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31 - 40 of 93 results for: MED

MED 254: IM Bedside Clinical Reasoning and Physical Diagnosis Rounds

The aim of this elective is to provide MD and PA students hands-on exposure to the unique nature of the physical exam in hospitalized patients. In small groups led by a faculty facilitator, students will be introduced to 1-2 hospitalized patients at SHC with interesting diagnostic findings. Students will examine patients at the bedside with a faculty facilitator, acquiring practice in physical exam skills and honing advanced maneuvers. Students will then discuss exam findings in the context of the patient¿s clinical presentation, bridging concepts across clinical reasoning, practicum, and pathophysiology. Emphasis is placed on understanding the cause of the finding and learning critical judgment and exam skills for various organ systems.
Terms: Win | Units: 1 | Repeatable 6 times (up to 6 units total)

MED 255: The Responsible Conduct of Research

Forum. How to identify and approach ethical dilemmas that commonly arise in biomedical research. Issues in the practice of research such as in publication and interpretation of data, and issues raised by academic/industry ties. Contemporary debates at the interface of biomedical science and society regarding research on stem cells, bioweapons, genetic testing, human subjects, and vertebrate animals. Completion fulfills NIH/ADAMHA requirement for instruction in the ethical conduct of research. Prerequisite: research experience recommended. Intensive format, 1-day course, register for only one section. One pre-class assignment required.
Terms: Aut, Win, Spr, Sum | Units: 1 | Repeatable 2 times (up to 2 units total)

MED 256: Lasting Letters and the Art of Deep Listening (WELLNESS 256)

This course is an interactive course focused on developing listening skills essential to health care providers. Integrating 'See One, Do One, Teach One' with practices from the arts and humanities, students will develop tools physicians find useful in daily practice including talking with patients and colleagues and interviewing skills. Students will complete the class with an enhanced sense of what it means to listen, the unique role that letters of lasting import play in the healing process, and ways in which both enhance one's daily and professional practice in the healing arts. Frish Brandt is a Letter Midwife working primarily in Palliative Care and hospice. Since 2015 she has written a wide range of letters with over 300 people.
Terms: Win | Units: 1

MED 260: Need Finding in Healthcare

Open to School of Medicine-affiliated graduate students (MD and MSPA). NO prior engineering background necessary. Introduction to the Biodesign innovation process for patient-centered medical technology development, centered on the role of clinicians in identifying and supporting medical innovation. Curriculum will cover the role of primary observations, need validation, interviews, need research. Students will get experience generating actionable need statements and need specification documents that could be used to support future innovation.
Terms: Win | Units: 1

MED 266: Literacy: A Fundamental Human Right Toward Health and Advocacy

This is a Community Engaged learning seminar style course that meets once a week for an hour and a half. We will have seminar discussions and readings related to local health literacy issues, and the systemic factors affecting health literacy through collaborative problem-solving processes through course readings and community engagement experiences. Emphasis will be on active learning, with assignments calling for data gathering through interaction with community members to explore and address these issues for more positive health outcomes. The course is open to pre-clinical medical, undergraduate and graduate students. No prerequisites.
Terms: Win, Spr | Units: 1-3 | Repeatable for credit
Instructors: Gabali, C. (PI)

MED 269A: Health Equity and Social Justice - SC Core FoundationsCourse

This SC Core Foundations Course focuses on engaging core concepts of social justice & health equity in order to build a foundation for change. Over 10 weeks, students will engage in critical self-reflection, discourse, and activities that strengthen their ability to examine intersections of medicine and oppressive ideological and structural frameworks that produce health inequities. This course will draw heavily from a number of theoretical frameworks, including critical race theory, liberatory consciousness, and equity pedagogy, amongst others to realize the Equity First model. Note: This course is required for Track A of the HE&SJ Scholarly concentration. Students not enrolled in the scholarly concentration may enroll in the course after obtaining the course director's consent.
Terms: Win | Units: 3
Instructors: Richmond, S. (PI)

MED 272: Science and History of Traditional Chinese Medicine (ASNAMST 272, CHINA 272)

Traditional Chinese medicine (TCM) is a unique system for the diagnosis and treatment of disease, as well as for the cultivation of life-long health and well-being. This course introduces basic TCM theories, practices, and treatment methods including acupuncture, Taichi, and herbal medicine. We will introduce historical figures and events in the history of Traditional Chinese Medicine and East-West integrative health. Drawing on science, cultural history, and philosophy, this interdisciplinary approach will help us to understand Traditional Chinese Medicine in its intellectual, social, and cultural context. We will discuss the scientific exploration of TCM and how modern science shapes our understanding of East-West integrative health.
Terms: Win | Units: 1

MED 272A: Biodesign Innovation: Needs Finding and Concept Creation (BIOE 374A, ME 368A)

In this two-quarter course series ( BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and int more »
In this two-quarter course series ( BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are required to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of 50 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Win | Units: 4

MED 276: Caring for Individuals with Disabilities

Over 61 million individuals in the US have a disability; however, this group of patients is often neglected in medical education. This interactive seminar course has been designed to better prepare students to care for patients with disabilities. Through the course, individuals with disabilities, caregivers, and physicians will discuss a variety of topics including healthcare disparities, communication strategies, ethics, and law. Students will be matched with a patient partner with whom they will further explore topics discussed in the course. Upon taking the course, students will become more confident in their ability to provide patient-centered care to individuals with disabilities.
Terms: Win | Units: 1 | Repeatable 5 times (up to 5 units total)
Instructors: Tabor, H. (PI)

MED 278: Stanford Health Consulting Group- Leadership

This course is application-based and will be composed of students who have taken Stanford Health Consulting Group - Core and who wish to take on leadership roles in organizing and managing the high-impact health care projects for the class, which address major strategic and operational challenges in health care delivery and innovation. Participants will select projects, define objectives and deliverables, manage teams of 4-8 students from the core class, and ultimately serve as a bridge between students, faculty sponsors, and other health care stakeholders. Enrollment requires permission from the Instructor.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable for credit (up to 99 units total)
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