AA 120Q:
Building Trust in Autonomy
Major advances in both hardware and software have accelerated the development of autonomous systems that have the potential to bring significant benefits to society. Google, Tesla, and a host of other companies are building autonomous vehicles that can improve safety and provide flexible mobility options for those who cannot drive themselves. On the aviation side, the past few years have seen the proliferation of unmanned aircraft that have the potential to deliver medicine and monitor agricultural crops autonomously. In the financial domain, a significant portion of stock trades are performed using automated trading algorithms at a frequency not possible by human traders. How do we build these systems that drive our cars, fly our planes, and invest our money? How do we develop trust in these systems? What is the societal impact on increased levels of autonomy?
Last offered: Winter 2021
| Units: 3
| UG Reqs: WAY-AQR, WAY-SMA
AFRICAAM 151:
Ethical STEM: Race, Justice, and Embodied Practice (ARTSINST 151C, CSRE 151C, ETHICSOC 151C, STS 51D, SYMSYS 151D, TAPS 151D)
What role do science and technology play in the creation of a just society? How do we confront and redress the impact of racism and bias within the history, theory, and practice of these disciplines? This course invites students to grapple with the complex intersections between race, inequality, justice, and the STEM fields. We orient to these questions from an artistically-informed position, asking how we can rally the embodied practices of artists to address how we think, make, and respond to each other. Combining readings from the history of science, technology, and medicine, ethics and pedagogy, as well as the fine and performing arts, we will embark together on understanding how our STEM practices have emerged, how we participate today, and what we can imagine for them in the future. The course will involve workshops, field trips (as possible), and invited guests. All students, from any discipline, field, interest, and background, are welcome! This course does build upon the STS 51 series from 2020-21, though it is not a prerequisite for this course. Please contact the professor if you have any questions!
Terms: Win
| Units: 4-5
AFRICAAM 247:
Gender and Sexuality in African History (FEMGEN 247, FEMGEN 347, HISTORY 247, HISTORY 347)
This course examines the history of gender and sexuality in twentieth and twenty-first century Africa. It explores how concepts, identities, and practices of gender and sexuality have changed in shifting social, cultural, political, and economic contexts across the continent and in connection with global currents. This historical journey encompasses European colonialism, independence, postcolonial nation-building, and current times. Course materials include African novels, films, material culture and multinational scholarly research and primary sources. We will also engage multidisciplinary perspectives, methodologies, and theories as tools for critical thinking, writing and varied modes of producing knowledge. Gender and sexuality(ies) as examined in this course act as gateways to explore transformations in : selfhood, peoplehood, and life stage; health, medicine, reproduction, and the body; law and criminality; marriage, kinship, family, and community; politics, power and protest; feminism(s); popular culture; religion and belief; LGBTQI+ themes; and the history of emotions, including love, joy, desire, pain, and trauma.
Terms: Spr
| Units: 4-5
AFRICAST 249:
Bodies, Technologies, and Natures in Africa (ANTHRO 348B, HISTORY 349)
This interdisciplinary course explores how modern African histories, bodies, and natures have been entangled with technological activities. Viewing Africans as experts and innovators, we consider how technologies have mediated, represented, or performed power in African societies. Topics include infrastructure, extraction, medicine, weapons, communications, sanitation, and more. Themes woven through the course include citizenship, mobility, labor, bricolage, in/formal economies, and technopolitical geographies, among others. Readings draw from history, anthropology, geography, and social/cultural theory.
Last offered: Winter 2018
| Units: 4-5
AMSTUD 43Q:
Body Politics: Health Activism in Modern America
¿Medicare for All¿ has become a rallying cry for those calling for reform of the American health care system. But this slogan is only the most recent political expression of the conviction that health care ought to be a right and not a privilege, part of an ongoing project to expand access to health care to all Americans. This course will examine key moments in the history of health care reform movements in the twentieth-century United States, considering the successes and failures of advocates, activists, and reformers who have sought to transform the medical system and secure equal access to care. Among the topics we will consider as we move through the century are proposals for a national health insurance program; the fight against racial discrimination in public health and medicine; the women¿s health movement; the disability rights movement; and efforts of AIDS activists to reshape the production of biomedical knowledge. Students will work throughout the quarter on a research-based project on a topic of interest to them, culminating in a final paper and presentation.
Last offered: Spring 2020
| Units: 3-5
AMSTUD 156H:
Women and Medicine in US History: Women as Patients, Healers and Doctors (FEMGEN 156H)
This course explores ideas about women's bodies in sickness and health, as well as women's encounters with lay and professional healers in the United States from the eighteenth century to the present. We begin with healthy women and explore ideas about women's life cycle in the past, including women's sexuality, the history of birth control, abortion, childbirth, and aging. We then turn to the history of women healers including midwives, lay physicians, professional physicians and nurses. Finally, we examine women's illnesses and their treatment as well as the lives of women with disabilities in the past. We will examine differences in women's experience with medicine on the basis of race, ethnicity, sexuality and class. We will relate this history to issues in contemporary medicine, and consider the efforts of women to gain control of their bodies and health care throughout US history.
Last offered: Spring 2023
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
ANES 121:
Ethnicity and Medicine (ANES 221)
The course is intended to highlight the importance of considering culture and ethnicity in medicine - the impact on patient health and provider delivery of care. The course will take an evidence-basedview into racial and ethnic inequities in medicine from a historicaland contemporary context.
Terms: Aut
| Units: 1-3
| UG Reqs: WAY-EDP
ANES 207:
Medical Acupuncture
Acupuncture is part of a comprehensive system of traditional Chinese Medicine developed over the past two millennia. This course reviews the history and theoretical basis of acupuncture for the treatment of various diseases as well as for the alleviation of pain. Issues related to the incorporation of acupuncture into the current health care system and the efficacy of acupuncture in treating various diseases are addressed. Includes practical, hands-on sections.
Terms: Spr
| Units: 2
ANES 221:
Ethnicity and Medicine (ANES 121)
The course is intended to highlight the importance of considering culture and ethnicity in medicine - the impact on patient health and provider delivery of care. The course will take an evidence-basedview into racial and ethnic inequities in medicine from a historicaland contemporary context.
Terms: Aut
| Units: 1-3
ANES 281:
Medicine in Movies: The Illness Experience
Student lead:: This virtual seminar will introduce students to films, documentaries, and shorts with medical and bioethical themes. Viewings will encourage students to examine their own pre-conceptions and evaluate topics that elucidate illness as subjectively experienced by providers, patients and their families. Movies will be viewed first by students, then class will convene via Zoom for discussion. This type of close viewing will not only allow participants to better answer the existential questions that illness provokes - what does it meant to experience suffering? to heal as well as treat? to contemplate morality? - but also encourages these future providers to incorporate effective communication techniques into their practices.
Terms: Win
| Units: 1
ANES 300A:
Anesthesia Operating Room Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship provides an introduction to the perioperative anesthetic management of the surgical patient. In this clinical setting, and under close faculty and resident supervision, students have an opportunity to learn and apply the principles of preoperative evaluation of patients, intraoperative monitoring techniques, assessment of vital organ status, pharmacology of anesthetic and related drugs, and immediate postoperative management. In addition, students have ample opportunity to learn and practice a variety of technical skills, including airway management and intravenous cannulation, which will be of value in any clinical specialty. Students are assigned to the operating room at the SUMC. Didactic lectures and clinical conferences will be offered throughout the rotation. Students will work closely with pre-assigned faculty and residents during the two-week clerkship. Please note: visiting students must obtain approval from Ms. Yun Tao prior to applying for this clerkship. Please email requests to yuntao@stanford.edu. PREREQUISITES: A major clerkship in medicine or surgery is strongly recommended. PERIODS AVAILABLE: 3-12, full-time for 2 weeks. 5 students per period. CLERKSHIP DIRECTOR: Patrick Sullivan, M.D., psulliv@stanford.edu and Lei Xu, M.D., leixu@stanford.edu. CLERKSHIP COORDINATOR: Yun Tao, yuntao@stanford.edu, 650-724-1706, H-3586, Stanford Hospital. REPORTING INSTRUCTIONS: Where: Anesthesia library (300P, Room H3570) Time: Mon 7:45 am. CALL CODE: 0. OTHER FACULTY: Stanford Department of Anesthesia Faculty. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
| Repeatable
2 times
(up to 12 units total)
ANES 300B:
Anesthesia Operating Room Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Exposes students to the administration of anesthetics to surgical patients in the operating room. In this clinical setting, at the PAVAMC and under close faculty and resident supervision, students have an opportunity to learn and apply the principles of preoperative evaluation of patients, intraoperative monitoring techniques, assessment of cardiovascular and respiratory status, and the pharmacology of anesthetic and related drugs. In addition, students have ample opportunity to learn and practice a variety of technical skills, including airway management, endotracheal intubation, and intravenous and intra-arterial cannulation which would be of value in any clinical specialty. Students who wish to do this clerkship MUST get pre-approval from Ms. Yun Tao before registering. Please email requests to yuntao@stanford.edu. PREREQUISITES: A major clerkship in medicine or surgery is strongly recommended. PERIODS AVAILABLE: 3B-12, full-time for 2 weeks, 2 students per period. CLERKSHIP DIRECTOR: Natasha Funck, M.D. (650-493-5000 ext 64216). CLERKSHIP COORDINATOR: Yun Tao (650-724-1706), H-3583, Stanford Hospital. REPORTING INSTRUCTIONS: Where: PAVAHCS, Building 101, Room A3-205, 3rd Floor; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: VAPAMC Anesthesia Faculty. LOCATION: VAPAHCS.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
ANES 300C:
Anesthesia Operating Room Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship is an introductory course to anesthesiology at the Santa Clara Valley Medical Center. Clerkship students will be active participants during anesthesia cases and perform airway managements, intravenous cannulations, and administration of anesthetic agents. Students should expect considerable experiences with vascular cannulation during the first week of this clerkship. The second week will focus on airway management and administration of anesthesia. Please note: This clerkship accepts students from other medical institutions. In order to avoid overbooking, students who wish to do this clerkship MUST get pre-approval from clerkship director Dr. Lin before registering. Please email requests to yuntao@stanford.edu. PREREQUISITES: A major clerkship in medicine or surgery is strongly recommended. PERIODS AVAILABLE: 4B-12, full-time for 2 weeks or 4 weeks. 1 student per period (This clerkship is not available until September of 2024). CLERKSHIP DIRECTOR: Mark Lin, M.D. (408-885-2604), mark.lin@hhs.sccgov.org. CLERKSHIP COORDINATOR: Yun Tao (650-724-1706), H-3580, Stanford Hospital. REPORTING INSTRUCTIONS: Where: SCVMC Department of Anesthesia Room 2M106, Kit Hardin (408) 885-3109; Time: 8:00 am. Please email a short statement explaining what you would like to get out of the rotation and what is your interest in Anesthesia to the Director prior to starting rotation. CALL CODE: 0. OTHER FACULTY: SCVMC Anesthesia Faculty. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
ANES 300D:
Anesthesia Operating Room Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Three weeks are spent learning theoretical and practical anesthetic fundamentals under the supervision of the anesthesiology staff at the Kaiser Permanente Medical Center, Santa Clara. The student will rotate with several anesthesiologists and thus receive a diverse exposure to anesthesia techniques and plans. Teaching during this rotation is intensive, didactic, and most importantly individualized; resulting in a rotation of value both to those considering anesthesiology as a future subspecialty and those who are not. Students on this clerkship are expected to prepare and deliver a presentation at one of the Departmental Noon Conferences, to prepare on a daily basis a topic for informal discussion with the attending anesthesiologist, and to attend all educational conferences offered by the Stanford University Hospital Anesthesiology Department. Basic textbook and supporting materials will be loaned to the student. An exit interview from the clerkship will be conducted to mutually exchange feedback regarding the rotation. PREREQUISITES: A major clerkship in medicine or surgery is required. Please note: students who wish to do this clerkship MUST get pre-approval from Yun Tao before registering. Please email requests to yuntao@stanford.edu. PERIODS AVAILABLE: THIS CLERKSHIP IS NOT OFFERED DURING 2021-22, For 2022-23, 1-12, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Se A Shin, M.D., Sea.X.Shin@kp.org. CLERKSHIP COORDINATOR: Yun Tao, 650-724-1706, H-3583, Stanford Hospital. REPORTING INSTRUCTIONS: Where: KPMC, 710 Lawrence Expressway, Dept 384, Santa Clara, CA 95051, 408-851-3836. Report to Susan Krause; Time: 8:00 am. CALL CODE: 2. OTHER FACULTY: Kaiser Santa Clara Anesthesiologist. LOCATION: KPMC.
Last offered: Summer 2023
| Units: 3-6
ANES 300E:
Anesthesia Operating Room Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The Anesthesia 300E clerkship exposes students to the fundamentals of anesthetic practice in a variety of clinical settings. Students will work one on one with private practitioners from the Palo Alto Medical Foundation at Sequoia Hospital in Redwood City, as well as several outpatient surgery centers throughout the community. A wide variety of cases (including all specialties) will give students exposure to general and regional anesthetic techniques in both adult and pediatric patients. Personalized discussion on topics including applied physiology, pharmacology, and pathophysiology of the surgical patient will take place on a daily basis. Students will need to arrange transportation to the various workplaces. The clerkship is open to all students given prior approval by Dr. Kurt Fink. Please email requests to yuntao@stanford.edu. PREREQUISITES: A major clerkship in medicine or surgery is strongly recommended. PERIODS AVAILABLE: 1-12, full-time for 2 weeks. 1 student per period. CLERKSHIP DIRECTOR: Kurt Fink, M.D., kfink75@gmail.com. CLERKSHIP COORDINATOR: Yun Tao, 650-724-1706, yuntao@stanford.edu, Stanford Hospital. REPORTING INSTRUCTIONS: Where: Contact Dr. Kurt Fink one week prior; Time: TBA. CALL CODE: 0. OTHER FACULTY: Palo Alto Medical Clinic Anesthesiologist. LOCATION: Palo Alto Medical Foundation.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
ANES 306P:
Critical Care Core Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: During this rotation, students provide care for critically ill children at Packard Children's Hospital. The rotation consists of a 4-week block in the NICU or the PICU. The Pediatric Intensive Care Unit (PICU) is a busy 36-bed academic unit that teaches students to recognize and care for critically ill children. The patients are comprised of medical, surgical, and trauma patients from within LPCH or by referral from other hospitals throughout Northern California. The medical admissions cover a broad range of disease processes and the surgical patients represent diverse pathologies from general and sub-specialty focused procedures. Students will learn the pathophysiology of critical illness in children, understand the many monitoring devices used in the ICU, and become familiar with the various treatment modalities available for organ failure ranging from mechanical ventilation to ECMO. The basic differences in both pathophysiology and management of critically ill children as compared to adults should also become apparent. The Neonatal Intensive Care Unit (NICU) offers an intensive experience in the management of premature and acutely ill term neonates admitted from the delivery room, community physicians' offices, and an active referral service that draws from throughout Northern and mid-coastal California. The rotation emphasizes delivery room experience and newborn resuscitation skills, daily management of common newborn problems, and the special follow-up needs of NICU graduates. Exposure to advanced therapies including mechanical ventilation, extracorporeal membrane oxygenation, nitric oxide therapy, and hypothermia occurs routinely. An active maternal-fetal medicine service, pediatric surgery, and various pediatric subspecialty services support the NICU. Education in both units will occur via daily morning rounds, caring for patients, scheduled didactic sessions, and interactions with ICU attendings, fellows, and residents. Absences during the 306P clerkship: Students must contact the 306P Clerkship Director to obtain explicit advance approval for any planned absence from the clerkship. Students who anticipate missing a week (i.e., 5 weekdays) or more of the 306P Clerkship are encouraged to reschedule this clerkship during a different period. Unanticipated absences for illness or emergency must be communicated to the Clerkship Director as promptly as possible. Students with more than 2 days of unexcused absences (i.e., 3-5 days) will be required to make up one week at a later date. If the absence is longer, the time will be proportionately increased. Taking extra night or weekend call may not be considered a suitable substitute for missing weekdays during the clerkship. Arrangements to make up missed time must be made by the student with the 306P Clerkship Director. Students who miss either of the half-day-long ICU Medical Student Simulator courses will need to make these experiences up at a later date in order to receive a passing grade for this clerkship. Students who are absent from the Death-and-Debriefing required didactic will need to make up this aspect of the curriculum in order to receive a passing grade for this clerkship. PREREQUISITES: Peds 300A and Surg 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks. Maximum 4 students per period (2 PICU, 2 NICU). CLERKSHIP DIRECTOR: Nicole E. Arkin, M.D. & Juliana Barr, M.D., 650-493-5000 X64452, PAVAMC (112A), Building 101, Room A-321. CLERKSHIP COORDINATOR: Bernadette F. Carvalho, berniec@stanford.edu. REPORTING INSTRUCTIONS: Where: PICU: If assigned to Team-A, report to on service Attending physician / PICU fellow in PICU, LPCH Main 420 Team room 4th floor; If assigned to Team-B, report to on service Attending physician / PICU fellow in PICU, LPCH Main 320 Team room 3rd floor, NICU: Report to on service Attending physician / NICU fellow in NICU, LPCH West 2nd floor; Time: 6:00 AM. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
ANES 340A:
Medical-Surgical Intensive Care Unit Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Designed to give medical students an in-depth exposure to critical care medicine focusing on advancement to the manger level for complex, critically ill patients. It offers students an opportunity to apply physiologic and pharmacologic principles utilizing sophisticated monitoring techniques to the care of critically ill patients. Students will gain exposure to a variety of primary principal problems. Students will participate in daily rounds in which they will serve as the primary provider for their patients. Students will also spend time with the triage team in which they will respond to rapid response calls, code sepsis calls, and code blues. This component of the rotation will allow the student to experience caring for the undifferentiated patient. Students are closely supervised in total patient care and gain experience in a variety of technical skills including bedside ultrasound, venous access, and arterial access. Students will participate in bedside sedation procedures with the perioperative anesthesia service as needed for the care of their patients. Although pulmonary, hemodynamic, and renal aspects of care are stressed, experience in all phases of surgical and medical patient care are provided. Students wishing to do this clerkship must get approval from Bernadette Carvalho first before registering. PREREQUISITES: Anesthesia 306A for Stanford medical students; Internal Medicine and Surgery core clerkship for visiting students. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Nicole E. Arkin, M.D. CLERKSHIP COORDINATOR: Bernadette F. Carvalho, berniec@stanford.edu. REPORTING INSTRUCTIONS: Where: E2 300P (Medical-Surgical ICU at Stanford); Time: 6:00 am. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
ANES 340B:
Medical-Surgical Intensive Care Unit Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship provides experience managing adult patients in a critical care unit at the Palo Alto Veterans Administration Hospital Medical-Surgical ICU Service. Students learn how to optimize care for the acutely ill patient and the multidisciplinary approach to complex patients. The patients admitted to the ICU represent a variety of service lines including primary medicine, neurolology, neurosurgery, general surgery, and cardiothoracic surgery. Teaching emphasizes the review of basic organ physiology, the ability to determine the pathophysiologic mechanisms involved in critical illness, and the formulation of a physiologic based treatment plan. Students gain experience with the implementation of monitoring and therapeutic devices used in the intensive care units and begin to become adept at the evaluation, stabilization and management of the most critically ill patients expected to be encountered in today's acute care hospitals. Ward rounds, bedside evaluation and treatment, and individual interactions with attending, fellows and residents are part of the educational process. Students will participate in emergency teams, code teams, and in-situ simulation events. Students wishing to do this clerkship must get approval from Bernadette Carvalho first before registering. PREREQUISITES: Anesthesia 306A for Stanford medical students; Internal Medicine and Surgery core clerkship for visiting students. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Juliana Barr, M.D., 650-493-5000 x64452, Building 1, Room F315, PAVAMC 112A. CLERKSHIP COORDINATOR: Bernadette F. Carvalho, berniec@stanford.edu. REPORTING INSTRUCTIONS: Where: PAVAMC, MSICU, 3rd Floor; Time: 8:00 AM. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
ANTHRO 30N:
Does Science Have Culture? (CSRE 31N)
In this course students will engage with the anthropology of science and medicine to explore the how cultural norms shape scientific understandings. Through a series of diverse global case studies, seminar participants will assess how historical conditions yield political possibilities that inflect discoveries. Lastly, students will probe how cultural understandings of nature, human difference and national esteem influence how scientific facts come to cohere as reflections of the societies in which they emerge.
Last offered: Spring 2021
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-SI
ANTHRO 82:
Medical Anthropology (ANTHRO 282, HUMBIO 176A)
Emphasis is on how health, illness, and healing are understood, experienced, and constructed in social, cultural, and historical contexts. Topics: biopower and body politics, gender and reproductive technologies, illness experiences, medical diversity and social suffering, and the interface between medicine and science.Waitlist sign up here: https://docs.google.com/forms/d/e/1FAIpQLSdN6BTg4Rshq_n9Rijs3gz8O4Ppi8Ee3ya-0zd7RF65dtb_rg/viewform?pli=1.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-EDP, WAY-SI
ANTHRO 82P:
The Literature of Psychosis (HUMBIO 162L, PSYC 82, PSYC 282)
One of the great gifts of literature is its ability to give us insight into the internal worlds of others. This is particularly true of that state clinicians call "psychosis." But psychosis is a complex concept. It can be terrifying and devastating for patients and families, and yet shares characteristics with other, less pathological states, such as mysticism and creativity. How then can we begin to make sense of it? In this course, we will examine the first-hand experience of psychosis. We will approach it from multiple perspectives, including clinical descriptions, works of art, and texts by writers ranging from Shakespeare, to the science fiction writer Philip K. Dick, to patients attempting to describe their experience. This class is not only for students thinking of careers in medicine, psychology or anthropology, but also readers and writers interested exploring extraordinary texts. There are no prerequisites necessary; all that is needed is a love of language and a curiosity about the secrets of other minds.
Last offered: Spring 2021
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
| Repeatable
2 times
(up to 10 units total)
ANTHRO 100X:
"I'm Not a Robot": The Contemporary Politics of Man and Machine
Our lives today are full of 'smart' machines that appear to deliberate, make judgements, and interact socially. Yet unlike humans, they are bound to their programming, unable to improvise, feel, or ethically value what one pioneering computer scientist called 'the imperialism of instrumental reason.' What role does this rigid 'computer reason' play in real-life projects of imperialism, of racial and class domination, and other forms of social inequality? How does it work with or against existing power structures? We will examine a variety of human-computer encounters across military and government, law and policing, science and medicine, and media and entertainment. Course materials will include ethnographies of computer science and robotics, readings about the history and philosophy of computing, as well as news articles and films related to pop culture and current events
Last offered: Spring 2022
| Units: 3-5
ANTHRO 119B:
Tech Ethics and Ethnography: the human in human-computer interaction
Do machines have culture? How do engineers write themselves into their products? Can we better anticipate the unexpected and unwanted consequences of technologies?nnTaking as its point of departure the discipline of Human-Computer Interaction (HCI), which examines the design and use of computer technology, this course shifts the focus to the humans creating and utilizing the technology. It invites us to think about computer science and social science together and learn how ethnographic methods can be utilized for ethical thinking and design in technology. This course will combine rigorous theoretical thinking with hands-on in-the-field research. Students will devise and engage in their own ethnographic research projects. This course will be of interest to students from a wide range of disciplines, including: computer science, engineering, medicine, anthropology, sociology, and the humanities. Our aim is to have a truly interdisciplinary and open-ended discussion about one of the most pressing social issues of our time, while giving students skills-based training in qualitative methods.
Last offered: Spring 2019
| Units: 3-5
ANTHRO 120H:
Introduction to the Medical Humanities (DLCL 120, FRENCH 120E, ITALIAN 120)
Medical Humanities is a humanistic and interdisciplinary approach to medicine. It explores the experience of health and illness as captured through the expressive arts (painting, music, literature), across historical periods and in different cultures, as interpreted by scholars in the humanities and social sciences as well as in medicine and policy. Its goal is to give students an opportunity to explore a more holistic and meaning-centered perspective on medical issues. It investigates how medicine is an art form as well as a science, and the way institutions and culture shape the way illness is identified, experienced and treated.
Terms: Win
| Units: 4
| UG Reqs: WAY-EDP
ANTHRO 131W:
Intro to The Illicit Economies of Addiction: Anthropological Perspectives on Drug Use and Policing
This course introduces contemporary anthropological perspectives on the phenomenon of addiction with a focus on mental health and incarceration. In the first part, the course will introduce the making of addiction in the history of drug policing and public health through shifting discourses of the legal and cultural significance of drugs and drug scenes. Then, it will situate drugs at the heart of dispossession of specific communities over generations and geographies in the 20th century. In the final part, the course will invite students to go beyond common analytical categories to historically situate drug use on the links between therapeutic approaches and penal mechanisms. Readings and discussion will focus on the centrality of drugs to regimes of violence and dispossession, while developing a theory of illicit drug economies crucial to the development of modern state and medicine across geographies. The course will make use of philosophical, historical and anthropological literature and video clips and films.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
ANTHRO 138:
Medical Ethics in a Global World: Examining Race, Difference and Power in the Research Enterprise (ANTHRO 238, CSRE 138)
This course will explore historical as well as current market transformations of medical ethics in different global contexts. We will examine various aspects of the research enterprise, its knowledge-generating and life-saving goals, as well as the societal, cultural, and political influences that make medical research a site of brokering in need of oversight and emergent ethics.This seminar will provide students with tools to explore and critically assess the various technical, social, and ethical positions of researchers, as well as the role of the state, the media, and certain publics in shaping scientific research agendas. We will also examine how structural violence, poverty, global standing, and issues of citizenship also influence issues of consent and just science and medicine.
Last offered: Spring 2020
| Units: 5
| UG Reqs: WAY-EDP, WAY-ER
ANTHRO 139C:
Anthropology of Global Health
Global health has been the contested realm of theoretical debates and praxis in medical anthropology. Rationalities behind global health projects reflected the predominant mode of envisioning health in specific historical moments.nn· In this course, we will first assess the ways in which memories, materiality and institutions of the colonial past persist in the field of global health in Africa.nn· Secondly, we will explore how early medical anthropologists participated in international health projects in order to facilitate implementation of the Western biomedicine in developing countries by investigating cultural barriers under the post-war regime of international development in the efforts of controlling malaria and HIV/AIDS in Latin America. nn· Thirdly, we will examine achievements and limitations of subsequent critical medical anthropologists¿ shift of the focus of analysis on global health from culture to structure, larger political economic conditions that produced vast health inequalities around the world, including World Bank policies under the Cold War and neoliberal reforms that increased the prevalence of TB and other diseases in post-socialist contexts nn· Finally, we will question previous anthropological discourses on global health and propose potential insights by understanding moral imaginations of contemporary global health participants such as WHO or Gates Foundation and humanitarian medicine such as MSF, and continuities and discontinuities of colonial and developmental past in current global health movement.
Last offered: Spring 2018
| Units: 5
ANTHRO 171:
The Biology and Evolution of Language (ANTHRO 271)
Lecture course surveying the biology, linguistic functions, and evolution of the organs of speech and speech centers in the brain, language in animals and humans, the evolution of language itself, and the roles of innateness vs. culture in language. Suitable both for general education and as preparation for further studies in anthropology, biology, linguistics, medicine, psychology, and speech & language therapy. Anthropology concentration: CS, EE. No prerequisites.
Last offered: Winter 2017
| Units: 4-5
| UG Reqs: GER: DB-NatSci, WAY-SMA
ANTHRO 176:
Cultures, Minds, and Medicine (ANTHRO 276)
This workshop aims to bring together scholars from the social sciences, humanities, medicine and bio-science and technology to explore the ways that health and illness are made through complex social forces. We aim for informal, interactive sessions, full of debate and good will. Dates of meetings will be listed in the notes section in the time schedule.
Last offered: Autumn 2018
| Units: 1
| Repeatable
6 times
(up to 6 units total)
ANTHRO 178B:
History of Medicine
This seminar course will examine medical successes and failures to better understand the politics, economics, and sociality of medicine as a practice and a culture. Examples will be drawn from technical developments such as vaccines; methodological innovations such as randomized control trials; and the study of specific diseases such as yellow fever, cancer, hepatitis, and HIV/AIDS.
Last offered: Winter 2020
| Units: 3-5
| Repeatable
2 times
(up to 10 units total)
ANTHRO 238:
Medical Ethics in a Global World: Examining Race, Difference and Power in the Research Enterprise (ANTHRO 138, CSRE 138)
This course will explore historical as well as current market transformations of medical ethics in different global contexts. We will examine various aspects of the research enterprise, its knowledge-generating and life-saving goals, as well as the societal, cultural, and political influences that make medical research a site of brokering in need of oversight and emergent ethics.This seminar will provide students with tools to explore and critically assess the various technical, social, and ethical positions of researchers, as well as the role of the state, the media, and certain publics in shaping scientific research agendas. We will also examine how structural violence, poverty, global standing, and issues of citizenship also influence issues of consent and just science and medicine.
Last offered: Spring 2020
| Units: 5
ANTHRO 271:
The Biology and Evolution of Language (ANTHRO 171)
Lecture course surveying the biology, linguistic functions, and evolution of the organs of speech and speech centers in the brain, language in animals and humans, the evolution of language itself, and the roles of innateness vs. culture in language. Suitable both for general education and as preparation for further studies in anthropology, biology, linguistics, medicine, psychology, and speech & language therapy. Anthropology concentration: CS, EE. No prerequisites.
Last offered: Winter 2017
| Units: 4-5
ANTHRO 276:
Cultures, Minds, and Medicine (ANTHRO 176)
This workshop aims to bring together scholars from the social sciences, humanities, medicine and bio-science and technology to explore the ways that health and illness are made through complex social forces. We aim for informal, interactive sessions, full of debate and good will. Dates of meetings will be listed in the notes section in the time schedule.
Last offered: Autumn 2018
| Units: 1
| Repeatable
6 times
(up to 6 units total)
ANTHRO 282:
Medical Anthropology (ANTHRO 82, HUMBIO 176A)
Emphasis is on how health, illness, and healing are understood, experienced, and constructed in social, cultural, and historical contexts. Topics: biopower and body politics, gender and reproductive technologies, illness experiences, medical diversity and social suffering, and the interface between medicine and science.Waitlist sign up here: https://docs.google.com/forms/d/e/1FAIpQLSdN6BTg4Rshq_n9Rijs3gz8O4Ppi8Ee3ya-0zd7RF65dtb_rg/viewform?pli=1.
Terms: Aut
| Units: 5
ANTHRO 325:
Care: A Critical Inquiry
Care: A Critical Inquiry examines ethnographic, philosophical, and social theoretical texts to understand the recent turn to care in anthropology. Topics include care as a relation; care and abandonment; the rationalization of care in law and medicine; the ethics of care; the queering of care, among others. Prerequisite: By instructor consent. Significant work outside of class time is expected of the student.
Last offered: Winter 2023
| Units: 5
ANTHRO 348B:
Bodies, Technologies, and Natures in Africa (AFRICAST 249, HISTORY 349)
This interdisciplinary course explores how modern African histories, bodies, and natures have been entangled with technological activities. Viewing Africans as experts and innovators, we consider how technologies have mediated, represented, or performed power in African societies. Topics include infrastructure, extraction, medicine, weapons, communications, sanitation, and more. Themes woven through the course include citizenship, mobility, labor, bricolage, in/formal economies, and technopolitical geographies, among others. Readings draw from history, anthropology, geography, and social/cultural theory.
Last offered: Spring 2018
| Units: 4-5
ANTHRO 443:
Medical Humanities Workshop
Medical Humanities is a humanistic approach to the topic of medicine. The approach generally emphasizes the subjective experience of health and illness as captured through the expressive arts (painting, music and literature), expressed across historical periods and in different cultures, and interpreted by humanistic scholars in the humanities and social sciences. Its goal is to give students and scholars an opportunity to explore a more holistic and meaning-centered perspective on medical issues. It draws attention not only to diagnosis, but to the meaning and experience of diagnosis, to the way that medicine is an art form as well as a science, to the way institutions and culture shape the way illness is identified, experienced and treated. This workshop includes four sessions per quarter focused on scholarly or artistic presentation and professional development. This quarter it will be held on four Wednesdays from 5:30-7pm: Jan 10th, Jan 31st, Feb 21st, Feb 28th, and March 6th in the Stanford Humanities Center Boardroom.
Terms: Aut, Win
| Units: 1
| Repeatable
for credit
ARTHIST 116N:
Making Sense of the World: Art, Medicine, and Science in Venice
In 1500 Venice was the place you wanted to be. It wasn't just the capital of the world: it was also its scientific center. This course explores the conversation between the arts and the sciences in Renaissance Venice, and, thanks to remote teaching, it will do so from Venice! Students will discover the oldest anatomical theatre and many of Venice's arresting paintings to reflect on the blurred distinction between art and science, questioning if such a divide makes sense today.
Last offered: Summer 2021
| Units: 3
ARTSINST 151C:
Ethical STEM: Race, Justice, and Embodied Practice (AFRICAAM 151, CSRE 151C, ETHICSOC 151C, STS 51D, SYMSYS 151D, TAPS 151D)
What role do science and technology play in the creation of a just society? How do we confront and redress the impact of racism and bias within the history, theory, and practice of these disciplines? This course invites students to grapple with the complex intersections between race, inequality, justice, and the STEM fields. We orient to these questions from an artistically-informed position, asking how we can rally the embodied practices of artists to address how we think, make, and respond to each other. Combining readings from the history of science, technology, and medicine, ethics and pedagogy, as well as the fine and performing arts, we will embark together on understanding how our STEM practices have emerged, how we participate today, and what we can imagine for them in the future. The course will involve workshops, field trips (as possible), and invited guests. All students, from any discipline, field, interest, and background, are welcome! This course does build upon the STS 51 series from 2020-21, though it is not a prerequisite for this course. Please contact the professor if you have any questions!
Terms: Win
| Units: 4-5
ASNAMST 268:
Tackling Asian-American Health Challenges (MED 268)
Why do certain diseases like hepatitis B affect Asian/Pacific Islanders (APIs) disproportionately? How can public policy advance health equity among ethnic groups? Weekly lectures examine health challenges endemic to the API community, recognizing underreported health issues in a prevalent ethnic demographic. Students will emerge with an understanding of topics including stigmas attached to traditional medicine, prevalent diseases in APIs, API health politics, and cultural/linguistic barriers that health professionals encounter. Guest speakers include professionals from the Ravenswood Family Health Center, the Santa Clara County Public Health Department, Hep B Free, the Stanford School of Medicine, etc.
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
ASNAMST 272:
Science and History of Traditional Chinese Medicine (CHINA 272, MED 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
BIO 4N:
The Science and Ethics of Personalized Genomic Medicine
We will explore the exciting field of personalized genomic medicine. Personalized medicine is based on the idea that each person's unique genome sequence can be used to predict their risk of developing diseases, and could perhaps even be edited using CRISPR to improve health. We will discuss the science behind these approaches; where they are heading in the future; and the ethical implications such technology presents. Student presentations will be emphasized, and students will also get to explore and analyze a real person's genome.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci
BIO 8S:
Introduction to Human Physiology
Normal functioning and pathophysiology of major organ systems: nervous, respiratory, cardiovascular, renal, digestive, and endocrine. Additional topics include integrative physiology, clinical case studies, and applications in genomics-based personalized medicine.
Terms: Sum
| Units: 4
| UG Reqs: GER: DB-NatSci
BIO 25Q:
Cystic fibrosis: from medical conundrum to precision medicine success story
The class will explore cystic fibrosis (CF), the most prevalent fatal genetic disease in the US, as a scientific and medical whodunit. Through reading and discussion of medical and scientific literature, we will tackle questions that include: how was life expectancy with CF increased from weeks to decades without understanding the disease mechanism? Why is the disease so prevalent? Is there an advantage to being a carrier? Is CF a single disease or a continuum of physiological variation; or- what is a disease? How did research into CF lead to discovery of the underlying cause of most other genetic diseases as well? Through critical reading of the scientific and medical literature, class discussion, field trips and meetings with genetic counselors, caregivers, patients, physicians and researchers, we will work to build a deep understanding of this disease, from the biochemical basis to the current controversies over pathogenic mechanisms, treatment strategies and the ethics and economics of genetic testing and astronomical drug costs.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
BIO 109B:
Chronic Disease II: Applications of Advances in Precision Medicine and Digital Health Technologies
Chronic diseases fatally impact over 40 million people worldwide. We have come a long way in developing therapies for some chronic diseases, but a considerable gap remains between the current solutions and our ability to fully address many of these diseases. This course provides an overview of: (1) the underlying biology of pervasive chronic diseases and (2) the applications of advances in precision medicine and digital health technologies towards better understanding, preventing, and treating these diseases. There will also be discussions on the policy and regulatory frameworks and business and ethical implications that impact precision medicine/digital health innovations (and their potential applications). We will have guest speakers who are prominent leaders in academia, industry, and federal policy. We encourage both students and speakers to seek opportunities to collaborate. No hard prerequisites, though a basic understanding of biology and willingness to learn novel concepts will help.
Last offered: Spring 2023
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
BIO 112:
Human Physiology (HUMBIO 133)
Human physiology will be examined by organ systems: cardiovascular, respiratory, renal, gastrointestinal and endocrine. Molecular and cell biology and signaling principles that underlie organ development, pathophysiology and opportunities for regenerative medicine are discussed, as well as integrative control mechanisms and fetal development. Prerequisite: HUMBIO3A or HUMBIO4A or BIO83 or BIO84 orBIO86 or consent of instructor.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
BIO 168:
Explorations in Stem Cell Biology
A discussion-based course for advanced undergraduates. The purpose of this course is to introduce students to key topics in stem cell biology and foster the development of strong scientific writing skills. We will review and discuss some landmark and current primary literature in the stem cell field. Topics will include embryonic and adult stem cells, cellular reprogramming and stem cells in disease and regenerative medicine. Students will present a current research paper in their preferred stem cell topic area and compose a novel research proposal. Prerequisites: Biology or Human Biology core or BIO 82, 83, 86. Satisfies WIM in Biology.
Last offered: Autumn 2022
| Units: 3
BIO 193:
Interdisciplinary Approaches to Human Health Research (BIOE 193, CHEM 193, CHEMENG 193)
For undergraduate students participating in the Stanford ChEM-H Undergraduate Scholars Program. This course will expose students to interdisciplinary research questions and approaches that span chemistry, engineering, biology, and medicine. Focus is on the development and practice of scientific reading, writing, and presentation skills intended to complement hands-on laboratory research. Students will read scientific articles, write research proposals, make posters, and give presentations.
Last offered: Spring 2020
| Units: 1
| Repeatable
11 times
(up to 11 units total)
BIO 292:
Curricular Practical Training
This course is required for international students who are participating in professional internships in organizations (e.g. research institutes, education, medicine, business, policy) with a focus in the biological sciences. Students will be engaged in on-the-job training under the guidance of experienced, on-site supervisors. This course meets the requirements for curricular practical training (CPT) for students with F-1D/S status. Prior to the internship, students are required to submit a concise report detailing the proposed project and work activities. After the internship, students are required to submit a summary of the work completed, skills learned, and reflection of the professional growth gained as a result of the internship. This course may be repeated for credit. Prerequisite: Qualified offer of employment and consent of advisor.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
3 times
(up to 10 units total)
BIO 459:
Frontiers in Interdisciplinary Biosciences (BIOC 459, BIOE 459, CHEM 459, CHEMENG 459, PSYCH 459)
Students register through their affiliated department; otherwise register for CHEMENG 459. For specialists and non-specialists. Sponsored by the Stanford BioX Program. Three seminars per quarter address scientific and technical themes related to interdisciplinary approaches in bioengineering, medicine, and the chemical, physical, and biological sciences. Leading investigators from Stanford and the world present breakthroughs and endeavors that cut across core disciplines. Pre-seminars introduce basic concepts and background for non-experts. Registered students attend all pre-seminars; others welcome. See http://biox.stanford.edu/courses/459.html. Recommended: basic mathematics, biology, chemistry, and physics.
Last offered: Spring 2020
| Units: 1
| Repeatable
for credit
BIOC 200:
Applied Biochemistry
Enrollment limited to MD candidates. Fundamental concepts of biochemistry as applied to clinical medicine. Topics include vitamins and cofactors, metabolism of carbohydrates, lipids, amino acids and nucleotides, and the integration of metabolic pathways. Clinical case studies discussed in small-group, problem-based learning sessions.
Terms: Aut
| Units: 2
BIOC 205:
Molecular Foundations of Medicine
For medical students. The course examines the impact of molecular biology on medicine. Topics include DNA replication, recombination, and repair; genomics; gene transcription; protein translation; and proteins in cell decision-making. Medical impact is examined in patient presentations and small group discussions of papers from the medical literature.
Terms: Aut
| Units: 4
BIOC 459:
Frontiers in Interdisciplinary Biosciences (BIO 459, BIOE 459, CHEM 459, CHEMENG 459, PSYCH 459)
Students register through their affiliated department; otherwise register for CHEMENG 459. For specialists and non-specialists. Sponsored by the Stanford BioX Program. Three seminars per quarter address scientific and technical themes related to interdisciplinary approaches in bioengineering, medicine, and the chemical, physical, and biological sciences. Leading investigators from Stanford and the world present breakthroughs and endeavors that cut across core disciplines. Pre-seminars introduce basic concepts and background for non-experts. Registered students attend all pre-seminars; others welcome. See http://biox.stanford.edu/courses/459.html. Recommended: basic mathematics, biology, chemistry, and physics.
Last offered: Spring 2020
| Units: 1
| Repeatable
for credit
BIODS 202:
BIOMEDICAL DATA SCIENCE (BIOMEDIN 202, BIOMEDIN 202P)
This course introduces the data modalities and methods valuable to ask and answer probing and novel questions that advance biomedicine. You will get exposure to a variety of current data types from imaging and omics to patient-centric and digital health generated data types. You will also be exposed to the core methodological concepts useful to analyze these data in isolation or in combination. Specifically, in four separate modules taught by expert faculty in each area the basic principles of each module will be defined and explained. Module 1, Clinical Data and Systems, will explain the basics of Electronic Health Records, and how they operate in health care settings. Next, Module 2, Image Data Health Science, will focus on an introduction to the main imaging modalities in medicine and how methodological analysis using machine vision can be used on large studies. Module 3 will focus on fusing different data streams such as clinical, imaging, molecular and other data modalities. Finally, Module 4 will focus on reproducibility, evaluation and ethical issues when deploying models based on biomedical data, with emphasis on translation to practice. Emphasis will be placed questions, data and methods that advance health and medicine. Primary learning goals for this course include how to frame biomedical health questions, what data are needed to answer those questions, and what methodological constructs can be leveraged to probe and answer those questions. This course is a newly designed course for the PhD program of the Department of Biomedical Data Science but open to all. NOTE: For students in the Department of Biomedical Data Science Program, this core course MUST be taken as a letter grade only.
Terms: Win
| Units: 3
Instructors: ;
Gevaert, O. (PI);
Chaudhari, A. (SI);
Hernandez-Boussard, T. (SI);
Lu, Y. (SI);
Musen, M. (SI);
Pageler, N. (SI);
Rubin, D. (SI);
Wall, D. (SI);
Chang, J. (TA);
Ehlert, B. (TA);
Feng, K. (TA);
Simon, E. (TA)
BIODS 250:
Clinical Trial Design in the Age of Precision Medicine (STATS 251)
This course offers an overview of statistical foundation for modern clinical trial design in precision medicine research. Starting from a quick review of traditional clinical development paradigm through Phase I to III clinical trials for medical product approval and Phase IV post-marketing studies for safety evaluation, and challenges in the time and society costs, we will introduce recently developed innovative designs and their statistical methodology across all phases of clinical trials. You expected to learn the statistical considerations for novel phase I-II trial designs, master protocols for umbrella, platform and basket trials, adaptive and enrichment designs including subgroup selections, estimand, surrogate and composite endpoints, integration of real-world evidence and patient-focused medical product development, and meta-analysis of clinical trial endpoints. Prerequisites: Working knowledge of statistics and R.
Terms: Win
| Units: 3
BIODS 260A:
Workshop in Biostatistics (STATS 260A)
Applications of data science techniques to current problems in biology, medicine and healthcare. To receive credit for one or two units, a student must attend every workshop. To receive two units, in addition to attending every workshop, the student is required to write a two page critical summary of one of the workshops, with the choice made by the student.
Terms: Aut
| Units: 1-2
| Repeatable
for credit
BIODS 260B:
Workshop in Biostatistics (STATS 260B)
Applications of data science techniques to current problems in biology, medicine and healthcare. To receive credit for one or two units, a student must attend every workshop. To receive two units, in addition to attending every workshop, the student is required to write a two page critical summary of one of the workshops, with the choice made by the student
Terms: Win
| Units: 1-2
| Repeatable
for credit
BIODS 260C:
Workshop in Biostatistics (STATS 260C)
Applications of data science techniques to current problems in biology, medicine and healthcare. To receive credit for one or two units, a student must attend every workshop. To receive two units, in addition to attending every workshop, the student is required to write a two page critical summary of one of the workshops, with the choice made by the student
Terms: Spr
| Units: 1-2
| Repeatable
for credit
BIODS 388:
Stakeholder Competencies for Artificial Intelligence in Healthcare (BIOMEDIN 388)
Advancements of machine learning and AI into all areas of medicine are now a reality and they hold the potential to transform healthcare and open up a world of incredible promise for everyone. But we will never realize the potential for these technologies unless all stakeholders have basic competencies in both healthcare and machine learning concepts and principles - this will allow successful, responsible development and deployment of these systems into the healthcare domain. The focus of this course is on the key concepts and principles rather than programming or engineering implementation. Those with backgrounds in healthcare, health policy, healthcare system leadership, pharmaceutical, and clinicians as well as those with data science backgrounds who are new to healthcare applications will be empowered with the knowledge to responsibly and ethically evaluate, critically review, and even use these technologies in healthcare. We will cover machine learning approaches, medical use cases in depth, unique metrics to healthcare, important challenges and pitfalls, and best practices for designing, building, and evaluating machine learning in healthcare applications.
