcare, law, sociology, public policy, and humanities in the vital area of aging and end-of-life care for diverse Americans.
Terms: Aut | Units: 4 | Grading: Letter (ABCD/NP)

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-ED, WAY-SI | Grading: Letter (ABCD/NP)

MED 159: Oaxacan Health on Both Sides of the Border

Required for students participating in the Community Health in Oaxaca summer program. Introduction to the health literacy and health-seeking behaviors of Oaxacan and other Mexican migrants; the health challenges these groups face. Through discussion and reflection, students prepare for clinical work and community engagement in Oaxaca, while also gaining knowledge and insight to make connections between their experiences in Mexico and their health-related work with Mexican immigrants in the Bay Area. Service Learning Course (certified by Haas Center). Prerequisite: application and acceptance into the Community Health in Oaxaca Summer Program ( http://och.stanford.edu/oaxaca.html).
Terms: Spr | Units: 2 | Repeatable for credit | Grading: Letter (ABCD/NP)
Instructors: Garcia, G. (PI)

MED 161A: Community Health Advocacy

First of a three-quarter course series providing students with knowledge and concrete skills for working with and advocating for underserved populations. Through coursework and placements in community health clinics and social service organizations, students broaden and deepen their understanding of the social and economic determinants of health, how they impact underserved populations, and the various levels at which these challenges can be addressed. Fellows engage in structured activities centered around supporting the mission of placement organizations. Students must apply and be accepted into the program the winter preceding enrollment; application information at och.stanford.edu. Additional prerequisites: Med 157 or equivalent coursework. Spanish language proficiency required for most placements.
Terms: Aut | Units: 2-3 | Grading: Letter (ABCD/NP)
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