Last offered: Autumn 2020
| Units: 2-3
BIOE 10SC:
Needs Finding in Healthcare
Are you on an engineering pathway and trying to decide if opportunities in healthcare might be of interest to you? Or, are you committed to a career in medicine and eager to explore how to incorporate technology innovation into your plans? In either case, Needs Finding in Healthcare is the Sophomore College for you! Several courses offered during the regular academic year provide students with the opportunity to understand healthcare problems and invent new technologies to address them. However, this is the only one that gives undergraduates the chance to directly observe the delivery of healthcare in the real world and identify important unmet needs for themselves. Needs Finding in Healthcare is a Sophomore College course offered by Stanford Biodesign. We're looking for students who are passionate about innovation and interested in how technology can be applied to help make healthcare better for patients everywhere. Over approximately three weeks, you'll spend time: Learning the fundamentals of the need-driven biodesign innovation process for health technology innovation; Practicing how to conduct observations and shadow care providers to identify compelling unmet health-related needs, and then performing observations in Stanford's emergency department, operating rooms, and clinics; Conducting background research and interacting with physicians and patients to understand and prioritize needs you have been identified; Brainstorming and building early-stage prototypes to enhance your understanding of the unmet need and critical requirements for solving it; In addition, you'll meet experienced innovators from the health technology field and explore different career pathways in this dynamic space. Join us if you want to make a difference at the intersection of medicine and engineering!
Terms: Sum
| Units: 2
BIOE 131:
Ethics in Bioengineering (ETHICSOC 131X)
Bioengineering focuses on the development and application of new technologies in the biology and medicine. These technologies often have powerful effects on living systems at the microscopic and macroscopic level. They can provide great benefit to society, but they also can be used in dangerous or damaging ways. These effects may be positive or negative, and so it is critical that bioengineers understand the basic principles of ethics when thinking about how the technologies they develop can and should be applied. On a personal level, every bioengineer should understand the basic principles of ethical behavior in the professional setting. This course will involve substantial writing, and will use case-study methodology to introduce both societal and personal ethical principles, with a focus on practical applications
Terms: Spr
| Units: 3
| UG Reqs: GER:EC-EthicReas, WAY-ER
BIOE 193:
Interdisciplinary Approaches to Human Health Research (BIO 193, CHEM 193, CHEMENG 193)
For undergraduate students participating in the Stanford ChEM-H Undergraduate Scholars Program. This course will expose students to interdisciplinary research questions and approaches that span chemistry, engineering, biology, and medicine. Focus is on the development and practice of scientific reading, writing, and presentation skills intended to complement hands-on laboratory research. Students will read scientific articles, write research proposals, make posters, and give presentations.
Last offered: Spring 2020
| Units: 1
| Repeatable
11 times
(up to 11 units total)
BIOE 206:
Mixed-Reality in Medicine (BMP 206, RAD 206)
Mixed reality uses transparent displays to place virtual objects in the user's field of vision such that they can be aligned to and interact with actual objects. This has tremendous potential for medical applications. The course aims to teach the basics of mixed-reality device technology, and to directly connect engineering students to physicians for real-world applications. Student teams will complete guided assignments on developing new mixed-reality technology and a final project applying mixed-reality to solve real medical challenges. Prerequisites: (1) Programming competency in a language such as C, C++. or Python. (2) A basic signal processing course such as EE102B (Digital Signal Processing), while not required, will be helpful. (3) A medical imaging course, while not required, will be helpful. Please contact the instructors with any questions about prerequisites.
Terms: Aut
| Units: 3
BIOE 217:
Translational Bioinformatics (BIOMEDIN 217, CS 275, GENE 217)
Analytic and interpretive methods to optimize the transformation of genetic, genomic, and biological data into diagnostics and therapeutics for medicine. Topics: access and utility of publicly available data sources; types of genome-scale measurements in molecular biology and genomic medicine; linking genome-scale data to clinical data and phenotypes; and new questions in biomedicine using bioinformatics. Case studies. Prerequisites: programming ability at the level of CS 106A and familiarity with statistics and biology.
Terms: Spr
| Units: 3-4
BIOE 222:
Physics and Engineering Principles of Multi-modality Molecular Imaging of Living Subjects (BMP 222, RAD 222)
Physics and Engineering Principles of Multi-modality Molecular Imaging of Living Subjects (RAD 222A). Focuses on instruments, algorithms and other technologies for non-invasive imaging of molecular processes in living subjects. Introduces research and clinical molecular imaging modalities, including PET, SPECT, MRI, Ultrasound, Optics, and Photoacoustics. For each modality, lectures cover the basics of the origin and properties of imaging signal generation, instrumentation physics and engineering of signal detection, signal processing, image reconstruction, image data quantification, applications of machine learning, and applications of molecular imaging in medicine and biology research.
Terms: Aut
| Units: 3-4
BIOE 279:
Computational Biology: Structure and Organization of Biomolecules and Cells (BIOMEDIN 279, BIOPHYS 279, CME 279, CS 279)
Computational techniques for investigating and designing the three-dimensional structure and dynamics of biomolecules and cells. These computational methods play an increasingly important role in drug discovery, medicine, bioengineering, and molecular biology. Course topics include protein structure prediction, protein design, drug screening, molecular simulation, cellular-level simulation, image analysis for microscopy, and methods for solving structures from crystallography and electron microscopy data. Prerequisites: elementary programming background (CS 106A or equivalent) and an introductory course in biology or biochemistry.
Terms: Aut
| Units: 3
BIOE 333:
Systems Medicine
The human body is a wondrous system. It is able to maintain healthy function despite huge molecular and environmental variations. But the circuits that enable it to function so robustly have specific fragilities that lead to diseases. This course will provide basic principles for understanding human physiological circuits and show how these principles help to understand disease processes and their dynamics. The course will include guitar songs and other enjoyable methods to improve learning.
Last offered: Autumn 2021
| Units: 1
BIOE 361:
Biomaterials in Regenerative Medicine (MATSCI 381)
Materials design and engineering for regenerative medicine. How materials interact with cells through their micro- and nanostructure, mechanical properties, degradation characteristics, surface chemistry, and biochemistry. Examples include novel materials for drug and gene delivery, materials for stem cell proliferation and differentiation, and tissue engineering scaffolds. Prerequisites: undergraduate chemistry, and cell/molecular biology or biochemistry.
Terms: Spr
| Units: 3
BIOE 390:
Introduction to Bioengineering Research (MED 289)
Preference to medical and bioengineering graduate students with first preference given to Bioengineering Scholarly Concentration medical students. Bioengineering is an interdisciplinary field that leverages the disciplines of biology, medicine, and engineering to understand living systems, and engineer biological systems and improve engineering designs and human and environmental health. Students and faculty make presentations during the course. Students expected to make presentations, complete a short paper, read selected articles, and take quizzes on the material.
Terms: Aut
| Units: 1-2
| Repeatable
5 times
(up to 10 units total)
BIOE 393:
Bioengineering Departmental Research Colloquium
Bioengineering department labs at Stanford present recent research projects and results. Guest lecturers. Topics include applications of engineering to biology, medicine, biotechnology, and medical technology, including biodesign and devices, molecular and cellular engineering, regenerative medicine and tissue engineering, biomedical imaging, and biomedical computation.
Terms: Aut
| Units: 1
| Repeatable
for credit
BIOE 459:
Frontiers in Interdisciplinary Biosciences (BIO 459, BIOC 459, CHEM 459, CHEMENG 459, PSYCH 459)
Students register through their affiliated department; otherwise register for CHEMENG 459. For specialists and non-specialists. Sponsored by the Stanford BioX Program. Three seminars per quarter address scientific and technical themes related to interdisciplinary approaches in bioengineering, medicine, and the chemical, physical, and biological sciences. Leading investigators from Stanford and the world present breakthroughs and endeavors that cut across core disciplines. Pre-seminars introduce basic concepts and background for non-experts. Registered students attend all pre-seminars; others welcome. See http://biox.stanford.edu/courses/459.html. Recommended: basic mathematics, biology, chemistry, and physics.
Last offered: Spring 2020
| Units: 1
| Repeatable
for credit
BIOMEDIN 202:
BIOMEDICAL DATA SCIENCE (BIODS 202, BIOMEDIN 202P)
This course introduces the data modalities and methods valuable to ask and answer probing and novel questions that advance biomedicine. You will get exposure to a variety of current data types from imaging and omics to patient-centric and digital health generated data types. You will also be exposed to the core methodological concepts useful to analyze these data in isolation or in combination. Specifically, in four separate modules taught by expert faculty in each area the basic principles of each module will be defined and explained. Module 1, Clinical Data and Systems, will explain the basics of Electronic Health Records, and how they operate in health care settings. Next, Module 2, Image Data Health Science, will focus on an introduction to the main imaging modalities in medicine and how methodological analysis using machine vision can be used on large studies. Module 3 will focus on fusing different data streams such as clinical, imaging, molecular and other data modalities. Finally, Module 4 will focus on reproducibility, evaluation and ethical issues when deploying models based on biomedical data, with emphasis on translation to practice. Emphasis will be placed questions, data and methods that advance health and medicine. Primary learning goals for this course include how to frame biomedical health questions, what data are needed to answer those questions, and what methodological constructs can be leveraged to probe and answer those questions. This course is a newly designed course for the PhD program of the Department of Biomedical Data Science but open to all. NOTE: For students in the Department of Biomedical Data Science Program, this core course MUST be taken as a letter grade only.
Terms: Win
| Units: 3
Instructors: ;
Gevaert, O. (PI);
Chaudhari, A. (SI);
Hernandez-Boussard, T. (SI);
Lu, Y. (SI);
Musen, M. (SI);
Pageler, N. (SI);
Rubin, D. (SI);
Wall, D. (SI);
Chang, J. (TA);
Ehlert, B. (TA);
Feng, K. (TA);
Simon, E. (TA)
BIOMEDIN 202P:
BIOMEDICAL DATA SCIENCE (BIODS 202, BIOMEDIN 202)
This course introduces the data modalities and methods valuable to ask and answer probing and novel questions that advance biomedicine. You will get exposure to a variety of current data types from imaging and omics to patient-centric and digital health generated data types. You will also be exposed to the core methodological concepts useful to analyze these data in isolation or in combination. Specifically, in four separate modules taught by expert faculty in each area the basic principles of each module will be defined and explained. Module 1, Clinical Data and Systems, will explain the basics of Electronic Health Records, and how they operate in health care settings. Next, Module 2, Image Data Health Science, will focus on an introduction to the main imaging modalities in medicine and how methodological analysis using machine vision can be used on large studies. Module 3 will focus on fusing different data streams such as clinical, imaging, molecular and other data modalities. Finally, Module 4 will focus on reproducibility, evaluation and ethical issues when deploying models based on biomedical data, with emphasis on translation to practice. Emphasis will be placed questions, data and methods that advance health and medicine. Primary learning goals for this course include how to frame biomedical health questions, what data are needed to answer those questions, and what methodological constructs can be leveraged to probe and answer those questions. This course is a newly designed course for the PhD program of the Department of Biomedical Data Science but open to all. NOTE: For students in the Department of Biomedical Data Science Program, this core course MUST be taken as a letter grade only.
| Units: 3
BIOMEDIN 205:
Precision Practice with Big Data
Primarily for M.D. students; open to other graduate students. Provides an overview of how to leverage large amounts of clinical, molecular, and imaging data within hospitals and in cyberspace--big data--to practice medicine more effectively. Lectures by physicians, researchers, and industry leaders survey how the major methods of informatics can help physicians leverage big data to profile disease, to personalize treatment to patients, to predict treatment response, to discover new knowledge, and to challenge established medical dogma and the current paradigm of clinical decision-making based solely on published knowledge and individual physician experience. Prerequisite: background in biomedicine. Background in computer science can be helpful but not required.
Terms: Aut
| Units: 1
BIOMEDIN 215:
Data Science for Medicine
The widespread adoption of electronic health records (EHRs) has created a new source of big data namely, the record of routine clinical practice as a by-product of care. This graduate class will teach you how to use EHRs and other patient data to discover new clinical knowledge and improve healthcare. Upon completing this course, you should be able to: differentiate between and give examples of categories of research questions and the study designs used to address them, describe common healthcare data sources and their relative advantages and limitations, extract and transform various kinds of clinical data to create analysis-ready datasets, design and execute an analysis of a clinical dataset based on your familiarity with the workings, applicability, and limitations of common statistical methods, evaluate and criticize published research using your knowledge of 1-4 to generate new research ideas and separate hype from reality. Prerequisites: CS 106A or equivalent, STATS 60 or equivalent. Recommended: STATS 216, CS 145, STATS 305NOTE: For students in the Department of Biomedical Data Science Program, this core course MUST be taken as a letter grade only.
Terms: Aut
| Units: 3
BIOMEDIN 217:
Translational Bioinformatics (BIOE 217, CS 275, GENE 217)
Analytic and interpretive methods to optimize the transformation of genetic, genomic, and biological data into diagnostics and therapeutics for medicine. Topics: access and utility of publicly available data sources; types of genome-scale measurements in molecular biology and genomic medicine; linking genome-scale data to clinical data and phenotypes; and new questions in biomedicine using bioinformatics. Case studies. Prerequisites: programming ability at the level of CS 106A and familiarity with statistics and biology.
Terms: Win, Spr
| Units: 3-4
BIOMEDIN 225:
Data Driven Medicine
The widespread adoption of electronic health records (EHRs) has created a new source of big data namely, the record of routine clinical practice as a by-product of care. This class will teach you how to use EHRs and other patient data in conjunction with recent advances in artificial intelligence (AI) and evolving business models to improve healthcare. Upon completing this course, you should be able to: differentiate between and give examples of categories of care questions that AI can help answer, describe common healthcare data sources and their relative advantages, limitations, and biases in enabling care transformation, understand the challenges in using various kinds of clinical data to create fair algorithmic interventions, design an analysis of a clinical dataset, evaluate and criticize published research to separate hype from reality. Prerequisites: enrollment in the MCiM program. This course is designed to prepare you to pose and answer meaningful clinical questions using healthcare data as well as understand how AI can be brought into clinical use safely, ethically and cost-effectively.
Terms: Spr
| Units: 3
BIOMEDIN 260:
Computational Methods for Biomedical Image Analysis and Interpretation (BMP 260, CS 235, RAD 260)
The latest biological and medical imaging modalities and their applications in research and medicine. Focus is on computational analytic and interpretive approaches to optimize extraction and use of biological and clinical imaging data for diagnostic and therapeutic translational medical applications. Topics include major image databases, fundamental methods in image processing and quantitative extraction of image features, structured recording of image information including semantic features and ontologies, indexing, search and content-based image retrieval. Case studies include linking image data to genomic, phenotypic and clinical data, developing representations of image phenotypes for use in medical decision support and research applications and the role that biomedical imaging informatics plays in new questions in biomedical science. Includes a project. Enrollment for 3 units requires instructor consent. Prerequisites: programming ability at the level of CS 106A, familiarity with statistics, basic biology. Knowledge of Matlab or Python highly recommended.
Terms: Spr
| Units: 3-4
BIOMEDIN 279:
Computational Biology: Structure and Organization of Biomolecules and Cells (BIOE 279, BIOPHYS 279, CME 279, CS 279)
Computational techniques for investigating and designing the three-dimensional structure and dynamics of biomolecules and cells. These computational methods play an increasingly important role in drug discovery, medicine, bioengineering, and molecular biology. Course topics include protein structure prediction, protein design, drug screening, molecular simulation, cellular-level simulation, image analysis for microscopy, and methods for solving structures from crystallography and electron microscopy data. Prerequisites: elementary programming background (CS 106A or equivalent) and an introductory course in biology or biochemistry.
Terms: Aut
| Units: 3
BIOMEDIN 371:
Computational Biology in Four Dimensions (BIOPHYS 371, CME 371, CS 371)
Cutting-edge research on computational techniques for investigating and designing the three-dimensional structure and dynamics of biomolecules, cells, and everything in between. These techniques, which draw on approaches ranging from physics-based simulation to machine learning, play an increasingly important role in drug discovery, medicine, bioengineering, and molecular biology. Course is devoted primarily to reading, presentation, discussion, and critique of papers describing important recent research developments. Prerequisite: CS 106A or equivalent, and an introductory course in biology or biochemistry. Recommended: some experience in mathematical modeling (does not need to be a formal course).
Last offered: Winter 2023
| Units: 3
BIOMEDIN 388:
Stakeholder Competencies for Artificial Intelligence in Healthcare (BIODS 388)
Advancements of machine learning and AI into all areas of medicine are now a reality and they hold the potential to transform healthcare and open up a world of incredible promise for everyone. But we will never realize the potential for these technologies unless all stakeholders have basic competencies in both healthcare and machine learning concepts and principles - this will allow successful, responsible development and deployment of these systems into the healthcare domain. The focus of this course is on the key concepts and principles rather than programming or engineering implementation. Those with backgrounds in healthcare, health policy, healthcare system leadership, pharmaceutical, and clinicians as well as those with data science backgrounds who are new to healthcare applications will be empowered with the knowledge to responsibly and ethically evaluate, critically review, and even use these technologies in healthcare. We will cover machine learning approaches, medical use cases in depth, unique metrics to healthcare, important challenges and pitfalls, and best practices for designing, building, and evaluating machine learning in healthcare applications.
Last offered: Autumn 2020
| Units: 2-3
BIOPHYS 279:
Computational Biology: Structure and Organization of Biomolecules and Cells (BIOE 279, BIOMEDIN 279, CME 279, CS 279)
Computational techniques for investigating and designing the three-dimensional structure and dynamics of biomolecules and cells. These computational methods play an increasingly important role in drug discovery, medicine, bioengineering, and molecular biology. Course topics include protein structure prediction, protein design, drug screening, molecular simulation, cellular-level simulation, image analysis for microscopy, and methods for solving structures from crystallography and electron microscopy data. Prerequisites: elementary programming background (CS 106A or equivalent) and an introductory course in biology or biochemistry.
Terms: Aut
| Units: 3
BIOPHYS 371:
Computational Biology in Four Dimensions (BIOMEDIN 371, CME 371, CS 371)
Cutting-edge research on computational techniques for investigating and designing the three-dimensional structure and dynamics of biomolecules, cells, and everything in between. These techniques, which draw on approaches ranging from physics-based simulation to machine learning, play an increasingly important role in drug discovery, medicine, bioengineering, and molecular biology. Course is devoted primarily to reading, presentation, discussion, and critique of papers describing important recent research developments. Prerequisite: CS 106A or equivalent, and an introductory course in biology or biochemistry. Recommended: some experience in mathematical modeling (does not need to be a formal course).
Last offered: Winter 2023
| Units: 3
BIOS 203:
Market Design and Field Experiments for Health Policy and Medicine
This course will provide the student with the necessary tools to be an avid consumer and user, and potentially a producer, of the market design and field experimental literature (recognized by 4 recent Nobel Prizes in Economics: 2007/2012/2019/2020). In the first part, we introduce use of economic theory and analysis to design allocation mechanisms and market institutions, examples include medical resident matching and kidney exchanges. In the second part, it will provide a summary of recent experimental techniques deployed for both research and practice in economics, health/public policy and tech, and detail how to practically gather and analyze data using experimental methods. Emphasis on connecting to practical applications.
Last offered: Spring 2022
| Units: 1
BIOS 285:
Rodent Animal Models: Selection, Detection, Dissection, Inspection
This 2-week mini-course will discuss pragmatic approaches to rodent utilization with the aim of empowering graduate students across multiple disciplines to maximize rodent-derived data and minimize the redundant use of animals in biomedical research. Topics will include an introduction to clinical models, practical aspects of rodent blood collection and interpretation, algorithmic approaches to tissue collection for research applications, and an introduction to rodent histopathology, immunohistochemistry, and immunofluorescence. Course instructors include board-certified laboratory animal medicine clinicians and comparative pathologists that are expert h these topics. This course is open to graduate students with or without prior rodent experience.
Last offered: Spring 2022
| Units: 1
BIOS 297:
COVID-19 Pandemic: Lessons Learned
The Covid-19 pandemic has created unprecedented challenges for individuals, society, medicine and science. The SARS-Cov-2 virus rapidly disseminated since first reports from China on December 31, 2019 and by March 11, 2020 it was declared a global pandemicby the World Health Organization. This course will cover various aspects of Covid-19 including clinical perspectives, public health response, impact of disease modeling, and results of clinical trials and research efforts. As the pandemic evolves the course will discuss the most current data and reflect on successes and ongoing challenges as the world grapples with a pandemic of unmatched proportions.
Last offered: Spring 2021
| Units: 1
BIOS 298:
Cinematic Discoveries: A movie-based exploration of research rigor, communication and diversity
Through movie depictions of the vaccine discoveries leading to the first Nobel prizes in medicine, the infamous Tuskegee Study, the first heart surgery for Tetralogy of Fallot, the encephalitis lethargica pandemic, and modern oncology trials, the course will explore interdisciplinary work in biomedical sciences, research rigor, consent, stigma and discrimination, researchers¿ and health professionals¿ communication skills, and fundamentals of cinematography. The course will include a lecture, a movie projection and discussion each day for 5 days.
Terms: Aut
| Units: 1
BIOS 407:
Essentials of Deep Learning in Medicine
This course delves into the fundamental principles of Deep Learning within the medical field, designed to offer a thorough yet accessible introduction to how these advanced models function, are developed, and are currently transforming healthcare practices. The curriculum covers key areas including neural network architecture, computer vision, natural language processing, convolutional neural networks, alongside classification and regression techniques, aiming to provide students with a solid foundation and intuitive insight into the workings of deep learning applications in medicine.In addition to the core content, participants will have the opportunity to engage with expert-led discussions on the latest advancements and future directions at the intersection of artificial intelligence and medicine.
Terms: Spr, Sum
| Units: 1
BIOS 410:
Health Innovations for Equity: The basics of design and innovation to create impact
If you?re looking to use your Biosciences knowledge or interests in engineering and medicine to create health innovations that solve some of the world?s most pressing health problems. This course will give you the tools and skills you need to start this process. The course will focus on the basics of user research, design and prototyping for innovations that can have an impact on health equity outcomes. We will take an interdisciplinary approach to solving these problems, and discuss how to build collaborative and inclusive partnerships for health innovations
Terms: Spr
| Units: 1
BIOS 414:
Understanding Arthritis Research - Current Approaches and Opportunities
A potentially ?inflammatory? claim: arthritis research deserves no less attention than heart disease or cancer - more than 100 different disorders are encompassed by the term arthritis, affecting nearly a quarter of the U.S. population. In order to improve diagnosis and treatment, current research is highly interdisciplinary in nature, from the choice and design of disease models, to the experimental approaches and analyses applied. In this course, we will cover research approaches from basic sciences to translational and clinical work encompassing Genetics, Immunology, Regenerative Medicine, Data Science and Bioengineering. The structure of the course will involve a brief review of each discipline?s contribution to the field with references to key studies, followed by small group discussions on major landmark studies. The aim of the course is to bring participants up to par with the current state of arthritis research - enabling the audience to identify gaps in the current knowledge, frame fundamental research questions, and design experiments using approaches covered in the class.
| Units: 1-3
BMP 206:
Mixed-Reality in Medicine (BIOE 206, RAD 206)
Mixed reality uses transparent displays to place virtual objects in the user's field of vision such that they can be aligned to and interact with actual objects. This has tremendous potential for medical applications. The course aims to teach the basics of mixed-reality device technology, and to directly connect engineering students to physicians for real-world applications. Student teams will complete guided assignments on developing new mixed-reality technology and a final project applying mixed-reality to solve real medical challenges. Prerequisites: (1) Programming competency in a language such as C, C++. or Python. (2) A basic signal processing course such as EE102B (Digital Signal Processing), while not required, will be helpful. (3) A medical imaging course, while not required, will be helpful. Please contact the instructors with any questions about prerequisites.
Terms: Aut
| Units: 3
BMP 222:
Physics and Engineering Principles of Multi-modality Molecular Imaging of Living Subjects (BIOE 222, RAD 222)
Physics and Engineering Principles of Multi-modality Molecular Imaging of Living Subjects (RAD 222A). Focuses on instruments, algorithms and other technologies for non-invasive imaging of molecular processes in living subjects. Introduces research and clinical molecular imaging modalities, including PET, SPECT, MRI, Ultrasound, Optics, and Photoacoustics. For each modality, lectures cover the basics of the origin and properties of imaging signal generation, instrumentation physics and engineering of signal detection, signal processing, image reconstruction, image data quantification, applications of machine learning, and applications of molecular imaging in medicine and biology research.
Terms: Aut
| Units: 3-4
BMP 260:
Computational Methods for Biomedical Image Analysis and Interpretation (BIOMEDIN 260, CS 235, RAD 260)
The latest biological and medical imaging modalities and their applications in research and medicine. Focus is on computational analytic and interpretive approaches to optimize extraction and use of biological and clinical imaging data for diagnostic and therapeutic translational medical applications. Topics include major image databases, fundamental methods in image processing and quantitative extraction of image features, structured recording of image information including semantic features and ontologies, indexing, search and content-based image retrieval. Case studies include linking image data to genomic, phenotypic and clinical data, developing representations of image phenotypes for use in medical decision support and research applications and the role that biomedical imaging informatics plays in new questions in biomedical science. Includes a project. Enrollment for 3 units requires instructor consent. Prerequisites: programming ability at the level of CS 106A, familiarity with statistics, basic biology. Knowledge of Matlab or Python highly recommended.
Terms: Spr
| Units: 3-4
BMP 269A:
Medical Imaging Systems I (EE 369A)
Imaging internal structures within the body using high-energy radiation and ultrasound, studied from a systems viewpoint. Modalities covered: x-ray, computed tomography, nuclear medicine, and ultrasound. Review of linear signals and systems, Fourier transforms, random variables, and noise. Analysis of existing and proposed systems in terms of resolution, frequency response, detection sensitivity, noise, and potential for improved diagnosis. This course covers Fourier transform basics and serves as an alternative prerequisite to EE 261 for EE 369B. Prerequisite: EE 102A (undergraduate-level signals and systems) or similar.
Terms: Win
| Units: 3
CHEM 10:
Exploring Research and Problem Solving Across the Sciences
Development and practice of critical problem solving and study skills using a wide variety of scientific examples that illustrate the broad yet integrated nature of current research. Students will build a problem solving tool-kit and apply chemical and mathematical concepts to solve problems related to energy, climate change, water resources, medicine, and food & nutrition. Note: course offered in August prior to start of fall quarter, and only Leland Scholar Program participants will register.
Terms: Aut
| Units: 1
CHEM 31M:
Chemical Principles: From Molecules to Solids
A one-quarter course for students who have taken chemistry previously. This course will introduce the basic chemical principles that dictate how and why reactions occur and the structure and properties of important molecules and extended solids that make up our world. As the Central Science, a knowledge of chemistry provides a deep understanding of concepts in fields ranging from materials, environmental science, and engineering to pharmacology and metabolism. Discussions of molecular structure will describe bonding models including Lewis structures, resonance, crystal-field theory, and molecular-orbital theory. We will reveal the chemistry of materials of different dimensionality, with an emphasis on bonding, and electronic structure of molecules and solids. We will also discuss the kinetics and thermodynamics that govern reactivity and dictate solubility and acid-base equilibria. A two-hour weekly laboratory section accompanies the course to introduce laboratory techniques and reiterate lecture concepts through hands-on activities. Specific discussions will include the structure, properties, and applications of molecules used in medicine, perovskites used in solar cells, and the dramatically different properties of materials with the same composition (for example: diamond, graphite, graphene). There will be three lectures and one two-hour laboratory session each week. The course will assume familiarity with stoichiometry, unit conversions, gas laws, and thermochemistry. All students who are interested in taking general chemistry at Stanford must take the Autumn 2021 General Chemistry Placement Test before the Autumn quarter begins, regardless of chemistry background. Same as: MATSCI 31
Terms: Aut
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
CHEM 33:
Structure and Reactivity of Organic Molecules
An introduction to organic chemistry, the molecular foundation to understanding the life sciences, medicine, diagnostics, energy, environmental and materials sciences. Students will learn structural and bonding models of organic molecules that provide insights into reactivity. Combining these models with kinetic and thermodynamic analyses allows molecular transformations to be rationalized and even predicted. The course builds on this knowledge to begin to introduce organic reactions that can be applied to synthesis of novel molecules or materials that can positively impact society. A two-hour weekly lab section accompanies the course to introduce the techniques of separation and identification of organic compounds.
Terms: Win, Spr, Sum
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
CHEM 93:
Chemistry Unleashed: Exploring the Chemistry that Transforms Our World
Ever wondered how chemistry weaves its magic into every fiber of our existence? Why does mint taste cool? What's the chemistry behind your favorite skincare product? How do molecules shape the taste of your food, or even, the feelings of love? Each week, we'll explore such fascinating questions with the guidance of expert speakers from diverse fields such as gastronomy, environmental science, aerospace engineering, medicine, and pharmaceuticals. They'll share the chemistry secrets that drive their respective industries, turning abstract chemical principles into tangible, real-world phenomena. This seminar course will bring chemistry out of the textbooks and into the real world, demonstrating its integral role in everyday life and industries. Join us to unravel the mysteries of the universe one molecule at a time and gain insights into potential careers in chemistry through engagement with industry professionals. Strap on your lab goggles and join us for an adventure into the invisible, yet extraordinary world of chemistry. Are you ready to dive in?
Terms: Spr
| Units: 1-2
CHEM 141:
The Chemical Principles of Life I
This is the first course in a two-quarter sequence (Chem 141/143), which will examine biological science through the lens of chemistry. In this sequence students will gain a qualitative and quantitative understanding of the molecular logic of cellular processes, which include expression and transmission of the genetic code, enzyme kinetics, biosynthesis, energy storage and consumption, membrane transport, and signal transduction. Connections to foundational principles of chemistry will be made through structure-function analyses of biological molecules. Integrated lessons in structural, mechanistic, and physical chemistry will underscore how molecular science and molecular innovation have impacted biology and medicine. Prerequisites: CHEM 121 (hard-coded).
Terms: Win
| Units: 4
CHEM 143:
The Chemical Principles of Life II
This is the second course in a two-quarter sequence (Chem 141/143), which will continue the discussion of biological science through the lens of chemistry. In this sequence students will gain a qualitative and quantitative understanding of the molecular logic of cellular processes, which include expression and transmission of the genetic code, enzyme kinetics, biosynthesis, energy storage and consumption, membrane transport, and signal transduction. Connections to foundational principles of chemistry will be made through structure-function analyses of biological molecules. Integrated lessons in structural, mechanistic, and physical chemistry will underscore how molecular science and molecular innovation have impacted biology and medicine. Prerequisite: Chem 141.
Terms: Spr
| Units: 4
CHEM 193:
Interdisciplinary Approaches to Human Health Research (BIO 193, BIOE 193, CHEMENG 193)
For undergraduate students participating in the Stanford ChEM-H Undergraduate Scholars Program. This course will expose students to interdisciplinary research questions and approaches that span chemistry, engineering, biology, and medicine. Focus is on the development and practice of scientific reading, writing, and presentation skills intended to complement hands-on laboratory research. Students will read scientific articles, write research proposals, make posters, and give presentations.
Last offered: Spring 2020
| Units: 1
| Repeatable
11 times
(up to 11 units total)
CHEM 221:
Advanced Organic Chemistry I
From molecular medicine to molecular anthropology and all sciences in between, Chemistry in particular and molecular science in general are driven by one's understanding of structure and how structure relates to properties, reactivities (mechanisms) and activities and by ones ability to make molecules. This course integrates the mechanistic and structural foundations of organic chemistry with an emphasis on reactive intermediates and reaction mechanisms, strategies for the design and synthesis of complex molecules and concepts for innovative problem solving. An additional emphasis is placed on generating ideas and proposals directed at identifying and solving problems in science as required for a career in molecular science.
Terms: Aut
| Units: 3
| Repeatable
2 times
(up to 6 units total)
CHEM 459:
Frontiers in Interdisciplinary Biosciences (BIO 459, BIOC 459, BIOE 459, CHEMENG 459, PSYCH 459)
Students register through their affiliated department; otherwise register for CHEMENG 459. For specialists and non-specialists. Sponsored by the Stanford BioX Program. Three seminars per quarter address scientific and technical themes related to interdisciplinary approaches in bioengineering, medicine, and the chemical, physical, and biological sciences. Leading investigators from Stanford and the world present breakthroughs and endeavors that cut across core disciplines. Pre-seminars introduce basic concepts and background for non-experts. Registered students attend all pre-seminars; others welcome. See http://biox.stanford.edu/courses/459.html. Recommended: basic mathematics, biology, chemistry, and physics.
Last offered: Spring 2020
| Units: 1
| Repeatable
for credit
CHEMENG 193:
Interdisciplinary Approaches to Human Health Research (BIO 193, BIOE 193, CHEM 193)
For undergraduate students participating in the Stanford ChEM-H Undergraduate Scholars Program. This course will expose students to interdisciplinary research questions and approaches that span chemistry, engineering, biology, and medicine. Focus is on the development and practice of scientific reading, writing, and presentation skills intended to complement hands-on laboratory research. Students will read scientific articles, write research proposals, make posters, and give presentations.
Last offered: Spring 2020
| Units: 1
| Repeatable
11 times
(up to 11 units total)
CHEMENG 459:
Frontiers in Interdisciplinary Biosciences (BIO 459, BIOC 459, BIOE 459, CHEM 459, PSYCH 459)
Students register through their affiliated department; otherwise register for CHEMENG 459. For specialists and non-specialists. Sponsored by the Stanford BioX Program. Three seminars per quarter address scientific and technical themes related to interdisciplinary approaches in bioengineering, medicine, and the chemical, physical, and biological sciences. Leading investigators from Stanford and the world present breakthroughs and endeavors that cut across core disciplines. Pre-seminars introduce basic concepts and background for non-experts. Registered students attend all pre-seminars; others welcome. See http://biox.stanford.edu/courses/459.html. Recommended: basic mathematics, biology, chemistry, and physics.
Last offered: Spring 2020
| Units: 1
| Repeatable
for credit
CHINA 272:
Science and History of Traditional Chinese Medicine (ASNAMST 272, MED 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
CHPR 205:
Understanding Evidence-Based Medicine: Hands-on experience (EPI 250, MED 250)
How can one practice evidence-based medicine and make evidence-based decisions for clinical practice and policy making? Using pivotal papers published in the recent scientific literature addressing important clinical questions on diverse medical topics, we will probe a wide range of types of studies, types of targeted therapeutic or preventive interventions, and types of studied outcomes (effectiveness and/or safety), including RCTs, observational studies, epidemiologic surveillance studies, systematic reviews-umbrella reviews-meta-analyses-meta-analyses of individual patient data, studies on the evaluation of diagnostic tests and prognostic models, economic analyses studies, and guidelines. MD studies enroll for +/-. GR students enroll for Letter grade.
Terms: Win
| Units: 3-4
CHPR 206:
Meta-research: Appraising Research Findings, Bias, and Meta-analysis (EPI 206, MED 206, STATS 211)
Open to graduate, medical, and undergraduate students. Appraisal of the quality and credibility of research findings; evaluation of sources of bias. Meta-analysis as a quantitative (statistical) method for combining results of independent studies. Examples from medicine, epidemiology, genomics, ecology, social/behavioral sciences, education. Collaborative analyses. Project involving generation of a meta-research project or reworking and evaluation of an existing published meta-analysis. Prerequisite: knowledge of basic statistics.
Terms: Win
| Units: 3
CHPR 230:
Sexual Function and Diversity in Medical Disciplines (FEMGEN 230A)
Focus is on development of personal and professional skills to interact with people across the diverse range of human sexuality, from childhood (pediatric) to older ages (geriatric), with consideration of gender identity, sexual orientation, sociocultural (predominantly U.S., not global) and religious values, and selected medical issues (e.g. hormonal therapy, disabilities, e.g. spinal cord injury, etc. with discussion of sexual taboos and unusual sexual practices that you might encounter in a general medical setting. CHPR master's program students must enroll in CHPR 230 for a letter grade and priority for enrollment will be given to current CHPR students. For fourth unit, students must also attend INDE 215 Queer Health & Medicine and complete assignments for that section, but do not enroll in that class. For WAYs, undergrads enroll in SOMGEN 130.
Terms: Win
| Units: 3-4
CHPR 250:
Prevention Across Medical Disciplines: Evidence-based Guidelines
Coordinated seminar series presenting evidence-based health promotion and disease prevention guidelines by research and clinical faculty of multiple divisions of Stanford's Department of Medicine, including cardiovascular medicine, oncology, nephrology, immunology and rheumatology, infectious diseases, endocrinology, gerontology and metabolism, gastroenterology and hepatology, hematology, blood and marrow transplantation, pulmonary and critical care medicine, general medical disciplines (including family medicine). Key prevention issues addressed in primary care and outcomes research, biomedical informatics research and the Stanford Prevention Research Center also presented. Enrollment priority given to CHPR Master's students. CHPR students must enroll for letter grade.Prerequisite: CHPR 201 or HUMBIO 126/CHPR 226 or equivalent or consent of instructor.
Terms: Win
| Units: 3
CHPR 270:
Prevention Across Surgical and Other Medical Disciplines
This course is coordinated seminar series that presents evidence-based health promotion and disease prevention guidelines by clinical and translational research and population health science faculty of clinical departments other than Medicine (the focus of CHPR 260) of the Stanford School of Medicine, including; Anesthesiology & Perioperative, & Pain Medicine, Cardiothoracic Surgery, Dermatology, Emergency Medicine, Neurology & Neurological Sciences, Neurosurgery, Obstetrics & Gynecology, Ophthalmology, Orthopaedic Surgery, Otolaryngology, Pathology, Pediatrics, Psychiatry & Behavioral Sciences, Radiation Oncology, Radiology, Surgery and Urology, CHPR master's program students must enroll for a letter grade and priority for enrollment will be given to current CHPR students. Prerequisites: CHPR 201 or HUMBIO 126/CHPR 226 or equivalent or consent of instructor.
Terms: Spr
| Units: 3
CIM 200:
MCiM Practicum
The Master of Science in Clinical Informatics Management (MCiM) program requires a Practicum project from each student while enrolled at Stanford University. It is a vital part of the educational curriculum as students are given an opportunity to directly apply programmatic competencies within the three pillars of medicine, technology, and business. The Practicum project is conductedfor academic credit through the course CIM 200. MCiM Students will take this course for 1 unit in Autumn and Winter Quarter, and 4 units in Spring Quarter.Students are responsible for sourcing and designing their own project and may work independently or within teams. Students can create a project on a topic that they are passionate about while addressing and/or improving a problem within healthcare, public health, or the healthcare system in the United States or internationally.Prerequisites: Must have active enrollment within the Master of Clinical Informatics Management program.
Terms: Aut, Win, Spr
| Units: 1-4
| Repeatable
4 times
(up to 7 units total)
CLASSICS 14:
Greek and Latin Roots of English
(Formerly CLASSGEN 9) Goal is to improve vocabulary, comprehension of written English, and standardized test scores through learning the Greek and Latin components of English. Focus is on patterns and processes in the formation of the lexicon. Terminology used in medicine, business, education, law, and humanities; introduction to principles of language history and etymology. Greek or Latin not required.
Terms: Sum
| Units: 3
CLASSICS 34:
Ancient Athletics
How the Olympic Games developed and how they were organized. Many other Greek festivals featured sport and dance competitions, including some for women, and showcased the citizen athlete as a civic ideal. Roman athletics in contrast saw the growth of large-scale spectator sports and professional athletes. Some toured like media stars; others regularly risked death in gladiatorial contests and chariot-racing. We will also explore how large-scale games were funded and how they fostered the development of sports medicine. Weekly participation in a discussion section is required; enroll in sections on coursework.
Last offered: Winter 2019
| Units: 3-4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-SI
CLASSICS 123:
Ancient Medicine
Contemporary medical practice traces its origins to the creation of scientific medicine by Greek doctors such as Hippocrates and Galen. Is this something of which modern medicine can be proud? The scientific achievements and ethical limitations of ancient medicine when scientific medicine was no more than another form of alternative medicine. Scientific medicine competed in a marketplace of ideas where the boundaries between scientific and social aspects of medicine were difficult to draw.
Last offered: Spring 2023
| Units: 3-4
| UG Reqs: GER:DB-Hum, WAY-SI
CME 106:
Introduction to Probability and Statistics for Engineers (ENGR 155C)
Probability: random variables, independence, and conditional probability; discrete and continuous distributions, moments, distributions of several random variables. Numerical simulation using Monte Carlo techniques. Topics in mathematical statistics: random sampling, point estimation, confidence intervals, hypothesis testing, non-parametric tests, regression and correlation analyses. Numerous applications in engineering, manufacturing, reliability and quality assurance, medicine, biology, and other fields. Prerequisite: CME100/ENGR154 or Math 51 or 52.
Terms: Win, Sum
| Units: 4
| UG Reqs: GER:DB-Math, WAY-AQR, WAY-FR
CME 279:
Computational Biology: Structure and Organization of Biomolecules and Cells (BIOE 279, BIOMEDIN 279, BIOPHYS 279, CS 279)
Computational techniques for investigating and designing the three-dimensional structure and dynamics of biomolecules and cells. These computational methods play an increasingly important role in drug discovery, medicine, bioengineering, and molecular biology. Course topics include protein structure prediction, protein design, drug screening, molecular simulation, cellular-level simulation, image analysis for microscopy, and methods for solving structures from crystallography and electron microscopy data. Prerequisites: elementary programming background (CS 106A or equivalent) and an introductory course in biology or biochemistry.
Terms: Aut
| Units: 3
CME 371:
Computational Biology in Four Dimensions (BIOMEDIN 371, BIOPHYS 371, CS 371)
Cutting-edge research on computational techniques for investigating and designing the three-dimensional structure and dynamics of biomolecules, cells, and everything in between. These techniques, which draw on approaches ranging from physics-based simulation to machine learning, play an increasingly important role in drug discovery, medicine, bioengineering, and molecular biology. Course is devoted primarily to reading, presentation, discussion, and critique of papers describing important recent research developments. Prerequisite: CS 106A or equivalent, and an introductory course in biology or biochemistry. Recommended: some experience in mathematical modeling (does not need to be a formal course).
Last offered: Winter 2023
| Units: 3
COLLEGE 108:
Where Does it Hurt?: Medicine and Suffering in Global Context
The relief of pain and suffering is considered one of the primary aims of medicine. However, what suffering is and what physicians must do specifically to prevent or relieve it is not well understood or explained. While suffering may be inherent to the human experience, the ways that suffering is perceived, experienced and addressed are heavily influenced by culture, beliefs and local resources. In this course, we will examine how patients and medical practitioners in different countries make meaning from the experience of pain and suffering of illness. We will draw from narratives and scholarly texts in order to explore how understandings of pain and suffering are shaped by social, cultural, economic and personal factors. Through an examination of personal, cultural and social practices related to suffering and medicine, we also develop skills for reflecting upon how one's culture and personal context influence how they make meaning of illness and suffering.
Terms: Spr
| Units: 4
| UG Reqs: College, THINK, WAY-EDP, WAY-SI
COMPMED 80N:
Animal behavior: sex, death, and sometimes food!
Preference to freshman. Behavior is what makes animals special (thirsty plants don't walk to water), but why do animals behave the way they do? What does their behavior tell us about their inner lives, and about ourselves? What do lipstick and cuckoos and fireflies have in common? Why would nobody want to be a penguin? What do mice say to each other in their pee-mail? Learning how to think about questions like these gives us a unique perspective on the natural world. Format: Flipped, Student-centered, Community of learners, with online and in-person discussion. Discussion and criticism of video examples, and documentaries, and student presentations. Topics: History and approaches to animal behavior; development of behavior, from genetics to learning; mechanisms of behavior, from neurons to motivation; function of behavior, from honest signals to selfish genes; the phylogeny of behavior, from domestication to speciation; and modern applications of behavior, from abnormal behavior, to conservation, to animal welfare, and animal consciousness.
Terms: Aut, Spr
| Units: 3
| UG Reqs: WAY-SMA
COMPMED 81Q:
Aardvarks to Zebras: The A to Z of Animal Anatomy
Preference to sophomores. Ever wonder what cats and narwhals have in common? Maybe you haven't, but despite their seemingly different lifestyles and habitats (i.e. sleeping on couches versus swimming in oceans), they are both mammals! In this seminar, students will gain an appreciation for basic mammalian anatomic and physiologic principles that span across multiple species while emphasizing key differences that render each species unique. Through student projects, we will explore evolutionary adaptations that have driven the success of a variety of species within the context of their natural environments. In addition to a weekly lecture, anticipated laboratory sessions will reinforce anatomic principles through a combination of rodent cadaver dissection, organ and bone specimens, and use of virtual reality demonstrations. Furthermore, as conditions allow, students will have the opportunity to visit Año Nuevo State Park to experience a guided viewing of northern elephant seals within their natural habitat. Students with a passion for science will gain a fundamental understanding of anatomy that is applicable to future careers in medicine, biomedical research, veterinary medicine, and ecology/conservation.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
COMPMED 84Q:
Globally Emerging Zoonotic Diseases
Preference to sophomores. Infectious diseases impacting veterinary and human health around the world today. Mechanisms of disease, epidemiology, and underlying diagnostic, treatment and control principles associated with these pathogens. ***This course will be offered in AY 23-24.***
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
COMPMED 87Q:
Laboratory Mouse in Biomedical Research
What is a nude mouse and why is it used in cancer research? Why do my mouse pups have a different coat color than their parents? What is a knockout mouse? Answers to these and more are in this introduction to the laboratory mouse, one of the most widely used models in biomedical research. We will explore the natural history and origin of the laboratory mouse; the ethics and regulations on the use of mice in research; the characteristics and nomenclature of commonly used mouse strains; the anatomy, physiology, and husbandry of mice; common mouse diseases and their effects on research; mouse coat color genetics and its relevance to human diseases; immunodeficient mouse models and their uses in research; and the technology for genetically engineering mice (e.g., transgenic mice). Hands-on laboratories will include mouse handling and biometeorology, necropsy and tissue sampling and anesthesia and surgery. Each student is expected to read research papers that use the mouse as a research model and give a presentation on a topic of their choice. Students interested in human or veterinary medicine and/or a career in biomedical research will benefit from this seminar. Class is limited to 12 students.
Last offered: Autumn 2022
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
COMPMED 89SS:
The Neurobiology of Pain
Whether from the sharp bite of a stubbed toe, the dull throb of an aching muscle, or progressive disease discomfort, pain acts as a natural defense mechanism to protect both humans and animals. It is critical for survival. Pain also serves as a warning against repetitive, harmful behaviors. It's a signal to seek attention and relief, since uncontrolled pain can have chronic and debilitating consequences. This course introduces basic pain concepts, pain pathways, and their underlying neurobiology. Topics will incorporate diagnosis, symptoms and presentation, and treatment using pain experts across the medical field-- such as physicians, veterinarians, dentists, and pharmacists. The course will introduce scientists and clinical researchers, and highlights from their work.
Terms: Sum
| Units: 3
COMPMED 91N:
And that's why cats should never eat garlic!
Did you know that although we love garlic, it could make cats very sick? And how come if a human or a dog gets a heart attack they'll end up with a scar, but some fish can regenerate parts of their hearts? In this course, we will explore how select diseases can manifest themselves similarly or differently in different animal species. Students will have the opportunity to interpret physical exam findings, examine blood lab tests (bloodwork), look at X-rays (radiographs), and see what some of these diseases look like at the microscopic level (histology). Students will also discuss how humans benefit from understanding diseases in veterinary species, and how veterinary species benefit from understanding diseases in humans. This course will be of interest to those wanting to learn more about disease processes, and those interested in pursuing careers in biomedical fields including veterinary and human medicine. Oh, and one last thing don't cook with non-stick pans if you have indoor birds. Why? Sign up for the course to find out!
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
COMPMED 110:
Pre-Veterinary Advisory
Have you ever considered a career in veterinary medicine but are unsure what it would entail? Pre-Vet Advisory fosters a community of veterinary-curious students and connects them with Stanford veterinarians. Periodic group meetings and guest lectures will introduce students to the variety of career options within veterinary medicine. Academic advising, with an emphasis on required coursework and practical experience, will be provided for those students intending to apply to veterinary school.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
COMPMED 114:
Wielding White Coat Words: Introduction to Comparative Medical Terminology
Are you left clueless trying to understand the medical jargon when watching your favorite medical drama? Are you interested in attending a professional school (e.g., medical, dental, or veterinary) and want to have a head start over your classmates? The Comparative Medical Terminology course is designed to introduce students to a new language of human and veterinary medical terminology. Upon successful completion of the course, students will be able to comprehend a medical record report and to communicate using medical terminology. This course is designed for STEM students who are considering pursuing advanced training in a health care profession and/or translational science or biomedical research. No previous experience using medical terminology is necessary.
Terms: Win
| Units: 3
COMPMED 182:
How to Avoid the Walking Dead: Understanding Biosafety
Are you concerned the Walking Dead will soon rise? Are we on the verge of World War Z? What can be done to prevent the escape of Zombie-producing agents from labs? This course seeks to save the world through the introduction of biosafety history, concepts, and principles & practices as seen through the lens of specific diseases and research at Stanford. The course will be of interest to students looking to pursue careers in biomedical research or those wishing to pursue professional medical education.
Terms: Sum
| Units: 2
COMPMED 185:
Animal Use in Biomedical Research
Preference to freshmen. How and why animals are used in biomedical science. Addresses human and animal disease entities and how animal research has contributed to the treatment and cure of disease. SignificantPreference to freshmen. How and why animals are used in biomedical science. Addresses human and animal health and how animal research has contributed to the treatment and cure of disease. Significant portions of this course are devoted to documenting the humane care and treatment of laboratory animals in research, including, but not limited to such topics as law and ethics, animal behavior, animal modeling, and the animal activist movement. Course topics will also include: history of animals in research, environmental enrichment for research animals, and research animals in the media.
Terms: Spr
| Units: 3
COMPMED 189:
Ouch it Hurts! The Comparative Neurobiology of Pain
Preference to sophomores. Focus is on understanding the basic neurobiology of pain pathways. Topics include the physiology, pharmacology, and clinical aspects of effective pain management. In both humans and animals pain is part of the protective mechanisms that prevent further injury to the body. However, if the pain process continues unchecked, it can become extremely detrimental.
| Units: 3
COMPMED 198:
Undergraduate Directed Reading in Comparative Medicine
May be taken as a prelude to research and may also involve participation in a lab or research group seminar and/or library research.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
Instructors: ;
Albertelli, M. (PI);
Bentzel, D. (PI);
Buckmaster, P. (PI);
Casey, K. (PI);
Darian-Smith, C. (PI);
Felt, S. (PI);
Garner, J. (PI);
Green, S. (PI);
Hestrin, S. (PI);
Huss, M. (PI);
Nagamine, C. (PI);
Pacharinsak, C. (PI);
Vilches-Moure, J. (PI)
COMPMED 199:
Undergraduate Research
Investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
Instructors: ;
Albertelli, M. (PI);
Bentzel, D. (PI);
Buckmaster, P. (PI);
Casey, K. (PI);
Darian-Smith, C. (PI);
Felt, S. (PI);
Garner, J. (PI);
Green, S. (PI);
Hestrin, S. (PI);
Huss, M. (PI);
Nagamine, C. (PI);
Pacharinsak, C. (PI);
Vilches-Moure, J. (PI)
COMPMED 200:
One Health Journal Club
Participants report on and review scientific articles published in peer reviewed journals. Focus is on manuscripts which report basic and mechanistic discoveries, animal modeling and translational research. The objective is to introduce MLAS students to critical scientific review of hypothesis-based research and experimental design, data analysis and interpretation. Enrollment limited to undergraduate and graduate students currently matriculated or planning to enroll in the MS in Laboratory Animal Science degree program.
Terms: Aut, Win
| Units: 1
| Repeatable
5 times
(up to 5 units total)
COMPMED 202:
Research Biomethodology for Laboratory Animal Science
Emphasis is on providing introductory training and practical, hands-on research animal biomethodology. Topics include basic care and principles guiding the use of research animals, animal health and welfare, enrichment, basic mouse handling, rodent breeding, and the principles of rodent aseptic surgery and anesthesia. The objective of this course is to teach basic skills in animal handling, animal care, and biomethodological research techniques. Content delivered online and in-person.
Terms: Aut, Win, Spr
| Units: 1
COMPMED 205:
Animal Use in Biomedical Research
How and why animals are used in biomedical science. Addresses human and animal health and how animal research has contributed to the treatment and cure of disease. Significant portions of this course are devoted to documenting the humane care and treatment of laboratory animals in research, including, but not limited to such topics as law and ethics, animal behavior, animal modeling, and the animal activist movement. Course topics will also include: history of animals in research, environmental enrichment for research animals, and research animals in the media. Includes hands-on workshops covering animal handling, aseptic rodent surgery, and mouse breeding.
Terms: Spr
| Units: 4
COMPMED 208:
Primate Brain Evolution: An Introduction to who we are
We explore the origins and evolutionary trends that have shaped primate brain structure and function. We focus on primates in the context of other mammalian and vertebrate species, as a way of comparing alternate brain plans and evolutionary pressures/trends. Topics include: The peripheral nervous system, brain evolution and the primate hand, vision, vocalization and language acquisition, the intelligent brain, and hominid evolution. We use current analytical approaches, critique papers, and make cross species comparisons to build a deeper appreciation of vertebrate brain organization more broadly, and the primate brain and nervous system more specifically. There are no prerequisites, but a basic understanding of neurobiology is helpful/preferred.
Last offered: Autumn 2021
| Units: 2
COMPMED 209:
Laboratory Animal Medicine Seminar
Focuses on husbandry, care, and diseases of major laboratory animal species (rodents, fish and amphibians, swine, sheep, rabbits, monkeys); regulatory and compliance, applied principles of animal modeling, and factors that influence animal research, animal behavior, and research reproducibility. The objective of this course is to provide students with an overview of the history of laboratory animal science, current industry standards and practices, and the fundamentals of laboratory animal diseases. Department consent is required for enrollment. May be repeated for credit. The course is virtual. Must attend 7 out of 10 seminars in the quarter for a satisfactory grade.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
COMPMED 210:
Form and Funkiness of Lab Animals : Anatomy, Histology, and Pathology
Have you ever stopped to think what all those pink and purple dots mean in a histology slide? Does wondering about what a pancreas really looks like keep you up at night? Have you ever lost sleep thinking about what dermatitis or an infarct really are? Well, this is your lucky quarter! This course focuses on the anatomy and histology (microscopic anatomy) of the entire mouse, both in normal and diseased states. The topics covered in the first portion of the course include: 1) organ identification at the gross level, 2) proper tissue fixation and preparation for histology, 3) identification of normal organ histology on hematoxylin and eosin (H&E)-stained slides, and 4) use of special stains for brightfield microscopy. Topics covered in the second portion of the course include: 1) basic pathology principles (response to injury, cell death, inflammation, healing, and neoplasia), and 2) common diseases of the laboratory mouse. This course may involve dissection laboratories. Comfort with mouse handling and previous participation in the VSC Mouse Handling Workshop and the Rodent Tissue Collection and Necropsy Workshop is recommended.
Terms: Aut
| Units: 4
COMPMED 211:
Robust, reproducible, real-world experimental design and analysis for life and biomedical scientists
So you've taken all these stats classes and learned a bunch of equations, but now you have to design and analyze your own experiments, and you're feeling lost and all those equations and classes really don't make sense. DON'T PANIC, we've all been there, and this is the class for you! Try learning these essential skills a different way - conceptually and hands-on without equations. Emphasis is on real-world experimental design and analysis in the life sciences, with particular focus on modern techniques that maximize power and minimize sample size, and avoiding common errors contributing to false discovery and the reproducibility crisis. This is a flipped-classroom. Class time is devoted to discussion of assigned reading (primarily Grafen & Hails 2002 "Modern statistics for the life sciences"), hands on guided work-through of example data sets, and developing analyses for the students' own research data. The objective is to provide students with a foundational conceptual understanding of biostatistics, particularly as applied to the design and planning of animal-based research projects.
Terms: Aut
| Units: 3
COMPMED 260:
Masters Laboratory Animal Science Practicum/Laboratory Research
Research laboratory and clinical service (pathology, diagnostic laboratory, surgery, husbandry, anesthesiology, aquatics, facility business and management, etc.), quarterly rotations for students enrolled in the Master's of Laboratory Animal Science program. The objective of this course is to provide students with hands on experience in research laboratories using animal models and to provide experience working in the daily operations of a large, veterinary service center. Fulfills the practicum and research requirements of MLAS students.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
6 times
(up to 90 units total)
Instructors: ;
Albertelli, M. (PI);
Bentzel, D. (PI);
Casey, K. (PI);
Darian-Smith, C. (PI);
Felt, S. (PI);
Garner, J. (PI);
Green, S. (PI);
Hestrin, S. (PI);
Huss, M. (PI);
Nagamine, C. (PI);
Pacharinsak, C. (PI);
Parker, K. (PI);
Vilches-Moure, J. (PI)
COMPMED 290:
Laboratory Animal Science Professional Development and Career Exploration
Focus is on career development for graduate students and trainees enrolled in a trainee program in the Department of Comparative Medicine. Seminar topics include career pathways in laboratory animal science, resume preparation, manuscript preparation and authorship, life in academics, life in industry and biopharma, regulatory agencies, veterinary and medical school. Speakers include faculty, speakers from industry and pharmaceutical companies, veterinary school and medical school graduates, regulatory and compliance professionals, research scientists, and animal research program/laboratory managers. Students may choose to shadow veterinary clinical faculty or rotate through basic science laboratory, by special arrangement. The objective is to introduce students to the multiple career pathways available to individuals with advanced training in laboratory animal science. May be taken up to six quarters.
Terms: Aut, Win
| Units: 1
| Repeatable
6 times
(up to 6 units total)
COMPMED 291:
Masters Research Presentations
Students enrolled in Masters of Laboratory Animal Science Graduate Program will present their Masters research project to the department. The first few sessions of the course are designed to assist students with development of their scientific talk and presentation skills. All students will receive feedback and evaluations from the audience, including faculty and fellow trainees. These talks are intended to help students be prepared for job talks as they seek employment in biotech, academia, and professional school. This course will meet the research presentation requirement of the MLAS degree program.
Last offered: Spring 2023
| Units: 1
| Repeatable
4 times
(up to 4 units total)
COMPMED 299:
Directed Reading in Comparative Medicine
Prerequisite: consent of instructor. (Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Albertelli, M. (PI);
Bentzel, D. (PI);
Buckmaster, P. (PI);
Casey, K. (PI);
Darian-Smith, C. (PI);
Felt, S. (PI);
Garner, J. (PI);
Green, S. (PI);
Hestrin, S. (PI);
Huss, M. (PI);
Nagamine, C. (PI);
Pacharinsak, C. (PI);
Parker, K. (PI);
Vilches-Moure, J. (PI)
COMPMED 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Albertelli, M. (PI);
Buckmaster, P. (PI);
Cherpes, T. (PI);
Darian-Smith, C. (PI);
Felt, S. (PI);
Garner, J. (PI);
Green, S. (PI);
Hestrin, S. (PI);
Nagamine, C. (PI);
Pacharinsak, C. (PI)
COMPMED 399:
Graduate Research
Investigations sponsored by individual faculty members.Opportunities are available in comparative medicine and pathology, immuno-histochemistry, electron microscopy, molecular genetics, quantitative morphometry, neuroanatomy and neurophysiology of the hippocampus, pathogenesis of intestinal infections, immunopathology, biology of laboratory rodents, anesthesiology of laboratory animals, gene therapy of animal models of neurodegenerative diseases, and development and characterization of transgenic animal models. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Albertelli, M. (PI);
Buckmaster, P. (PI);
Casey, K. (PI);
Cherpes, T. (PI);
Darian-Smith, C. (PI);
Felt, S. (PI);
Garner, J. (PI);
Green, S. (PI);
Hestrin, S. (PI);
Huss, M. (PI);
Nagamine, C. (PI);
Pacharinsak, C. (PI);
Vilches-Moure, J. (PI)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Albertelli, M. (PI);
Casey, K. (PI);
Darian-Smith, C. (PI);
Felt, S. (PI);
Garner, J. (PI);
Green, S. (PI);
Hestrin, S. (PI);
Nagamine, C. (PI);
Pacharinsak, C. (PI);
Parker, K. (PI);
Sudhof, T. (PI);
Vilches-Moure, J. (PI)
CS 58:
You Say You Want a Revolution (Blockchain Edition)
This project-based course will give creative students an opportunity to work together on revolutionary change leveraging blockchain technology. The course will provide opportunities for students to become operationally familiar with blockchain concepts, supported by presentation of blockchain fundamentals at a level accessible to those with or without a strong technical background. Specific topics include: incentives, ethics, crypto-commons, values, FOMO 3D, risks, implications and social good. Students will each discover a new possible use-case for blockchain and prototype their vision for the future accordingly. Application and impact areas may come from medicine, law, economics, history, anthropology, or other sectors. Student diversity of background will be valued highly.
Last offered: Winter 2019
| Units: 2
CS 102:
Working with Data - Tools and Techniques
Aimed at non-CS undergraduate and graduate students who want to learn a variety of tools and techniques for working with data. Many of the world's biggest discoveries and decisions in science, technology, business, medicine, politics, and society as a whole, are now being made on the basis of analyzing data sets. This course provides a broad and practical introduction to working with data: data analysis techniques including databases, data mining, machine learning, and data visualization; data analysis tools including spreadsheets, Tableau, relational databases and SQL, Python, and R; introduction to network analysis and unstructured data. Tools and techniques are hands-on but at a cursory level, providing a basis for future exploration and application. Prerequisites: comfort with basic logic and mathematical concepts, along with high school AP computer science, CS106A, or other equivalent programming experience.
Last offered: Spring 2020
| Units: 3-4
| UG Reqs: WAY-AQR
CS 224V:
Conversational Virtual Assistants with Deep Learning
Generative AI, and in particular Large Language Models (LLMs), has already changed how we work and study. But this is just the beginning, as it has the potential of assisting and perhaps eventually automating knowledge workers in all areas, from law, medicine, to teaching and mental health therapists. This course will focus on the general principles and the latest research on methodologies and tools that can be applied to all domains. This is a project-oriented course, where students will gain hands-on experience in either methodology research or applying the concepts to create useful assistants for a domain of their choice. Topics include: (1) growing LLMs' knowledge through a combination of manual supervised learning and self-learning, (2) stopping LLMs from hallucination by grounding them with external corpora of knowledge, which is necessary for handling new, live, private as well as long-tail data, (3) handling external data corpora in different domains including structured and unstructured data, (4) experimentation and evaluation of conversational assistants based on LLMs, (5) controlling LLMs to achieve tasks, (6) persuasive LLMs, (7) multilingual assistants, and (8) combining voice and graphical interfaces. Prerequisites: one of LINGUIST 180/280, CS 124, CS 224N, CS 224S, 224U.
Terms: Aut
| Units: 3-4
CS 231N:
Deep Learning for Computer Vision
Computer Vision has become ubiquitous in our society, with applications in search, image understanding, apps, mapping, medicine, drones, and self-driving cars. Core to many of these applications are visual recognition tasks such as image classification and object detection. Recent developments in neural network approaches have greatly advanced the performance of these state-of-the-art visual recognition systems. This course is a deep dive into details of neural-network based deep learning methods for computer vision. During this course, students will learn to implement, train and debug their own neural networks and gain a detailed understanding of cutting-edge research in computer vision. We will cover learning algorithms, neural network architectures, and practical engineering tricks for training and fine-tuning networks for visual recognition tasks.Prerequisites: Proficiency in Python - All class assignments will be in Python (and use numpy) (we provide a tutorial here for those who aren't as familiar with Python). If you have a lot of programming experience but in a different language (e.g. C/C++/Matlab/Javascript) you will probably be fine.College Calculus, Linear Algebra (e.g. MATH 19, MATH 51) -You should be comfortable taking derivatives and understanding matrix vector operations and notation. Basic Probability and Statistics (e.g. CS 109 or other stats course) -You should know basics of probabilities, gaussian distributions, mean, standard deviation, etc.
Terms: Spr
| Units: 3-4
CS 235:
Computational Methods for Biomedical Image Analysis and Interpretation (BIOMEDIN 260, BMP 260, RAD 260)
The latest biological and medical imaging modalities and their applications in research and medicine. Focus is on computational analytic and interpretive approaches to optimize extraction and use of biological and clinical imaging data for diagnostic and therapeutic translational medical applications. Topics include major image databases, fundamental methods in image processing and quantitative extraction of image features, structured recording of image information including semantic features and ontologies, indexing, search and content-based image retrieval. Case studies include linking image data to genomic, phenotypic and clinical data, developing representations of image phenotypes for use in medical decision support and research applications and the role that biomedical imaging informatics plays in new questions in biomedical science. Includes a project. Enrollment for 3 units requires instructor consent. Prerequisites: programming ability at the level of CS 106A, familiarity with statistics, basic biology. Knowledge of Matlab or Python highly recommended.
Terms: Spr
| Units: 3-4
CS 236G:
Generative Adversarial Networks
Generative Adversarial Networks (GANs) have rapidly emerged as the state-of-the-art technique in realistic image generation. This course presents theoretical intuition and practical knowledge on GANs, from their simplest to their state-of-the-art forms. Their benefits and applications span realistic image editing that is omnipresent in popular app filters, enabling tumor classification under low data schemes in medicine, and visualizing realistic scenarios of climate change destruction. This course also examines key challenges of GANs today, including reliable evaluation, inherent biases, and training stability. After this course, students should be familiar with GANs and the broader generative models and machine learning contexts in which these models are situated. Prerequisites: linear algebra, statistics, CS106B, plus a graduate-level AI course such as: CS230, CS229 (or CS129), or CS221.
Last offered: Winter 2022
| Units: 3
CS 275:
Translational Bioinformatics (BIOE 217, BIOMEDIN 217, GENE 217)
Analytic and interpretive methods to optimize the transformation of genetic, genomic, and biological data into diagnostics and therapeutics for medicine. Topics: access and utility of publicly available data sources; types of genome-scale measurements in molecular biology and genomic medicine; linking genome-scale data to clinical data and phenotypes; and new questions in biomedicine using bioinformatics. Case studies. Prerequisites: programming ability at the level of CS 106A and familiarity with statistics and biology.
Terms: Spr
| Units: 3-4
CS 279:
Computational Biology: Structure and Organization of Biomolecules and Cells (BIOE 279, BIOMEDIN 279, BIOPHYS 279, CME 279)
Computational techniques for investigating and designing the three-dimensional structure and dynamics of biomolecules and cells. These computational methods play an increasingly important role in drug discovery, medicine, bioengineering, and molecular biology. Course topics include protein structure prediction, protein design, drug screening, molecular simulation, cellular-level simulation, image analysis for microscopy, and methods for solving structures from crystallography and electron microscopy data. Prerequisites: elementary programming background (CS 106A or equivalent) and an introductory course in biology or biochemistry.
Terms: Aut
| Units: 3
CS 309A:
Cloud Computing Seminar
For science, engineering, computer science, business, education, medicine, and law students. Cloud computing is bringing information systems out of the back office and making it core to the entire economy. Furthermore with the advent of smarter machines cloud computing will be integral to building a more precision planet. This class is intended for all students who want to begin to understand the implications of this technology. Guest industry experts are public company CEOs who are either delivering cloud services or using cloud services to transform their businesses.
Terms: Aut
| Units: 1
| Repeatable
for credit
CS 337:
AI-Assisted Care (MED 277)
AI has been advancing quickly, with its impact everywhere. In healthcare, innovation in AI could help transforming of our healthcare system. This course offers a diverse set of research projects focusing on cutting edge computer vision and machine learning technologies to solve some of healthcare's most important problems. The teaching team and teaching assistants will work closely with students on research projects in this area. Research projects include Care for Senior at Senior Home, Surgical Quality Analysis, AI Assisted Parenting, Burn Analysis & Assessment and more. AI areas include Video Understanding, Image Classification, Object Detection, Segmentation, Action Recognition, Deep Learning, Reinforcement Learning, HCI and more. The course is open to students in both school of medicine and school of engineering.
Terms: Aut
| Units: 1-4
CS 342:
Building for Digital Health (MED 253)
This project-based course will provide a comprehensive overview of key requirements in the design and full-stack implementation of a digital health research application. Several pre-vetted and approved projects from the Stanford School of Medicine will be available for students to select from and build. Student teams learn about all necessary approval processes to deploy a digital health solution (data privacy clearance/I RB approval, etc.) and be guided in the development of front-end and back-end infrastructure using best practices. The final project will be the presentation and deployment of a fully approved digital health research application. CS106A, CS106B, Recommended: CS193P/A, CS142, CS47, CS110. Limited enrollment for this course. Apply for enrollment permission here: https://stanforduniversity.qualtrics.com/jfe/form/SV_9ThVhqf4zyhzheS
Terms: Win
| Units: 3-4
CS 371:
Computational Biology in Four Dimensions (BIOMEDIN 371, BIOPHYS 371, CME 371)
Cutting-edge research on computational techniques for investigating and designing the three-dimensional structure and dynamics of biomolecules, cells, and everything in between. These techniques, which draw on approaches ranging from physics-based simulation to machine learning, play an increasingly important role in drug discovery, medicine, bioengineering, and molecular biology. Course is devoted primarily to reading, presentation, discussion, and critique of papers describing important recent research developments. Prerequisite: CS 106A or equivalent, and an introductory course in biology or biochemistry. Recommended: some experience in mathematical modeling (does not need to be a formal course).
Last offered: Winter 2023
| Units: 3
CS 372:
Artificial Intelligence for Precision Medicine and Psychiatric Disorders
Artificial intelligence, specifically deep learning, stands out as one of the most transformative technologies of the past decade. AI can already outperform humans in several computer vision and natural language processing tasks. However, we still face some of the same limitations and obstacles that led to the demise of the first AI boom phase five decades ago. This research-oriented course will first review and reveal the limitations (e.g., iid assumption on training and testing data, voluminous training data requirement, and lacking interpretability) of some widely used AI algorithms, including convolutional neural networks (CNNs), transformers, reinforcement learning, and generative adversarial networks (GANs). To address these limitations, we will then explore topics including transfer learning for remedying data scarcity, knowledge-guided multimodal learning for improving data diversity, out of distribution generalization, attention mechanisms for enabling Interpretability, meta learning, and privacy-preserving training data management. The course will be taught through a combination of lecture and project sessions. Lectures on specialized AI applications (e.g., cancer/depression diagnosis and treatment, AI/VR for surgery, and health education) will feature guest speakers from academia and industry. Students will be assigned to work on an extensive project that is relevant to their fields of study (e.g., CS, Medicine, and Data Science). Projects may involve conducting literature surveys, formulating ideas, and implementing these ideas. Example project topics are but not limited to 1) knowledge guided GANs for improving training data diversity, 2) disease diagnosis via multimodal symptom checking, and 3) fake and biased news/information detection.
Terms: Spr
| Units: 3
CS 571:
Surgical Robotics Seminar (ME 571)
Surgical robots developed and implemented clinically on varying scales. Seminar goal is to expose students from engineering, medicine, and business to guest lecturers from academia and industry. Engineering and clinical aspects connected to design and use of surgical robots, varying in degree of complexity and procedural role. May be repeated for credit.
Last offered: Winter 2019
| Units: 1
| Repeatable
for credit
CSRE 18:
Antiracism and Health Equity: A project-based community service course
This class will examine the structural racialized bias in medicine, biomedical research and health care delivery by using short form media to address the dismantling of systemic racist practices. In understanding that inequity is a feature and not a flaw of health status and health care delivery in the United States, students will design and deliver creative, serviceable solutions for community partner-generated problems/issues. This course is designed for human biology students but, all majors are welcome. "Cardinal Course certified by the Haas Center
Last offered: Spring 2022
| Units: 1
CSRE 20N:
What counts as "race," and why? (SOC 20N)
Preference to freshmen. Seminar discussion of how various institutions in U.S. society employ racial categories, and how race is studied and conceptualized across disciplines. Course introduces perspectives from demography, history, law, genetics, sociology, psychology, and medicine. Students will read original social science research, learn to collect and analyze data from in-depth interviews, and use library resources to conduct legal/archival case studies.
Last offered: Winter 2019
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
CSRE 28N:
The Cultural Shaping of Emotion (PSYCH 28N)
This seminar examines how our cultural ideas and practices shape our conceptions, perceptions, and experiences of emotion. We will read and discuss empirical research and case studies from psychology, anthropology, sociology, and medicine. Course requirements include weekly reading and thought papers, weekly discussion, and a final research project and presentation.
Last offered: Spring 2022
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
CSRE 31N:
Does Science Have Culture? (ANTHRO 30N)
In this course students will engage with the anthropology of science and medicine to explore the how cultural norms shape scientific understandings. Through a series of diverse global case studies, seminar participants will assess how historical conditions yield political possibilities that inflect discoveries. Lastly, students will probe how cultural understandings of nature, human difference and national esteem influence how scientific facts come to cohere as reflections of the societies in which they emerge.
Last offered: Spring 2021
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-SI
CSRE 126:
Psychedelics and Social Justice (LIFE 116, PSYC 116, PSYC 216)
This course will provide an overview of current social justice issues in psychedelic research, including the impact of colonization and systemic inequality on resource allocation during the multinational resurgence of interest in psychedelic medicine in the 21st century. Through a combination of lectures, facilitated small-group discussions, and creative as well as experiential activities, the course is designed to promote self-inquiry and cultural humility while reflecting on current human practices with consciousness-modifying agents. Students must concurrently attend the PSYC 216L Lecture Series (Wednesdays, 5:30-6:20 PM) as part of this course. Enrollment is limited to 15 students to promote deeper discussion and community.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP
| Repeatable
4 times
(up to 12 units total)
CSRE 138:
Medical Ethics in a Global World: Examining Race, Difference and Power in the Research Enterprise (ANTHRO 138, ANTHRO 238)
This course will explore historical as well as current market transformations of medical ethics in different global contexts. We will examine various aspects of the research enterprise, its knowledge-generating and life-saving goals, as well as the societal, cultural, and political influences that make medical research a site of brokering in need of oversight and emergent ethics.This seminar will provide students with tools to explore and critically assess the various technical, social, and ethical positions of researchers, as well as the role of the state, the media, and certain publics in shaping scientific research agendas. We will also examine how structural violence, poverty, global standing, and issues of citizenship also influence issues of consent and just science and medicine.
Last offered: Spring 2020
| Units: 5
| UG Reqs: WAY-EDP, WAY-ER
CSRE 151C:
Ethical STEM: Race, Justice, and Embodied Practice (AFRICAAM 151, ARTSINST 151C, ETHICSOC 151C, STS 51D, SYMSYS 151D, TAPS 151D)
What role do science and technology play in the creation of a just society? How do we confront and redress the impact of racism and bias within the history, theory, and practice of these disciplines? This course invites students to grapple with the complex intersections between race, inequality, justice, and the STEM fields. We orient to these questions from an artistically-informed position, asking how we can rally the embodied practices of artists to address how we think, make, and respond to each other. Combining readings from the history of science, technology, and medicine, ethics and pedagogy, as well as the fine and performing arts, we will embark together on understanding how our STEM practices have emerged, how we participate today, and what we can imagine for them in the future. The course will involve workshops, field trips (as possible), and invited guests. All students, from any discipline, field, interest, and background, are welcome! This course does build upon the STS 51 series from 2020-21, though it is not a prerequisite for this course. Please contact the professor if you have any questions!
Terms: Win
| Units: 4-5
CSRE 178:
Ethics and Politics of Public Service (ETHICSOC 133, PHIL 175A, PHIL 275A, POLISCI 133, PUBLPOL 103D, URBANST 122)
Public service is private action for the public good, work done by individuals and groups that aims at some vision of helping society or the world. This course examines some of the many ethical and political questions that arise in doing public service work, whether volunteering, service learning, humanitarian endeavors overseas, or public service professions such as medicine, teaching, or even "ethical investing" and "ethical entrepreneurship." What motives do people have to engage in public service work? Are self-interested motives troublesome? What is the connection between service work and justice? Should the government or schools require citizens or students to perform service work? Is mandatory service an oxymoron?
Last offered: Spring 2018
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-ER
CSRE 243C:
People, Plants, and Medicine: Atlantic World Amerindian, African, and European Science (CSRE 443C, FEMGEN 443C, HISTORY 243C, HISTORY 343C, HISTORY 443C)
Explores the global circulation of plants, peoples, disease, medicines, technologies, and knowledge. Considers primarily Africans, Amerindians, and Europeans in the eighteenth-century Atlantic World and focuses on their exchanges in the Caribbean, in particular within the French and British empires. We also take examples from other knowledge traditions, where relevant. Readings treat science and medicine in relation to voyaging, the natural history of plants, environmental exchange, racism, and slavery in colonial contexts. Colonial sciences and medicines were important militarily and strategically for positioning emerging nation states in global struggles for land and resources. Upper-level undergrads must apply for 243C; please fill in this short form: https://forms.gle/XpUXwfT6ULiwC8P19 Graduate students taking the course as a one-quarter seminar should enroll in 343C. Graduate students taking the course as a two-part graduate research seminar should enroll in the 443C (Part I) in Winter and the 443D (Part II) in Spring.
| Units: 4-5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-EDP, WAY-SI
CSRE 443C:
People, Plants, and Medicine: Atlantic World Amerindian, African, and European Science (CSRE 243C, FEMGEN 443C, HISTORY 243C, HISTORY 343C, HISTORY 443C)
Explores the global circulation of plants, peoples, disease, medicines, technologies, and knowledge. Considers primarily Africans, Amerindians, and Europeans in the eighteenth-century Atlantic World and focuses on their exchanges in the Caribbean, in particular within the French and British empires. We also take examples from other knowledge traditions, where relevant. Readings treat science and medicine in relation to voyaging, the natural history of plants, environmental exchange, racism, and slavery in colonial contexts. Colonial sciences and medicines were important militarily and strategically for positioning emerging nation states in global struggles for land and resources. Upper-level undergrads must apply for 243C; please fill in this short form: https://forms.gle/XpUXwfT6ULiwC8P19 Graduate students taking the course as a one-quarter seminar should enroll in 343C. Graduate students taking the course as a two-part graduate research seminar should enroll in the 443C (Part I) in Winter and the 443D (Part II) in Spring.
| Units: 4-5
CTS 225:
Stem Cells in Cardiovascular Regenerative Medicine
This course consists of didactic lectures and journal club presentations on the basic principles and translational applications of stem cells for treatment of cardiovascular diseases. Another component of the course is peer-to-peer teaching by student-led journal club presentations. To synthesize knowledge gained from the course, the students will prepare a final report in the form of a research proposal. After completion of this course, the students should expect to: 1) Get broad exposure to basic and translational applications of stem cell research to cardiovascular medicine; and 2) Read, interpret, and orally present scientific literature. Prerequisite: Medical of graduate standing; undergraduates require instructor approval.
Terms: Spr
| Units: 2
| Repeatable
2 times
(up to 4 units total)
DANCE 121:
Creative and Contemplative Movement: Intro to Qigong (LIFE 121)
In the class, students will be introduced to qigong as moving meditation. Qigong, loosely translated as energy cultivation, is a branch of Traditional Chinese Medicine based on the principles of Buddhism and Taoism. It can integrate the mind and body and cultivate awareness of the present moment. In this class, we will conceptualize qigong through the lenses of both creativity and contemplation and practice it as a slow dance-meditation. Students will learn exercises based on the Yoqi Six Phases of Qi Flow, developed by Marisa Cranfill, as well as engage in creative, improvisational movement. Readings to support the practice include writings by contemporary scholars and practitioners, and articles about the most recent evidence-based research. Assignments include short written reflections as well as solo and collaborative creative projects.
Terms: Spr
| Units: 1-2
| UG Reqs: WAY-CE
DANCE 224:
Physical Listening (SOMGEN 224)
Do you want to deepen your communication skills with patients and colleagues? Are you planning or pursuing a career in healthcare? If so, Physical Listening is the course for you. Non-verbal behaviors and physical presence play a critical role in masterful interpersonal communication. How our bodies move - the energy we project, the force and speed of our movements - informs how we perceive and communicate. The Stanford School of Medicine and Medical Humanities program invites you to join this interdisciplinary course harnessing core competencies at the intersection of medicine and dance, designed to finesse clinically relevant communication skills through creative inquiry. Through this course, learners will: Explore the concept of "physical embodiment" through interactive exercises, video viewings, clinical cases, and lively discussion; sharpen skills of kinesthetic awareness, spatial perception, and critical movement analysis; improve their ability to read and employ non-verbal, physical "language" in daily communication. Taught by faculty/instructors from the School of Medicine, Stanford Healthcare, Stanford Medicine Children's Health, and the Department of Theater and Performance Studies (TAPS). Featured instruction by JoAnna Mendl Shaw - renowned choreographer and former Juilliard and NYU Tisch School of the Arts faculty. Open to all Stanford undergraduate students (perfect for premedical students!), graduate students, and medical students. No prerequisites and no former artistic experience are expected. For any questions about the course, please reach out to Dr. Nina Shevzov-Zebrun (nszebrun@stanford.edu,), a resident physician in Pediatrics who will serve as an assisting instructor in this course.
| Units: 2
DERM 310B:
Advanced Clinical Elective in Dermatology
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: A dermatology advanced clerkship designed for medical students interested in pursuing dermatology residency training. It consists of a 4-week clerkship based at the Stanford Medicine Outpatient Clinic in Redwood City, Stanford Hospital and Clinics in Palo Alto and the Palo Alto VA. Students work closely with faculty to obtain strong clinical skills in the diagnosis and management of common skin disorders, participating in dermatopathology sessions, inpatient consultations, cutaneous oncology, surgery, and general and specialty adult dermatology clinics. Students are expected to attend Tuesday morning didactic teaching sessions as well as Dermatology Grand Rounds every Thursday morning. Students will be expected to give a case-based presentation at Grand Rounds during the rotation. Stanford medical students interested in enrolling should contact Madison Siemers at msiemers@stanford.edu for more information. Outside Rotators: To apply, please submit a SlideRoom Application by 12 PM PDT on March 31st at: https://dermclerkship.slideroom.com/#/login/program/70011. Please do not submit applications directly to the Clerkship Office unless instructed to do so by the course directors. The selection of outside rotators will occur during the month of April. Note that this clerkship employs a deadline that differs from that of the Stanford Clerkship Office. Unfortunately, there are no exceptions to the application deadline. Learn more by visiting the 310B course description tab at: https://med.stanford.edu/dermatology/Education/Medical_Students.html. SCORE PROGRAM: This clerkship participates in the SCORE program, a diversity promotion program run by the Stanford Clerkship Office that provides other support for outside rotators. Please note that individuals who has underrepresented in medicine, socially, economically, or educationally disadvantaged, and others whose backgrounds and experiences would diversify their clinical fields, may qualify for this program. Please see the following for further details: https://med.stanford.edu/clerkships/score-program.html. PREREQUISITES: Dermatology 300A for Stanford medical students and an equivalent intro dermatology course for outside rotators. PERIODS AVAILABLE: 2-12, full time for 4 weeks. 2 students per period. CLERKSHIP DIRECTOR: Matthew Lewis, M.D. & Jennifer Chen, M.D. CLERKSHIP COORDINATOR: Madison Siemers, msiemers@stanford.edu. REPORTING INSTRUCTIONS: Where: Palo Alto VA, 3801 Miranda Avenue, Palo Alto, CA 94304, Bldg. 100, Dermatology Clinic, Rm D1-227; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: VA & Stanford dermatology faculty. LOCATION: SUMC, VAPAHCS.
Terms: Aut, Win, Spr, Sum
| Units: 6
DESIGN 265:
Psychedelic Medicine by Design
If ever there was a space ripe with opportunity for design, it's one where intentional (mind)set and setting are critical to the quality of the user experience. However, foundational design decisions are being made today that will shape the ways psychedelics come to exist in our healthcare systems, and everyday lives, without strong design thought leadership involved in the conversation (yet). This class is for people interested in exploring possibilities across the ecosystem of psychedelic medicine, including people who may not traditionally identify themselves as designers - mental health / wellness practitioners, government policymakers, venture builders, those who are psychedelic medicine-curious, and of course fierce social justice and equity advocates who are pushing for spiritual development through sacred plants.
Terms: Spr
| Units: 3-4
DLCL 120:
Introduction to the Medical Humanities (ANTHRO 120H, FRENCH 120E, ITALIAN 120)
Medical Humanities is a humanistic and interdisciplinary approach to medicine. It explores the experience of health and illness as captured through the expressive arts (painting, music, literature), across historical periods and in different cultures, as interpreted by scholars in the humanities and social sciences as well as in medicine and policy. Its goal is to give students an opportunity to explore a more holistic and meaning-centered perspective on medical issues. It investigates how medicine is an art form as well as a science, and the way institutions and culture shape the way illness is identified, experienced and treated.
Terms: Win
| Units: 4
| UG Reqs: WAY-EDP
ECON 4:
Democracy Matters (PHIL 30, POLISCI 42, PUBLPOL 4)
Should the U.S. close its border to immigrants? What are the ramifications of income inequality? How has COVID-19 changed life as we know it? Why are Americans so politically polarized? How can we address racial injustice? As the 2020 election approaches, faculty members from across Stanford will explore and examine some of the biggest challenges facing society today. Each week will be dedicated to a different topic, ranging from health care and the economy to racial injustice and challenges to democracy. Faculty with expertise in philosophy, economics, law, political science, psychology, medicine, history, and more will come together for lively conversations about the issues not only shaping this election season but also the nation and world at large. There will also be a Q&A following the initial discussion. Attendance and supplemental course readings are the only requirements for the course.
Last offered: Autumn 2020
| Units: 1
ECON 127:
Economics of Health Improvement in Developing Countries (HRP 227, MED 262)
Application of economic paradigms and empirical methods to health improvement in lower-income countries. Emphasis is on unifying analytic frameworks and evaluation of empirical evidence. How economic views differ from public health, medicine, and epidemiology; analytic paradigms for health and population change; the demand for health; the role of health in international development. Prerequisites: ECON 50 and ECON 102B.
Last offered: Winter 2023
| Units: 5
| UG Reqs: WAY-SI
EE 84N:
From the Internet for People to the Internet of Things
Driven by the ubiquity of the Internet and advances in various technological fields, all aspects of the physical world in which we live are undergoing a major transformation. Underlying this transformation is a concept known as the Internet of Things (IoT) which envisions that every physical object in the world could be connected to the Internet. This concept is at the root of such developments as the fourth industrial revolution, precision agriculture, smart cities, intelligent transportation, home and building automation, precision medicine, etc. In this seminar, we trace back the origins of the IoT concept in terms of both the vision and pioneering work, identify the building blocks of an IoT system, and explore enabling technologies pertaining to the devices that get attached to things (possibly comprising sensors, actuators, and embedded systems) and the communications capabilities (RFID, Bluetooth, wireless sensor networks, Wi-Fi, Low Power WANs, cellular networks, vehicular communications). Students will apply the acquired knowledge to the design of IoT systems meeting specific objectives in various application domains.
Terms: Win
| Units: 3
EE 169:
Introduction to Bioimaging
Bioimaging is important for both clinical medicine, and medical research. This course will provide a introduction to several of the major imaging modalities, using a signal processing perspective. The course will start with an introduction to multi-dimensional Fourier transforms, and image quality metrics. It will then study projection imaging systems (projection X-Ray), backprojection based systems (CT, PET, and SPECT), systems that use beam forming (ultrasound), and systems that use Fourier encoding (MRI). Prerequisites: EE102A, EE102B
Last offered: Autumn 2022
| Units: 3
EE 369A:
Medical Imaging Systems I (BMP 269A)
Imaging internal structures within the body using high-energy radiation and ultrasound, studied from a systems viewpoint. Modalities covered: x-ray, computed tomography, nuclear medicine, and ultrasound. Review of linear signals and systems, Fourier transforms, random variables, and noise. Analysis of existing and proposed systems in terms of resolution, frequency response, detection sensitivity, noise, and potential for improved diagnosis. This course covers Fourier transform basics and serves as an alternative prerequisite to EE 261 for EE 369B. Prerequisite: EE 102A (undergraduate-level signals and systems) or similar.
Terms: Win
| Units: 3
EMED 101:
Emergency Management Skills: Stanford Response Team Training
Addresses personal, community, and organizational response and resilience in emergencies. Learn disaster psychology and self care, personal risk assessment, situational awareness, and preparedness. Obtain the skills needed to deploy as a layperson member of a Community Emergency Response Team (CERT). Learn and practice first aid, light rescue, medical field operations, and experience team building exercises tailored to disaster response. Analyze emergency management concepts and approaches to learn about Stanford's response to a range of scenarios/case studies within the framework of country, state, and federal public health responses. Leave the course prepared to assist in emergency situations meaningfully and confidently.
Terms: Aut, Spr
| Units: 1
EMED 111A:
EMED 111A: Emergency Medical Responder Training (EMED 211A)
The Stanford Emergency Medical Responder (EMR) Program ( EMED 111A) introduces those interested in EMS, and provides an overview of the knowledge and skills necessary to manage the scene of an emergency until more highly trained responders arrive. This theoretical and practical training is a prerequisite and will prepare you for the EMT Program in Winter and Spring quarters ( EMED 111B/C). It also allows students to sit for the NREMT exam for EMRs once the optional skills session has been successfully completed. The EMR Skills Session will be hosted over a weekend towards the end of the quarter. The exact date will be announced during Week 1 of the course. Instructor permission is required to repeat the course.Please note, ONLY graduate students may enroll for 3 or 4 units with instructor permission
Terms: Aut, Win, Spr
| Units: 3-5
EMED 111B:
Emergency Medical Technician Training (EMED 211B)
First of two-quarter Stanford Emergency Medical Technician (EMT) Program ( EMED 111B/C). Students are trained to provide basic life support and to transport sick and injured patients to the hospital. Topics include patient assessment and managing cardiac, respiratory, neurological, and other medical emergencies. Includes both lecture and practical sessions. After completing the EMED 111 sequence and meeting all class requirements, students can sit for the National Registry EMT cognitive exam and obtain state certification as an EMT. We encourage freshmen and sophomores to apply. Skills labs will be held every Thursday evening, with one entire weekend towards the end of the quarter. Tuesdays will have office hours as posted during the first weekA one-time course fee of $70 will be assessed to cover the required equipment and a uniform shirt. (Financial assistance may be available. Please get in touch with the instructor with any concerns.)Prerequisites: EMED 111A and application (see http://emt.stanford.edu), or consent of instructor. AHA or Red Cross healthcare provider CPR certification is also required but can be obtained during the quarter.Please note, ONLY graduate students may enroll for 3 or 4 units with instructor permission.
Terms: Win
| Units: 3-5
EMED 111C:
Emergency Medical Technician Training (EMED 211C)
Second of two-quarter Stanford Emergency Medical Technician (EMT) Program - ( EMED 111B/C). Topics include ambulance operations, environmental emergencies, trauma management including falls, gunshot wounds, orthopedic and blast injuries, mass casualty incidents, vehicle extrication, and pediatric and obstetrical emergencies. Skills labs will be held every Thursday evening, with one entire weekend towards the end of the quarter. Prerequisites: EMED 111A/211A, 111B/211C, and consent of instructor, AHA or RC CPR certification.Please note, ONLY graduate students may enroll for 3 or 4 units with instructor permission.
Terms: Spr
| Units: 3-5
EMED 112A:
Advanced Training and Teaching for the EMT **EMT REFRESHER** (EMED 212A)
EMED 112A/212A is a California and NREMT-approved EMT refresher course that provides the necessary continuing education. Topics include both medical and traumatic emergencies, as well as skills training. Students taking this course also serve as teaching assistants for EMED 111/211, the initial EMT training course. There will be one class activity on a Saturday and Sunday during the quarter, which is required; a specific date will be announced during the first few weeks of class.Prerequisites: Completion of an EMT certification course (such as EMED 111A-C), CPR for Healthcare Providers, and consent of the instructor. See http://emt.stanford.edu for more details.
Terms: Aut
| Units: 2-3
| Repeatable
for credit
EMED 112B:
Advanced Training and Teaching for the EMT (EMED 212B)
Advanced topics and teaching in EMS, including assessment and treatment of the undifferentiated trauma patient (including airway management, monitoring, and evaluation) and prehospital care in nontraditional locations. Students taking this course also serve as teaching assistants for EMED 111/211, Stanford's EMT training course. nn**THIS IS NOT AN EMT REFRESHER COURSE, only EMED 112A/212A is a California and NREMT approved EMT refresher course.**nnPrerequisites: Current EMT certification (state or NREMT), CPR for Healthcare Providers, and consent of instructor. See http://emt.stanford.edu for more details.
Terms: Win
| Units: 2-3
| Repeatable
for credit
EMED 112C:
Advanced Training and Teaching for the EMT (EMED 212C)
Advanced topics and teaching in EMS, including leadership of MCIs, vehicle extrication, and obstetric and pediatric emergencies. Students taking this course also serve as teaching assistants for EMED 111/211, the Stanford EMT training course. There will be one class activity on a weekend towards the end of the quarter, specific date will be announced during the first few weeks of class.nn**THIS IS NOT AN EMT REFRESHER COURSE, only EMED 112A/212A is a California and NREMT approved EMT refresher course.**nnPrerequisites: Current EMT certification (state or NREMT), CPR for Healthcare Providers, and consent of instructor. See http://emt.stanford.edu for more details.
Terms: Spr
| Units: 2-3
| Repeatable
for credit
EMED 122:
BioSecurity and Pandemic Resilience (BIOE 122, EMED 222, PUBLPOL 122, PUBLPOL 222)
Overview of the most pressing biosecurity issues facing the world today, with a special focus on the COVID-19 pandemic. Critical examination of ways of enhancing biosecurity and pandemic resilience to the current and future pandemics. Examination of how the US and the world are able to withstand a pandemic or a bioterrorism attack, how the medical/healthcare field, government, and technology sectors are involved in biosecurity and pandemic or bioterrorism preparedness and response and how they interface; the rise of synthetic biology with its promises and threats; global bio-surveillance; effectiveness of various containment and mitigation measures; hospital surge capacity; medical challenges; development, production, and distribution of countermeasures such as vaccines and drugs; supply chain challenges; public health and policy aspects of pandemic preparedness and response; administrative and engineering controls to enhance pandemic resilience; testing approaches and challenges; promising technologies for pandemic response and resilience, and other relevant topics. Guest lecturers have included former Secretary of State Condoleezza Rice, former Special Assistant on BioSecurity to Presidents Clinton and Bush Jr. Dr. Ken Bernard, former Assistant Secretary of Health and Human Services Dr. Robert Kadlec, eminent scientists, public health leaders, innovators and physicians in the field, and leaders of relevant technology companies. Open to medical, graduate, and undergraduate students. No prior background in biology necessary. Must be taken for at least 4 units to get WAYs credit. Students also have an option to take the class for 2 units as a speaker series/seminar where they attend half the class sessions (or more) and complete short weekly assignments. In -person, asynchronous synchronous online instruction are available.
Terms: Win
| Units: 2-5
| UG Reqs: GER: DB-NatSci, GER:EC-GlobalCom, WAY-SI
| Repeatable
3 times
(up to 15 units total)
EMED 123N:
Does Social Media Make Better Physicians?
Scientific knowledge doubles every 90 days. Physicians must quickly learn about recent discoveries to remain current in their chosen specialties. How does tech help doctors stay up-to-date? Twitter, Snapchat, lnstagram, and Face book are used to teach physicians and their patients. Online learning systems have replaced most textbooks and social media platforms are now vehicles to disseminate new knowledge. This seminar will explore the best ways to use technology in medical education, with a focus on the application of social media as a key instructional tool. Students will learn about the different stages of education required to become a physician and explore some of the challenges to continuing medical education. Class assignments will include the creation of health education infographics, reading and drafting posts for medical biogs, and critical analysis of medical podcasts. The course will be particularly interesting to pre-medical students who have a background in blogging or pod casting, though such experiences or skills are not prerequisites for enrollment. Throughout the seminar, there will be an emphasis on the impact of digital scholarship. Students will have the opportunity to submit high-quality classwork for possible online publication on several medical education sites made available by the course instructor.
Terms: Win
| Units: 3
| UG Reqs: WAY-CE
EMED 124:
Wilderness First Aid
Provides basic introductory back country and emergency medicine skill development. Topics covered include patient assessment, addressing life threats, shock, spine safety, musculoskeletal injuries, medical emergencies, and environmental emergencies.
Last offered: Summer 2023
| Units: 1
| Repeatable
3 times
(up to 3 units total)
EMED 126:
Wilderness First Responder
A more advanced and intensive class building on wilderness first aid that teaches first responder skills using improvised resources in varying environmental conditions and extended-care situations. This is used as a framework for learning to respond to medical emergencies in remote wilderness settings. Examines necessary tools to make critical medical and evacuation decisions.
Terms: Aut, Win, Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
EMED 127:
Health Care Leadership (EMED 227, PUBLPOL 127, PUBLPOL 227)
Healthcare Leadership class brings eminent healthcare leaders from a variety of sectors within healthcare to share their personal reflections and insights on effective leadership. Speakers discuss their personal core values, share lessons learned and their recipe for effective leadership in the healthcare field, including reflection on career and life choices. Speakers include CEOs of healthcare technology, pharmaceutical and other companies, leaders in public health, eminent leaders of hospitals, academia, biotechnology companies and other health care organizations. The class will also familiarize the students with the healthcare industry, as well as introduce concepts and skills relevant to healthcare leadership. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit. Students taking the course Mondays and Wednesdays should enroll for 4 units (exceptions for a 3 unit registration can be made with the consent of instructor to be still eligible for Ways credit). Students also have an option of taking the course as a speaker seminar series for 2 units where they attend at least half the class sessions of their choice and complete short weekly assignments. Synchronous online instruction is available.
Terms: Win
| Units: 2-5
| UG Reqs: WAY-EDP, WAY-SI
| Repeatable
for credit
EMED 134:
Climate Change, Toxins, and Health: From Education to Action (EMED 234)
Climate Change, Toxins, and Health: From Education to Action" is a dynamic weekly lunch seminar designed to educate medical and service profession trainees about the clinical impacts of climate change and the significance of environmental advocacy. The course features esteemed speakers, engaging discussions, and an optional 2-unit 'advocacy track' where students can participate in real-world activism projects. Open to students across all disciplines, including both graduate and undergraduate, this course empowers learners to understand and actively address the intersection of climate change, human health, and health equity.
Terms: Win
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
EMED 199:
Undergraduate Research
Consists of Emergency Medicine focused studies and projects (including Research Projects) in progress. Possible topics include management of trauma patients, common medical and surgical emergencies in pediatric and adult populations, topics in disaster medicine, biosecurity and bioterrorism response, wilderness medicine, international medicine, and others. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Gharahbaghian, L. (PI);
Gisondi, M. (PI);
Govindarajan, P. (PI);
Harter, P. (PI);
Kanapicki, J. (PI);
Kim, D. (PI);
Lin, M. (PI);
Lipman, G. (PI);
Mahadevan, S. (PI);
Newberry, J. (PI);
Quinn, J. (PI);
Rose, C. (PI);
Shen, S. (PI);
Smith-Coggins, R. (PI);
Strehlow, M. (PI);
Taleghani, N. (PI);
Trounce, M. (PI);
Wang, N. (PI);
Weiss, E. (PI);
Williams, S. (PI);
Yang, S. (PI);
Jia, A. (GP)
EMED 201:
Basic Cardiac Life Support for Healthcare Professionals
This course is designed to teach medical students Basic Life Support (BLS) CPR and Question, Persuade, Refer (QPR), which is the psychiatric equivalent to CPR but for psychological emergencies. The BLS portion teaches one and two rescuer CPR, management of an obstructed airway, and CPR for infants and children. Upon completion of the course, students receive an American Heart Association certificate in BLS. The QPR portion of the course will allow students to master techniques on how to recognize and respond to an individual in psychological distress and to help in suicide prevention. Our faculty are certified QPR instructors and students will become QPR certified during this course through the QPR Institute certification process. All medical students must be certified in Basic Cardiac Life Support before the end of the first (autumn) quarter. Students who provide documentation of certification received within six months prior to the date of matriculation will be exempted from the requirement. Other Stanford students may take the CPR portion of the course with the permission of the head TA (see below for contact details) and course directors. Note that QPR is taught in the evening and CPR is taught over 4 hours on a weekend day.
Terms: Aut
| Units: 1
EMED 201A:
Re-Certification for Basic Cardiac Life Support for Healthcare Professionals
The purpose of this course is to provide medical students re-certification in Basic Cardiac Life Support (BLS). Initial certification (EMED 201) occurs in the first year and expires 2 years from the initial course. This course will fulfill the requirements of the current BLS certification needed to complete the mandatory Advanced Cardiac Life Support (ACLS) training prior to graduation. Student will refresh their skills in one and two rescuer CPR for infants and adults, management of an obstructed airway, and use of an automated external defibrillator. This course is offered every quarter on medical school RRAP days (the third Friday of every 2nd quarter) and requires a permission code to enroll to allow us to balance students across the four available sessions. Note that to be fully registered for the course you must complete a separate form sent out by the head TA in addition to registering in the quarter you take the course; you will not receive course dates and information without completing this form. If you have any questions, or if you are a non-medical student who wishes to take the course, please email the head TA, Haley Morin, at hdmorin@stanford.edu.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
2 times
(up to 2 units total)
EMED 211A:
EMED 111A: Emergency Medical Responder Training (EMED 111A)
The Stanford Emergency Medical Responder (EMR) Program ( EMED 111A) introduces those interested in EMS, and provides an overview of the knowledge and skills necessary to manage the scene of an emergency until more highly trained responders arrive. This theoretical and practical training is a prerequisite and will prepare you for the EMT Program in Winter and Spring quarters ( EMED 111B/C). It also allows students to sit for the NREMT exam for EMRs once the optional skills session has been successfully completed. The EMR Skills Session will be hosted over a weekend towards the end of the quarter. The exact date will be announced during Week 1 of the course. Instructor permission is required to repeat the course.Please note, ONLY graduate students may enroll for 3 or 4 units with instructor permission
Terms: Aut, Win, Spr
| Units: 3-5
EMED 211B:
Emergency Medical Technician Training (EMED 111B)
First of two-quarter Stanford Emergency Medical Technician (EMT) Program ( EMED 111B/C). Students are trained to provide basic life support and to transport sick and injured patients to the hospital. Topics include patient assessment and managing cardiac, respiratory, neurological, and other medical emergencies. Includes both lecture and practical sessions. After completing the EMED 111 sequence and meeting all class requirements, students can sit for the National Registry EMT cognitive exam and obtain state certification as an EMT. We encourage freshmen and sophomores to apply. Skills labs will be held every Thursday evening, with one entire weekend towards the end of the quarter. Tuesdays will have office hours as posted during the first weekA one-time course fee of $70 will be assessed to cover the required equipment and a uniform shirt. (Financial assistance may be available. Please get in touch with the instructor with any concerns.)Prerequisites: EMED 111A and application (see http://emt.stanford.edu), or consent of instructor. AHA or Red Cross healthcare provider CPR certification is also required but can be obtained during the quarter.Please note, ONLY graduate students may enroll for 3 or 4 units with instructor permission.
Terms: Win
| Units: 3-5
EMED 211C:
Emergency Medical Technician Training (EMED 111C)
Second of two-quarter Stanford Emergency Medical Technician (EMT) Program - ( EMED 111B/C). Topics include ambulance operations, environmental emergencies, trauma management including falls, gunshot wounds, orthopedic and blast injuries, mass casualty incidents, vehicle extrication, and pediatric and obstetrical emergencies. Skills labs will be held every Thursday evening, with one entire weekend towards the end of the quarter. Prerequisites: EMED 111A/211A, 111B/211C, and consent of instructor, AHA or RC CPR certification.Please note, ONLY graduate students may enroll for 3 or 4 units with instructor permission.
Terms: Spr
| Units: 3-5
EMED 212A:
Advanced Training and Teaching for the EMT **EMT REFRESHER** (EMED 112A)
EMED 112A/212A is a California and NREMT-approved EMT refresher course that provides the necessary continuing education. Topics include both medical and traumatic emergencies, as well as skills training. Students taking this course also serve as teaching assistants for EMED 111/211, the initial EMT training course. There will be one class activity on a Saturday and Sunday during the quarter, which is required; a specific date will be announced during the first few weeks of class.Prerequisites: Completion of an EMT certification course (such as EMED 111A-C), CPR for Healthcare Providers, and consent of the instructor. See http://emt.stanford.edu for more details.
Terms: Aut
| Units: 2-3
| Repeatable
for credit
EMED 212B:
Advanced Training and Teaching for the EMT (EMED 112B)
Advanced topics and teaching in EMS, including assessment and treatment of the undifferentiated trauma patient (including airway management, monitoring, and evaluation) and prehospital care in nontraditional locations. Students taking this course also serve as teaching assistants for EMED 111/211, Stanford's EMT training course. nn**THIS IS NOT AN EMT REFRESHER COURSE, only EMED 112A/212A is a California and NREMT approved EMT refresher course.**nnPrerequisites: Current EMT certification (state or NREMT), CPR for Healthcare Providers, and consent of instructor. See http://emt.stanford.edu for more details.
Terms: Win
| Units: 2-3
| Repeatable
for credit
EMED 212C:
Advanced Training and Teaching for the EMT (EMED 112C)
Advanced topics and teaching in EMS, including leadership of MCIs, vehicle extrication, and obstetric and pediatric emergencies. Students taking this course also serve as teaching assistants for EMED 111/211, the Stanford EMT training course. There will be one class activity on a weekend towards the end of the quarter, specific date will be announced during the first few weeks of class.nn**THIS IS NOT AN EMT REFRESHER COURSE, only EMED 112A/212A is a California and NREMT approved EMT refresher course.**nnPrerequisites: Current EMT certification (state or NREMT), CPR for Healthcare Providers, and consent of instructor. See http://emt.stanford.edu for more details.
Terms: Spr
| Units: 2-3
| Repeatable
for credit
EMED 220:
Emergency Medicine: Introduction
This course will be an introduction to the specialty of Emergency Medicine the safety net of our health care system. This course is designed for students interested in medicine/emergency medicine and public health. This lecture based series will explore the depth and breadth of EM. You will hear from world-renowned faculty from the Department of Emergency Medicine on various concepts, and specialties within the field - such as Global Health, Pandemics and Bioterrorism, Pre-hospital Care, Sports Medicine, Wilderness Medicine, Pediatrics, Health Care Policy, Social Determinants of Health in Emergency Medicine, just to name a few. Students (MD, PA, and undergraduates) can add a second unit by doing a minimum of 2, 4-hr shadow shifts in the Emergency Department which the course will assist in scheduling.
Last offered: Autumn 2022
| Units: 1-2
EMED 221:
"I'm Not a Doctor but I Play One on TV": Exploring Clinical Reasoning Through Today's Medical Dramas
Have you ever watched an episode of a medical drama and wondered how the doctor came up with that diagnosis? Or, why they performed that procedure? Do these contemporary television medical dramas really reflect the practice of real life medicine? In this course, we will explore exciting emergency cases from today's medical dramas, discuss the clinical reasoning for arriving at a particular diagnosis, and the rationale for any life-saving therapies or medical procedures. This innovative approach to analyzing and simplifying the practice of emergency medicine represents the intersection of science and modern cinema and is meant for students from all disciplines. No prerequisites are required.
| Units: 4
EMED 222:
BioSecurity and Pandemic Resilience (BIOE 122, EMED 122, PUBLPOL 122, PUBLPOL 222)
Overview of the most pressing biosecurity issues facing the world today, with a special focus on the COVID-19 pandemic. Critical examination of ways of enhancing biosecurity and pandemic resilience to the current and future pandemics. Examination of how the US and the world are able to withstand a pandemic or a bioterrorism attack, how the medical/healthcare field, government, and technology sectors are involved in biosecurity and pandemic or bioterrorism preparedness and response and how they interface; the rise of synthetic biology with its promises and threats; global bio-surveillance; effectiveness of various containment and mitigation measures; hospital surge capacity; medical challenges; development, production, and distribution of countermeasures such as vaccines and drugs; supply chain challenges; public health and policy aspects of pandemic preparedness and response; administrative and engineering controls to enhance pandemic resilience; testing approaches and challenges; promising technologies for pandemic response and resilience, and other relevant topics. Guest lecturers have included former Secretary of State Condoleezza Rice, former Special Assistant on BioSecurity to Presidents Clinton and Bush Jr. Dr. Ken Bernard, former Assistant Secretary of Health and Human Services Dr. Robert Kadlec, eminent scientists, public health leaders, innovators and physicians in the field, and leaders of relevant technology companies. Open to medical, graduate, and undergraduate students. No prior background in biology necessary. Must be taken for at least 4 units to get WAYs credit. Students also have an option to take the class for 2 units as a speaker series/seminar where they attend half the class sessions (or more) and complete short weekly assignments. In -person, asynchronous synchronous online instruction are available.
Terms: Win
| Units: 2-5
| Repeatable
3 times
(up to 15 units total)
EMED 227:
Health Care Leadership (EMED 127, PUBLPOL 127, PUBLPOL 227)
Healthcare Leadership class brings eminent healthcare leaders from a variety of sectors within healthcare to share their personal reflections and insights on effective leadership. Speakers discuss their personal core values, share lessons learned and their recipe for effective leadership in the healthcare field, including reflection on career and life choices. Speakers include CEOs of healthcare technology, pharmaceutical and other companies, leaders in public health, eminent leaders of hospitals, academia, biotechnology companies and other health care organizations. The class will also familiarize the students with the healthcare industry, as well as introduce concepts and skills relevant to healthcare leadership. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit. Students taking the course Mondays and Wednesdays should enroll for 4 units (exceptions for a 3 unit registration can be made with the consent of instructor to be still eligible for Ways credit). Students also have an option of taking the course as a speaker seminar series for 2 units where they attend at least half the class sessions of their choice and complete short weekly assignments. Synchronous online instruction is available.
Terms: Win
| Units: 2-5
| Repeatable
for credit
EMED 234:
Climate Change, Toxins, and Health: From Education to Action (EMED 134)
Climate Change, Toxins, and Health: From Education to Action" is a dynamic weekly lunch seminar designed to educate medical and service profession trainees about the clinical impacts of climate change and the significance of environmental advocacy. The course features esteemed speakers, engaging discussions, and an optional 2-unit 'advocacy track' where students can participate in real-world activism projects. Open to students across all disciplines, including both graduate and undergraduate, this course empowers learners to understand and actively address the intersection of climate change, human health, and health equity.
Terms: Win
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
EMED 299:
Directed Reading in Emergency Medicine
Consists of Emergency Medicine focused studies and projects (including Research Projects) in progress. Possible topics include management of trauma patients, common medical and surgical emergencies in pediatric and adult populations, topics in disaster medicine, biosecurity and bioterrorism response, wilderness medicine, international medicine, and others. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
EMED 301A:
Emergency Medicine Core Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: The Emergency Department (ED) provides a unique learning environment as patients often present with undifferentiated chief complaints and experience dynamic changes in their clinical state. Through this clinical exposure, medical students will develop an understanding of the initial approach, management, and treatment of the undifferentiated acutely ill or injured patient and patients with worsening of their chronic disease. Students will perform complaint-directed history and physical exams, develop an appropriately prioritized differential diagnosis, initiate management, and determine the disposition of patients. Additionally, students will be exposed to the impact of social factors that influence a patient's seeking care in the ED along with the structural shortcomings of our current healthcare systems. Students will work a mix of days, evenings, overnights, weekends and holidays as part of their 4 week rotations. In addition to the shift work (approximately 14-16 shifts) they will participate in didactics, web-based learning, simulation exercises, and case presentations. Students will have shifts in both the Adult and Pediatric ED and be assigned to work with a senior Emergency Medicine resident under the supervision of an Emergency Medicine attending. Students will be required to take the NBME Shelf Examination in Emergency Medicine. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 6 students per period from P1-P3, 10 students per period from P4-P12. CLERKSHIP DIRECTOR: Moises Gallegos, M.D., moisesg@stanford.edu. CLERKSHIP COORDINATOR: Maria Alfonso, 650-497-6702, malfonso@stanford.edu. REPORTING INSTRUCTIONS: Where: The students are notified prior to the first day of the clerkship; Time: TBA. CALL CODE: 2-Other, see comment for explanation. OTHER FACULTY: W. Dixon. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
EMED 308A:
Point-of-Care Ultrasound Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Point-of-care ultrasound (POCUS) has become increasingly utilized in multiple medical specialties, with emergency medicine at the forefront. This rotation is designed to introduce point-of-care ultrasound to the clinical medical student and provide more in-depth and hands-on familiarity with bedside US for a variety of modalities. These skills will better equip students to use these techniques at the bedside of any patient in the emergency room or on the floors with greater facility and confidence. It will enhance patient diagnosis and management, procedural guidance, and patient satisfaction. It may even save a life! Primary emphasis will be on developing competent technical skills to enhance image acquisition and interpretation. The applications as defined by the American College of Emergency Physicians will be the main focus. A goal for a minimum number of ultrasound scans will be 25 per application including, eFAST, thoracic, renal, RUQ, aorta, limited ECHO and IVC, first trimester pelvic, DVT, orbital, MSK. Other advanced ultrasound applications will potentially be introduced (airway, bladder, nerve blocks). Students will obtain US images in the Stanford Emergency Department and will have imaging formally reviewed by a US fellowship trained emergency medicine faculty member. Images will be obtained during scan shifts during which students will scan appropriate patients and review images with the faculty member onsite and independently. Students will attend Bedside US didactics offered by an US EM faculty member every Thursday morning, followed by quality assessment (QA) review of Ultrasound scans performed in the ED. Students will have access and be expected to participate in online and computer-based learning that will be provided for them as well. This clerkship requires prior approval by Clerkship Director. Contact clerkship director Dr. Nick Ashenburg (ashenburg@stanford.edu) and clerkship coordinator Lauren Berriatua (laurenbe@stanford.edu). For visiting international students, please submit your application directly through the International Visiting Student (IVS) Program via https://med.stanford.edu/clerkships/international.html. Please contact visiting-MD-students@stanford.edu if you have any additional questions regarding the IVS Program. PREREQUISITES: Medicine and Surgery rotations, MS 4/5 given preference over MS3. PERIODS AVAILABLE: 4-11, full time for 4 weeks, 2 students per period (subject to change by period). CLERKSHIP DIRECTOR: Nick Ashenburg, M.D., ashenburg@stanford.edu. CLERKSHIP COORDINATOR: Lauren Berriatua, laurenbe@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA; Time: 9:00 am. CALL CODE: 0. OTHER FACULTY: K. Anderson, Y. Duanmu, V. Lobo, M. Askar, C. Hill. LOCATION: SUMC.
Terms: Aut, Win, Spr
| Units: 6
EMED 312A:
Pediatric Emergency Medicine
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The Emergency Department frontline providers are tasked with the rapid assessment and stabilization of patients who present uniquely undifferentiated to the ED 24/7/365. Exposure to Pediatric Emergency Medicine (PEM) in medical school provides an invaluable opportunity for students to learn about the unique challenges and complexities of children with acute, undifferentiated complaints. This 4-week elective at the SHC Pediatric Emergency Department provides students with educational opportunities that include one-on-one teaching with both Pediatric and EM senior residents as well as Pediatric Emergency Medicine trained fellows and attendings. There is protected time to attend the EMED weekly grand rounds and resident conferences as well as didactic sessions provided by PEM faculty. This elective will expose the student to a wealth of clinical scenarios, supplemented with didactics and ultrasound teaching, that will address the most common chief complaints. Traditionally PEM physicians manage pathology from every pediatric subspeciality, and the experience of the student will range from management of the patient with acute illness to day to day chief complaints that bring the patient to the ED provider. Clerkship students will see patients on their own, with senior resident, PEM fellow, and attending guidance. PREREQUISITES: None. PERIODS AVAILABLE: P4-12, full-time for 4 weeks. 1 students per period. CLERKSHIP DIRECTORS: Brittany Boswell, M.D., bboswell@stanford.edu and Guillermo Alberto De Angulo, M.D., gadeangu@stanford.edu. CLERKSHIP COORDINATOR: Kristen Kayser, kkayser@stanford.edu, 650-497-3058. REPORTING INSTRUCTIONS: Where: Stanford Hospital; Time: TBA. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
EMED 313A:
Emergency Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Overall Description: During this 4-week selective, medical students will develop critical skills in the rapid evaluation and management of undifferentiated and acutely ill patients at the state-of-the-art Stanford University Medical Center (SUMC) and Kaiser Santa Clara Emergency Departments. With a high level of mentorship and on-shift guidance, learners will gain confidence assessing and resuscitating the incredible spectrum of patients presenting at each of these clinical sites. Students will be paired with a faculty coach in order to maximize educational opportunities and feedback over the four weeks. Students will be introduced to and gain longitudinal training in Precision Emergency Medicine and procedural skills. Clinical Duties: Students will work 14, 8-hour clinical shifts during the rotation. Rotators will have the opportunity to play an integral role on the care team, learning to take full responsibility in ensuring their patients receive high quality emergency care. Students will lead the initial assessment of each patient, performing directed history and physical exams, developing a focused differential diagnosis, and then designing and implementing a targeted care plan with input and support from the attending physician. Students will also learn essential communication skills, acting as the primary contact between the care team, patients, patient's families, consultants and hospital staff. Precision Educational Curriculum: Throughout the rotation, students will have access to a number of supporting educational events outside of the emergency department. Students will attend weekly core curriculum conferences with the Stanford Emergency Medicine residents, as well as a monthly journal club. Rotators will also have dedicated, learner-centered educational sessions focused on bedside ultrasound, laceration repair, and other procedures. Rotators will also engage in a series of interactive, faculty-led case discussions including an end-of-rotation Health Equity Rounds. A student-only simulation experience held at Stanford's innovative Center for Immersive and Simulation Based Learning early in the rotation will help faculty and students develop specific learning plans. The rotation culminates in a final written exam and social event. Pre-approval is required only for visiting students. Please contact clerkship coordinator Kristen Kayser (kkayser@stanford.edu) to inquire about pre-approval process and materials needed for submission. PREREQUISITES: Completed all core clerkships in internal medicine, family medicine, surgery, OB/GYN, psychiatry, neurology, and pediatrics. Stanford medical students must complete EMED 301A. Exceptions only at the discretion of the clerkship director on a case by case basis. PERIODS AVAILABLE: 1-4 and 12, full-time for 4 weeks, 10 students per period. CLERKSHIP DIRECTOR: William Dixon, MD, wdixon@stanford.edu. CLERKSHIP COORDINATOR: Kristen Kayser, kkayser@stanford.edu. REPORTING INSTRUCTIONS: Where: 900 Welch Road Suite 350; Time: TBA. Coordinator will email details one week prior to the first day of the rotation block. CALL CODE: 2 (No call, but a mixture of at least 3 overnights and/or weekend shifts during the EMED block.) OTHER FACULTY: Emergency Dept. Faculty. LOCATION: SUMC, Kaiser Santa Clara. https://emed.stanford.edu/education/undergraduate-medical-education/clerkship/emed313a.html
Terms: Aut, Win, Spr, Sum
| Units: 6
EMED 313D:
Emergency Medicine Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: This rotation focuses on the clinical practice of Emergency Medicine. The 4 week rotation consists of 14 clinical shifts in the emergency department. There are no required supplemental didactic sessions. Orientation will occur on the first day of the rotation in the Kaiser GME office (Dept. 384 MOB, Susan Krause). Faculty will orient medical students to the Emergency Department after your meeting in the GME office. Clinical shifts will consist of approximately fourteen 9 hour shifts, which will be a mix of daytime, evening, and weekend shifts. Students will usually work 1:1 with an EM attending to maximize learning. Each patient seen by the student is presented to an EM attending staff physician. Students should present each patient upon completing history and physical examination in a timely fashion. EM residents will give daily informal lectures at 4pm, which students are encouraged to attend when on shift. PREREQUISITES: Surgery 300A, Medicine 300A, Obstetrics & Gynecology 300A and Pediatric 300A, passing score USMLE I (and II if taken) on first attempt. PERIODS AVAILABLE: 7-11, full time for 4 weeks, 2 students per period. No students may be added less than 4 weeks prior to the start of each rotation. CLERKSHIP DIRECTOR: Alice Chao, M.D. CLERKSHIP COORDINATOR: Susan Krause, 408-851-3836. REPORTING INSTRUCTIONS: Where: GME office, Homestead Medical Office Building at 710 Lawrence Expressway, Dept 384; Time: TBA. CALL CODE: 2. OTHER FACULTY: Staff. LOCATION: KPMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
EMED 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Gharahbaghian, L. (PI);
Gisondi, M. (PI);
Govindarajan, P. (PI);
Harter, P. (PI);
Lin, M. (PI);
Lipman, G. (PI);
Mahadevan, S. (PI);
Quinn, J. (PI);
Rice, B. (PI);
Shen, S. (PI);
Smith-Coggins, R. (PI);
Strehlow, M. (PI);
Taleghani, N. (PI);
Trounce, M. (PI);
Wang, N. (PI);
Weiss, E. (PI);
Williams, S. (PI);
Yang, S. (PI)
EMED 398A:
CLINICAL ELECTIVE IN EMERGENCY MEDICINE
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an opportunity for a student in the clinical years to have an individualized clinical experience in one of the fields of Emergency Medicine. The quality and duration of the elective will be decided by both the student and a faculty preceptor in the Department of Emergency Medicine. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: Core clerkships in Emergency Medicine, Internal Medicine, Surgery, and Pediatrics. PERIODS AVAILABLE: 4-12, full time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Moises Gallegos, M.D., moisesg@stanford.edu. CLERKSHIP COORDINATOR: Kristen Kayser, 650-497-3058, kkayser@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA; Time: TBA. CALL CODE: 0. OTHER FACULTY: Emergency Department Faculty. LOCATION: SUMC
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
EMED 399:
Graduated Research
Students undertake investigations sponsored by individual faculty members.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
4 times
(up to 72 units total)
ENGLISH 102:
Pathogens and Populations: Representing Infectious Disease
Infectious diseases are too small to see and too large to fathom. Biologically, microscopic invaders, viruses even smaller than our cells, can travel across the planet and infect billions of humans. Socially, individual contacts have the potential to devastate families, fracture communities, and decimate whole civilizations. How can we comprehend, let alone make meaningful decisions about, complex multi-scale systems of people and pathogens?The main way we try to understand infectious diseases is putting them into other forms that straddle these scales, in short, representing them. To address the resulting representational problems, this course explores a range of scientific and cultural representations of disease. We will ask: What are the underlying assumptions and limits made in our attempts to describe a pathogen spreading through a population? How can board games, mathematical models, and oral histories show the randomness behind catastrophic outbreaks? Or, how might a network model illustrate the way HIV spreads among characters in a novel? How does the epidemiological case study rely on the same principles as tabloid stories about "superspreaders" like Typhoid Mary?The goal of the course is to understand and critique the ways infectious disease is represented, and especially to understand what and who is excluded in different modes of representation. This course is appropriate for students interested in public health, medicine, life writing, science writing, history of science, and media studies. In addition to scientific papers, course material will include plays, poems, board games, comics, novels, oral narratives, and newspaper articles.
Last offered: Autumn 2022
| Units: 5
| UG Reqs: WAY-A-II
ENGR 155C:
Introduction to Probability and Statistics for Engineers (CME 106)
Probability: random variables, independence, and conditional probability; discrete and continuous distributions, moments, distributions of several random variables. Numerical simulation using Monte Carlo techniques. Topics in mathematical statistics: random sampling, point estimation, confidence intervals, hypothesis testing, non-parametric tests, regression and correlation analyses. Numerous applications in engineering, manufacturing, reliability and quality assurance, medicine, biology, and other fields. Prerequisite: CME100/ENGR154 or Math 51 or 52.
Terms: Win, Sum
| Units: 4
| UG Reqs: GER:DB-Math, WAY-AQR, WAY-FR
EPI 206:
Meta-research: Appraising Research Findings, Bias, and Meta-analysis (CHPR 206, MED 206, STATS 211)
Open to graduate, medical, and undergraduate students. Appraisal of the quality and credibility of research findings; evaluation of sources of bias. Meta-analysis as a quantitative (statistical) method for combining results of independent studies. Examples from medicine, epidemiology, genomics, ecology, social/behavioral sciences, education. Collaborative analyses. Project involving generation of a meta-research project or reworking and evaluation of an existing published meta-analysis. Prerequisite: knowledge of basic statistics.
Terms: Win
| Units: 3
EPI 238:
Genes and Environment in Disease Causation: Implications for Medicine and Public Health (HUMBIO 159)
The historical, contemporary, and future research and practice among genetics, epidemiology, clinical medicine, and public health as a source of insight for medicine and public health. Genetic and environmental contributions to multifactorial diseases; multidisciplinary approach to enhancing detection and diagnosis. The impact of the Human Genome Project on analysis of cardiovascular and neurological diseases, and cancer. Ethical and social issues in the use of genetic information. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit. Basic knowledge of genetics and human physiology to better understand chronic diseases and preferably have taken or concurrently in the statistics core. Prerequisites: Human Biology core or Biology Foundations or consent of instructor. Preferably have¿taken the statistics core or concurrently enrolled in it.
Terms: Win
| Units: 2-3
EPI 245:
Intensive Course in Clinical Research
The Intensive Course in Clinical Research (ICCR) is a one-week immersion course designed for new or aspiring clinical investigators, medical students, residents, graduate students, fellows and junior faculty interested in pursuing careers in clinical and transnational research. Students spend five days and four evenings immersed in all aspects of research study design and performance. The format combined didactic with intense group/team activities focused on practical issues in clinical research design - from selection of a researchable study question through actual writing of a research proposal. Lectures and panel discussions are presented by an accomplished faculty of Stanford clinical researchers and key leaders from the Stanford community. Every presentation includes a discussion of relevant issues. The course is supported by over 40 faculty and fellows from across the School of Medicine.
Terms: Aut
| Units: 2
EPI 250:
Understanding Evidence-Based Medicine: Hands-on experience (CHPR 205, MED 250)
How can one practice evidence-based medicine and make evidence-based decisions for clinical practice and policy making? Using pivotal papers published in the recent scientific literature addressing important clinical questions on diverse medical topics, we will probe a wide range of types of studies, types of targeted therapeutic or preventive interventions, and types of studied outcomes (effectiveness and/or safety), including RCTs, observational studies, epidemiologic surveillance studies, systematic reviews-umbrella reviews-meta-analyses-meta-analyses of individual patient data, studies on the evaluation of diagnostic tests and prognostic models, economic analyses studies, and guidelines. MD studies enroll for +/-. GR students enroll for Letter grade.
Terms: Win
| Units: 3-4
EPI 265:
Advanced Methods for Meta-Analysis
Meta-analysis is a method to quantitatively combine information from multiple studies; this combination is also called "research synthesis." Historically, it has been used to combine studies with a similar design, such as randomized controlled trials or observational studies examining similar interventions or exposures. However, evidence about a given relationship is often provided by many studies with different designs, or studies that can be "fit together" to create an evidence base. This can only be done with advanced meta-analytic methods. The course will cover advanced methods for research synthesis, including multivariate meta-analysis for multiple outcomes, generalized evidence synthesis of multiple study designs, and network meta-analysis for multiple interventions. These techniques are being increasingly used in evidence-based medicine, health technology assessments and policy making. Recommended preparation: EPI 206, and at least 2 quarters of biostatistics and one of epidemiology, including clinical research design. Familiarity with logistic and linear regression modeling required.
| Units: 2
EPI 299:
Directed Reading in Epidemiology
Epidemiology, preventive medicine, medical genetics, public health, occupational or environmental medicine, international health, or related fields. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Adams, A. (PI);
Andrews, J. (PI);
Assimes, T. (PI);
Baiocchi, M. (PI);
Benjamin-Chung, J. (PI);
Bondy, M. (PI);
Cardenas, A. (PI);
Carmichael, S. (PI);
Chertow, G. (PI);
Desai, M. (PI);
Fisher, P. (PI);
Goodman, S. (PI);
Halpern-Felsher, B. (PI);
Han, S. (PI);
Henderson, V. (PI);
Hsing, A. (PI);
Ioannidis, J. (PI);
John, E. (PI);
Kachuri, L. (PI);
Kiang, M. (PI);
King, A. (PI);
Kurian, A. (PI);
LaBeaud, D. (PI);
Lee, J. (PI);
Leonard, M. (PI);
Linos, E. (PI);
Lu, Y. (PI);
Luby, S. (PI);
Lunn, M. (PI);
Maahs, D. (PI);
Maldonado, Y. (PI);
Mathur, M. (PI);
Nelson, L. (PI);
Nguyen, M. (PI);
Obedin-Maliver, J. (PI);
Odden, M. (PI);
Palaniappan, L. (PI);
Parsonnet, J. (PI);
Popat, R. (PI);
Rehkopf, D. (PI);
Robinson, T. (PI);
Rodriguez Espinosa, P. (PI);
Rosas, L. (PI);
Sainani, K. (PI);
Sanders, L. (PI);
Shaw, G. (PI);
Simard, J. (PI);
Stefanick, M. (PI);
Tabor, H. (PI);
Thomas, T. (PI);
Whittemore, A. (PI);
Witte, J. (PI);
Bacong, A. (GP)
ETHICSOC 131X:
Ethics in Bioengineering (BIOE 131)
Bioengineering focuses on the development and application of new technologies in the biology and medicine. These technologies often have powerful effects on living systems at the microscopic and macroscopic level. They can provide great benefit to society, but they also can be used in dangerous or damaging ways. These effects may be positive or negative, and so it is critical that bioengineers understand the basic principles of ethics when thinking about how the technologies they develop can and should be applied. On a personal level, every bioengineer should understand the basic principles of ethical behavior in the professional setting. This course will involve substantial writing, and will use case-study methodology to introduce both societal and personal ethical principles, with a focus on practical applications
Terms: Spr
| Units: 3
| UG Reqs: GER:EC-EthicReas, WAY-ER
ETHICSOC 133:
Ethics and Politics of Public Service (CSRE 178, PHIL 175A, PHIL 275A, POLISCI 133, PUBLPOL 103D, URBANST 122)
Public service is private action for the public good, work done by individuals and groups that aims at some vision of helping society or the world. This course examines some of the many ethical and political questions that arise in doing public service work, whether volunteering, service learning, humanitarian endeavors overseas, or public service professions such as medicine, teaching, or even "ethical investing" and "ethical entrepreneurship." What motives do people have to engage in public service work? Are self-interested motives troublesome? What is the connection between service work and justice? Should the government or schools require citizens or students to perform service work? Is mandatory service an oxymoron?
Last offered: Spring 2018
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-ER
ETHICSOC 151C:
Ethical STEM: Race, Justice, and Embodied Practice (AFRICAAM 151, ARTSINST 151C, CSRE 151C, STS 51D, SYMSYS 151D, TAPS 151D)
What role do science and technology play in the creation of a just society? How do we confront and redress the impact of racism and bias within the history, theory, and practice of these disciplines? This course invites students to grapple with the complex intersections between race, inequality, justice, and the STEM fields. We orient to these questions from an artistically-informed position, asking how we can rally the embodied practices of artists to address how we think, make, and respond to each other. Combining readings from the history of science, technology, and medicine, ethics and pedagogy, as well as the fine and performing arts, we will embark together on understanding how our STEM practices have emerged, how we participate today, and what we can imagine for them in the future. The course will involve workshops, field trips (as possible), and invited guests. All students, from any discipline, field, interest, and background, are welcome! This course does build upon the STS 51 series from 2020-21, though it is not a prerequisite for this course. Please contact the professor if you have any questions!
Terms: Win
| Units: 4-5
FAMMED 199:
Undergraduate Directed Reading and Research in Family and Community Medicine
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Chen, A. (PI);
Hopkins, J. (PI);
Jernick, J. (PI);
Lin, S. (PI);
Nelligan, I. (PI);
Puri, MD, MPH, R. (PI);
Sattler, A. (PI);
Schillinger, E. (PI)
FAMMED 201:
Innovations in Patient and Family Centered Primary Care
Students work with their faculty mentor on individual or team-based projects and studies that are broadly centered around the aim of Patient and Family Centered Primary Care. Students are paired with clinical faculty based on their area of interest and faculty/project needs, in collaboration with faculty, staff, and patients. Emphasis is on developing and studying innovations in clinical care, education, and patient engagement in ambulatory and community settings. Enrollment capacity is limited to faculty need and current initiatives. Repeatable for credit; Students should expect to engage for more than one quarter and contribute to regional or national scholarship. Instructor permission required. Contact Cicily Chirayath at cicilyc@stanford.edu with questions or to enroll.
Terms: Spr, Sum
| Units: 1-6
| Repeatable
16 times
(up to 96 units total)
FAMMED 210:
The Healer's Art
Stanford Healer's Art is a unique five-session course that provides a foundation for designing and living one's life with meaning and well-being as a physician and healer. The Healer's Art focuses on essential foundations of our humanity not explored elsewhere in the curriculum. It is relevant to all combinations of specialties and careers in medicine whether clinical, academic, research, community health, business, administration, or policy. Medical school students and select faculty participate in a discovery process that explores essential dimensions of meaning, service, healing, deep listening, presence, loss, grief, awe and mystery, commitment, prophylaxis against burnout, self-care, and other topics. No papers/exams. May be repeated for credit. Here are the links that provide an overview of The Healer's Art (http://www.rishiprograms.org/healers-art/) and a course description (http://www.rishiprograms.org/healers-art/the-healers-art-course-description/)
Terms: Aut
| Units: 1
| Repeatable
for credit
FAMMED 213:
Medical Tai Chi
Tai chi (taiji) is a recognized form of integrative and complementary medicine. This class promotes health and well-being by teaching how to decrease stress, depression, and anxiety through the practice of moving meditation. The course also includes a journal club segment to study the peer-reviewed research on the health benefits of tai chi and qigong.
Terms: Aut, Spr
| Units: 1
| Repeatable
for credit
FAMMED 215:
Primary Care Defined: Perspectives and Procedures
Designed to give pre-clerkship students a broad overview of the diverse specialties and career trajectories available within the rewarding field of primary care. Students experience hands-on immersion in common office-based procedures, including abscess incision & drainage, toenail removal, joint injection, IUD insertion, and skin biopsy. Sessions led by primary care (pediatrics, family medicine, internal medicine) faculty and residents address important topics about the field including lifestyle, scope of practice and diversity of career opportunities.
Terms: Aut
| Units: 1
| Repeatable
20 times
(up to 20 units total)
FAMMED 245:
Women and Health Lecture Series
Lecture series. Topics of interest to anyone concerned about women's health issues. A journey from sex and gender through health screening, health disparity, family planning, heart health, mental health, and even beyond women's health in considering trans and gender expansive people in sexual and reproductive health.
Terms: Aut
| Units: 1
FAMMED 252:
Medicine & Horsemanship: An Outdoor, Equine Assisted Learning Course for Doctor-Patient Relationship
Medicine and Horsemanship is a unique outdoor experience working with horses to develop interpersonal skills, leadership qualities, and self-care techniques. A challenge throughout a clinical career is to conduct relationships with patients and colleagues in a manner that is professional, perceptive, confident, and authentic. Horses mirror and magnify our intentions and behaviors. Working with horses requires sensitivity to nonverbal cues, discrimination in the quality and amount of physical contact, and an awareness of one's emotional state, all important skills for relating to patients. Horses give non-judgmental feedback about our personal communication styles and our ability to operate from a place of empathy and kindness. The course also teaches how to recognize subjectivity in judgment and how to overcome fear and immobility in the face of uncertainty. No riding is required and no previous horse experience is needed. Limit 14 students.
Terms: Spr
| Units: 1
| Repeatable
10 times
(up to 10 units total)
FAMMED 299:
Directed Reading in Family and Community Medicine
Students organize an individualized study program in family and community medicine. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
FAMMED 301A:
Family Medicine Core Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: Teaches the management of diseases commonly encountered in the primary care setting. Emphasis is placed on patient-centered, efficient, equitable, cost-effective medical care of men, women and children of all ages in a variety of settings. Prevention, managed care, and cultural humility are emphasized. Didactic workshops are conducted at the School of Medicine, and clinic sessions are held at numerous community ambulatory sites on the Peninsula, in the South Bay, in the East Bay, in San Francisco, and electively in Humboldt County. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 10 students per period. CLERKSHIP DIRECTOR: Tracy A. Rydel, M.D. & Rika Bajra, M.D. CLERKSHIP COORDINATOR: Natalie Gonzalez, natg@stanford.edu. REPORTING INSTRUCTIONS: Where: To be sent by email. Contact coordinator 2 weeks prior; Time: 8:00AM. CALL CODE: 2 (Occasional weekend and/or evening activities). OTHER FACULTY: R. Brinckhaus, M. Chelvakumar, M. Deshpande, R. Gibbs, D. Griffith, A. Hui, O. Jee, C. Ladika, B. Laniakea, D. Rai, T. Rydel, K. Vu, G. Yu, and other faculty and community preceptors in Family and Community Medicine.LOCATION: (Stanford Family Medicine Hoover, Stanford Portola Valley, Stanford Los Altos, O'Connor Family Medicine Residency, Kaiser Santa Clara, Milpitas SCVMC, Almaden Family Practice/Stanford UHA, various community sites, and rural sites).
Terms: Aut, Win, Spr, Sum
| Units: 6
FAMMED 310A:
Continuity of Care Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: In the Continuity of Care Clerkship, students work with a preceptor in an ambulatory setting, in any field of medicine, including Family Medicine, Internal Medicine, Pediatrics, and other sub-specialties. They are released from other clerkships for one afternoon a week for a total of four afternoons per period. One afternoon every odd period is reserved for the Continuity of Care group session consisting of student presentations. Students participating in this clerkship work with one faculty preceptor and his/her patients for 9 periods. This continuity experience allows students to establish a mentoring relationship with their preceptor, to see a cohort of patients repeatedly, gain insight into patient care and chronic disease management over time, and develop a deeper understanding of their specialty of choice. PREREQUISITES: FAMMED 301A, MED 300A/313A, OBGYN 300A or PEDS 300A. PERIODS AVAILABLE: 1-12. CLERKSHIP DIRECTOR: Kim Chiang, M.D., kichiang@stanford.edu. CLERKSHIP COORDINATOR: Natalie Gonzalez, natg@stanford.edu. REPORTING INSTRUCTIONS: Where: Please contact the clerkship director and coordinator at least 8 weeks prior to the first week of your anticipated start date and complete MANDATORY orientation. Time: TBA. CALL CODE: 0, varies according to preceptor. OTHER FACULTY: Staff. LOCATION: Various.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
FAMMED 338E:
Elective Clerkship in Family Medicine
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The objective of this 3 week clerkship is to provide clinical experience in the following areas: management of normal adult and pediatric patients; evaluation and treatment of common acute medical conditions in the ambulatory setting; diagnostic criteria and management of chronic medical conditions such as diabetes, heart disease, hypertension, and obesity; and the administration of routine health maintenance examinations in the clinical environment. Students will work with both Internal and Family Medicine physicians in the primary care department at the Kaiser Permanente Vallejo Medical Center. Students may also spend time in patient education classes as well as residency didactics. All students will complete an evidence based medicine project by the end of their rotation. Rotations are scheduled up to one year in advance on a first come, first serve basis. PREREQUISITES: 3rd and 4th year medical students only. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Matthew Symkowick, M.D. CLERKSHIP COORDINATOR: Gilbert Garces, Gilbert.garces@kp.org or via fax (707) 651-5624. REPORTING INSTRUCTIONS: Where: Contact Gilbert Garces, Residency Assistant; Time: TBA. CALL CODE: 2 (night call optional). OTHER FACULTY: Staff. LOCATION: Kaiser Permanente Napa-Solano.
Terms: Aut, Win, Spr, Sum
| Units: 6
FAMMED 344E:
Family Medicine Elective Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Offers the student a flexible learning experience as part of a team of family physicians working closely with Stanford's Family Medicine Residency Program at Indian Health Center of Santa Clara Valley. The student will experience a variety of family medicine experiences, which may include individual and group patient care in the ambulatory care setting, supplemented by didactic conferences on family medicine topics. Special faculty interests include sports medicine, HIV, addiction medicine, women's health, maternity care, point-of-care ultrasound, procedures, palliative care, weight management, geriatrics, and quality improvement. Emphasis is given to providing continuity and comprehensive family-oriented care to diverse patients of all ages, in inner-city outpatient medical offices. Please note: Visiting students who wish to apply to any clerkship in the Division of Primary Care and Population Health, with a focus in Family Medicine (clerkships that start with FAMMED) must fill out the Family Medicine supplemental application. Please submit the supplemental application to Michelle Engle, M.D. at mengle@stanford.edu. These forms must be reviewed for pre-clearance before submitting your visiting clerkship application form and other supporting documents to the Clerkship Office. Please email Michelle Engle, mengle@stanford.edu, for more information. Students wishing to do this elective clerkship are required to complete a detailed background check, submit a letter of good standing from their medical school and show proof of liability insurance. PREREQUISITES: None. Open to third and fourth year medical students. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Michelle Engle, M.D. CLERKSHIP COORDINATOR: Diep Nguyen, 408-283-7767. REPORTING INSTRUCTIONS: Where: 455 O'Connor Drive, Ste 250, San Jose, CA 95128; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: Indian Health Center of Santa Clara Valley (residency practice), Family Medicine Associates of San Jose (Faculty practice).
Terms: Aut, Win, Spr, Sum
| Units: 6
FAMMED 345E:
Family Practice Office Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Family medicine outpatient clinical experience, located in urban, suburban, or rural areas. The preceptor may be in private practice or in a health care center. Special opportunities may be available in urban underserved, in Indian Health Service settings, including in New Mexico, or in rural Humboldt County. The experience includes health supervision and primary medical care. It may include home visits, minor surgery, and obstetrics experience under the supervision of the preceptor. Team functioning is essential. Coordinating visits with other health professionals and to community resources are important parts of the clerkship. This clerkship requires prior approval by Clerkship Director. PREREQUISITES: Approval of coordinator and director 6 weeks before clerkship. PERIODS AVAILABLE: 1-12, full time for 2 weeks or 4 weeks, 10 students per period. CLERKSHIP DIRECTOR: Tamara Montacute, M.D., tamaram@stanford.edu. CLERKSHIP COORDINATOR: Natalie Gonzalez, natg@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA. Please contact the clerkship director at least 6 weeks ahead of time; Time: TBA. CALL CODE: 0. OTHER FACULTY: Stanford Family Practice Group. LOCATION: Various.
Terms: Spr, Sum
| Units: 3-6
FAMMED 364E:
Subinternship in Family Medicine
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Offers the student ready for an advanced experience similar to an internship a learning experience with an assigned patient load as part of a team of family physicians and working closely with Stanford's Family Medicine Residency Program at O'Connor Hospital. The student will have a tailored mix of inpatient and ambulatory patient care responsibilities including supervised procedures and night call, supplemented by conferences and tutorials in family medicine topics. Special faculty interests include sports medicine, HIV, addiction medicine, women's health, maternity care, point-of-care ultrasound, procedures, palliative care, weight management, geriatrics, and quality improvement. Emphasis is given to providing continuity and comprehensive family-oriented care to diverse patients of all ages, in an inner-city community hospital setting and outpatient medical offices. Please note: Visiting students who wish to apply to any clerkship in the Division of Primary Care and Population Health, with a focus in Family Medicine (clerkships that start with FAMMED) must fill out the Family Medicine supplemental application. Please submit the supplemental application to Michelle Engle, M.D. at mengle@stanford.edu. These forms must be reviewed for pre-clearance before submitting your visiting clerkship application form and other supporting documents to the Clerkship Office. Please email Dr. Michelle Engle at mengle@stanford.edu for more information. PREREQUISITES: FAMMED 301A, MED 300A, PEDS 300A. Fourth year students only. PERIODS AVAILABLE: 1-12, full-time for 4 weeks. 1 student per period. CLERKSHIP DIRECTOR: Michelle Engle, M.D. CLERKSHIP COORDINATOR: Diep Nguyen, 408-283-7767. REPORTING INSTRUCTIONS: Where: Program Office, 455 O'Connor Drive, Ste 250, San Jose, CA 95128; Time: 8:30 am. CALL CODE: Required. OTHER FACULTY: Staff. LOCATION: O'Connor Hospital, Indian Health Center of Santa Clara Valley (residency practice), Family Medicine Associates of San Jose (Faculty practice), Kaiser San Jose.
Terms: Aut, Win, Spr, Sum
| Units: 6
FAMMED 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
FAMMED 398A:
Clinical Elective in Family Medicine
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an opportunity for a student in the clinical years to have a clinical experience in one of the fields of Family Medicine, of a quality and duration to be decided upon by the student and a faculty preceptor in Family Medicine. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period, 2 students for period 3 ONLY. CLERKSHIP DIRECTOR: Tamara Montacute, M.D., tamaram@stanford.edu. CLERKSHIP COORDINATOR: Natalie Gonzalez, natg@stanford.edu, 650-723-9621. REPORTING INSTRUCTIONS: Where: TBA, designated by faculty preceptor; Time: TBA. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
FAMMED 399:
Graduate Research
Students interested in conducting research in a specific area of family and community medicine undertake investigations sponsored by the faculty instructor. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
FEMGEN 44Q:
Gendered Innovations in Science, Medicine, Engineering, and Environment (HISTORY 44Q)
Gendered Innovations harness the creative power of sex, gender, and intersectional analysis for innovation and discovery. We focus on sex and gender, and consider factors intersecting with sex and gender, including age, race/ethnicity, socioeconomic status, educational background, disabilities, geographic location, etc. We start with the history of gender in science in the scientific revolution to understand how to transform research institutions so that women, men, and non-binary individuals can flourish. The majority of the course is devoted to considering gendered innovations in AI, social robotics, health & medicine, design of cars and cockpits, menstrual products, marine science, and more. This course will emphasize writing skills as well as oral and multimedia presentation; it fulfills the second level Writing and Rhetoric Requirement (WRITE 2), WAY-ED, and WAY-SI.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-EDP, WAY-SI, Writing 2
FEMGEN 144:
Gendered Innovations in Science, Medicine, Engineering, and Environment (HISTORY 144)
Explores "Gendered Innovations" or how sex, gender, and intersectional analysis in research spark discovery and innovation. This course focuses on sex and gender, and considers factors intersecting with sex and gender, including age, race/ethnicity, socioeconomic status, educational background, disabilities, geographic location, etc., where relevant. Topics include historical background, basic concepts, social robots, sustainability, medicine & public health, femtech, facial recognition, inclusive crash test dummies, and more. Stanford University is engaged in a multi-year collaboration with the European Commission and the U.S. National Science Foundation project on Gendered Innovations in Science, Health & Medicine, Engineering, and Environment, and this class will contribute that project. The operative questions is: how can sex, gender, and intersectional analysis lead to discovery, enhance social justice, and environmental sustainability?
Terms: Spr
| Units: 4-5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
FEMGEN 150Q:
Challenging Sex and Gender Dichotomies in Biology and Medicine (SOMGEN 150Q)
This course explores and challenges the physiological basis for distinguishing human "males" and "females", expands the concepts of "intersex" beyond reproductive anatomy/physiology (i.e. beyond the genitalia), and discusses some known consequences of "gender biases" in medical diagnoses and treatments. The influence of gender (sociocultural) "norms", i.e. gendered behaviors and relations, on human biology is juxtaposed with the role of biological traits on the construction of gender identity, roles and relationships, thereby focusing on the interactions of sex and gender on health and medical outcomes. Problems that may arise by labeling conditions that vary in incidence, prevalence and/or severity across the "male-female" spectrum as "men's" or "women's" health issues will be discussed. In addition, the importance of recognizing the spectrum of sex and gender, as well as sexual orientation, in clinical practice from pediatric to geriatric populations, will be highlighted, with consideration of varying perspectives within different race/ethnic, religious, political, and other groups.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
FEMGEN 156H:
Women and Medicine in US History: Women as Patients, Healers and Doctors (AMSTUD 156H)
This course explores ideas about women's bodies in sickness and health, as well as women's encounters with lay and professional healers in the United States from the eighteenth century to the present. We begin with healthy women and explore ideas about women's life cycle in the past, including women's sexuality, the history of birth control, abortion, childbirth, and aging. We then turn to the history of women healers including midwives, lay physicians, professional physicians and nurses. Finally, we examine women's illnesses and their treatment as well as the lives of women with disabilities in the past. We will examine differences in women's experience with medicine on the basis of race, ethnicity, sexuality and class. We will relate this history to issues in contemporary medicine, and consider the efforts of women to gain control of their bodies and health care throughout US history.
Last offered: Spring 2023
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
FEMGEN 230A:
Sexual Function and Diversity in Medical Disciplines (CHPR 230)
Focus is on development of personal and professional skills to interact with people across the diverse range of human sexuality, from childhood (pediatric) to older ages (geriatric), with consideration of gender identity, sexual orientation, sociocultural (predominantly U.S., not global) and religious values, and selected medical issues (e.g. hormonal therapy, disabilities, e.g. spinal cord injury, etc. with discussion of sexual taboos and unusual sexual practices that you might encounter in a general medical setting. CHPR master's program students must enroll in CHPR 230 for a letter grade and priority for enrollment will be given to current CHPR students. For fourth unit, students must also attend INDE 215 Queer Health & Medicine and complete assignments for that section, but do not enroll in that class. For WAYs, undergrads enroll in SOMGEN 130.
Terms: Win
| Units: 3-4
FEMGEN 247:
Gender and Sexuality in African History (AFRICAAM 247, FEMGEN 347, HISTORY 247, HISTORY 347)
This course examines the history of gender and sexuality in twentieth and twenty-first century Africa. It explores how concepts, identities, and practices of gender and sexuality have changed in shifting social, cultural, political, and economic contexts across the continent and in connection with global currents. This historical journey encompasses European colonialism, independence, postcolonial nation-building, and current times. Course materials include African novels, films, material culture and multinational scholarly research and primary sources. We will also engage multidisciplinary perspectives, methodologies, and theories as tools for critical thinking, writing and varied modes of producing knowledge. Gender and sexuality(ies) as examined in this course act as gateways to explore transformations in : selfhood, peoplehood, and life stage; health, medicine, reproduction, and the body; law and criminality; marriage, kinship, family, and community; politics, power and protest; feminism(s); popular culture; religion and belief; LGBTQI+ themes; and the history of emotions, including love, joy, desire, pain, and trauma.
Terms: Spr
| Units: 4-5
FEMGEN 344F:
New Directions in Gendered Innovations in Science, Medicine, Technology, and Environment (HISTORY 244F, HISTORY 344F)
Welcome! This is a new upper-level course in Gendered Innovations that explores how sex, gender, and intersectional analysis in research and design sparks discovery and innovation. This course focuses on sex and gender, and considers factors intersecting with sex and gender, including age, race, ethnicity, socioeconomic status, educational background, disabilities, geographic location, etc., where relevant. We will read new research touching on basic concepts, intersectional design, gendering social robots, new approaches to sustainability, what's new in biomedicine & public health, facial recognition, inclusive crash test dummies, and more. As Director of Gendered Innovations, I work with the European Commission, Wellcome Trust, the U.S. National Institutes of Health and major journals on policy to support integrating sex, gender, and intersectional analysis into the design of research. The operative question is: how can this type of analysis lead to discovery & innovation while enhancing social equity and environmental sustainability? Students will read and report on new research in weekly sessions and present a paper on a topic of their choice. We welcome open and respectful discussion. This course is open to upper-level undergraduate students and to graduate students by application https://forms.gle/2KmxUUnRSG2LNNSS6. Limited to 15.
Terms: Win
| Units: 4-5
FEMGEN 347:
Gender and Sexuality in African History (AFRICAAM 247, FEMGEN 247, HISTORY 247, HISTORY 347)
This course examines the history of gender and sexuality in twentieth and twenty-first century Africa. It explores how concepts, identities, and practices of gender and sexuality have changed in shifting social, cultural, political, and economic contexts across the continent and in connection with global currents. This historical journey encompasses European colonialism, independence, postcolonial nation-building, and current times. Course materials include African novels, films, material culture and multinational scholarly research and primary sources. We will also engage multidisciplinary perspectives, methodologies, and theories as tools for critical thinking, writing and varied modes of producing knowledge. Gender and sexuality(ies) as examined in this course act as gateways to explore transformations in : selfhood, peoplehood, and life stage; health, medicine, reproduction, and the body; law and criminality; marriage, kinship, family, and community; politics, power and protest; feminism(s); popular culture; religion and belief; LGBTQI+ themes; and the history of emotions, including love, joy, desire, pain, and trauma.
Terms: Spr
| Units: 4-5
FEMGEN 443C:
People, Plants, and Medicine: Atlantic World Amerindian, African, and European Science (CSRE 243C, CSRE 443C, HISTORY 243C, HISTORY 343C, HISTORY 443C)
Explores the global circulation of plants, peoples, disease, medicines, technologies, and knowledge. Considers primarily Africans, Amerindians, and Europeans in the eighteenth-century Atlantic World and focuses on their exchanges in the Caribbean, in particular within the French and British empires. We also take examples from other knowledge traditions, where relevant. Readings treat science and medicine in relation to voyaging, the natural history of plants, environmental exchange, racism, and slavery in colonial contexts. Colonial sciences and medicines were important militarily and strategically for positioning emerging nation states in global struggles for land and resources. Upper-level undergrads must apply for 243C; please fill in this short form: https://forms.gle/XpUXwfT6ULiwC8P19 Graduate students taking the course as a one-quarter seminar should enroll in 343C. Graduate students taking the course as a two-part graduate research seminar should enroll in the 443C (Part I) in Winter and the 443D (Part II) in Spring.
Terms: Win
| Units: 4-5
FRENCH 62N:
Art and Healing in the Wake of Covid-19: A Health Humanities Perspective (ITALIAN 62N)
How have artists contributed to healing during the Covid-19 pandemic? How does art shape or express diverse cultural understandings of health and illness, medicine and the body, death and spirituality, in response to crisis? How do such understandings directly impact the physical healing but also the life decisions and emotions of individuals, from caregivers to patients? And finally, how do these affect social transformation as part of healing? This course examines the art of COVID-19, from a contemporary and historical perspective, using the tools of Health Humanities, a relatively new discipline that connects medicine to the arts and social sciences. Materials for this course include art from different media (from poetry and fiction to performance and installation), produced during COVID-19 in mostly Western contexts, in diverse communities and with some forays into the rest of the world and into other historical moments of crisis. They also include some non-fiction readings from the disciplines Health Humanities draws from, such as history of medicine, anthropology, psychology, sociology, cultural history, media studies, art criticism, and medicine itself. We will thus be introduced to basics of Health Humanities and its methods while addressing the pandemic as a world-changing event, aided by the unique insights of artists. The course will culminate in final projects that present a critical and contextual appreciation of a specific art project created in response to COVID-19; such appreciations may be creative art projects as well, or more analytical, scholarly evaluations.
Last offered: Spring 2022
| Units: 3
| UG Reqs: WAY-A-II, WAY-SI
FRENCH 75N:
Narrative Medicine and Near-Death Experiences (ITALIAN 75N)
Even if many of us don't fully believe in an afterlife, we remain fascinated by visions of it. This course focuses on Near-Death Experiences and the stories around them, investigating them from the many perspectives pertinent to the growing field of narrative medicine: medical, neurological, cognitive, psychological, sociological, literary, and filmic. The goal is not to understand whether the stories are veridical but what they do for us, as individuals, and as a culture, and in particular how they seek to reshape the patient-doctor relationship. Materials will span the 20th century and come into the present. Taught in English.
Last offered: Autumn 2017
| Units: 3
| UG Reqs: WAY-A-II, WAY-SI
FRENCH 120E:
Introduction to the Medical Humanities (ANTHRO 120H, DLCL 120, ITALIAN 120)
Medical Humanities is a humanistic and interdisciplinary approach to medicine. It explores the experience of health and illness as captured through the expressive arts (painting, music, literature), across historical periods and in different cultures, as interpreted by scholars in the humanities and social sciences as well as in medicine and policy. Its goal is to give students an opportunity to explore a more holistic and meaning-centered perspective on medical issues. It investigates how medicine is an art form as well as a science, and the way institutions and culture shape the way illness is identified, experienced and treated.
Terms: Win
| Units: 4
| UG Reqs: WAY-EDP
GENE 113:
AI, Genes and Ethics (GENE 213)
What is AI and why is it sometimes biased ? How will AI affect medicine to help us but also what are the conditions in which it may harm us. 95% of single-gene diseases we know of have no effective treatment yet if we change a defective one how might that affect a species in the long term ? Is DNA 'the code of life?' Or is the 'code of life' the whole living organism in its complex, dynamic relationship with its environment? Will Earth one day be populated by beings who are different from us in their cognitive and physical abilities. This course will look at the intersection of AI and Genetics to analyze advances that could be made but also ethical questions that should be asked. The course is designed to be accessible to many disciplines and there are no pre-requisites.
| Units: 2-3
| Repeatable
6 times
(up to 36 units total)
GENE 202:
Human Genetics
Utilizes lectures and small group activities to develop a working knowlege of human genetics as applicable to clinical medicine. Basic principles of inheritance, risk assessment, and population genetics are illustrated using examples drawn from diverse areas of medical genetics practice including prenatal, pediatric, adult and cancer genetics. Practical aspects of molecular and cytogenetic diagnostic methods are emphasized. Existing and emerging treatment strategies for single gene disorders are also covered. Prerequisites: basic genetics. Only available to MD and MOM students.
Terms: Aut
| Units: 4
GENE 213:
AI, Genes and Ethics (GENE 113)
What is AI and why is it sometimes biased ? How will AI affect medicine to help us but also what are the conditions in which it may harm us. 95% of single-gene diseases we know of have no effective treatment yet if we change a defective one how might that affect a species in the long term ? Is DNA 'the code of life?' Or is the 'code of life' the whole living organism in its complex, dynamic relationship with its environment? Will Earth one day be populated by beings who are different from us in their cognitive and physical abilities. This course will look at the intersection of AI and Genetics to analyze advances that could be made but also ethical questions that should be asked. The course is designed to be accessible to many disciplines and there are no pre-requisites.
Last offered: Autumn 2022
| Units: 2-3
| Repeatable
6 times
(up to 36 units total)
GENE 217:
Translational Bioinformatics (BIOE 217, BIOMEDIN 217, CS 275)
Analytic and interpretive methods to optimize the transformation of genetic, genomic, and biological data into diagnostics and therapeutics for medicine. Topics: access and utility of publicly available data sources; types of genome-scale measurements in molecular biology and genomic medicine; linking genome-scale data to clinical data and phenotypes; and new questions in biomedicine using bioinformatics. Case studies. Prerequisites: programming ability at the level of CS 106A and familiarity with statistics and biology.
Terms: Win
| Units: 3-4
GENE 231:
AI for Beginners
How will AI help medicine but how could it harm us. This course will provide a high-level overview of AI techniques. Through pre-built hands-on exercises, we will cover neural networks and their applicability to generative AI and large language models. We will also discuss the societal and ethical issues surrounding the real-world applications of AI. This course is healthare oriented, looking at the intersection of AI and Genetics to analyze advances that could be made but also ethical questions that should be asked. The course is designed to be accessible to many disciplines and there are no pre-requisites.
Terms: Win
| Units: 2-3
GSBGEN 368:
Managing Difficult Conversations
This elective 3- unit course is offered with Pass-Fail grading to MBA students who aspire to improve their ability to deal effectively with difficult professional and personal interpersonal situations. Class is held Tuesday, 3:10-6:10 PM. The course will be taught by William F. Meehan III, the Raccoon Partners Lecturer in Management and Senior Partner Emeritus, McKinsey and Company, and Charles G. Prober, M.D., Professor of Pediatrics, Microbiology & Immunology and Senior Associate Vice Provost for Health Education, Stanford School of Medicine. The course, which is case/vignette-based, involves frequent student-to-student and student-to-instructor role-playing in authentic business and medical interactions. GSBGEN 368 is cross-listed with Inde 238, which draws primarily medical students, and part of the learning environment of the course is the mix of perspectives and vignettes we role play and discuss. Topic-specific experts often will be present to participate as class guests. Relevant principles of professionalism, leadership, and psychology underlie the course pedagogy. Students will be expected to attend all classes unless excused in advance.nClass preparation will include reading of assigned cases/vignettes, analysis of the situations presented and recommendations as to how to confront specific difficult conversations; and reading of assigned background material. It is important that all students participate actively in classroom discussions. Class size will be limited to 45 students per the following: (1) a maximum of 30 MBA students and (2) a maximum of 15 medical or other non-GSB graduate students. GSB students enroll under GSBGEN 368. Please email Dr. Prober or Professor Meehan directly if you have any questions.n.
Last offered: Winter 2022
| Units: 3
GSBGEN 568:
Managing Difficult Conversations
This elective 2-unit course is designed for those who aspire to improve their ability to deal effectively with difficult professional and interpersonal conversations. The course is taught by William F. Meehan III, the Raccoon Partners Lecturer in Strategic Management, Stanford Graduate School of Business and Senior Partner Emeritus, McKinsey and Company. The course is case/vignette-based and classes usually include frequent role-playing in authentic business, entrepreneurial, professional (e.g, consulting, law, medicine, non-profits) and other difficult interactions as was as selected interpersonal situations. Outside guests with experience relevant to the vignette theme will often participate as our guests. All students are also asked to prepare their own vignette from their own actual professional or personal experience, which will be role-played during the course. Students will be expected to attend all classes unless excused in advance. Class preparation will include reading of assigned cases/vignettes; analysis of the cases/vignettes and recommendations as to how to confront specific difficult conversations (consistent with assigned study questions); and reading of assigned background material. All students are expected to participate actively in class role plays and discussions. Grading will be on a Pass/Fail basis. MBA's and MSx's are eligible to register.
Last offered: Spring 2022
| Units: 2
HISTORY 23S:
Sex and Socialism
Among the major promises made by socialism and communism was the liberation of women from an imperialist, capitalist, and patriarchal world. How did these promises hold up in the face of the realities of revolution and state formation? This course explores the relationship between gender, sex, and sexuality within the state socialist polities of the 20th century. Topics include diversity in barricades and workplaces, motherhood and reproductive rights, medicine and sexology, incarceration and state violence, and homosexuality and gender non-conformity.
Last offered: Winter 2021
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 40:
World History of Science: From Prehistory through the Scientific Revolution
(History 40 is 3 units; History 140 is 5 units.) The earliest developments in science, the prehistoric roots of technology, the scientific revolution, and global voyaging. Theories of human origins and the oldest known tools and symbols. Achievements of the Mayans, Aztecs, and native N. Americans. Science and medicine in ancient Greece, Egypt, China, Africa, and India. Science in medieval and Renaissance Europe and the Islamic world including changing cosmologies and natural histories. Theories of scientific growth and decay; how science engages other factors such as material culture and religions.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
HISTORY 44Q:
Gendered Innovations in Science, Medicine, Engineering, and Environment (FEMGEN 44Q)
Gendered Innovations harness the creative power of sex, gender, and intersectional analysis for innovation and discovery. We focus on sex and gender, and consider factors intersecting with sex and gender, including age, race/ethnicity, socioeconomic status, educational background, disabilities, geographic location, etc. We start with the history of gender in science in the scientific revolution to understand how to transform research institutions so that women, men, and non-binary individuals can flourish. The majority of the course is devoted to considering gendered innovations in AI, social robotics, health & medicine, design of cars and cockpits, menstrual products, marine science, and more. This course will emphasize writing skills as well as oral and multimedia presentation; it fulfills the second level Writing and Rhetoric Requirement (WRITE 2), WAY-ED, and WAY-SI.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-EDP, WAY-SI, Writing 2
HISTORY 83A:
Enlightenment and Genocide: Modern Europe and the Ottoman Empire
(HISTORY 83A is 3 units; HISTORY 183A is 5 units.) In the early eighteenth century, Lady Mary Wortley Montagu, wife of the British ambassador to the Ottoman Empire, introduced Ottoman smallpox inoculation to western medicine. But over the next two centuries, Ottoman scientific, cultural, and geopolitical strength disintegrated, while western Europeans colonized much of the globe and industrialized at home. How and why did this happen? This course explores this period of wrenching social change and transformation, and asks how the Enlightenment, with its calls for universal human rights and democracy, existed alongside crimes against humanity such as the Armenian Genocide and the Jewish Holocaust. We inquire into ethical dilemmas from diverse perspectives to better understand the contested heritage of our modern world. Bringing western and non-western philosophy into conversation with history, we study the changing structures of Ottoman and European societies in the context of industrialization, repeated cycles from monarchy to democracy to dictatorship, and the growth of radical strains of Islam as a social protest and revolt against European dominance.
Last offered: Winter 2022
| Units: 3
| UG Reqs: WAY-ER, WAY-SI
HISTORY 140:
World History of Science: From Prehistory through the Scientific Revolution
(History 40 is 3 units; History 140 is 5 units.) The earliest developments in science, the prehistoric roots of technology, the scientific revolution, and global voyaging. Theories of human origins and the oldest known tools and symbols. Achievements of the Mayans, Aztecs, and native N. Americans. Science and medicine in ancient Greece, Egypt, China, Africa, and India. Science in medieval and Renaissance Europe and the Islamic world including changing cosmologies and natural histories. Theories of scientific growth and decay; how science engages other factors such as material culture and religions.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI
HISTORY 144:
Gendered Innovations in Science, Medicine, Engineering, and Environment (FEMGEN 144)
Explores "Gendered Innovations" or how sex, gender, and intersectional analysis in research spark discovery and innovation. This course focuses on sex and gender, and considers factors intersecting with sex and gender, including age, race/ethnicity, socioeconomic status, educational background, disabilities, geographic location, etc., where relevant. Topics include historical background, basic concepts, social robots, sustainability, medicine & public health, femtech, facial recognition, inclusive crash test dummies, and more. Stanford University is engaged in a multi-year collaboration with the European Commission and the U.S. National Science Foundation project on Gendered Innovations in Science, Health & Medicine, Engineering, and Environment, and this class will contribute that project. The operative questions is: how can sex, gender, and intersectional analysis lead to discovery, enhance social justice, and environmental sustainability?
Terms: Spr
| Units: 4-5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
HISTORY 183A:
Enlightenment and Genocide: Modern Europe and the Ottoman Empire
(History 183A is 5 units; History 83A is 3 units.) In the early eighteenth century, Lady Mary Wortley Montagu, wife of the British ambassador to the Ottoman Empire, introduced Ottoman smallpox inoculation to western medicine. But over the next two centuries, Ottoman scientific, cultural, and geopolitical strength disintegrated, while western Europeans colonized much of the globe and industrialized at home. How and why did this happen? This course explores this period of wrenching social change and transformation, and asks how the Enlightenment, with its calls for universal human rights and democracy, existed alongside crimes against humanity such as the Armenian Genocide and the Jewish Holocaust. We inquire into ethical dilemmas from diverse perspectives to better understand the contested heritage of our modern world. Bringing western and non-western philosophy into conversation with history, we study the changing structures of Ottoman and European societies in the context of industrialization, repeated cycles from monarchy to democracy to dictatorship, and the growth of radical strains of Islam as a social protest and revolt against European dominance.
Last offered: Winter 2022
| Units: 5
| UG Reqs: WAY-ER, WAY-SI
HISTORY 228C:
Politics and Society in Early Soviet Russia: View from the Hoover Library & Archives (HISTORY 328C, REES 110, REES 211)
The course offers an examination of early Soviet history (1917-1924) based on the archival collections, digital records, and rare books and periodicals in the Hoover Library & Archives, with a focus on the papers of the American Relief Administration and the Soviet famine of 1921. Topics include Bolshevik ideology, the role of the Communist Party, Russian-Ukrainian relations, the formation of the USSR, Soviet economic policy, Soviet foreign policy and the Communist International, the secret police and political repression, culture under the Bolsheviks, demographic shifts and refugee movements, and the famine of 1921, in which six million people perished. Students will become familiar with how to research and interpret primary sources. Class will meet in Hoover Tower, in a secure room where students can work with archival and rare library materials, including early Soviet newspapers and journals. Course is open to graduate students and upper-level undergraduates. Students may take the course for either 3 or 5 units. Those enrolled for 5 units will submit a research paper. Russian language ability is not required. Offered in conjunction with the Hoover Library & Archives exhibition Bread + Medicine: Saving Lives in a Time of Famine.
Last offered: Winter 2023
| Units: 3-5
HISTORY 234P:
The Age of Plague: Medicine and Society, 1300-1750 (STS 200U)
(Undergraduates, enroll in 234P. Graduates, enroll in 334P) The arrival of plague in Eurasia in 1347-51 affected many late medieval and early modern societies. It transformed their understanding of disease, raised questions about the efficacy of medical knowledge, and inspired new notions of public health. This class explores the history of medicine in the medieval Islamic and European worlds. Changing ideas about the body, the roles of different healers and religion in healing, the growth of hospitals and universities, and the evolution of medical theory and practice will be discussed. How did medicine and society change in the age of plague?
Last offered: Autumn 2020
| Units: 5
| UG Reqs: WAY-SI
HISTORY 243C:
People, Plants, and Medicine: Atlantic World Amerindian, African, and European Science (CSRE 243C, CSRE 443C, FEMGEN 443C, HISTORY 343C, HISTORY 443C)
Explores the global circulation of plants, peoples, disease, medicines, technologies, and knowledge. Considers primarily Africans, Amerindians, and Europeans in the eighteenth-century Atlantic World and focuses on their exchanges in the Caribbean, in particular within the French and British empires. We also take examples from other knowledge traditions, where relevant. Readings treat science and medicine in relation to voyaging, the natural history of plants, environmental exchange, racism, and slavery in colonial contexts. Colonial sciences and medicines were important militarily and strategically for positioning emerging nation states in global struggles for land and resources. Upper-level undergrads must apply for 243C; please fill in this short form: https://forms.gle/XpUXwfT6ULiwC8P19 Graduate students taking the course as a one-quarter seminar should enroll in 343C. Graduate students taking the course as a two-part graduate research seminar should enroll in the 443C (Part I) in Winter and the 443D (Part II) in Spring.
Terms: Win
| Units: 4-5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-EDP, WAY-SI
HISTORY 244F:
New Directions in Gendered Innovations in Science, Medicine, Technology, and Environment (FEMGEN 344F, HISTORY 344F)
Welcome! This is a new upper-level course in Gendered Innovations that explores how sex, gender, and intersectional analysis in research and design sparks discovery and innovation. This course focuses on sex and gender, and considers factors intersecting with sex and gender, including age, race, ethnicity, socioeconomic status, educational background, disabilities, geographic location, etc., where relevant. We will read new research touching on basic concepts, intersectional design, gendering social robots, new approaches to sustainability, what's new in biomedicine & public health, facial recognition, inclusive crash test dummies, and more. As Director of Gendered Innovations, I work with the European Commission, Wellcome Trust, the U.S. National Institutes of Health and major journals on policy to support integrating sex, gender, and intersectional analysis into the design of research. The operative question is: how can this type of analysis lead to discovery & innovation while enhancing social equity and environmental sustainability? Students will read and report on new research in weekly sessions and present a paper on a topic of their choice. We welcome open and respectful discussion. This course is open to upper-level undergraduate students and to graduate students by application https://forms.gle/2KmxUUnRSG2LNNSS6. Limited to 15.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 247:
Gender and Sexuality in African History (AFRICAAM 247, FEMGEN 247, FEMGEN 347, HISTORY 347)
This course examines the history of gender and sexuality in twentieth and twenty-first century Africa. It explores how concepts, identities, and practices of gender and sexuality have changed in shifting social, cultural, political, and economic contexts across the continent and in connection with global currents. This historical journey encompasses European colonialism, independence, postcolonial nation-building, and current times. Course materials include African novels, films, material culture and multinational scholarly research and primary sources. We will also engage multidisciplinary perspectives, methodologies, and theories as tools for critical thinking, writing and varied modes of producing knowledge. Gender and sexuality(ies) as examined in this course act as gateways to explore transformations in : selfhood, peoplehood, and life stage; health, medicine, reproduction, and the body; law and criminality; marriage, kinship, family, and community; politics, power and protest; feminism(s); popular culture; religion and belief; LGBTQI+ themes; and the history of emotions, including love, joy, desire, pain, and trauma.
Terms: Spr
| Units: 4-5
HISTORY 296F:
Science and Society in Modern South Asia
(Undergraduates, enroll in 296F. Graduates, enroll in 396F.) Modern science, technology and medicine are global phenomena, and yet scientific knowledge, as the product of human activity, reflects the social, political, economic and cultural contexts in which it is produced, mobilized and used. This course explores the dynamic relationship between science and society in South Asia in the nineteenth and twentieth centuries. Taking scientific practice as not the exclusive domain of the British colonial state, its European personnel or even South Asian scientists, this course explores the knowledge practices of a range of actors in South Asian societies. We will pursue two questions throughout: How and where did South Asians learn, receive, interpret, practice, and produce scientific knowledge? How did they mobilize this knowledge in their own political and social agendas? In these varied practical, social and cultural projects, science became a force for civilization and enlightenment, political domination and national liberation, and economic development and social transformation. In fact, a 'scientific temperament' has also come to be upheld as the appropriate civic attitude of postcolonial citizens. Through these themes, this course examines the making of the power and cultural authority of the sciences and their practitioners in modern South Asia.
Last offered: Spring 2022
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 298E:
Chinese Pop Culture: A History
This discussion course examines the evolution of popular culture in the Chinese-speaking world and diaspora from the late imperial era to the present. Analyzing myth, literature, medicine, music, art, film, fashion, and internet culture will help students understand the revolutionary social and political changes that have transformed modern East Asia.
Last offered: Summer 2021
| Units: 5
| UG Reqs: WAY-A-II, WAY-SI
HISTORY 328C:
Politics and Society in Early Soviet Russia: View from the Hoover Library & Archives (HISTORY 228C, REES 110, REES 211)
The course offers an examination of early Soviet history (1917-1924) based on the archival collections, digital records, and rare books and periodicals in the Hoover Library & Archives, with a focus on the papers of the American Relief Administration and the Soviet famine of 1921. Topics include Bolshevik ideology, the role of the Communist Party, Russian-Ukrainian relations, the formation of the USSR, Soviet economic policy, Soviet foreign policy and the Communist International, the secret police and political repression, culture under the Bolsheviks, demographic shifts and refugee movements, and the famine of 1921, in which six million people perished. Students will become familiar with how to research and interpret primary sources. Class will meet in Hoover Tower, in a secure room where students can work with archival and rare library materials, including early Soviet newspapers and journals. Course is open to graduate students and upper-level undergraduates. Students may take the course for either 3 or 5 units. Those enrolled for 5 units will submit a research paper. Russian language ability is not required. Offered in conjunction with the Hoover Library & Archives exhibition Bread + Medicine: Saving Lives in a Time of Famine.
| Units: 3-5
HISTORY 334P:
The Age of Plague: Medicine and Society, 1300-1750
(Graduates, enroll in 334P. Undergraduates, enroll in 234P.) The arrival of plague in Eurasia in 1347-51 affected many late medieval and early modern societies. It transformed their understanding of disease, raised questions about the efficacy of medical knowledge, and inspired new notions of public health. This class explores the history of medicine in the medieval Islamic and European worlds. Changing ideas about the body, the roles of different healers and religion in healing, the growth of hospitals and universities, and the evolution of medical theory and practice will be discussed. How did medicine and society change in the age of plague?
Last offered: Autumn 2020
| Units: 4-5
HISTORY 343C:
People, Plants, and Medicine: Atlantic World Amerindian, African, and European Science (CSRE 243C, CSRE 443C, FEMGEN 443C, HISTORY 243C, HISTORY 443C)
Explores the global circulation of plants, peoples, disease, medicines, technologies, and knowledge. Considers primarily Africans, Amerindians, and Europeans in the eighteenth-century Atlantic World and focuses on their exchanges in the Caribbean, in particular within the French and British empires. We also take examples from other knowledge traditions, where relevant. Readings treat science and medicine in relation to voyaging, the natural history of plants, environmental exchange, racism, and slavery in colonial contexts. Colonial sciences and medicines were important militarily and strategically for positioning emerging nation states in global struggles for land and resources. Upper-level undergrads must apply for 243C; please fill in this short form: https://forms.gle/XpUXwfT6ULiwC8P19 Graduate students taking the course as a one-quarter seminar should enroll in 343C. Graduate students taking the course as a two-part graduate research seminar should enroll in the 443C (Part I) in Winter and the 443D (Part II) in Spring.
Terms: Win
| Units: 4-5
HISTORY 344F:
New Directions in Gendered Innovations in Science, Medicine, Technology, and Environment (FEMGEN 344F, HISTORY 244F)
Welcome! This is a new upper-level course in Gendered Innovations that explores how sex, gender, and intersectional analysis in research and design sparks discovery and innovation. This course focuses on sex and gender, and considers factors intersecting with sex and gender, including age, race, ethnicity, socioeconomic status, educational background, disabilities, geographic location, etc., where relevant. We will read new research touching on basic concepts, intersectional design, gendering social robots, new approaches to sustainability, what's new in biomedicine & public health, facial recognition, inclusive crash test dummies, and more. As Director of Gendered Innovations, I work with the European Commission, Wellcome Trust, the U.S. National Institutes of Health and major journals on policy to support integrating sex, gender, and intersectional analysis into the design of research. The operative question is: how can this type of analysis lead to discovery & innovation while enhancing social equity and environmental sustainability? Students will read and report on new research in weekly sessions and present a paper on a topic of their choice. We welcome open and respectful discussion. This course is open to upper-level undergraduate students and to graduate students by application https://forms.gle/2KmxUUnRSG2LNNSS6. Limited to 15.
Terms: Win
| Units: 4-5
HISTORY 347:
Gender and Sexuality in African History (AFRICAAM 247, FEMGEN 247, FEMGEN 347, HISTORY 247)
This course examines the history of gender and sexuality in twentieth and twenty-first century Africa. It explores how concepts, identities, and practices of gender and sexuality have changed in shifting social, cultural, political, and economic contexts across the continent and in connection with global currents. This historical journey encompasses European colonialism, independence, postcolonial nation-building, and current times. Course materials include African novels, films, material culture and multinational scholarly research and primary sources. We will also engage multidisciplinary perspectives, methodologies, and theories as tools for critical thinking, writing and varied modes of producing knowledge. Gender and sexuality(ies) as examined in this course act as gateways to explore transformations in : selfhood, peoplehood, and life stage; health, medicine, reproduction, and the body; law and criminality; marriage, kinship, family, and community; politics, power and protest; feminism(s); popular culture; religion and belief; LGBTQI+ themes; and the history of emotions, including love, joy, desire, pain, and trauma.
Terms: Spr
| Units: 4-5
HISTORY 349:
Bodies, Technologies, and Natures in Africa (AFRICAST 249, ANTHRO 348B)
This interdisciplinary course explores how modern African histories, bodies, and natures have been entangled with technological activities. Viewing Africans as experts and innovators, we consider how technologies have mediated, represented, or performed power in African societies. Topics include infrastructure, extraction, medicine, weapons, communications, sanitation, and more. Themes woven through the course include citizenship, mobility, labor, bricolage, in/formal economies, and technopolitical geographies, among others. Readings draw from history, anthropology, geography, and social/cultural theory.
Last offered: Winter 2018
| Units: 4-5
HISTORY 396F:
Science and Society in Modern South Asia
(Graduates, enroll in 396F. Undergraduates, enroll in 296F.) Modern science, technology and medicine are global phenomena, and yet scientific knowledge, as the product of human activity, reflects the social, political, economic and cultural contexts in which it is produced, mobilized and used. This course explores the dynamic relationship between science and society in South Asia in the nineteenth and twentieth centuries. Taking scientific practice as not the exclusive domain of the British colonial state, its European personnel or even South Asian scientists, this course explores the knowledge practices of a range of actors in South Asian societies. We will pursue two questions throughout: How and where did South Asians learn, receive, interpret, practice, and produce scientific knowledge? How did they mobilize this knowledge in their own political and social agendas? In these varied practical, social and cultural projects, science became a force for civilization and enlightenment, political domination and national liberation, and economic development and social transformation. In fact, a 'scientific temperament' has also come to be upheld as the appropriate civic attitude of postcolonial citizens. Through these themes, this course examines the making of the power and cultural authority of the sciences and their practitioners in modern South Asia.
Last offered: Spring 2022
| Units: 4-5
HISTORY 398E:
Chinese Pop Culture: A History
This discussion course examines the evolution of popular culture in the Chinese-speaking world and diaspora from the late imperial era to the present. Analyzing myth, literature, medicine, music, art, film, fashion, and internet culture will help students understand the revolutionary social and political changes that have transformed modern East Asia.
Last offered: Summer 2021
| Units: 4-5
HISTORY 443C:
People, Plants, and Medicine: Atlantic World Amerindian, African, and European Science (CSRE 243C, CSRE 443C, FEMGEN 443C, HISTORY 243C, HISTORY 343C)
Explores the global circulation of plants, peoples, disease, medicines, technologies, and knowledge. Considers primarily Africans, Amerindians, and Europeans in the eighteenth-century Atlantic World and focuses on their exchanges in the Caribbean, in particular within the French and British empires. We also take examples from other knowledge traditions, where relevant. Readings treat science and medicine in relation to voyaging, the natural history of plants, environmental exchange, racism, and slavery in colonial contexts. Colonial sciences and medicines were important militarily and strategically for positioning emerging nation states in global struggles for land and resources. Upper-level undergrads must apply for 243C; please fill in this short form: https://forms.gle/XpUXwfT6ULiwC8P19 Graduate students taking the course as a one-quarter seminar should enroll in 343C. Graduate students taking the course as a two-part graduate research seminar should enroll in the 443C (Part I) in Winter and the 443D (Part II) in Spring.
Terms: Win
| Units: 4-5
HISTORY 443D:
Part II: People, Plants, and Medicine: Atlantic World Amerindian, African, and European Science
Graduate students taking the course as a two-part graduate research seminar should enroll in the 443C (Part I) in Winter and the 443D (Part II) in Spring.
Terms: Spr
| Units: 4-5
HRP 227:
Economics of Health Improvement in Developing Countries (ECON 127, MED 262)
Application of economic paradigms and empirical methods to health improvement in lower-income countries. Emphasis is on unifying analytic frameworks and evaluation of empirical evidence. How economic views differ from public health, medicine, and epidemiology; analytic paradigms for health and population change; the demand for health; the role of health in international development. Prerequisites: ECON 50 and ECON 102B.
| Units: 5
HRP 243A:
Health Policy Seminar
This seminar course is intended to introduce students to the role of policy in the provision of health care, public and population health in the United States. In addition to speakers from HRP and the School of Medicine, we will bring in speakers from outside organizations in the Bay Area with expertise in a variety of health policy issues. There are no pre-requisites. Lunch will be provided.Only HRP 243A will be offered this academic year.
Terms: Spr
| Units: 1
HRP 243B:
Health Policy Seminar: Health Care
This seminar course is intended to introduce students to the role of policy in the provision of health care in the United States. In addition to speakers from HRP and the School of Medicine, we will be bringing in speakers from outside organizations in the Bay Area with expertise in a variety of issues in health care. There are no pre-requisites and no assignments. HRP 243A and 243B are offered in alternating academic years. Lunch will be provided.
| Units: 1
HRP 263:
Advanced Decision Science Methods and Modeling in Health
Advanced methods currently used in published model-based cost-effectiveness analyses in medicine and public health, both theory and technical applications. Topics include: Markov and microsimulation models, model calibration and evaluation, and probabilistic sensitivity analyses. Prerequisites: a course in probability, a course in statistics or biostatistics, a course on cost-effectiveness such as HRP 392, a course in economics, and familiarity with decision modeling software such as TreeAge.
Terms: Win
| Units: 3
HRP 299:
Directed Reading in Health Research and Policy
Epidemiology, health services research, preventive medicine, medical genetics, public health, economics of medical care, occupational or environmental medicine, international health, or related fields. May be repeated for credit. Students are expected to connect with instructor and should discuss plans and the instructor's expectations for the course units for the quarter BEFORE enrolling in that faculty¿s section. Prerequisite: consent of instructor. Instructor approval required to enroll.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Adams, A. (PI);
Alarid Escudero, F. (PI);
Asch, S. (PI);
Baker, L. (PI);
Bendavid, E. (PI);
Bhattacharya, J. (PI);
Chan, D. (PI);
Chertow, G. (PI);
Goldhaber-Fiebert, J. (PI);
Goldstein, M. (PI);
Haberland, C. (PI);
Heidenreich, P. (PI);
Hlatky, M. (PI);
Luby, S. (PI);
Mello, M. (PI);
Miller, G. (PI);
Morris, A. (PI);
Owens, D. (PI);
Pershing, S. (PI);
Polyakova, M. (PI);
Rose, S. (PI);
Rossin-Slater, M. (PI);
Sabety, A. (PI);
Salomon, J. (PI);
Sanders, L. (PI);
Serna Borrero, N. (PI);
Singer, S. (PI);
Studdert, D. (PI);
Sun, E. (PI);
Wang, C. (PI);
Wise, P. (PI);
Zulman, D. (PI)
HUMBIO 27:
Traditional Chinese Medicine
The philosophy and history behind traditional Chinese medicine. Concepts such as Qi, Yin/Yang, meridians, Chinese organs, and the 5 elements. How these concepts are applied through techniques such as acupuncture, herbal medicine, Qi gong, and massage. How traditional Chinese medicine is understood from a scientific standpoint. Political and socioeconomic implications. Observation of an acupuncturist. Readings on the integration of Eastern and Western medicine and on traditional Chinese medicine. Freshmen/Sophomore reserved enrollment capacity 25 students.
Last offered: Spring 2023
| Units: 1
HUMBIO 51:
Big Data for Biologists - Decoding Genomic Function
Biology and medicine are becoming increasingly data-intensive fields. This course is designed to introduce students interested in human biology and related fields to methods for working with large biological datasets. There will be in-class activities analyzing real data that have revealed insights about the role of the genome and epigenome in health and disease. For example, we will explore data from large-scale gene expression and chromatin state studies. The course will provide an introduction to the relevant topics in biology and to fundamental computational skills such as editing text files, formatting and storing data, visualizing data and writing data analysis scripts. Students will become familiar with both UNIX and Python. This course is designed at the introductory level. Previous university-level courses in biology and programming experience are not required.
Last offered: Winter 2023
| Units: 3
| UG Reqs: WAY-AQR
HUMBIO 88:
Introduction to Statistics for the Health Sciences
Students will learn the statistical tools used to describe and analyze data in the fields of medicine and epidemiology. This very applied course will rely on current research questions and publicly available data. Students will gain proficiency with Stata to do basic analyses of health-related data, including linear and logistic regression, and will become sophisticated consumers of health-related statistical results.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Math, WAY-AQR
HUMBIO 133:
Human Physiology (BIO 112)
Human physiology will be examined by organ systems: cardiovascular, respiratory, renal, gastrointestinal and endocrine. Molecular and cell biology and signaling principles that underlie organ development, pathophysiology and opportunities for regenerative medicine are discussed, as well as integrative control mechanisms and fetal development. Prerequisite: HUMBIO3A or HUMBIO4A or BIO83 or BIO84 orBIO86 or consent of instructor.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
HUMBIO 139S:
Sport and Exercise Medicine
This is an upper division course with a common theme of injury as well as injury prevention in sport and physical activity. The topics include the treatment and evaluation of common sports injuries and illnesses for both musculoskeletal and non-musculoskeletal/medical conditions. Students will also develop critical reading and thinking skills. Classes will incorporate didactic lectures, critical analysis of sports medicine literature, as well as hand-on labs incorporating current sports medicine injury evaluation tools. Enrollment limited to students with sophomore academic standing or above. Prerequisite: Human Biology Core or Biology Foundations or equivalent or consent of instructor.
Last offered: Spring 2022
| Units: 3
| UG Reqs: WAY-SMA
HUMBIO 159:
Genes and Environment in Disease Causation: Implications for Medicine and Public Health (EPI 238)
The historical, contemporary, and future research and practice among genetics, epidemiology, clinical medicine, and public health as a source of insight for medicine and public health. Genetic and environmental contributions to multifactorial diseases; multidisciplinary approach to enhancing detection and diagnosis. The impact of the Human Genome Project on analysis of cardiovascular and neurological diseases, and cancer. Ethical and social issues in the use of genetic information. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit. Basic knowledge of genetics and human physiology to better understand chronic diseases and preferably have taken or concurrently in the statistics core. Prerequisites: Human Biology core or Biology Foundations or consent of instructor. Preferably have¿taken the statistics core or concurrently enrolled in it.
Terms: Win
| Units: 2-3
| UG Reqs: WAY-SMA
HUMBIO 162L:
The Literature of Psychosis (ANTHRO 82P, PSYC 82, PSYC 282)
One of the great gifts of literature is its ability to give us insight into the internal worlds of others. This is particularly true of that state clinicians call "psychosis." But psychosis is a complex concept. It can be terrifying and devastating for patients and families, and yet shares characteristics with other, less pathological states, such as mysticism and creativity. How then can we begin to make sense of it? In this course, we will examine the first-hand experience of psychosis. We will approach it from multiple perspectives, including clinical descriptions, works of art, and texts by writers ranging from Shakespeare, to the science fiction writer Philip K. Dick, to patients attempting to describe their experience. This class is not only for students thinking of careers in medicine, psychology or anthropology, but also readers and writers interested exploring extraordinary texts. There are no prerequisites necessary; all that is needed is a love of language and a curiosity about the secrets of other minds.
Last offered: Spring 2021
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
| Repeatable
2 times
(up to 10 units total)
HUMBIO 163:
The Opioid Epidemic: Using Neuroscience to Inform Policy and Law
The opioid epidemic has become a national problem, killing 115 people per day in the United States, and contributing to the first decrease in life expectancy in this country for decades. This is an upper division undergraduate class that aims to help students understand the science of opiates, how opioid prescribing and availability led us to be in this place, and how that information might be used to create effective policy to reverse it. Students will engage didactic work and interactive discussions to stimulate critical thinking at the interface between psychology, psychiatry, addiction medicine, neuroscience, communication, law, and society. They will develop the knowledge-base and framework to critically evaluate the science behind opioid addiction and how to apply this knowledge to address the addiction epidemic. This highly interactive seminar aims to engage the students in critical thinking didactics, activities and discussions that shape their understanding of the complexity inherent to the issues surrounding addiction and increase the student's ability to more critically assimilate and interrogate information. Preference will be given to upperclassmen, especially in the Human Biology program. Attendance at first class is mandatory. Prerequisites: HUMBIO 4A or PSYC 83 or consent of instructor.
Terms: Spr
| Units: 4
| UG Reqs: WAY-SI
HUMBIO 171E:
Modern Ethical Challenges in Neuroscience and Organ Transplantation
Today we face unprecedented innovations in neuroscience and medicine. While these advances offer new hope, they also challenge medical, legal, and ethical paradigms. We will explore the ethical constructs surrounding topics including brain death, brain-computer interfaces and other adaptive technologies, and organ transplantation. The course material will include clinical and legal cases, scientific literature, film and popular culture, and experiential learning at Stanford Hospital. We will also focus on cultural comparisons between the US and Japan, where brain death is not widely accepted and deceased donor organ donation is rare. Course evaluation will be based on participation, written work, and team projects.
Terms: Spr
| Units: 3
| UG Reqs: WAY-ER
HUMBIO 174:
Foundations of Bioethics
Classic articles, legal cases, and foundational concepts. Theoretical approaches derived from philosophy. The ethics of medicine and research on human subjects, assisted reproductive technologies, genetics, cloning, and stem cell research. Ethical issues at the end of life. Enrollment limited to juniors and seniors.
Terms: Win
| Units: 3
| UG Reqs: GER:EC-EthicReas, WAY-ER
HUMBIO 176A:
Medical Anthropology (ANTHRO 82, ANTHRO 282)
Emphasis is on how health, illness, and healing are understood, experienced, and constructed in social, cultural, and historical contexts. Topics: biopower and body politics, gender and reproductive technologies, illness experiences, medical diversity and social suffering, and the interface between medicine and science.Waitlist sign up here: https://docs.google.com/forms/d/e/1FAIpQLSdN6BTg4Rshq_n9Rijs3gz8O4Ppi8Ee3ya-0zd7RF65dtb_rg/viewform?pli=1.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-EDP, WAY-SI
HUMBIO 177:
Disability Literature
This course explores literary and filmic narratives about disability in the Global South. Authors including Edwidge Danticat, Bapsi Sidhwa, and Ricardo Padilla highlight the unique aesthetic potential of what Michael Davidson calls the defamiliar body and Ato Quayson describes as aesthetic nervousness. While engaging universal issues of disability stigma, they also emphasize the specific geopolitics of disability and how people in the Global South face greater rates of impairment based on unequal exposure to embodied risk. The course particularly welcomes students with interests in fields of medicine, policy, or public health.
Last offered: Autumn 2018
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
INDE 201:
Practice of Medicine I
Six quarter series extending throughout the first two years of the MD program, interweaving core skills training in medical interviewing and the physical examination with other major threads addressing the context of medical practice: information literacy, nutrition principles, clinical epidemiology and biostatistics, evidence-based practice, psychiatry, biomedical ethics, health policy, population health. Core clinical skills are acquired through hands-on practice, and evaluated through an extensive program of simulated medical encounters, in which students interview, examine, and manage patients in a mock clinic. The information literacy thread introduces students to informatics and knowledge management, biomedical informatics, and evidence-based medicine searching. Nutrition principles are acquired through interactive, web-based instruction, and reinforced through problem-based learning cases, which run in parallel to the basic science components over the first year. In epdemiology students learn the taxonomy of epidemiological studies, how to critically read a journal article, and how to recognize and understand the concepts behind different clinical study designs. Topics include bias, confounding, diagnostic testing and screening, and "how statistics can lie." Psychiatry introduces students to the unique role of medical students in talking with patients, the difference between process and content in patient communication, how to respond to breaks in the patient-physician relationship, and the relationship between the quality of the patient-physician interaction and health outcomes. Health care policy covers such topics as health insurance, physician payment, health care costs, access, measurement and improvement of quality, regulation and health care reform. Biomedical ethics includes important ethical issues in medical practice, such as confidentiality, privacy, and ethical issues relating to medical students. The population health curriculum exposes students to concepts of public health, community action, and advocacy, and includes a year-long, community-based project. At the end of this quarter students participate in a performance-based assessment of the medical interview skills.nCourse offered to MD and MSPA students only.
Terms: Aut
| Units: 8
INDE 202:
Practice of Medicine II
Medical interview and physical examination skills, information literacy, nutrition principles, evidence-based practice, health policy, and population health are covered. At the end of this quarter, students participate in a performance-based assessment of their medical interview and physical examination skills. See INDE 201 for a complete description of the Practice of Medicine course series. Course open to MD and MSPA students only.
Terms: Win
| Units: 5
INDE 203:
Practice of Medicine III
Medical interview and physical examination skills, biomedical literature retrieval and appraisal, nutrition principles, evidence-based practice, biomedical ethics, and population health are covered. Students begin clinical problem-solving sessions to learn the approach to common and important clinical problems. Cases integrate other course themes of population health, evidence-based practice, clinical ethics, nutrition, health policy, and behavioral medicine. Students begin transition from comprehensive to problem-focused patient encounters. Students also gain exposure to geriatrics, pediatrics, and interprofessional healthcare teams, and practice mental health interview skills. At the end of this quarter, students participate in a performance-based assessment of their medical interview and physical examination skills. See INDE 201 for a complete description of the Practice of Medicine course series. Course open to MD and MSPA students only.
Terms: Spr
| Units: 6
INDE 204A:
Practice of Medicine IV-A
The second year of the Practice of Medicine series (INDE 204 and 205) emphasizes clinical reasoning, clinical practicum, and clinical procedures. Students continue clinical problem-solving sessions to learn the approach to common and important clinical problems. Cases integrate other course themes of population health, evidence-based practice, clinical ethics, nutrition, health policy, and behavioral medicine. Students spend one-half day per week in a clinical setting, practicing medical interview, physical examination skills, oral presentations, and clinical note-writing under the mentorship of a clinical tutor. In the practicum, students also gain experience with other practical aspects of patient care. The Clinical Procedures segment introduces common and important procedures in clinical practice, including phlebotomy, intravenous line insertion, and electrocardiography.
Terms: Aut
| Units: 4
INDE 204B:
Practice of Medicine IV-B
The second year of the Practice of Medicine series (INDE 204 and 205) emphasizes clinical reasoning, clinical practicum, and clinical procedures. Students continue clinical problem-solving sessions to learn the approach to common and important clinical problems. Cases integrate other course themes of population health, evidence-based practice, clinical ethics, nutrition, health policy, and behavioral medicine. Students spend one-half day per week in a clinical setting, practicing medical interview, physical examination skills, oral presentations, and clinical note-writing under the mentorship of a clinical tutor. In the practicum, students also gain experience with other practical aspects of patient care. The Clinical Procedures segment introduces common and important procedures in clinical practice, including phlebotomy, intravenous line insertion, and electrocardiography.
Terms: Aut
| Units: 4
INDE 205A:
Practice of Medicine V
Continued emphasis on clinical reasoning, clinical practicum, and clinical procedures. Students continue clinical problem-solving sessions to learn the approach to common and important clinical problems Cases integrate other course themes of population health, evidence-based practice, clinical ethics, nutrition, health policy, and behavioral medicine. Students spend one-half day per week in a clinical setting, practicing medical interview, physical examination skills, oral presentations, and clinical note-writing under the mentorship of a clinical tutor. In the practicum, students also gain experience with other practical aspects of patient care. For the Clinical Procedures segment, students will have an opportunity in the Emergency Department to practice performing procedures learned in the previous quarter. At the end of this quarter, students participate in a comprehensive four-station objective structured clinical examination (OSCE) performance-based assessment of their medical interview, physical examination, and clinical problem-solving skills.
Terms: Win
| Units: 3
INDE 205B:
Practice of Medicine V
Continued emphasis on clinical reasoning, clinical practicum, and clinical procedures. Students continue clinical problem-solving sessions to learn the approach to common and important clinical problems Cases integrate other course themes of population health, evidence-based practice, clinical ethics, nutrition, health policy, and behavioral medicine. Students spend one-half day per week in a clinical setting, practicing medical interview, physical examination skills, oral presentations, and clinical note-writing under the mentorship of a clinical tutor. In the practicum, students also gain experience with other practical aspects of patient care. For the Clinical Procedures segment, students will have an opportunity in the Emergency Department to practice performing procedures learned in the previous quarter. At the end of this quarter, students participate in a comprehensive four-station objective structured clinical examination (OSCE) performance-based assessment of their medical interview, physical examination, and clinical problem-solving skills.
Terms: Win
| Units: 3
INDE 206:
Practice of Medicine VI
This final three week POM course builds upon foundational knowledge to refine your expertise in direct patient care; reinforce and advance your core clinical skills; clarify your clerkship responsibilities; and increase your confidence about upcoming clinical rotations. These goals are accomplished through small group sessions, workshops, and engaging didactics focusing on clinical skills (eg. hands-on procedures, immersive rounds), specialty sessions (eg. radiology, ethics), and professionalism (eg. a 'day in the life', feedback and evaluation). Students must enroll in both INDE 224 and INDE 206.
Terms: Spr
| Units: 5
INDE 207D:
Professional Mandarin I
Designed for students who seek professional development via Mandarin. Coursework includes lectures, online classes, language partnerships, selected topics, projects and field activities. Goal is to enhance students' language abilities as professionals and facilitate a career. Students choose to enroll for 2 units or 3 units depending upon an agreed- upon workload approved by the instructor.
Terms: Aut, Sum
| Units: 2-3
| Repeatable
2 times
(up to 6 units total)
INDE 209:
Analysis of Public Companies in the Life Sciences
Student lead: Life Science companies are often valued with a different methodology than traditional valuation metrics. This course will serve to teach students how to analyze a publicly traded life science company or sector using publicly available materials online such as 10-K, 13-F, conference calls, and financial & technical analysis. In addition, students will learn how to access various Stanford resources (analyst reports, Bloomberg, etc). Students will work in teams throughout class and publish an investment analysis at the end of the course.
Terms: Aut
| Units: 2
| Repeatable
5 times
(up to 10 units total)
INDE 210:
Foundations of Cancer Biology and Pathology
This course builds foundational understanding of cancer biology from molecular to cellular to organismal levels through 10 large group and 2 small group instructional hours. Sessions include: Tissue Biology; Regulation of Cell Growth, Proliferation, and Differentiation; Cell Injury, Cell Death, and Adaptation; Inflammation and Repair; Basics of Cancer Biology; Clinical Aspects of Cancer; Local Cancer Treatments; Systemic Cancer Treatments; Cancer Epidemiology, Screening and Prevention; Laboratory: This session will focus on clinical aspects of cancer including case histories, clinical test orders and results, radiologic images, gross pathology specimens, digital histopathology slides, pathology reports, and overviews of treatment planning
Terms: Win
| Units: 2
INDE 211:
Creative Writing
For medical students - all levels of writing skill. Examines uses of creative writing, including understanding the experience of medical training. May be repeated for credit.
Terms: Spr
| Units: 1
| Repeatable
for credit
INDE 212:
Medical Humanities and the Arts
The interdisciplinary field of medical humanities: the use of the arts and humanities to examine medicine in personal, social, and cultural contexts. Topics include the doctor/patient relationship, the patient perspective, the meaning of doctoring, and the meaning of illness. Sources include visual and performing arts, film, and literary genres such as poetry, fiction, and scholarly writing. Designed for medical students in the Biomedical Ethics and Medical Humanities Scholarly Concentration, but all students are welcome.
Terms: Spr
| Units: 2
INDE 214:
Stanford Medical Student Journal
Provides an opportunity for editors of all levels to cultivate their skills and assist in preparing pieces submitted by colleagues for publication in the Stanford Medical Student Journal. Students enrolled in the course work closely with student authors as well as other editors. Editors examine multiple categories of writing, including opinion pieces, poetry, memoirs, book reviews, case reports and investigative reports. The Journal is published two to three times per year and highlights the diverse talents of Stanford medical students in both scientific writing and the humanities.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
INDE 215:
Queer Health & Medicine
Explores specific, pertinent, and timely issues impacting the health of the lesbian, gay, bisexual, and transgender community; examines the role of the primary care physician in addressing the health care needs of this community. Guest lecturers provide a gender-sensitive approach to the medical care of the LGBT patient, breaking down homophobic barriers and reaffirming patient diversity. May be repeated for credit.
Terms: Win
| Units: 1
| Repeatable
3 times
(up to 3 units total)
INDE 217:
Physician Scientist Hour
Enrollment is limited to MD, PhD, or MD-PhD students interested in careers as physician scientists. Focus is on aspects of developing careers in biomedical research through a mix of research lectures, clinical case presentations, and physician-scientist guest speakers.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
15 times
(up to 15 units total)
INDE 218:
Histology
This course focuses on the microscopic structure of the major organ systems, including the cardiovascular, respiratory, gastrointestinal, renal, and reproductive systems. Sessions examine the unique features of the cells and tissues that comprise the major organs, describe how they contribute to the organs' functions, and explore how the form the foundation for many pathologic processes. Course open to MD and MSPA students only.
Terms: Aut
| Units: 1
INDE 221:
Science of Medicine I
First course in three-sequence Science of Medicine block. Focus is on structure, function, disease, and therapeutics of the respiratory system and the cardiovascular system. The Science of Medicine block presents organ system-based histology, pathology, physiology, pharmacology, and infectious disease in a sequence of interdisciplinary courses. Each organ-specific integrated course includes a review of the anatomy and related histology, normal function of that organ system, how the organ system is affected by and responds to disease including infection, and how diseases of that organ system are treated (therapeutics).
Terms: Spr
| Units: 12
INDE 222A:
Science of Medicine II-A
Focus is on structure, function, disease, and therapeutics of the renal, gastrointestinal, and hepatic systems. Science of Medicine presents organ system-based histology, pathology, physiology, pharmacology, and infectious disease in a sequence of interdisciplinary courses. Each integrated course includes a review of the anatomy, related histology, and normal function of one or more organ systems, how the organ systems are affected by and respond to disease including infection, and how diseases of those organ systems are treated (therapeutics).
Terms: Aut
| Units: 7
INDE 222B:
Science of Medicine II-B
Focus is on structure, function, disease, and therapeutics of the endocrine and musculoskeletal systems and on Women's Health. Science of Medicine presents organ system-based histology, pathology, physiology, pharmacology, and infectious disease in a sequence of interdisciplinary courses. Each integrated course includes a review of the anatomy, related histology, and normal function of one or more organ systems, how the organ systems are affected by and respond to disease including infection, and how diseases of those organ systems are treated (therapeutics).nPrerequisites if applicable: INDE-221, completed or concurrent INDE-222-A
Terms: Aut
| Units: 7
INDE 223A:
Science of Medicine III-A
Focus is on structure, function, disease, and therapeutics of the nervous system and skin. Science of Medicine presents organ system-based histology, pathology, physiology, pharmacology, and infectious disease in a sequence of interdisciplinary courses. Each integrated course includes a review of the anatomy, related histology, and normal function of one or more organ systems, how the organ systems are affected by and respond to disease including infection, and how diseases of those organ systems are treated (therapeutics).nnPrerequisites if applicable: INDE-221, INDE-222-A
Terms: Win
| Units: 5
INDE 223B:
Science of Medicine III-B
Focus is on structure, function, disease, and therapeutics in the areas of Hematology and Autoimmune Disease. Science of Medicine presents organ system-based histology, pathology, physiology, pharmacology, and infectious disease in a sequence of interdisciplinary courses. Each integrated course includes a review of the anatomy, related histology, and normal function of one or more organ systems, how the organ systems are affected by and respond to disease including infection, and how diseases of those organ systems are treated (therapeutics).
Terms: Win
| Units: 5
INDE 224:
Pathophysiology Capstone
The Pathophysiology Capstone (PC) is a newly developed Science of Medicine (SOM) Year 2 capstone experience in Quarter 6 that will be integrated with the Practice of Medicine (PON) course called "Transition to Clerkships." This four-week long intensive spring quarter course, including 25-32 hours of instruction, focuses on the re-introduction of core pathophysiology concepts as well as delving into advanced topics, treatment, and breakthroughs based on essentials taught in the SOM series in quarters 3-5.Students must enroll in both INDE 224 and INDE 206. Prerequisites: Successful completion of Science of Medicine (SOM) I,II,III
Terms: Spr
| Units: 4
INDE 230A:
Topics in Scientific Management
Broadly discusses foundational topics in pursuing academic careers, including the academic and faculty career landscape, establishing a writing practice, establishing an independent research agenda, issues of diversity, equity and inclusion, presentation skills, self-advocacy, creativity in research, establishing collaborations, and grantsmanship. Topics may vary annually.
Terms: Aut
| Units: 1
| Repeatable
3 times
(up to 3 units total)
INDE 230B:
Topics in Scientific Management
Reviews management skills necessary for successfully assuming leadership roles in scientific research. Addresses some of the most difficult aspects of developing, directing, and managing people and projects and running a research group, especially issues that new faculty have traditionally learned by trial and error over a number of years. Topics include: the faculty job search process and strategies, key elements in starting a lab, basic principles regarding legal dimensions of scientific activity (intellectual property, royalties, links with industry), team science, research ethics, communication and negotiation skills, writing and securing grants. Topics may vary annually.
Terms: Win
| Units: 1
| Repeatable
3 times
(up to 3 units total)
INDE 230C:
Topics in Scientific Management
Deep dive into topics in mentorship, which may include mentoring in a research environment, navigating all directions of mentoring relationships within academia, conflict management and resolution, communication styles, setting expectations, giving feedback, cultivating ethical behavior, promoting research self-efficacy, and navigating intercultural dynamics. Topics may vary annually.
Terms: Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
INDE 231:
MSTP Journal club
Discussion of research papers and topics relevant for physician scientists.
Terms: Win, Sum
| Units: 1
| Repeatable
4 times
(up to 4 units total)
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. (Cardinal Course certified by the Haas Center)
Terms: Win, Spr
| Units: 1-2
| Repeatable
3 times
(up to 6 units total)
INDE 238:
Managing Difficult Conversations
(Crosslisted with GSBGEN 368). This elective 3-unit course is offered to all medical students, residents, and fellows and other graduate students with instructor's permission who aspire to improve their ability to deal effectively with difficult professional and personal interpersonal situations. Class is held Tuesday, 3:10-6:10 PM. The course will be taught by William F. Meehan III, the Raccoon Partners Lecturer in Management and Senior Partner Emeritus, McKinsey and Company, and Charles G. Prober, M.D., Professor of Pediatrics, Microbiology & Immunology and Senior Associate Vice Provost for Health Education, Stanford School of Medicine. The course, which is case/vignette-based, involves frequent student-to-student and student-to-instructor role-playing in authentic business and medical interactions. Inde 238 is cross-listed with GSBGEN 368 which draws MBA students, and part of the learning environment of the course is the mix of perspectives and vignettes we role play and discuss. Topic-specific experts often will be present to participate as class guests. Relevant principles of professionalism, leadership, and psychology underlie the course pedagogy. Students will be expected to attend all classes unless excused in advance. Class preparation will include reading of assigned cases; analysis of the cases and recommendations as to how to confront specific difficult conversations (consistent with assigned study questions); and reading of assigned background material. It is important that all students participate actively in classroom discussions. Class size will be limited to 40 students per the following: (1) a maximum of 20 MBA students and (2) a maximum of 20 non-GSB graduate students. MD student enrollment only in INDE 238, GSB students enroll under GSBGEN 368. Please email Dr. Prober or Professor Meehan directly if you have any questions.
Terms: Win
| Units: 3
INDE 242:
Perspectives on Cancer Care
This seminar is intended to introduce medical students to diverse perspectives in cancer care. Through a weekly series of guest speakers and panel discussions, this course will examine clinical care in the field of hematology/oncology through an equity lens. We will invite faculty across a range of specialties, including adult and pediatric medical, surgical, radiation, psychiatric oncology and palliative medicine. These discussions will also encompass a range of topics including novel therapies, survivorship, health disparities, palliative care, and spiritual counseling for cancer patients.
Terms: Win
| Units: 1
INDE 258:
Physician Scientist Career Development Symposium
Enrollment is open to senior MD program students, particularly MSTP students, Berg Scholars, and PSTP students. Focus is on providing guidance to students who are pursuing physician-scientist careers. Topics include introduction to physician investigator careers, identifying a research area and mentor, how to maintain a research focus in a clinical environment, clinical research: challenges and rewards, staffing and funding a research group. Guest speakers include Stanford faculty physician-scientists and physician-scientist assistant professors for a panel discussion. Prerequisite: must have completed the first year of Medical School.
Terms: Spr
| Units: 1
INDE 260A:
Pharmacological Treatment of Disease
This course will provide an overview of how drugs and therapeutics are used in the treatment and prevention of diseases and disorders. It aims to review the general principles of drug action, including drug absorption, distribution, metabolism, elimination, pharmacokinetics, and pharmacodynamics of the major drug classes. For each major drug class, we will review selected prototype drugs and discuss their molecular mechanisms of action, therapeutic indication, adverse effects, contra-indications and drug-drug interactions.
Terms: Win
| Units: 1
INDE 260B:
Pharmacological Treatment of Disease
This course will provide an overview of how drugs and therapeutics are used in the treatment and prevention of diseases and disorders. It aims to review the general principles of drug action, including drug absorption, distribution, metabolism, elimination, pharmacokinetics, and pharmacodynamics of the major drug classes. For each major drug class, we will review selected prototype drugs and discuss their molecular mechanisms of action, therapeutic indication, adverse effects, contra-indications and drug-drug interactions.
Terms: Win
| Units: 1
INDE 263:
Microbiology and Infectious Diseases I
First course in a two-course series exploring microbiology and infectious diseases. The emphasis of the course is learning the biology of microbes as it relates to clinical aspects of individuals with infectious diseases. In this course, multiple learning tools are provided to complete pre-class work, participate in class activities and discussions, and complete post-class quizzes. The first course starts with an Introduction Series to bacteria, viruses, fungi and parasites and ends with exploring clinical syndromes caused by multiple different pathogens.
Terms: Win
| Units: 3
INDE 265:
Microbiology and Infectious Diseases II
Second course in a two-course series exploring microbiology and infectious diseases. The emphasis of the course is learning the biology of microbes as it relates to clinical aspects of individuals with infectious diseases. In this course, multiple learning tools are provided to complete pre-class work, participate in class activities and discussions, and complete post-class quizzes. The first course starts with an Introduction Series to bacteria, viruses, fungi and parasites and ends with exploring clinical syndromes caused by multiple different pathogens. Prior completion of INDE 263 required for enrollment.
Terms: Aut
| Units: 3
INDE 267:
Planning and Writing a Research Proposal
Students will gain fundamental skills in developing research questions and writing research proposals through a series of engaging workshops. Topics include developing a research idea; writing an executive summary, i.e. NIH-style 1-page specific aims; outlining the research plan to include rigor; and designing career development training plans. Students will develop early drafts of key proposal documents, such as the 1-page Specific Aims, and receive feedback from an instructor or Grant Coach. Students in the Medical Scholars Research Program or Biosciences Program may enroll in the course.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
4 times
(up to 4 units total)
INDE 268:
Early Clinical Engagement (ECE)
Early Clinical Engagement (ECE) is an innovative course for first year medical students to participate in clinical experiences that inform their vision as future physicians. Course goals include integration into the clinical setting with preceptors, development of concrete skills, and introduction to different career paths. ECE includes three components: (1) clinical experiences, (2) interactive large group seminars, and (3) small group sessions for reflection of clinical sessions.
Terms: Spr
| Units: 1
INDE 273:
Medical Improvisation
Medicine, like theater, is both a skill set and an art form. The practice of medicine demands exceptional communicative, cognitive, and interpersonal skills in order to respond to unpredictable situations while interacting with a wide variety of individuals. Improvisational theater skills have a surprising and substantial overlap with those required of clinicians. Improv is a genre of performance art grounded in principles of spontaneity, adaptability, collaboration, and skilled listening. In this course, the principles and training techniques of improvisational theater are used to highlight and improve awareness, communication, and teamwork in the field of medicine. Limited enrollment. Class meets on six consecutive Mondays 10/2, 10/9, 10/16, 10/23, 10/30, and 11/6 from 5:30-7:30 pm.
Terms: Aut
| Units: 1
INDE 274:
Medical Spanish
Medical Spanish is an elective course for MD and MSPA students to engage in 40-hours of medical Spanish curriculum through an online platform then solidify their knowledge through workshops for practical dialogue with faculty members at Stanford Medicine in multiple subspecialties who have native Spanish fluency. Students take part in online curriculum that is differentiated into 3 proficiency levels, therefore all levels of learners from beginners to native speakers are encouraged to participate. The online content covers over 36 medical specialties to provide a broad base of clinically relevant knowledge. The platform has validated pedagogy to meet the needs of individual learners with clinical scenarios that are relevant to medical engagements across all disciplines and inclusive of a culturally relevant approach to clinical care. Subspecialty faculty will lead the language workshops: Dr. Reena Thomas, Clinical Associate Professor of Neurology; Dr. Matias Bruzoni, Associate Professor of Surgery; Dr. Katherine Bianco, Clinical Professor of Obstetrics and Gynecology; Dr. Felipe Perez, Clinical Assistant Professor of Anesthesiology; Dr. Cesar Padilla Clinical Assistant Professor of Anesthesiology. Dr. Cesar Padilla will also be leading standardize patient encounters for students to practice their medical Spanish skills. All language workshops will be held in person. In person attendance is required for all workshops.
Terms: Spr
| Units: 2
| Repeatable
5 times
(up to 10 units total)
INDE 280:
Student Community Outreach and Physician Support (S-CORPS)
In S-CORPS, pre-clerkship medical students participate in the clinical care and support for vulnerable patient populations who are disproportionately affected by the challenges of the complex healthcare system. Under the guidance of a paired physician mentor, students will engage with at-risk patients via a team-based care model, providing care in the model of future practice: in person, via virtual video, and telephone calls. In addition to contributing to the care of patients, students participate in didactics and debrief in small group sessions to reflect on their early patient experiences and professional identity formation. This course fulfills the ECE graduation requirement for students who complete one quarter. Students who participate in INDE 280 will have priority for continuity preceptor placement in Ambulatory Medicine, Family Medicine, Geriatrics, and Palliative Care specialties as MS2+. Students co-enrolled in INDE 290 attend the INDE 290 didactics to meet the course didactic requirement. Open to Medical Students only.
Terms: Aut, Win, Spr
| Units: 1
INDE 281:
Ethics, Science, and Society (IMMUNOL 258)
This discussion focused Ethics, Science, and Society interactive course will engage Immunology graduate students and faculty in learning and conversations on topics in responsible research (including animal subjects, authorship, collaboration, conflicts of interest, data management, human subjects, mentor-mentee relationships, peer review, publication, research misconduct, and social responsibility) and diversity in science, informed by readings, case studies, individual reflections, and more. Some of the driving themes in this course include: what it means to do research well and how to and not to achieve this, why doing research well and with integrity is important, and who are researchers currently and who should they be. Prerequisite: MED 255
Last offered: Spring 2021
| Units: 1
| Repeatable
4 times
(up to 4 units total)
INDE 284:
Leadership in Health Disparities Program
The Leadership in Health Disparities Program (LHDP) is focused on creating the next generation of physician leaders committed to addressing health disparities. The program consists of four individual courses focused on addressing health inequities including a health disparities journal club examining research articles by Stanford researchers addressing health inequities, a clinical skills and professional identity course, an introduction to Anatomy course, and a leadership course for emerging physician leaders. In addition, the program will provide an RA to provide time for students to participate in a research experience over the summer. Students will also serve as mentors to a parallel summer community college program assisting pre-medical students. Faculty Director of the program is Dr. Felipe Perez. Students must be granted permission by the Office of Diversity in Medical Education (ODME) to register for the course. Prerequisites: Matriculated Stanford Medical Student.
Terms: Sum
| Units: 9
INDE 290A:
Walk With Me: A Patient and Family Engaged Exploration of Health & The Health Care System
This patient-engaged course for pre-clerkship students places patients, families, and caregivers front and center on the shared journey to explore health from a person-centered perspective and increase understanding of the challenges of managing optimal health in a complex healthcare system. The curriculum is organized around a monthly workshop series. Each month we explore a different health systems science topic through expert lectures incorporating the perspectives of patients and family caregivers, with time to engage in discussion and explore person-centered solutions to real-world problems. Students are paired with a patient partner for 3 quarters and meet 2 to 3 times each quarter outside of class to explore the patient experience, in clinical and non-clinical settings according to shared interests and schedules. This course fulfills the ECE requirement for first-year medical students. Enrollment by instructor approval after completion of a brief interest survey: https://stanfordmedicine.qualtrics.com/jfe/form/SV_cZJQW3tHyX2eIu2. Please complete the survey by September 10th at 11:59 PM. Please email any questions to TA Saachi Datta, sdatta01@stanford.edu
Terms: Aut
| Units: 1
INDE 290B:
Walk With Me: A Patient and Family Engaged Exploration of Health & The Health Care System
Continuation of monthly workshop series begun in INDE 290A, with new monthly topics. Students will continue the partnership with their patient and gain further understanding of the challenges of managing optimal health in a complex health care system. Enrollment by Instructor Approval Only.nnThis course can be fulfills the ECE requirement for pre-clinical students.
Terms: Win
| Units: 1
INDE 290C:
Walk With Me: A Patient and Family Engaged Exploration of Health & The Health Care System
Continuation of monthly workshop series begun in INDE 290A and INDE 290B, with new monthly topics. Students will continue the partnership with their patient and gain further understanding of the challenges of managing optimal health in a complex health care system. Enrollment by Instructor Approval Only.
Terms: Spr
| Units: 1
INDE 292:
Exploration of The Health Care System : Clinical Partnership Development
For second year medical students who wish to continue their existing longitudinal clinical partnerships begun in year 2. 1/2 day clinical immersion, by arrangement woth preceptor. 2-unit option includes clinical quality improvement or other approved project. Director approval required.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
3 times
(up to 6 units total)
INDE 297:
Reflection and Contextual Medicine
Required for all MD students enrolled in clerkships at Stanford affiliated sites. Two-year curriculum designed to provide structured time for students to step back from clerkships, in order to promote reflection on and reinforcement for their learning in the clinical environment. The goals of this course are: to offer a regular opportunity for students to discuss challenging issues faced in their clinical training; to ground students in strategies for managing challenging situations they are likely to experience in their personal and professional lives while on clerkships; and to provide opportunities for students to develop and expand their reflective and communication skills. Components of this curriculum include the "Doctoring with CARE" small groups, the "MeD-ReST" Medical Student Resiliency Skills Training' sessions, and the "Contextual Medicine: Communication, Connection and Creativity in Practice" lunch and lecture series. All students in clinical clerkships must participate in all aspects of RCM Days. Students enrolled in Selective II Clerkships (Sub-internships) may choose to participate in clinical duties but are expected to communicate their absence to course faculty/staff in advance. Prerequisite: Concurrent enrollment in clinical clerkships. Please note, students will enroll in this course their final quarter of enrollment prior to graduation to receive retroactive credit for all session. Only enroll the last quarter of enrollment.
Terms: Aut, Win, Spr, Sum
| Units: 4
INDE 298:
Women's Health Independent Project
Women's Health Scholarly Concentration. Students pursue individual projects under the supervision of a faculty member. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1
ITALIAN 62N:
Art and Healing in the Wake of Covid-19: A Health Humanities Perspective (FRENCH 62N)
How have artists contributed to healing during the Covid-19 pandemic? How does art shape or express diverse cultural understandings of health and illness, medicine and the body, death and spirituality, in response to crisis? How do such understandings directly impact the physical healing but also the life decisions and emotions of individuals, from caregivers to patients? And finally, how do these affect social transformation as part of healing? This course examines the art of COVID-19, from a contemporary and historical perspective, using the tools of Health Humanities, a relatively new discipline that connects medicine to the arts and social sciences. Materials for this course include art from different media (from poetry and fiction to performance and installation), produced during COVID-19 in mostly Western contexts, in diverse communities and with some forays into the rest of the world and into other historical moments of crisis. They also include some non-fiction readings from the disciplines Health Humanities draws from, such as history of medicine, anthropology, psychology, sociology, cultural history, media studies, art criticism, and medicine itself. We will thus be introduced to basics of Health Humanities and its methods while addressing the pandemic as a world-changing event, aided by the unique insights of artists. The course will culminate in final projects that present a critical and contextual appreciation of a specific art project created in response to COVID-19; such appreciations may be creative art projects as well, or more analytical, scholarly evaluations.
Last offered: Spring 2022
| Units: 3
| UG Reqs: WAY-A-II, WAY-SI
ITALIAN 75N:
Narrative Medicine and Near-Death Experiences (FRENCH 75N)
Even if many of us don't fully believe in an afterlife, we remain fascinated by visions of it. This course focuses on Near-Death Experiences and the stories around them, investigating them from the many perspectives pertinent to the growing field of narrative medicine: medical, neurological, cognitive, psychological, sociological, literary, and filmic. The goal is not to understand whether the stories are veridical but what they do for us, as individuals, and as a culture, and in particular how they seek to reshape the patient-doctor relationship. Materials will span the 20th century and come into the present. Taught in English.
Last offered: Autumn 2017
| Units: 3
| UG Reqs: WAY-A-II, WAY-SI
ITALIAN 120:
Introduction to the Medical Humanities (ANTHRO 120H, DLCL 120, FRENCH 120E)
Medical Humanities is a humanistic and interdisciplinary approach to medicine. It explores the experience of health and illness as captured through the expressive arts (painting, music, literature), across historical periods and in different cultures, as interpreted by scholars in the humanities and social sciences as well as in medicine and policy. Its goal is to give students an opportunity to explore a more holistic and meaning-centered perspective on medical issues. It investigates how medicine is an art form as well as a science, and the way institutions and culture shape the way illness is identified, experienced and treated.
Terms: Win
| Units: 4
| UG Reqs: WAY-EDP
ITALIAN 142:
The Good Life: Renaissance Perspectives on Perennial Questions
What constitutes a good life? What conditions and relationships enable one to live well, and what attitudes and activities, systems and structures bring them about or make them possible? Renaissance men and women asked such questions, turning to study of the classical past and to close observation of their contemporary world in search of satisfying answers. This course will explore their reflections and investigations, experimentations and creations, examining seminal conceptions and ideals of the Renaissance through their expression in text and image. Topics will include beauty and love; virtue and honor; excellence and exceptionalism; freedom and justice; power and authority; leadership and governance; wealth and prosperity; work and service; education and religion; health and medicine; family, friendship and community. Focusing on Italian contexts with reference to broader European and global trends, discussion and analysis will center on discrepancies between the real and the ideal in Renaissance society and culture. Taught in English. NOTE: New Italian Studies Assistant Professor Sarah Prodan will teach this course.
Last offered: Autumn 2019
| Units: 3-5
LAW 241Q:
Discussion (1L): Rationalism, Contrarianism, and Bayesian Thinking in Politics: How to Think Better?
In the early 2010s, the Bay Area spawned a movement of thinkers obsessed with cognitive biases and "Bayesian reasoning," a way of using statistics and probability to inform beliefs. This group--that later came to be known as "rationalists"--insists on subjecting all spheres of life to scientific scrutiny and probabilistic reasoning. Rationalist takes are often contrarian and challenge mainstream ways of thinking about topics that include everything from science and medicine to philosophy and politics to the rise of artificial intelligence. Rationalist writings in blogs and books can be controversial. For example, some rationalists have discussed the genetics of depression or intelligence. Since 2015, however, rationalism has become a brand in Silicon Valley and hugely influential among pundits and executives. Members of the rationalist movement also overlapped with the growing community of "effective altruism," an effort to remake charity donations by focusing on, and calculating, the actual impact of every dollar on human lives. And the movement is full of quirks and, well, weirdness: a fear of AI armaggedon, polyamory, and group living near Berkeley is common. Politically, rationalists are mostly center-left, but they range from "communist to anarcho-capitalist." What brings them together, however, is that they are careful thinkers, quantitatively-oriented, and contrarians. In this seminar we will explore what the Rationalist movement is all about--what and how they think. We will take both a critical but also inquisitive view. What is to be gained from rationalists? Can their way of thinking improve political debates? We will read several books, including James Scott's "Seeing like a State," Julia Galef's "Scout Mindset," Philip Tetlock's "Superforcasters," blog posts from a website called "Less Wrong," and a series of blog-posts by the psychiatrist-cum-polymath Scott Alexander on drug arrests, crime spikes, and medical regulations, among others. Class meets 5:30 PM-7:30 PM on Sept. 28, Oct. 12, Oct. 26, Nov. 9.
Last offered: Autumn 2022
| Units: 1
LAW 807L:
Policy Practicum: The Opioid Epidemic: Developing New Law and Policy Tools
Same as PSYC 107. Client: Broken No More, http://broken-no-more.org/about-us/. More Americans die every year of overdose than died in the entire course of the 1955-75 Vietnam conflict. Overdose has helped reduce aggregate US life expectancy for three years in a row¿something that has not happened in 100 years, including at the height of the AIDS epidemic in the '80s and '90s. Measured by loss-of-life, opiate-related overdose is the most acute national health crisis of our lifetimes. Student researchers will work closely with the client, Broken No More, a national organization of parents and families who have lost family members to opioid use. The organization supports grieving members and also pushes forward evidence-based, public health interventions to the opioid epidemic. This practicum explores legal approaches to a more comprehensive and thoughtful understanding to the Opioid Epidemic. The research team will evaluate whether various stakeholders have fulfilled their legal and regulatory obligations to respond to the epidemic, including whether hospitals and insurers fulfill their implied "duty of care." The questions addressed in this practicum could have life-saving impact on people currently suffering from opioid use disorder. The course seeks to build a diverse research team with students from law, public policy, medicine, public health, and sociology. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Last offered: Spring 2020
| Units: 2
LAW 808N:
Policy Practicum: Creating an Impact Framework for Stanford's School of Climate and Sustainability
Clients: Stanford Dean Kathryn "Kam" Moler and Vice Dean Stephan Graham, respectively transition dean and vice dean of the new School. The mission of Stanford University's new School of Climate and Sustainability is to "create a future where humans and nature thrive in concert and in perpetuity." The School intends to pursue this mission through three pathways: 1. Advancing knowledge critical to sustaining life on Earth and to ensuring the benefits of a healthy planet extend to all people. 2. Preparing students as future sustainability leaders through rigorous, engaged education and research. 3. Engaging with partners to generate and scale local, national, and global solutions to the defining challenge for humanity. This Policy Lab practicum will examine how the School can marshal its resources most effectively to advance knowledge through research, prepare students for leadership roles, and engage with partners to scale these core functions. With respect to the advancement of knowledge, we will seek to understand how research aimed at improving sustainability in several areas (e.g., climate change, agriculture) can be supported and disseminated to educate and influence decisions and behaviors of policy makers, businesses, nonprofit organizations, and citizens, while remaining impartial and balanced throughout the process. Without limiting ourselves to these areas, we will look at examples where research has and has not influenced decision making, with an eye to understanding conducive pathways and barriers. To use a recent example, suppose that a researcher wishes to influence policy makers', builders', or homeowners' decisions to install residential gas stoves because of the climate and health problems caused by their methane emissions: What are the roles of publication in peer-reviewed journals, publication in popular media, public lectures, and legislative testimony on the pathway from research to decision making? In addition to online research, we will interview faculty at Stanford and elsewhere. With respect to education, we will ask what mixture of theoretical knowledge and practical skills will best prepare graduates for positions where they will lead sustainability efforts in government, business, and the nonprofit sector. We have much to learn from Stanford's Sustainability Science and Practice (SUST) program and similar programs at other universities. At the same time as we identify pathways, or "theories of change," for achieving the new School's objectives, we will identify indicators of progress along the way. Referring to the example of methane emissions from residential stoves, if reaching an intended audience requires publicizing the findings in popular media, relevant indicators would be the size and influence of the audience being reached. Given the multitude and fluidity of variables that contribute to outcomes, we will use what's been termed "contribution analysis" rather than statistical evaluation techniques to assess the impact of particular efforts. Based on our proposed frameworks for the School's research and teaching, we will ask how engagement with external partners can contribute to its mission. The Policy Lab's deliverable with respect to research will be a generalized framework that will enable researchers to chart a path from developing and testing hypotheses to disseminating their findings and influencing decision makers to act on them. The framework will also enable researchers to assess their progress along the path. The deliverable with respect to teaching will be the identification of analogies in the preparation and certification of professionals in medicine, law, and other fields, with the aim of assisting the new School in improving its preparation of students as sustainability leaders. The course is limited to 12 students from across the University. While there are no prerequisites, we hope to include students with backgrounds in sustainability and social metrics. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Last offered: Spring 2022
| Units: 3
LAW 3002:
Health Law: Quality and Safety of Care
(Formerly Law 727) Concerns about the quality of health care, along with concerns about its cost and accessibility, are the focal points of American health policy. This course will consider how legislators, courts, and professional groups attempt to safeguard the quality and safety of the health care patients receive. The course approaches "regulation" in a broad sense. We will cover regimes for determining who may deliver health care services (e.g. licensing and accreditation agencies), legal and ethical obligations providers owe to patients (e.g. confidentiality, informed consent), individual and institutional liability for substandard care, and various proposals for reforming the medical malpractice system. We will also discuss the Patient Protection and Affordable Care Act (aka, "Obamacare"), which has led to many new initiatives aimed at improving health care quality. Special Instructions: Any student may write a paper in lieu of the final exam with consent of instructor. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Class Participation, Exam or Final Paper. Cross-listed with School of Medicine (MED 209).
Last offered: Spring 2019
| Units: 3
LAW 3009:
Health Law: Improving Public Health
This course examines how the law can be used to improve the public's health. The broad questions explored are: what authority does the government have to regulate in the interest of public health? How are individual rights balanced against this authority? What are the benefits and pitfalls of using laws and litigation to achieve public health goals? The course investigates these questions as they operate in a range of specific contexts, including preventing and controlling infectious diseases; preventing obesity; reducing tobacco use; ensuring access to medical care; reducing firearm injuries; addressing the opioid epidemic; and responding to public health emergencies like COVID-19. In examining these contexts, we will ask and answer questions such as, what do the Constitution and key statutes permit? What makes a good public health law? Where do we see success stories--and failures--in public health law? What ethical and economic arguments justify government intervention to shape individuals' and companies' health-related behaviors? Instruction is through interactive lectures with a significant amount of class discussion and some group exercises. Class Participation, Written Assignments, Final Exam. This class is limited to 30 students, with an effort made to have students from SLS (25 students by lottery) and 5 non-law students by consent of the instructor. Cross-listed with Medicine (MED 237).
Terms: Spr
| Units: 3
LAW 5029:
Human Trafficking: Historical, Legal, and Medical Perspectives
(Formerly Law 675) This course offers an interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, including trafficking for forced prostitution, labor exploitation, and organ harvesting. In each of these areas, we will focus on human rights violations and remedies. The course aims to: 1. Provide the historical context for the development and spread of human trafficking. 2. Analyze current international and domestic legal and policy frameworks to combat trafficking and evaluate their practical implementation. 3. Examine the medical, psychological, and public health issues involved. 4. Stimulate ideas for new interventions. Instruction will combine lectures and small group discussion, and uses problem-based learning. Students interested in service learning should also enroll in History 6W/7W (FemGen 6W/7W), a two-quarter service learning workshop. Elements used in grading: Attendance; participation; written assignments; and final exam. This class is cross-listed with Feminist, Gender and Sexuality Studies (FEMGEN 5C, FEMGEN 105C), History (HISTORY 5C, 105C), Human Biology (HUMBIO 178T), International Relations (INTNLREL 105C) & School of Medicine General (SOMGEN 205).
Last offered: Winter 2017
| Units: 3
LAW 7105:
The Law and Policy of America's Safety Net: Examined Through the Great Stress Test of COVID-19
America's social safety net--from health insurance to food support to housing assistance to unemployment insurance--was built over many years and embedded into America's system of federalism, a partnership between the federal and state governments, and America's deep-rooted commitment to a public-private model of shared risk and shared responsibility between the government and private employers. Our safety net is intended to provide a floor to prevent poverty and destitution, to support workers and their families when work is not available either due to the economy or to personal circumstances, and it is intended to also provide for basic human needs such as food, medicine and shelter. The COVID-19 induced recession with millions of lost jobs, lost wages and severe global economic disruption provided the greatest stress test to our modern safety net. This seminar will examine the structure, law and policies of America's social insurance system and safety net. We will examine these social programs through a combination of theoretical readings, court cases, practical policy proposals, and lessons learned from how the system worked or failed during the great stress test provided by COVID-19 and the ensuing recession. The course aims to spur critical thinking about the proper role of government in protecting against certain risks, as well as the appropriate target of the government's interventions. The course will also consider how the changing nature of work, family, technology and the private sector has played in disrupting the existing social safety net and what considerations should be taken into account to strengthen and build the next generation social safety net in America. Elements used in grading: Attendance, Class Participation, Written Assignments, Final Paper.
Last offered: Spring 2021
| Units: 3
LIFE 53Q:
Storytelling in Medicine (MED 53Q)
Stories are at the core of medical practice, but the skills developed are applicable across disciplines, including technology and business. Storytelling in Medicine is a new sophomore seminar designed to teach skills in multiple modalities of storytelling including narrative, oral, social media, academic presentations and visual storytelling for different audiences. This seminar combines small groups, interactive workshops, and guest speakers who are experts in their fields of medicine. This will also include editing and support to complete your own story by the end of the seminar.
Terms: Win
| Units: 3
| UG Reqs: WAY-CE
LIFE 116:
Psychedelics and Social Justice (CSRE 126, PSYC 116, PSYC 216)
This course will provide an overview of current social justice issues in psychedelic research, including the impact of colonization and systemic inequality on resource allocation during the multinational resurgence of interest in psychedelic medicine in the 21st century. Through a combination of lectures, facilitated small-group discussions, and creative as well as experiential activities, the course is designed to promote self-inquiry and cultural humility while reflecting on current human practices with consciousness-modifying agents. Students must concurrently attend the PSYC 216L Lecture Series (Wednesdays, 5:30-6:20 PM) as part of this course. Enrollment is limited to 15 students to promote deeper discussion and community.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP
| Repeatable
4 times
(up to 12 units total)
LIFE 121:
Creative and Contemplative Movement: Intro to Qigong (DANCE 121)
In the class, students will be introduced to qigong as moving meditation. Qigong, loosely translated as energy cultivation, is a branch of Traditional Chinese Medicine based on the principles of Buddhism and Taoism. It can integrate the mind and body and cultivate awareness of the present moment. In this class, we will conceptualize qigong through the lenses of both creativity and contemplation and practice it as a slow dance-meditation. Students will learn exercises based on the Yoqi Six Phases of Qi Flow, developed by Marisa Cranfill, as well as engage in creative, improvisational movement. Readings to support the practice include writings by contemporary scholars and practitioners, and articles about the most recent evidence-based research. Assignments include short written reflections as well as solo and collaborative creative projects.
Terms: Spr
| Units: 1-2
| UG Reqs: WAY-CE
MATSCI 10:
Materials Matter
All facets of engineering rely on materials to develop modern devices and solve the greatest technological challenges in society today. In this introductory 1-unit course, students will learn about the field of Materials Science and Engineering and its broad applications in research and industry. Students who are interested in careers in energy and sustainability, biomaterials and regenerative medicine, or consumer electronics and nanotechnology will be able to have an early window into the work done in these areas through this course. Each week, students will listen to talks from invited guest speakers and discover the wide variety of career opportunities and areas of focus offered through Materials Science and Engineering. Students will also be invited to attend optional events including panel discussions and laboratory tours, campus conditions permitting. Additionally, students will have the opportunity to develop networks with Stanford alumni and current students in our department. This course is open to all undergraduates and does not have any pre-requisites.
Terms: Aut
| Units: 1
MATSCI 81N:
Bioengineering Materials to Heal the Body
Preference to freshmen. Real-world examples of materials developed for tissue engineering and regenerative medicine therapies. How scientists and engineers design new materials for surgeons to use in replacing body parts such as damaged heart or spinal cord tissue. How cells interact with implanted materials. Students identify a clinically important disease or injury that requires a better material, proposed research approaches to the problem, and debate possible engineering solutions.
Last offered: Spring 2023
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
MATSCI 83N:
Great Inventions That Matter
This introductory seminar starts by illuminating on the general aspects of creativity, invention, and patenting in engineering and medicine, and how Stanford University is one of the world's foremost engines of innovation. We then take a deep dive into some great technological inventions which are still playing an essential role in our everyday lives, such as fiber amplifier, digital compass, computer memory, HIV detector, personal genome machine, cancer cell sorting, brain imaging, and mind reading. The stories and underlying materials and technologies behind each invention, including a few examples by Stanford faculty and student inventors, are highlighted and discussed. A special lecture focuses on the public policy on intellectual properties (IP) and the resources at Stanford Office of Technology Licensing (OTL). Each student will have an opportunity to present on a great invention from Stanford (or elsewhere), or to write a (mock) patent disclosure of his/her own ideas.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SMA
MATSCI 129:
Nanomaterials in Medicine (MATSCI 229)
The purpose of this course is to provide the students detailed knowledge of functional nanostructured materials, such as self-assembled nanoparticles and their applications in Medicine. This will lay the broad foundation for understanding the paradigm shift that nanomaterials are effecting in therapeutics and diagnostics of human disease. Pre Req: ENGR 50- Introduction to Materials Science, Nanotechnology Emphasis. Desirable: MATSCI 210-Organic and Biological Materials
Last offered: Spring 2022
| Units: 2-3
MATSCI 229:
Nanomaterials in Medicine (MATSCI 129)
The purpose of this course is to provide the students detailed knowledge of functional nanostructured materials, such as self-assembled nanoparticles and their applications in Medicine. This will lay the broad foundation for understanding the paradigm shift that nanomaterials are effecting in therapeutics and diagnostics of human disease. Pre Req: ENGR 50- Introduction to Materials Science, Nanotechnology Emphasis. Desirable: MATSCI 210-Organic and Biological Materials
Last offered: Spring 2022
| Units: 2-3
MATSCI 381:
Biomaterials in Regenerative Medicine (BIOE 361)
Materials design and engineering for regenerative medicine. How materials interact with cells through their micro- and nanostructure, mechanical properties, degradation characteristics, surface chemistry, and biochemistry. Examples include novel materials for drug and gene delivery, materials for stem cell proliferation and differentiation, and tissue engineering scaffolds. Prerequisites: undergraduate chemistry, and cell/molecular biology or biochemistry.
Terms: Spr
| Units: 3
ME 571:
Surgical Robotics Seminar (CS 571)
Surgical robots developed and implemented clinically on varying scales. Seminar goal is to expose students from engineering, medicine, and business to guest lecturers from academia and industry. Engineering and clinical aspects connected to design and use of surgical robots, varying in degree of complexity and procedural role. May be repeated for credit.
Last offered: Winter 2019
| Units: 1
| Repeatable
for credit
MED 18SI:
Artificial Intelligence in Medicine and Healthcare Ventures
The face of healthcare is changing - innovative technologies, based on recent advances in artificial intelligence, are radically altering how care is delivered. Startups are offering entirely new ways to diagnose, manage, treat, and operate. Few ever reach the patient - those that do have much more than an idea and an algorithm; they have an intimate understanding of the healthcare landscape and the technical knowhow to successfully integrate AI solutions into the medical system. In this course, we tackle the central question: How can young students find feasible and impactful medical problems, and build, scale, and translate technology solutions into the clinic. Together, we will discover the transformative technologies of tomorrow that we can build today. Please see the syllabus for more information. We encourage students of all backgrounds to enroll- the only prerequisite is a strong passion for technology in healthcare. Syllabus: rebrand.ly/aihealth
Last offered: Spring 2021
| Units: 1-2
MED 53Q:
Storytelling in Medicine (LIFE 53Q)
Stories are at the core of medical practice, but the skills developed are applicable across disciplines, including technology and business. Storytelling in Medicine is a new sophomore seminar designed to teach skills in multiple modalities of storytelling including narrative, oral, social media, academic presentations and visual storytelling for different audiences. This seminar combines small groups, interactive workshops, and guest speakers who are experts in their fields of medicine. This will also include editing and support to complete your own story by the end of the seminar.
Terms: Win
| Units: 3
| UG Reqs: WAY-CE
MED 54Q:
Decolonizing Global Health
In this seminar, we will look at how global health discourse has changed over the years and discuss possible future directions for more equity in global health. This course will introduce students to the various definitions of global health from colonial times, through international health, tropical medicine, and now global health. We will consider what moral imperative leads to global health work, and how conventional thought about the relationships between providers, patients, and systems in the global North and South is shifting. The COVID-19 pandemic has shown how closely intertwined the world is. Combined with existing changes brought by the epidemiological transition and increasing communicable disease prevalence in developing countries, it is clear that systems strengthening, and capacity building should be the main priorities. We will investigate how effective our current efforts are and think critically about the meaning of decolonizing global health as regards population outcomes, the flow of resources, and power dynamics. Our lens will focus on cultural humility and appreciation of existing infrastructure and successes in resource-denied areas. We will discuss overlapping concepts in global health equity and health and social justice locally in the US. Guest speakers with global health backgrounds from various disciplines will stimulate further dialogue and speak from their experiences on the front lines.
Last offered: Spring 2023
| Units: 3
MED 71N:
Hormones in a Performance-Enhanced Society
(Formerly 117Q) Preference to first-year students. Explores how the availability of hormone therapy has affected various aspects of daily lives. Topics include the controversies concerning menopause and its treatment; use of hormones in athletics; cosmetic use of hormones to enhance growth, strength, and libido; use of hormones as anti-aging drugs; and how the hormone system has influenced our notions of gender. Includes the biochemistry and physiology of the human endocrine system; how hormones influence behavior, and how to read a scientific paper.
Last offered: Winter 2022
| Units: 3
| UG Reqs: WAY-SMA
MED 73N:
Scientific Method and Bias
Offers an introduction to the scientific method and common biases in science. Examines theoretical considerations and practical examples where biases have led to erroneous conclusions, as well as scientific practices that can help identify, correct or prevent such biases. Additionally focuses on appropriate methods to interweave inductive and deductive approaches. Topics covered include: Popper¿s falsification and Kuhn¿s paradigm shift, revolution vs. evolution; determinism and uncertainty; probability, hypothesis testing, and Bayesian approaches; agnostic testing and big data; team science; peer review; replication; correlation and causation; bias in design, analysis, reporting and sponsorship of research; bias in the public perception of science, mass media and research; and bias in human history and everyday life. Provides students an understanding of how scientific knowledge has been and will be generated; the causes of bias in experimental design and in analytical approaches; and the interactions between deductive and inductive approaches in the generation of knowledge.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
MED 103:
Human and Planetary Health (PUBLPOL 183, SOC 103, SUSTAIN 103)
Two of the biggest challenges humanity has to face ? promoting human health and halting environmental degradation ? are strongly linked. Gains in health metrics in the last century have coincided with dramatic and unsustainable planetary-level degradation of environmental and ecological systems. Now, climate change, pollution, and other challenges are threatening the health and survival of communities across the globe. In acknowledging complex interconnections between environment and health, this course highlights how we must use an interdisciplinary approach and systems thinking to develop comprehensive solutions. Through a survey of human & planetary health topics that engages guest speakers across Stanford and beyond, students will develop an understanding of interconnected environmental and health challenges, priority areas of action, and channels for impact. Students enrolling in just the lecture should enroll for 3 units. Students enrolling the lecture and weekly discussion sections should enroll for 4 units.
Terms: Aut
| Units: 3-4
| UG Reqs: WAY-SI, WAY-SMA
Instructors: ;
Burke, K. (PI);
De Leo, G. (PI);
Luby, S. (PI);
Veidis, E. (PI);
Abid, A. (TA);
Gomez, L. (TA);
Lieu, B. (TA);
Martins, K. (TA);
Miller, R. (TA);
Spencer, R. (TA)
MED 114:
Frontier Technology: Understanding and Preparing for Technology in the Next Economy (CEE 114, CEE 214, MED 214, PSYC 114)
The next wave of technological innovation and globalization will affect our countries, our societies, and ourselves. This interdisciplinary course provides an introduction to emerging, frontier technologies. Topics covered include artificial intelligence, additive manufacturing and advanced robotics, smart cities and urban mobility, telecommunications with 5G/6G, and other key emerging technologies in society. These technologies have vast potential to address the largest global challenges of the 21st century, ushering in a new era of progress and change.
Terms: Aut, Spr
| Units: 1
MED 121:
Translational Research and Applied Medicine (MED 221)
(Same as MED 121; undergraduate students enroll in MED 121) Open to graduate students and medical students, this course enables students to learn basic principles in the design, performance and analysis of translational medical research studies. The course includes both didactic seminars from experts in translational medicine as well as the opportunity to design and present a translational research project. Students enrolling for 3 units are paired with a TRAM translational research project and work as a team with TRAM trainees and faculty on a weekly basis, as arranged by the instructor, and present a final project update at the end of the quarter. MTRAM students must enroll for a letter grade.
Terms: Aut, Win, Spr
| Units: 2-3
| Repeatable
3 times
(up to 9 units total)
MED 124:
Global Child Health (HUMBIO 124C, PEDS 124)
This course introduces students to key challenges to the health and well being of children worldwide. We explicitly focus on child and public health problems in low- and middle-income countries (LMIC) to reflect the global burden of disease among children. We will review the scope and magnitude of the leading causes of morbidity and mortality, as well as examine regional variations. We will then identify both medical and non-medical causes, effects of, as well as interventions to address, some of the biggest child health problems. The course will also prevent an overview of the role of culture, gender, and non-state actors (NGOs, foundations, etc.) on health and health policy. Enrollment limited to juniors, seniors and and graduate students or the consent of the instructor. HUMBIO students must enroll in HUMBIO 124C. Med/Graduate students must enroll in MED 124 or PEDS 124
Terms: Aut
| Units: 3
MED 131:
Sustainable Societies Lab: Exploring Israel's Innovation Ecosystem in Human & Planetary Health (SUSTAIN 132)
This Sustainable Societies Lab seminar will explore Israel's innovation and entrepreneurship ecosystem for sustaining human and planetary health as pathways to regional peace. Despite its small size, Israel is a leader in health, environmental, and ecological innovation and is home to a disproportionate number of successful startups. Water, food, energy, and medical care have been central to Israeli-Arab peace negotiations and have served as a foundation for regional cooperation. Today, as the Middle East experiences a fraught security environment, increased drought, severe environmental degradation, continued population growth, and poor governance, exploring Israeli-Arab initiatives on human and planetary health presents a unique opportunity to understand how such cooperation could provide a pathway toward sustainable development, conflict deterrence, regional integration, and future peace agreements. Through videos, readings, guest lectures and discussions, we will examine efforts of the private and public sector, civil society institutions, and organizations such as EcoPeace, Arava Institute, Peres Center for Peace and Innovation, Comet Middle East, Startup Nation Central, Tech2Peace, and Seeds of Peace. In this course, students will learn how socio-cultural factors, such as political, military, geographical, historical, environmental, and technological conditions have influenced the innovation ecosystem in human and planetary health in Israel. You will also gain insights into the challenges and opportunities for impact entrepreneurs and changemakers in Israel, understand their evolution, and explore strategies for deeper engagement with these themes in Israel and the broader Middle East, aiming to propose sustainable solutions for enhancing regional cooperation and peace. To apply please fill out this Google Form : https://docs.google.com/forms/d/e/1FAIpQLSdeZ5f0lB442ZOSAwynWSUfgUUE6FQZ1dUv7MTL22A48jxMZQ/viewform. Registration is limited to 35. There are no prerequisites.
Terms: Spr
| Units: 1-2
| Repeatable
4 times
(up to 8 units total)
MED 155:
You Can Make a Difference in Primary Care (MED 222)
This course is designed to give pre-clerkship students an overview of the amazing and rewarding field of Primary Care Medicine. You will meet multiple primary care clinicians, each with a different area of interest and practice. You will learn about their work and what they love about it, and gain exposure to the diverse range of careers in Primary Care and its specialties. There will be opportunities to ask questions and make connections with Primary Care faculty at Stanford and beyond. For the clinic shadowing opportunity, each student will be paired with a clinician in a Stanford Primary Care clinic. Undergraduate students interested in the clinical shadowing experience should submit this short interest survey: https://stanfordmedicine.qualtrics.com/jfe/form/SV_5nLgG5cCmnNQVGS and register for 2 units. Undergraduates, please register for MED 155 (1 or 2 units). MD/PA/Grad students please register for MED 222 (1 unit). Registration options for Undergraduates: (a) 1 unit for just the lecture series or (b) 2 units for the lecture series + an optional clinic shadowing opportunity and overview of clinical medicine.
Terms: Spr
| Units: 1-2
| Repeatable
10 times
(up to 10 units total)
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-EDP, WAY-SI
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).
Last offered: Spring 2023
| Units: 2
| Repeatable
for credit
MED 160:
Physician Shadowing: Stanford Immersion in Medicine Series (SIMS)
Undergraduates are paired with a physician mentor at Stanford Hospital and Clinics, Lucile Packard Children's Hospital, or the Veteran's Administration Hospital. May be repeated for credit. Prerequisite: Application and acceptance to the SIMS program.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
MED 175B:
Biodesign Fundamentals (MED 275B)
MED 175B/275B is an introduction to the Biodesign process for health technology innovation. This team-based course emphasizes interdisciplinary collaboration and hands-on learning at the intersection of medicine and technology. Students will work on projects in the space of medical devices, digital health, and healthcare technologies with the assistance of clinical and industry mentors. Applicants from all majors and stages in their education welcome. Students will work in teams to develop solutions to current unmet medical needs, starting with a deep dive into understanding and characterizing important unmet medical needs through disease research, competitive analysis, market research, and stakeholder analysis. Other topics that will be discussed include FDA regulation of medical technology, intellectual property, value proposition, and business model development. Consent required for enrollment, to apply visit: https://forms.gle/YkrhXpBDwjRoK7aQ8?
Terms: Spr
| Units: 4
| UG Reqs: WAY-SMA
MED 180:
Artificial Intelligence in Medicine and Healthcare Ventures
The face of healthcare is changing - innovative technologies, based on recent advances in artificial intelligence (AI), are radically altering how care is delivered. Startups are offering entirely new ways to diagnose, manage, treat, and operate. However, few ever reach the patient - those with much more than an idea and an algorithm; they have an intimate understanding of the healthcare landscape and the technical know-how to integrate AI solutions into the medical system successfully. In this course, we tackle the central question: How can young students find feasible and impactful medical problems, and build, scale, and translate technology solutions into the clinic? Together, we will discover the transformative technologies of tomorrow that we can build today. Please see the syllabus for more information (https://t.ly/PpM2). We encourage students of all academic backgrounds to enroll; the only prerequisite is a strong passion for technology in healthcare. Course may be taken for one unit (lecture only, 11:30AM-12:30PM); or two units, which entails attending discussion section (12:30PM-1:20PM) and completing a project. The second half of each session will involve a discussion about team building, AI/Healthcare business ideas, and idea presentations. Grading criteria for 1-credit students will be based on attendance and weekly reports regarding the summary of each week's lectures (assignments). In addition to these criteria, 2-credit students will submit a business idea report and will deliver a pitch presentation in the last session in front of an invited panel.
Last offered: Spring 2023
| Units: 1-2
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
MED 182:
Early Clinical Experience at the Cardinal Free Clinics (MED 282)
The Cardinal Free Clinics, consisting of Arbor and Pacific Free Clinic, provide culturally appropriate, high quality transitional medical care for underserved patient populations in the Bay Area. Students volunteer in various clinic roles to offer services including health education, interpretation, referrals, and labs. In clinic students are guided in the practice of medical interviews, history-taking and physical examinations as appropriate, and work with attending physicians to arrive at a diagnosis and management plan. Visit http://cfc.stanford.edu for more information. For questions related to the course or volunteering, please email arborclinic@stanford.edu and/or pacific@ med.stanford.edu. Application only; must be an accepted CFC volunteer. (Cardinal Course certified by the Haas Center)
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
MED 194:
Critical Issues in Global Health (MED 294)
In this course, participants will discuss and engage critically with current topics and pressing issues in global health through the lens of health equity and social justice. Topics include decolonizing global health, climate change, the health of indigenous populations, and other vulnerable populations, homelessness, and gender-based violence and mental health challenges. Students will hear from and engage with experts in the field and debate critical issues in global health through course discussions. Three-unit students will investigate a global health equity challenge and present recommendations for effective interventions. Speakers represent a range of voices and perspectives. They include: Dr. Madhu Pai, a global health leader, health equity advocate, and tuberculosis expert; Dr. Jim O'Connell, a Boston physician who has dedicated his career to caring for people living on the streets; Dr. Agnes Binagwaho, retired Vice Chancellor of the University of Global Health Equity in Rwanda to name a few. Participants will gain new insights into the health equity considerations critical to addressing contemporary challenges, explore diverse perspectives on key issues, and critically consider current and potential interventions through the lens of a global health practitioner. Requirements for the course include attendance and participation in class discussions, a short capstone presentation, and a final paper. This course will be taught by Dean Michele Barry Director of the Center for Innovation in Global Health, and Dr. Geoffrey Tabin, Professor of Ophthalmology and Global Medicine and co-founder of the internationally renowned Himalayan Cataract Project. Course enrollment is open to medical students, graduate students, and undergraduate students (2-3 Units). This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
Terms: Spr
| Units: 2-3
| UG Reqs: WAY-EDP
| Repeatable
3 times
(up to 9 units total)
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);
Alexander, K. (PI);
Alizadeh, A. (PI);
Alsan, M. (PI);
Anand, S. (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);
Bloom, G. (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);
Chaudhuri, O. (PI);
Chen, A. (PI);
Chen, I. (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);
Corsello, 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);
Dosiou, C. (PI);
Downing, N. (PI);
DuBose, A. (PI);
Edwards, L. (PI);
Einav, S. (PI);
Fantl, W. (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);
Frank, M. (PI);
Frayne, S. (PI);
Friedland, S. (PI);
Froelicher, V. (PI);
Gabiola, J. (PI);
Ganjoo, K. (PI);
Garcia, G. (PI);
Gardner, C. (PI);
Gardner, P. (PI);
Gavi, B. (PI);
Geng, L. (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);
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);
Hernandez-Boussard, T. (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);
Kalbasi, A. (PI);
Kao, P. (PI);
Kastelein, M. (PI);
Katz, R. (PI);
Kenny, K. (PI);
Khatri, P. (PI);
Khazeni, N. (PI);
Khush, K. (PI);
Killen, J. (PI);
Kim, S. (PI);
King, A. (PI);
Knowles, J. (PI);
Kraemer, F. (PI);
Krishnan, E. (PI);
Kummar, S. (PI);
Kunz, P. (PI);
Kuo, C. (PI);
Kurian, A. (PI);
Kurtz, D. (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);
Levin, E. (PI);
Levitt, L. (PI);
Levy, R. (PI);
Liang, D. (PI);
Liedtke, M. (PI);
Lin, B. (PI);
Lindsay, A. (PI);
Lorenz, K. (PI);
Lorig, K. (PI);
Lotfi, J. (PI);
Lowe, A. (PI);
Lowsky, R. (PI);
Luby, S. (PI);
Lunn, M. (PI);
Lutchman, G. (PI);
Majeti, R. (PI);
McConnell, M. (PI);
McLaughlin, T. (PI);
Medeiros, B. (PI);
Mercola, M. (PI);
Meyer, T. (PI);
Miklos, D. (PI);
Miller, G. (PI);
Milstein, A. (PI);
Mitchell, B. (PI);
Mohabir, P. (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);
Obedin-Maliver, J. (PI);
Okafor, P. (PI);
Osterberg, L. (PI);
Owens, D. (PI);
Palaniappan, L. (PI);
Pao, A. (PI);
Parikh, V. (PI);
Parnes, J. (PI);
Parsonnet, J. (PI);
Pasricha, P. (PI);
Pegram, M. (PI);
Periyakoil, V. (PI);
Petersen, J. (PI);
Phadke, A. (PI);
Pinto, H. (PI);
Pompei, P. (PI);
Popp, R. (PI);
Posley, K. (PI);
Price, E. (PI);
Prochaska, J. (PI);
Puri, MD, MPH, R. (PI);
Quertermous, T. (PI);
Raffin, T. (PI);
Rehkopf, D. (PI);
Relman, D. (PI);
Rizk, N. (PI);
Robinson, B. (PI);
Rockson, S. (PI);
Rodriguez, F. (PI);
Rohatgi, R. (PI);
Rosas, L. (PI);
Rosen, G. (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);
Shah, MD (SHC Chief of Staff), J. (PI);
Sharp, C. (PI);
Shen, K. (PI);
Shieh, L. (PI);
Shizuru, J. (PI);
Shoor, S. (PI);
Sikic, B. (PI);
Singer, S. (PI);
Singh, B. (PI);
Singh, U. (PI);
Skeff, K. (PI);
Spiekerkoetter, E. (PI);
Srinivas, S. (PI);
Srinivasan, M. (PI);
Stafford, R. (PI);
Stefanick, M. (PI);
Stertzer, S. (PI);
Stevens, D. (PI);
Stockdale, F. (PI);
Studdert, D. (PI);
Tai, J. (PI);
Tamang, S. (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);
Wheeler, M. (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, S. (PI);
Yabu, J. (PI);
Yang, P. (PI);
Yeung, A. (PI);
Yock, P. (PI);
Zamanian, R. (PI);
Zehnder, J. (PI);
Zei, P. (PI);
Zhu, H. (PI);
Zolopa, A. (PI);
Zulman, D. (PI);
de Jesus Perez, V. (PI);
Gardner, C. (SI);
Bacong, A. (GP);
Ragone, A. (GP)
MED 200:
Primary Care Presentations
This course is a lecture series offered during the winter quarter. The aim of this seminar is to allow medical students to experience the mindset of primary care physicians in real time. Classes feature presentations of patient cases submitted by Stanford faculty. Faculty presenters are provided with the diagnostic information for the cases in a sequential manner during and not in advance of each class, allowing students to learn from the thought process of physicians in real time as they put together the differential diagnosis, interpret diagnostic information, deliberate treatment and management options, and discuss other thoughts about the cases.
Terms: Win
| Units: 1
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 205:
Launching a Healthcare Venture: The Nuts and Bolts of Founding a Start Up
This course prepares medical and graduate students to start their own healthcare venture. In the Spring quarter, students will work through the steps that can take them from ideation all the way through what to expect when fundraising, including: validating ideas, creating a revenue strategy, forming their company, developing business processes (like accounting, legal, and HR), and how to prepare for capital investment. Weekly lectures will feature guest speakers who will discuss their own experiences with innovation and building ventures in healthcare. Students will both learn common tools and create resources that can be used in their future ventures.
Terms: Spr
| Units: 1
MED 206:
Meta-research: Appraising Research Findings, Bias, and Meta-analysis (CHPR 206, EPI 206, STATS 211)
Open to graduate, medical, and undergraduate students. Appraisal of the quality and credibility of research findings; evaluation of sources of bias. Meta-analysis as a quantitative (statistical) method for combining results of independent studies. Examples from medicine, epidemiology, genomics, ecology, social/behavioral sciences, education. Collaborative analyses. Project involving generation of a meta-research project or reworking and evaluation of an existing published meta-analysis. Prerequisite: knowledge of basic statistics.
Terms: Win
| Units: 3
MED 210:
Principles and Practice of Healthcare Quality Improvement
This course will introduce students to foundational concepts in healthcare quality improvement, and provide tools for translating these principles into practice. Topics include: current state, A3, SMART goals, root-cause analysis, metrics and measures, PDCA cycles, process controls, systems, and sustainability. Students have the option of completing the course curriculum in conjunction with a quality improvement/patient safety project offered through the SMS Quality Improvement Interest Group. This course will meet for 5 sessions throughout the quarter, with students reviewing the online materials before each session. May be repeated for credit up to three quarters with continued work on a quality improvement project, and all units count towards the Quality Improvement Scholarly Concentration. Open to all.
Terms: Aut, Win
| Units: 1
| Repeatable
3 times
(up to 3 units total)
MED 211:
Current Topics in Applied Medicine
Introduction to vaccines- discuss the basics of vaccines, including vaccines of infectious diseases vs. cancer vaccines and effective methods of vaccine delivery to achieve long-term memory immune response. Gene therapy- gene therapy for single gene disorders, cancer gene therapy, failures, and successes of gene therapies with current clinical status of cancer gene therapy. Immunotherapy- cancer immunotherapy, pros and cons of cancer immunotherapy, current status, and future targets for improvement. Drug development- drugs for cancer therapy, cellular targets of drugs for cancer therapy, and assays for drug screening and validation. Drug delivery- nanoparticles for drug delivery, exosomes, and cell membrane vesicles for developing biomimetic nano delivery vehicles for drug delivery to overcome immune system. Prerequisite: Application and acceptance to the MTRAM program.
Terms: Aut
| Units: 2
MED 212:
Methods for Health Care Delivery Innovation, Implementation and Evaluation (CHPR 212, HRP 218)
Preference given to postgraduate fellows and graduate students.Focus is on implementation science and evaluation of health care delivery innovations. Topics include implementation science theory, frameworks, and measurement principles; qualitative and quantitative approaches to designing and evaluating new health care models; hybrid design trials that simultaneously evaluate implementation and effectiveness; distinction between quality improvement and research, and implications for regulatory requirements and publication; and grant-writing strategies for implementation science and evaluation. Students will develop a mock (or actual) grant proposal to conduct a needs assessment or evaluate a Stanford/VA/community intervention, incorporating concepts, frameworks, and methods discussed in class. Priority for enrollment for CHPR 212 will be given to CHPR master's students.
Terms: Win
| Units: 2
MED 212A:
MTRAM A: Translational Research Methods and Technologies: Cell Based Methods
In this quarter, students will learn the fundamentals of clinical sample processing, flow cytometry, CYTOF, Luminex, and nanoimmunoassays (NIA). Topics covered include applications, technical considerations, instrument set-up and QC, computational methods for data analysis, interpretation of results, and hands-on instrument demos. At its core, this course teaches the principles of the technologies, conducting data analysis and appreciating how the nature and type of data impact the analysis approach. This course is necessary to provide students with the broader skillset to conduct their capstone project and adapt and grow in the field as technologies change. Prerequisites: Acceptance and enrollment into MTRAM program. Exceptions need to be approved by the MTRAM directors. MTRAM students are required to take 3 units (lecture + lab). 1 unit course is lectures only (no lab).
Terms: Aut
| Units: 1-3
MED 212B:
TR Technologies B - (Translational Proteomics)
In this quarter (Winter), students will learn the fundamentals of translational proteomics, antibody-drug conjugate analysis, peptide mapping, mass spectrometry operations and data analysis and data processing for mass spec experiments., how their applications and use drive translational research. At its core, this course teaches the principles of proteomics-based methods, conducting data analysis and appreciating how the nature and type of data impact the analysis approach. This course is necessary to provide students with the broader skillset to conduct their MTRAM capstone project and adapt and grow in the field as technologies change. Prerequisites: Acceptance and enrollment into MTRAM program. Exceptions need to be approved by the MTRAM directors. MTRAM students are required to take 3 units (lecture + lab). 1 unit course is lectures only (no lab).
Terms: Win
| Units: 1-3
| Repeatable
3 times
(up to 9 units total)
MED 212C:
MTRAM Translational Technologies (TR): Translational genomics
This course is part of a three-quarter series (A, B, C) and complements courses offered as part of a master's in Translational Research and Applied Medicine (M-TRAM). (A: Fall: Biomarker Discovery; B: Winter: Translational Proteomics, C: Spring: Translational Genomics). In this quarter, students will learn the fundamentals of translational genomics, with the emphasis on single cell genomics. The topics will include library preparation, understanding the fundamental principles of the sequencing methods, types of single cell sequencing assays available and data analysis. The emphasis will be on how these methods are used to delineate immunologic cell types, their interactions with other cells in the local microenvironment and determining differential gene expression patterns and signatures. Lectures and labs will demonstrate how single cell immunogenomics are being applied to immunotherapy development. At its core, this course teaches the principles of genomics-based methosis and appreciating how the nature and type of data impact the analysis approach. This course is necessary to provide students with the broader skillset to conduct their MTRAM capstone project and adapt and grow in the field as technologies change. MTRAM students are required to take 3 units (lecture + lab). 1 unit course is lectures only (no lab).
Terms: Spr
| Units: 1-3
MED 213:
The Digital Future of Health Care
Digital health tools, technologies, and services are poised to fundamentally reshape how patients and physicians interact. COVID-19 has only accelerated this transformation. In this weekly seminar series led by clinicians, digital health investors, and entrepreneurs, students will explore various digital health technologies and their impacts across the entire healthcare ecosystem, today and tomorrow. Application areas include: telemedicine, AI, wearables, social/behavioral interventions, and healthcare at home. In addition, discussions will cover the creation process of digital health solutions, the stakeholders involved (ranging from individual patients to healthcare enterprises), and the opportunities and challenges in the implementation of these solutions within healthcare's unique regulatory, organizational, cultural, and ethical contexts.
Terms: Win
| Units: 1
| Repeatable
10 times
(up to 10 units total)
MED 214:
Frontier Technology: Understanding and Preparing for Technology in the Next Economy (CEE 114, CEE 214, MED 114, PSYC 114)
The next wave of technological innovation and globalization will affect our countries, our societies, and ourselves. This interdisciplinary course provides an introduction to emerging, frontier technologies. Topics covered include artificial intelligence, additive manufacturing and advanced robotics, smart cities and urban mobility, telecommunications with 5G/6G, and other key emerging technologies in society. These technologies have vast potential to address the largest global challenges of the 21st century, ushering in a new era of progress and change.
Terms: Aut, Spr
| Units: 1
MED 215:
Causal Inference for Environment-Health Studies: A Survey of Recent Literature (HRP 215)
Climate Change is perhaps the defining health challenge of our generation. Yet, despite widespread awareness and prominence, clime change's health impacts are notoriously hard to estimate. This is partly because, after all, we only have one planet, and experimenting with climate change is not possible. There is a critical role for using state-of-the-art methods for causal inference using observational data in clarifying and quantifying the importance of climate change. This seminar accompanies the growing body of research on methodological approaches to estimating climate-health impacts, and surveys recent econometric and statistical methods for causal inference using observational data, including two-way fixed effects, difference-in-differences, and doubly robust estimations. The course is designed as a seminar series for graduate students with prior expertise and interest in inferential methods for climate-health research. Each week will focus on a different research methodology, with a discussant and synthesis of approaches for applied studies.
Last offered: Autumn 2022
| Units: 1
MED 216:
Generative AI and Medicine
This seminar course will explore the applications of Generative AI Technologies (ChatGPT, DALL-E, and many others) to medicine and healthcare. Course meetings will include a mix of outstanding speakers from health, business and technology as well discussions of burgeoning commercial and research projects in the space. We will ask students to brainstorm and informally pitch their own ideas for Generative AI projects to their peers and select faculty from academia and venture capital. All students are welcome. There are no prerequisites, but this course will be of interest to students who have taken MED 213, "The Digital Future of Healthcare".
Terms: Spr
| Units: 1
MED 217:
Inpatient Medicine Shadowing Rotation
The objective of this rotation is to provide second year medical students the opportunity to experience the application of their medical education to clinical scenarios in the hospital. Students will have a one-day weekend shadowing opportunity (either on Saturday or Sunday morning) with a dedicated internal medicine team and witness the evaluation and management of patients to better understand the roles of the different team members, the flow of rounds, and the functions of history taking and physical examinations to perform a patient assessment. Following the experience, the students will debrief with the course directions. Students will also attend virtual weekly lectures/discussions on Friday afternoon from 1:30-2:20pm to learn about the ins and outs of inpatient rotation logistics.
Last offered: Winter 2023
| Units: 1
| Repeatable
4 times
(up to 4 units total)
MED 218:
Principles of Business Strategy
Organizations need frameworks to plan for growth, respond to challenges and/or changes in the market, or tackle gaps in performance. This course explores how to assess business opportunities in dynamic, competitive environments to develop the insights that can lead to success. The frameworks developed in this course apply to for-profit and not-for-profit firms in the health care industry including provider organizations, pharmaceutical and medical device firms, payers, and information technology firms. In the course, students will explore the complexity of analyzing markets and assessing business strategy in an era of globalization and increasing uncertainty. Must have active enrollment within the Master of Clinical Informatics Management program.
Last offered: Summer 2023
| Units: 3
MED 219:
Navigating the Housing Crisis & Catalyzing Community-Driven Solutions
Students completing this course will walk away with a profound understanding of how to foster sustainable community partnerships. Through a combination of classroom instruction and service learning, students will develop an understanding of the complex causes and consequences of housing inequity, community-based case management, and community-driven solutions to the housing crisis. The course will emphasize the importance of centering the lived experiences of people who are unhoused and strategies for connecting them with essential resources that improve their health/well-being. Ultimately, the insight and experience students gain from the course will empower them to be a catalyst for housing equity in any corner of the world. This is a Cardinal Course certified by the Haas Center for Public Service.
Terms: Aut, Spr
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
MED 220:
Bioethical Challenges of New Technology
How might we apply ideas from ethical theory to contemporary issues and debates in biotechnology? This course will provide critical encounters with some of the central topics in the field of bioethics, with an emphasis on new technologies. Controversies over genetic engineering, stem cell research, reproductive technologies, and genetic testing will provide an opportunity for you to critically assess arguments and evidence. We will begin with an overview of the field and the theoretical approaches to bioethics that have been derived from philosophy. You will then have the opportunity to engage in debate and learn how to identify underlying values and how to apply ideas from ethical theory to contemporary problems. Prerequisites: Must have active enrollment within the Master of Clinical Informatics Management program.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
6 times
(up to 6 units total)
MED 221:
Translational Research and Applied Medicine (MED 121)
(Same as MED 121; undergraduate students enroll in MED 121) Open to graduate students and medical students, this course enables students to learn basic principles in the design, performance and analysis of translational medical research studies. The course includes both didactic seminars from experts in translational medicine as well as the opportunity to design and present a translational research project. Students enrolling for 3 units are paired with a TRAM translational research project and work as a team with TRAM trainees and faculty on a weekly basis, as arranged by the instructor, and present a final project update at the end of the quarter. MTRAM students must enroll for a letter grade.
Terms: Aut, Win, Spr
| Units: 2-3
| Repeatable
3 times
(up to 9 units total)
MED 222:
You Can Make a Difference in Primary Care (MED 155)
This course is designed to give pre-clerkship students an overview of the amazing and rewarding field of Primary Care Medicine. You will meet multiple primary care clinicians, each with a different area of interest and practice. You will learn about their work and what they love about it, and gain exposure to the diverse range of careers in Primary Care and its specialties. There will be opportunities to ask questions and make connections with Primary Care faculty at Stanford and beyond. For the clinic shadowing opportunity, each student will be paired with a clinician in a Stanford Primary Care clinic. Undergraduate students interested in the clinical shadowing experience should submit this short interest survey: https://stanfordmedicine.qualtrics.com/jfe/form/SV_5nLgG5cCmnNQVGS and register for 2 units. Undergraduates, please register for MED 155 (1 or 2 units). MD/PA/Grad students please register for MED 222 (1 unit). Registration options for Undergraduates: (a) 1 unit for just the lecture series or (b) 2 units for the lecture series + an optional clinic shadowing opportunity and overview of clinical medicine.
Terms: Spr
| Units: 1-2
| Repeatable
10 times
(up to 10 units total)
MED 223:
Cardiovascular and Pulmonary Sciences Seminar
Weekly seminar series featuring cardiovascular research by faculty. This course is intended for medical students, graduate students, and advanced undergraduate students. On Tuesdays, students attend Frontiers in Cardiovascualr Science. On Thursdays, a faculty member will present to students their research, followed by Q&A session with the students.
Terms: Aut, Win
| Units: 2
| Repeatable
for credit
MED 224:
Social Entrepreneurship and Innovation Lab (SE Lab) - Human & Planetary Health (HRP 224, PUBLPOL 224)
Social Entrepreneurship and Innovation Lab (SE Lab) - Global & Planetary Health is a Collaboratory workshop for students/fellows to design and develop innovative social ventures addressing key challenges in health and the environment, especially in support of the UN Sustainable Development Goals (SDGs 2030). Your mandate in identifying problems and designing solutions is broad and flexible! SE Lab is open to students and fellows across Stanford and combines design thinking exercises, short lectures & case studies, workshops, small group teamwork, presentations, guest speakers, and faculty, practitioner and peer feedback to support you and your team in generating and developing ideas and projects that will change the world! Join SE Lab with an idea or simply the desire to join a team. Enrollment limited to 30.
Terms: Aut, Win
| Units: 1-4
| Repeatable
3 times
(up to 15 units total)
MED 225:
Introduction to Drug Development: A Guide to Therapeutic Innovation
This course is designed for medical students, trainees, basic scientists, clinicians and clinician-scientists at Stanford to provide an educational and practical perspective on the essential issues in drug development. Using a blend of seminars and dynamic workshops, the curriculum is focused on educating the audience on all stages of drug development and related research and business processes - from discovery and translational science and how to launch new projects to analyzing data, communication and interpretation of results of clinical trials, regulatory issues and commercial considerations in product development. The emphasis will be on cardiovascular applications. Proposed seminar topics are attached and include How Drugs Are Discovered and Developed, Case Studies of the various challenges in Drug Development, Cardiac Safety, Moving a Compound through the Drug Development Process, and the FDA Advisory Committee Process. http://med.stanford.edu/cvi/education/cvi-courses/med225.html
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
MED 226:
Practical Approaches to Global Health Research (EPI 237, INTLPOL 290)
(Formerly IPS 290) How do you come up with an idea for a useful research project in a low resource setting? How do you develop a research question, prepare a concept note, and get your project funded? How do you manage personnel in the field, complex cultural situations, and unexpected problems? How do you create a sampling strategy, select a study design, and ensure ethical conduct with human subjects? This course takes students through the process of health research in under-resourced countries from the development of the initial research question and literature review to securing support and detailed planning for field work. Students progressively develop and receive weekly feedback on a concept note to support a funding proposal addressing a research question of their choosing. Aimed at graduate students interested in global health research, though students of all disciplines interested in practical methods for research are welcome. Undergraduates who have completed 85 units or more may enroll with instructor consent. Sign up for 1 unit credit to participate in class sessions or 3 units to both participate in classes and develop a concept note.
Terms: Aut
| Units: 1-3
MED 227:
Drug Development: Key Issues in Regulation, Benefit vs. Risk, and Commercialization
This course is intended for medical students, graduate students, trainees, basic scientists, clinicians, and clinician scientists at Stanford to provide an educational and practical perspective of drug development: its incredible potential as well its challenges. Using a blend of seminars, debates, and case study analyses, the curriculum is focused on educating the audience on key regulatory issues and commercial considerations in product development, with an emphasis on cardiovascular applications. Seminar topics will include "Introduction to Regulatory Processes", "FDA Advisory Committee Meetings and Risk/Benefit/Approval Decisions", "Phase 1 Cardiovascular Safety Assessments in Drug Discovery and Development", "Case Study: Vioxx (Cox2 inhibitor) and the Cardiovascular Risk Question", "The Era of Requiring Outcomes Studies for Diabetes Drug Development", "Interface of Al and Clinical Trial Design", "Key Statistical Issues in Drug Development", "Reasons Why Phase 3 Programs Fail", "Commercial Considerations in Drug Development: Is there a Market?", and "Dissection of Presentations and Publications of Major Cardiovascular Trials", Drug Development: Key Issues in Regulation, Benefit vs. Risk, and Commercialization (MED227) complements the course MED225 - Drug Development: From a Concept to the Clinic offered in the Spring. Previous exposure to MED225 content is not necessary to participate in MED227. https://med.stanford.edu/cvi/education/cvi-courses/med227.html
Terms: Aut
| Units: 1
| Repeatable
2 times
(up to 2 units total)
MED 228:
Physicians and Social Responsibility
Social and political context of the roles of physicians and health professionals in social change; policy, advocacy, and shaping public attitudes. How physicians have influenced governmental policy on nuclear arms proliferation; environmental health concerns; physicians in government; activism through research; the effects of poverty on health; homelessness; and gun violence. Guest speakers from national and international NGOs.
Last offered: Autumn 2022
| Units: 1
MED 229:
Longevity (HUMBIO 149L, PSYCH 102)
Interdisciplinary. Challenges to and solutions for the young from increased human life expectancy: health care, financial markets, families, work, and politics. Guest lectures from engineers, economists, geneticists, and physiologists.
Last offered: Winter 2022
| Units: 3
MED 230:
Marketing Science and Patient Engagement
This course introduces the principles, processes, and tools necessary to analyze markets, including customers, competitors, and companies (the 3 Cs), and to design optimal marketing programs via strategies for pricing, promotion, place, and product (the 4 Ps). This course will apply these frameworks to the specific context of health care markets. This course will then extend these frameworks to the complex arena of patient engagement using insights from core marketing science and behavioral economics. Prerequisites: Must have active enrollment within the Master of Clinical Informatics Management program.
Terms: Aut
| Units: 3
MED 231:
Physicians and firearms
Firearms ownership is a cultural phenomenon unique to the United States. In the US, there are 120 guns per 100 residents with over 40% of individuals, 34% of children, living in households with guns. Unfortunately, in the US, firearms are one of the leading causes of death in young adults and children; two thirds of these deaths are suicides and one third homicides. In this course, we will explore how physicians can play an important role in preventing these injuries and deaths. Topics covered will include: The history and culture of firearms ownership in the US, The epidemiology of firearms injuries, Types of firearms, and their uses, The injuries firearms produce and their economic costs, The psychological impact of firearms injury, Public health approaches to preventing firearms injuries, Laws governing physicians and firearms, Talking to patients to prevent gun injuries: safe storage, firearms removal and hospital interventions, As an elective part of the course, we will deliver a gun shop to learn about types of guns, gun locks and storage devices
Terms: Aut
| Units: 1
MED 232:
Global Health: Scaling Health Technology Innovations in Low Resource Settings
Recent advances in health technologies - incorporating innovations like robotics, cloud computing, artificial intelligence, and smart sensors - have raised expectations of a dramatic impact on health outcomes across the world. However, bringing innovative technologies to low-resource settings has proven challenging, limiting their impact. Ironically, the COVID-19 pandemic became Exhibit 1 in the challenges the global health community faces in scaling innovative interventions. This course explores critical questions regarding the implementation and impact of technological innovations in low-resource settings. The course will feature thought leaders from the health technology community, who will explore examples of technologies that have been successful in low-resource communities, as well as those that have failed. A subset of these examples will be drawn from the current pandemic. Students will think critically to consider conditions under which technologies reach scale and have a positive impact on the global health field. Students will also have an opportunity to work on real-world projects, each of which will focus on the potential opportunity for health technology in a low-resource setting and consider approaches to ensure its impact at scale. This course will be taught by Dr. Anurag Mairal, Adjunct Professor of Medicine and the Director, Global Outreach Programs at Stanford Byers Center for Biodesign, Dr. Krista Donaldson, Director of Innovation to Impact at Stanford Byers Center for Biodesign, and Dr. Michele Barry, Senior Associate Dean for Global Health and Director of the Center for Innovation in Global Health. This course is open to undergraduate students, graduate students, and medical students. Students can take the course for two or three units. Students enrolling in the course for a third unit will work on the group project described above. Students enrolled in the class for three units will also have additional assignments, including an outline, presentation, and paper related to the group project. Cardinal Course certified by the Haas Center. Questions can be directed to Course Manager, Yosefa Gilon, ygilon@stanford.edu. Students must submit an application and be selected to receive an enrollment code. Application - https://forms.gle/WfToKFonCXWc6wZL7
Terms: Win
| Units: 2-3
| Repeatable
for credit
MED 233:
Global Health: Beyond Diseases and International Organizations
Provides multidisciplinary trainees insight into over-arching themes of global health. Topics include systemic issues affecting healthcare progress globally, ethical and thoughtful approaches to solving these issues, as well as economics, water sanitation, public health, organizations in global health, human rights, involvement in NGOs, ethics of overseas work, and other non-medical aspects of this subject. This course will cover some of the essentials of patient care while working in the field as well including child health care, malaria, TB, and HIV. The course is only open to graduate students and MD/MSPA/PhD students and faculty (of any discipline). Students must submit an application and be selected to receive an enrollment code. The application form can be found at the following link: https://forms.gle/dYfkzmWFUiEgfz9D6
Terms: Spr
| Units: 4
MED 234:
Meaning in Medicine: Staying Connected to What Matters Most
Burnout- defined as emotional exhaustion, depersonalization, and apathy toward one's work - is endemic in medicine. There is evidence that a significant cause of burnout is a loss of connection to deeper values. This course will help students identify and articulate their own ethical, cognitive, and humanistic impulses for entering the profession of medicine. Through lectures, discussions, small group reflections, and role-plays, students will develop skills that will allow them to nourish a connection to their values throughout their clinical training and into practice. Specific topics covered will include: honoring priorities outside of medicine, appropriate self-care, managing difficult medical encounters, and grappling with suffering as an inevitable part of clinical practice.
Terms: Win
| Units: 1
MED 235:
Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EDUC 335, EPI 235, HUMBIO 26)
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
MED 236:
Biodesign and Entrepreneurship for Societal Health (BIOE 375)
Addressing the systemic (Behavioral, Social, Environmental, Structural) drivers of health is a new frontier of entrepreneurship to improve global and public health at scale. In this hybrid seminar-based and experiential course, you will learn about challenges and opportunities for innovating in these areas. You will also design solutions and ventures aimed at tackling specific societal health problems. Our instructors and speakers are inspiring innovators and leaders in the fields of entrepreneurship and health. Cardinal Course certified by the Haas Center.
Terms: Win
| Units: 2-3
MED 238:
Leading and Managing Health Care Organizations: Innovation and Collaboration in High Stakes Settings
Leading and managing in complex, high stakes settings, like health care, where lives and livelihoods are on the line, presents distinctive challenges and constraints. This course challenges you to apply seminal and contemporary theories in organizational behavior to evaluate managerial decisions and develop evidence-based strategies for leading and managing health care teams and organizations. Topics include leading systems that promote learning; implementing change; and interdisciplinary problem-solving, decision-making, and collaboration. Group work and exercises will simulate high pressure and risk-taking under uncertainty. While the focus of this course will be on health care situations, lessons are relevant to other settings including consulting, banking, and high tech, and prior experience in the health sector is not required.
Terms: Win, Spr
| Units: 3
MED 240:
Sex and Gender in Human Physiology and Disease (FEMGEN 241, HUMBIO 140)
Chromosomal, hormonal and environmental influences that lead to male and female and intersex reproductive anatomy and physiology and neuroendocrine regulation. Masculinizing and feminizing effects of endogenous and exogenous sex hormones and sociocultural factors, in particular gender identity, (social) gender norms and relationships, on the musculoskeletal, neurological, cardiovascular, immunological and other systems and tissues, e.g. adipose, skin, etc. over the lifecourse, from conception to puberty, through reproductive phases (including changes during the menstrual cycle and pregnancy up to and beyond menopause in women, and with aging in both sexes). Transgender health issues. Guest lecturers. Undergraduate Prerequisites: Human Biology Core or Biology Foundations or consent of instructor. HUMBIO students must enroll in HUMBIO 140. PhD minor in FGSS must enroll in FEMGEN 241. Med students must enroll in MED 240.
Terms: Win
| Units: 3
MED 241:
Clinical Skills for Patient Care in Free Clinics
Enrollment in this course is by application only for advanced volunteers at the Cardinal Free Clinics. Focus is on preparing students to gain early clinical experience by teaching basic skills such as taking patient histories, working with interpreters, providing motivational interviewing, and presenting cases to medical students or physicians. Students learn through classroom lectures and practice sessions. Upon successful completion of a competency assessment, students are able to serve in a clinic role in the Cardinal Free Clinics. Prerequisite: Advanced standing as a volunteer at the Cardinal Free Clinics.(Cardinal Course certified by the Haas Center)
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
MED 242:
Human Rights and Health
Weekly lectures on how human rights violations affect health. Topics include: regional conflict and health, the health status of refugees and internally displaced persons; child labor; trafficking in women and children; HIV/AIDS; torture; poverty, the environment and health; access to clean water; domestic violence and sexual assault; and international availability of drugs. Guest speakers from national and international NGOs including Doctors Without Borders; McMaster University Institute for Peace Studies; UC Berkeley Human Rights Center; Kiva.
Terms: Win
| Units: 1
MED 243:
Citizen Science Theory to Practice: Advancing Community-Driven Solutions for Health (CHPR 236)
Harnessing and activating the insights of community members and patients is essential to achieving health equity ¿from the bottom up.¿ Students will 1) learn and apply a novel datadriven, technology-enabled approach to improving community health through systematic documentation of lived experience and application of collective data to inform local change; 2) examine global project case studies targeting physical activity, food access, transportation, affordable housing, gender-based violence, and age-friendly environments; and 3) complete assessments of their local built environments using a Stanford-developed app and web platform, then use their data to develop and explore feasible strategies to improve community health.n(Cardinal Course certified by the Haas Center)
Last offered: Autumn 2020
| Units: 2-3
MED 244:
Introduction to Integrative Medicine
Integrative medicine has evolved beyond solely being alternative or complementary medicine and is now considered to be an important component of whole person care. This introductory course is designed to increase students¿ awareness of and knowledge about the role and potential of various integrative modalities in health. The course also expands medical discourse beyond the more conventional model of ¿response to illness¿ to one of ¿maintaining and restoring wellness.¿ Invited experts will talk on the various modalities of different Integrative treatment modalities, introduce their broad philosophies, indications, limitations, and safety considerations, and critically analyze the relevant evidence base about their efficacy.
Terms: Aut
| Units: 1
| Repeatable
6 times
(up to 6 units total)
MED 245:
Of Decisions and Dilemmas: The Art of Leadership
Students will view videos of well-known leaders being interviewed or watch a live interview of the chief communications officer of Stanford School of Medicine each week.. With these interviews we will be highlighting the ethical challenges that these leaders faced and how they rose to these challenges, or fell short. These famous leaders will come from a variety of fields including academia, government, law, public service, public health, the military or journalism. We will then hold small group discussions after the interviews to debate the decisions made by these leaders. Through discourse and deep reflection we aim to prepare students for their own leadership challenges of the future. Students can apply for an additional unit with self-directed reading and a written paper describing important principles of leadership (1-2 units).
Terms: Win, Spr
| Units: 1-2
MED 246:
Confronting Emotions in the Climate Sciences (SUSTAIN 223)
Traditional climate change courses introduce students to a wide array of scientifically and emotionally challenging subjects without acknowledging the significant distress that climate learners often experience from studiously bearing witness to ecological degradation, and the social injustices this deepens. Students enrolled in the proposed course will study a rapidly growing body of scholarship and activism related to emotive and existential responses to climate change. They will explore the psychosocial complexities that the Anthropocene proposes through key texts, films, and guest lectures that draw on climate psychology, philosophy, art, literature and history. A key outcome of this course is identifying pedagogical tools that can be implemented to foster wellbeing within the climate science community and its adjacent fields. Through self reflection, journaling, and group work, students will develop new self-care skills and collective mental health 'protection and promotion' strategies. A primary goal of the course is to understand how trauma-informed learning modules can support the scientific objectives of graduate students. Final projects will include the development of evidence-based instructional and mentoring recommendations for students studying any aspect of climate science. The course is designed to engage students in participatory scholarship; assessment of the effectiveness of various learning modules on student wellbeing and motivation towards their research will be conducted using pre-post style surveys and qualitative interview methods. (Cardinal Course certified by the Haas Center)
Terms: Win
| Units: 3
MED 247:
Methods in Community Assessment, Evaluation, and Research (CHPR 247)
Development of pragmatic skills for design, implementation, and analysis of structured interviews, focus groups, survey questionnaires, and field observations. Topics include: principles of community-based participatory research, including importance of dissemination; strengths and limitations of different study designs; validity and reliability; construction of interview and focus group questions; techniques for moderating focus groups; content analysis of qualitative data; survey questionnaire design; and interpretation of commonly-used statistical analyses.
Terms: Spr
| Units: 3
MED 248:
Student Rounds
Teams of preclinical students meet weekly with a clinical student to hear the history and physical of a recent case the clinical student encountered on the wards. Following the presentation, the preclinical students work together under the guidance of the clinical student to develop a problem list and plan, which are then compared with the problem list, plan, and orders made by the actual admitting team. In the course of presenting the cases, the clinical student describes personal experiences and practical components of ward work and daily clinical routine.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
MED 249:
Topics in Health Economics I (ECON 249, HRP 249)
Course will cover various topics in health economics, from theoretical and empirical perspectives. Topics will include public financing and public policy in health care and health insurance; demand and supply of health insurance and healthcare; physicians' incentives; patient decision-making; competition policy in healthcare markets, intellectual property in the context of pharmaceutical drugs and medical technology; other aspects of interaction between public and private sectors in healthcare and health insurance markets. Key emphasis on recent work and empirical methods and modelling. Prerequisites: Micro and Econometrics first year sequences (or equivalent). Curricular prerequisites (if applicable): First year graduate Microeconomics and Econometrics sequences (or equivalent)
Terms: Spr
| Units: 3-5
MED 250:
Understanding Evidence-Based Medicine: Hands-on experience (CHPR 205, EPI 250)
How can one practice evidence-based medicine and make evidence-based decisions for clinical practice and policy making? Using pivotal papers published in the recent scientific literature addressing important clinical questions on diverse medical topics, we will probe a wide range of types of studies, types of targeted therapeutic or preventive interventions, and types of studied outcomes (effectiveness and/or safety), including RCTs, observational studies, epidemiologic surveillance studies, systematic reviews-umbrella reviews-meta-analyses-meta-analyses of individual patient data, studies on the evaluation of diagnostic tests and prognostic models, economic analyses studies, and guidelines. MD studies enroll for +/-. GR students enroll for Letter grade.
Terms: Win
| Units: 3-4
MED 251A:
The A to Z of Translational Medicine: Fundamentals and Technical Considerations of Drug Development
This multidisciplinary course is designed to train students in applying translational research approaches to solve fundamental problems in healthcare delivery. The class is focused on addressing real-world problems in a creative, interdisciplinary team setting: includes discussions, guest speaker talks, student presentations, and site visits to various Stanford translational research centers and local biotech companies. Topics covered: drug discovery, IND, NDA, drug metabolism/safety, pharmacogenomics, biomarker diagnostics, QA/QC/Compliance, Patents/IP, pharmacokinetics, clinical development, NIH and regulatory issues, and commercialization).
Terms: Aut
| Units: 3
| Repeatable
10 times
(up to 10 units total)
MED 251B:
The A to Z of Translational Medicine: Strategic Challenges in Drug Development
Second course in this three-course series: This multidisciplinary course is designed to train students in applying translational research approaches to solve fundamental problems in healthcare delivery. The class is focused on addressing real-world problems in a creative, interdisciplinary team setting: includes discussions, guest speaker talks, student presentations, and site visits to various Stanford translational research centers and local biotech companies. Topics covered: drug discovery, IND, NDA, drug metabolism/safety, pharmacogenomics, biomarker diagnostics, QA/QC/Compliance, Patents/IP, pharmacokinetics, clinical development, NIH and regulatory issues, and commercialization).
Terms: Win
| Units: 3
MED 251C:
The A to Z of Translational Medicine: Emerging Trends in Drug Development and Next-gen Innovations
This is the third course in a series of three: This multidisciplinary course is designed to train students in applying translational research approaches to solve fundamental problems in healthcare delivery. The class is focused on addressing real-world problems in a creative, interdisciplinary team setting: includes discussions, guest speaker talks, student presentations, and site visits to various Stanford translational research centers and local biotech companies. Topics covered: drug discovery, IND, NDA, drug metabolism/safety, pharmacogenomics, biomarker diagnostics, QA/QC/Compliance, Patents/IP, pharmacokinetics, clinical development, NIH and regulatory issues, and commercialization).
Terms: Spr
| Units: 3
MED 252:
Outcomes Analysis (BIOMEDIN 251, HRP 252)
This course introduces and develops methods for conducting empirical research that address clinical and policy questions that are not suitable for randomized trials. Conceptual and applied models of causal inference guide the design of empirical research. Econometric and statistical models are used to conduct health outcomes research which use large existing medical, survey, and other databases Problem sets emphasize hands-on data analysis and application of methods, including re-analyses of well-known studies. This is a project-based course designed for students pursuing research training. Prerequisites: one or more courses in probability, and statistics or biostatistics.
Terms: Spr
| Units: 4
MED 253:
Building for Digital Health (CS 342)
This project-based course will provide a comprehensive overview of key requirements in the design and full-stack implementation of a digital health research application. Several pre-vetted and approved projects from the Stanford School of Medicine will be available for students to select from and build. Student teams learn about all necessary approval processes to deploy a digital health solution (data privacy clearance/I RB approval, etc.) and be guided in the development of front-end and back-end infrastructure using best practices. The final project will be the presentation and deployment of a fully approved digital health research application. CS106A, CS106B, Recommended: CS193P/A, CS142, CS47, CS110. Limited enrollment for this course. Apply for enrollment permission here: https://stanforduniversity.qualtrics.com/jfe/form/SV_9ThVhqf4zyhzheS
Terms: Win
| Units: 3-4
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 257:
Yoga: Tools for Transformation
Yoga is a technology to bring the body and mind to the peak of their capabilities, allowing one to live life to the fullest. This course is a series of six interactive webinars that provide you with simple but powerful tools to enhance your health and experience a sense of harmony within yourself and with the world around you. Topics include sleep, food, mental health, respiratory health, success, and diversity and inclusion, approached from a yogic perspective. You will gain insights from timeless yogic wisdom, learn Upa Yoga (Invigorating Yogic postures), Kriya (Balancing breathing methods), and guided meditations. The course's objective is to equip you with a toolkit that can be easily practiced within 5-15 minutes and provide insights to help you make every aspect of life a stepping stone for wellness. The sessions do not require any fitness level or previous exposure to yoga and can even be done sitting on a chair. The practices are designed by Sadhguru, a yogi, visionary, and New York Times bestselling author. A yoga mat is recommended (optional).
Last offered: Summer 2023
| Units: 1
| Repeatable
3 times
(up to 3 units total)
MED 258:
Stanford Technology Access Resource Team: A Primary Care Effort to Bridge the Telehealth Divide
Video visits have been invaluable during the COVID pandemic for patients and providers and will continue to serve as a vital connection between patients and their care team beyond COVID-19. However, many patients cannot access this resource due to challenges with technology. This course will give students an opportunity to explore concepts in communication, community-building, design thinking, and team-based patient care while providing a service that will connect vulnerable patients and their caregivers to health care providers through video visits. This asynchronous course consists of recorded didactic sessions and opportunities for undergraduates and graduate students to interact with patients at Stanford and in the community through our community partners. Please note that regular use of the phone and internet are required and may not be the best option for those who are residing out of the country. MD Students should enroll in FAMMED 280.
Last offered: Winter 2022
| Units: 1
| Repeatable
10 times
(up to 10 units total)
MED 259:
Current Topics in Applied Medicine
Introduction to vaccines- discuss the basics of vaccines, including vaccines of infectious diseases vs. cancer vaccines and effective methods of vaccine delivery to achieve long-term memory immune response. Gene therapy- gene therapy for single gene disorders, cancer gene therapy, failures, and successes of gene therapies with current clinical status of cancer gene therapy. Immunotherapy- cancer immunotherapy, pros and cons of cancer immunotherapy, current status, and future targets for improvement. Drug development- drugs for cancer therapy, cellular targets of drugs for cancer therapy, and assays for drug screening and validation. Drug delivery- nanoparticles for drug delivery, exosomes, and cell membrane `vesicles for developing biomimetic nano delivery vehicles for drug delivery to overcome immune system.
| Units: 2
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 261:
Leadership in Health Equity and Community Engagement: Creating New Educational Opportunities
Creating Capacity in Community Engagement Medical Education is a new course for first/second-year medical students with an interest in both community health and medical education. In a small group, faculty-facilitated setting, students will design and develop the foundational structure for a new scholarly application in the area of health equity and community engagement leadership. Additionally, students will work collaboratively with community engagement, public health, and diversity, equity, inclusion faculty members to create a new health equity and community engagement leadership course to be launched in Spring 2021. Activities will include reviewing other similar courses at peer medical schools, assessing medical education needs around these topic areas from peers, creating a syllabus and identifying key content areas, designing interactive small-group activities, and inviting health equity and community engagement practitioner guest speakers. Instructor/s permission is required. Prerequisite: INDE 201: Practice of Medicine I.
Terms: Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
MED 262:
Economics of Health Improvement in Developing Countries (ECON 127, HRP 227)
Application of economic paradigms and empirical methods to health improvement in lower-income countries. Emphasis is on unifying analytic frameworks and evaluation of empirical evidence. How economic views differ from public health, medicine, and epidemiology; analytic paradigms for health and population change; the demand for health; the role of health in international development. Prerequisites: ECON 50 and ECON 102B.
Last offered: Spring 2021
| Units: 5
MED 265:
Digital Health Tech Entrepreneurship: From Concept to Market
"Digital Health Tech Entrepreneurship: From Concept to Market" offers a deep dive into the multifaceted universe of health tech innovation. Over a ten-week span, this course systematically takes students through the critical phases of building a successful health tech startup: from understanding the overarching ecosystem and identifying gaps ripe for disruption to building effective teams, crafting robust business models, and navigating the complexities of venture capital specific to the healthcare industry. Led by a diverse group of industry veterans, venture capitalists, and academic experts, participants will engage in real-world case studies, interactive discussions, and hands-on exercises. Attendance is mandatory and students are expected to actively participate in class.
Terms: Spr
| Units: 2
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
MED 267:
Professional Ethics Across Sectors (ETHICSOC 277)
Ethics arise in many aspects of professional life and work environments, whether in corporations, government, the academy, or non-profit organizations. Leaders face increasing challenge internally and externally as well. Age-old challenges from racism to inability to weather scandal persist, but with expanded scope and increased urgency. Technology now infuses almost every ethical challenge. Sectors are porous. Attempts to silo ethics inevitably fail: Ethical mishaps in one sector, or one part of an organization, spread quickly to the others. This course will consider one sector at each class session: corporate; government; the academy; and non-profit organizations. A final session will explore individual leadership irrespective of sector. Prominent guests will join certain sessions for interactive discussion. Class meets on 3/28, 4/4, 4/18, 5/2, 5/16.
Last offered: Spring 2023
| Units: 1-2
MED 268:
Tackling Asian-American Health Challenges (ASNAMST 268)
Why do certain diseases like hepatitis B affect Asian/Pacific Islanders (APIs) disproportionately? How can public policy advance health equity among ethnic groups? Weekly lectures examine health challenges endemic to the API community, recognizing underreported health issues in a prevalent ethnic demographic. Students will emerge with an understanding of topics including stigmas attached to traditional medicine, prevalent diseases in APIs, API health politics, and cultural/linguistic barriers that health professionals encounter. Guest speakers include professionals from the Ravenswood Family Health Center, the Santa Clara County Public Health Department, Hep B Free, the Stanford School of Medicine, etc.
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
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
MED 269B:
Health Equity and Social Justice - SC Core Skills Course
This Health Equity and Social Justice - SC Core Skills Course focuses on building core skills necessary to effectively engage in social justice & health equity change work. During this 10-week course, students will acquire tools & strategies for creating change toward health justice while applying frameworks learned in Med269A. Students will work individually and in groups to understand real-world problems and begin to cultivate their own change agent identity. A practicum project will be introduced early in this course as an instrument to help students bring into focus a specific area of interest.
Terms: Spr
| Units: 3
MED 270:
Learning & Teaching of Science (CTL 280, EDUC 280, ENGR 295, PHYSICS 295)
This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background.
Last offered: Spring 2023
| Units: 3
MED 271:
Global Biodesign: Medical Technology in an International Context (BIOE 371)
This course (BIOE371, MED271) exposes students to the challenges and opportunities of developing and implementing innovative health technologies to help patients around the world. Non-communicable diseases, such as metabolic and chronic respiratory disease, now account for 7 in 10 deaths worldwide, creating the need for innovative health technologies that work across diverse global markets. At the beginning of the quarter, the course will provide an overview of the dynamic global health technology industry. Next, faculty members, guest experts, and students will discuss key differences and similarities when commercializing new products in the for-profit health technology sector across six important regions: the US and Europe, China and Japan, and India and Brazil. Finally, the course will explore critical 'global health' issues that transcend international borders and how technology can be leveraged to address them. This section will culminate with an interactive debate focused on whether for-profit, nonprofit, or hybrid models are best for implementing sustainable global health solutions. The last class will be devoted to synthesis, reflection, and a discussion of career opportunities in the global health technology field.
Last offered: Autumn 2019
| Units: 1
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 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 272B:
Biodesign Innovation: Concept Development and Implementation (BIOE 374B, ME 368B)
In this two-quarter course, multidisciplinary teams identify real unmet healthcare needs, invent health technologies to address them, and plan for their implementation into patient care. In second quarter, teams select a lead solution to advance through technical prototyping, strategies to address healthcare-specific requirements (IP, regulation, reimbursement), and business planning. Class sessions include faculty-led instruction, case studies, coaching sessions by experts, guest lecturers, and interactive team meetings. Enrollment is by application. Students are required to take both quarters of the course.
Terms: Spr
| Units: 4
| Repeatable
2 times
(up to 8 units total)
MED 273:
Biodesign for Digital Health (BIOE 273)
Health care is facing significant cross-industry challenges and opportunities created by a number of factors, including the increasing need for improved access to affordable, high-quality care; growing demand from consumers for greater control of their health and health data; the shift in focus from sick care to prevention and health optimization; aging demographics and the increased burden of chronic conditions; and new emphasis on real-world, measurable health outcomes for individuals and populations. Moreover, the delivery of health information and services is no longer tied to traditional brick and mortar hospitals and clinics: it has increasingly become "mobile," enabled by apps, sensors, wearables. Simultaneously, it has been augmented and often revolutionized by emerging digital and information technologies, as well as by the data that these technologies generate. This multifactorial transformation presents opportunities for innovation across the entire cycle of care, from wellness, to acute and chronic diseases, to care at the end of life. But how does one approach innovation in digital health to address these health care challenges while ensuring the greatest chance of success? At Stanford Biodesign, we believe that innovation is a process that can be learned, practiced, and perfected; and, it starts with an unmet need. In Biodesign for Digital Health, students will learn about digital health and the Biodesign needs-driven innovation process from over 50 industry experts. Over the course of 10weeks, these speakers will join the teaching team in a dynamic classroom environment that includes lectures, panel discussions, and breakout sessions. These experts represent startups, corporations, venture capital firms, accelerators, research labs, healthcare providers, and more. Student teams will take actual digital and mobile health challenges and learn how to apply Biodesign innovation principles to research and evaluate needs, ideate solutions, and objectively assess them against key criteria for satisfying the needs. Teams take a hands-on approach with the support of need coaches and other mentors. On the final day of class, teams present to a panel of digital health experts and compete for project extension funding. Friday section will be used for team projects and for scheduled workshops. Limited enrollment for this course. Students should submit their application online via: https://stanforduniversity.qualtrics.com/jfe/form/SV_dnY6nvUXMYeILkO
Terms: Aut
| Units: 3-4
MED 274:
Introduction to Cardiovascular Medicine
Weekly lunch seminar series featuring residents, fellows, and faculty of the Department of Medicine's Division of Cardiovascular Medicine. This course aims to introduce preclinical medical and physician assistant students to the diverse field of cardiovascular medicine, with emphasis on what a career and life as a cardiologist entails. Lectures will highlight medical management of cardiovascular disease and pathophysiology commonly encountered in cardiovascular medicine.
Terms: Aut
| Units: 1
MED 275B:
Biodesign Fundamentals (MED 175B)
MED 175B/275B is an introduction to the Biodesign process for health technology innovation. This team-based course emphasizes interdisciplinary collaboration and hands-on learning at the intersection of medicine and technology. Students will work on projects in the space of medical devices, digital health, and healthcare technologies with the assistance of clinical and industry mentors. Applicants from all majors and stages in their education welcome. Students will work in teams to develop solutions to current unmet medical needs, starting with a deep dive into understanding and characterizing important unmet medical needs through disease research, competitive analysis, market research, and stakeholder analysis. Other topics that will be discussed include FDA regulation of medical technology, intellectual property, value proposition, and business model development. Consent required for enrollment, to apply visit: https://forms.gle/YkrhXpBDwjRoK7aQ8?
Terms: Spr
| 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)
MED 277:
AI-Assisted Care (CS 337)
AI has been advancing quickly, with its impact everywhere. In healthcare, innovation in AI could help transforming of our healthcare system. This course offers a diverse set of research projects focusing on cutting edge computer vision and machine learning technologies to solve some of healthcare's most important problems. The teaching team and teaching assistants will work closely with students on research projects in this area. Research projects include Care for Senior at Senior Home, Surgical Quality Analysis, AI Assisted Parenting, Burn Analysis & Assessment and more. AI areas include Video Understanding, Image Classification, Object Detection, Segmentation, Action Recognition, Deep Learning, Reinforcement Learning, HCI and more. The course is open to students in both school of medicine and school of engineering.
Terms: Aut
| Units: 1-4
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)
MED 279:
Stanford Health Consulting Group - Core
This course provides the opportunity to analyze and solve major strategic and operational challenges in health care delivery and innovation through interdisciplinary team projects. Teams will receive direct mentorship from Stanford Medicine faculty, health care leaders, and experienced student leads, with projects carefully defined to optimize high-impact experiential learning and leadership development. Projects will culminate with student-led presentations to faculty sponsors and other health care stakeholders, as well as opportunities for further dissemination of solutions.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
(up to 99 units total)
MED 282:
Early Clinical Experience at the Cardinal Free Clinics (MED 182)
The Cardinal Free Clinics, consisting of Arbor and Pacific Free Clinic, provide culturally appropriate, high quality transitional medical care for underserved patient populations in the Bay Area. Students volunteer in various clinic roles to offer services including health education, interpretation, referrals, and labs. In clinic students are guided in the practice of medical interviews, history-taking and physical examinations as appropriate, and work with attending physicians to arrive at a diagnosis and management plan. Visit http://cfc.stanford.edu for more information. For questions related to the course or volunteering, please email arborclinic@stanford.edu and/or pacific@ med.stanford.edu. Application only; must be an accepted CFC volunteer. (Cardinal Course certified by the Haas Center)
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
MED 283:
Biotechnology Law
The course focuses on the impact of the legal and regulatory system on research, products, and intellectual property for companies and academia and will include an overview of legal, corporate, intellectual property, ethical and regulatory issues impacting the biotechnology and pharmaceutical industries. Basic topics covered include intellectual property, patent law, and licensing in the field of biotechnology. Students will learn how to submit an idea, go through the disclosure and licensing process, and apply for a patent. Consideration is given to: (1) How do legal issues promote or hinder thedevelopment of technology, (2) What role should ethics and public health and safety concerns play in the law, (3) At what level should biotechnology be regulated: internationally, federally, at a state level, or locally. MED283 is taught by Vern Norviel, JD, Partner at Wilson Sonsini Goodrich & Rosati, a patent attorney and the advisor to the M-TRAM program.
Terms: Spr
| Units: 3
MED 284:
Clinical Trial Design: From Initial Concept to Regulatory Approval
This course teaches the basic elements of clinical trial design, implementation and analysis including small phases of clinical trials. Overall early phase clinical trial concepts including dose finding, initial safety assessment as well asactivity, biomarker and initial activity assessments with be taught. Later stage concepts such as dose refinement, safety and efficacy will also be covered. The course will teach all aspects of clinical trials including initial concept, study design, synopsis writing, overall protocol development, review and approval by regulatory authorities and Institutional Review Boards (IRB), site selection and qualification, drug accounting, data and safety monitoring, data collection and analysis, unblinding procedures, study and site close out and clinical study report writing. Students will gain experience by analyzing existing protocols, studies and data. Basic statistical knowledge expected. Curricular prerequisites (if applicable): open to current M-TRAM students.
Terms: Aut
| Units: 3
MED 285:
Global Leaders and Innovators in Human and Planetary Health: Sustainable Societies Lab (HRP 285, SUSTAIN 345)
Are you interested in innovative ideas and strategies for addressing urgent challenges in human and planetary health and creating sustainable societies? This 7 session lecture series features a selection of noteworthy leaders, innovators, and experts across diverse sectors/topics in health and the environment such as: health innovation and environmental sustainability, social and environmental justice and equality, social innovation and entrepreneurship ecosystems, foundations and venture capital, tech innovation, media and AI, biotech and ag-tech, pandemics, public health and community wellbeing, food systems and agricultural innovation, hunger and nutrition, clean water and air, nonprofits and community action, public policy innovation and systems change, and the role of academia and you. Co-convened and co-designed by faculty, fellows and students collaborating across several Stanford centers, departments, schools, the course invites the discussion of global problems, interdisciplinary perspectives, and systemic solutions for the climate crisis and human health. The course will address root causes of the climate crisis and urgent challenges of human and planetary health, including sociological constraints, political objectives, economic incentives, technological limitations, and preservation of global stability, and suggest models of leadership, innovation and sustainable social change. We will also delve into efforts to catalyze long-term sustainability across the private, nonprofit, and public sectors. Students from all backgrounds are encouraged to enroll - registration is open to all Stanford students and fellows. May be repeated for credit.
Terms: Aut
| Units: 1-2
| Repeatable
4 times
(up to 8 units total)
MED 286:
Health Information Technology and Strategy
Health Information technology was intended to help reduce and cost and improve the quality of health care services. TO date, this is little evidence that this goal has been achieved. This course is designed to explore economic frameworks that can help us to understand how health IT can achieve it's intended goals. These frameworks build from general business and economic models used successfully in other industries. The course will be utilize both business cases and lecture to prepare students to propose potential novel applications of health information technology solutions. Each student will have a team-based final project.
Terms: Aut
| Units: 3-4
MED 289:
Introduction to Bioengineering Research (BIOE 390)
Preference to medical and bioengineering graduate students with first preference given to Bioengineering Scholarly Concentration medical students. Bioengineering is an interdisciplinary field that leverages the disciplines of biology, medicine, and engineering to understand living systems, and engineer biological systems and improve engineering designs and human and environmental health. Students and faculty make presentations during the course. Students expected to make presentations, complete a short paper, read selected articles, and take quizzes on the material.
Terms: Aut
| Units: 1-2
| Repeatable
5 times
(up to 10 units total)
MED 290:
Independent Study with Presence and the Program in Bedside Medicine
Students work with their faculty mentor on projects and studies that are broadly centered around the vision and mission of Presence: The Art and Science of Human Connection and the Program in Bedside Medicine. Please see our websites for updated projects and initiatives - Presence + Program in Bedside Medicine. Currently, we focus on: How do we teach and emphasize to students, residents, physicians (and beyond) in the medical field the need to master bedside skills? How does bedside medicine affect patient care? How has patient care changed with the omnipresence of technology in our lives? How is bedside medicine going to change in the next few decades, centuries? In investigating these questions, students utilize scientific articles and data, engage patients, and collaborate with our faculty and staff. Independent study projects culminate in a presentation to our team, with the potential for posters or manuscripts. Students paired with faculty based on their area of interest and faculty/project needs.We emphasize the human connection with patients, and students are encouraged to engage patients within our program for teaching sessions, research studies, among other projects. Enrollment varies with and is limited to faculty need. Repeatable for credit; more than one-quarter of commitment expected.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
16 times
(up to 80 units total)
MED 291:
Diagnostic Medicine on Television: Truths vs. Theatrics
School of Medicine faculty in charge of Stanford's Consultative Medicine Clinic, a real-life medical mystery clinic, will review cases from the popular TV show House and critique the show's depiction of complex disease diagnosis and treatment. We tread down the road of diagnostic dilemmas and the line between fact vs fiction.
Terms: Win
| Units: 1
MED 294:
Critical Issues in Global Health (MED 194)
In this course, participants will discuss and engage critically with current topics and pressing issues in global health through the lens of health equity and social justice. Topics include decolonizing global health, climate change, the health of indigenous populations, and other vulnerable populations, homelessness, and gender-based violence and mental health challenges. Students will hear from and engage with experts in the field and debate critical issues in global health through course discussions. Three-unit students will investigate a global health equity challenge and present recommendations for effective interventions. Speakers represent a range of voices and perspectives. They include: Dr. Madhu Pai, a global health leader, health equity advocate, and tuberculosis expert; Dr. Jim O'Connell, a Boston physician who has dedicated his career to caring for people living on the streets; Dr. Agnes Binagwaho, retired Vice Chancellor of the University of Global Health Equity in Rwanda to name a few. Participants will gain new insights into the health equity considerations critical to addressing contemporary challenges, explore diverse perspectives on key issues, and critically consider current and potential interventions through the lens of a global health practitioner. Requirements for the course include attendance and participation in class discussions, a short capstone presentation, and a final paper. This course will be taught by Dean Michele Barry Director of the Center for Innovation in Global Health, and Dr. Geoffrey Tabin, Professor of Ophthalmology and Global Medicine and co-founder of the internationally renowned Himalayan Cataract Project. Course enrollment is open to medical students, graduate students, and undergraduate students (2-3 Units). This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
Terms: Spr
| Units: 2-3
| Repeatable
3 times
(up to 9 units total)
MED 295:
Advanced Cardiac Life Support
(For clinical MD students only) Prepares students to manage the victim of a cardiac arrest. Knowledge and skills necessary for resuscitation of critically ill patients. Clinical scenarios and small group discussions address cardiovascular pharmacology, arrhythmia recognition and therapy, acute coronary syndrome including myocardial infarction, ventricular dysrhythmias and defibrillation, and acute ischemic stroke. Students should get the approval of their Clerkship Coordinator before registering for the course. Recommended prerequisites: Medicine 300A, Pediatrics 300A, or Surgery 300A. Prerequisite: EMED 201A
Terms: Aut, Win, Spr
| Units: 2
MED 296:
Being Mortal: Medicine, Mortality and Caring for Older Adults
Over the past century, we've witnessed a significant leap in life expectancy, from an average of 55 years to 80 years. The fastest-growing segment of the U.S. population is the "oldest old" and the prevalence of people reaching 100 years has nearly doubled. This shift prompts underlying questions about the hopes, aspirations, and what matters most in the context of aging, illness, culture, and the end of life. This weekly seminar will feature a diverse lineup of speakers including physicians, scientists, patients and their caregivers, and experts in aging. Upon completion of the course, students will have enhanced their knowledge in geriatrics, palliative medicine, and communication to better care for aging or seriously ill patients and their families. The Autumn and Spring courses vary in speakers and topics.
Terms: Aut, Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
MED 297:
Diabetes 101 for Healthcare Providers
Diabetes is an extremely high-prevalence disease, that you will likely encounter on a consistent basis regardless of your medical specialty, so learning about the practical aspects of treatment is extremely useful. This course is designed to teach these practical skills about diabetes care, treatment and the latest research in the field. Diabetes 101 for healthcare providers is a lunch seminar style course with lectures on subjects like: A meal in the life of a diabetic; Pumps/ CGMs/ Artificial Pancreases; Beyond Types 1 and 2; The Psychology of diabetes and chronic disease; and Rare complications and future treatments.
Terms: Win
| Units: 1
MED 299:
Directed Reading in Medicine
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Advani, R. (PI);
Aggarwal, A. (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);
Ariel, D. (PI);
Artandi, M. (PI);
Artandi, S. (PI);
Asch, S. (PI);
Ashley, E. (PI);
Assimes, T. (PI);
Ayoub, W. (PI);
Banerjee, S. (PI);
Barry, M. (PI);
Basaviah, P. (PI);
Basina, M. (PI);
Basu, S. (PI);
Baykaner, T. (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);
Bloom, G. (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);
Chakravarty, E. (PI);
Chan, D. (PI);
Chan, G. (PI);
Chang, C. (PI);
Chang, S. (PI);
Chen, A. (PI);
Cheng, P. (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);
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);
Dosiou, C. (PI);
DuBose, A. (PI);
Edwards, L. (PI);
Einav, S. (PI);
Falasinnu, L. (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);
Froelicher, V. (PI);
Gabiola, J. (PI);
Ganjoo, K. (PI);
Garcia, G. (PI);
Garcia, R. (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);
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);
Jagannathan, P. (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);
Kenny, K. (PI);
Khatri, P. (PI);
Khazeni, N. (PI);
Khush, K. (PI);
Killen, J. (PI);
Kim, S. (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);
Lee, D. (PI);
Lee, J. (PI);
Lee, P. (PI);
Leung, L. (PI);
Levin, E. (PI);
Levitt, J. (PI);
Levitt, L. (PI);
Levy, R. (PI);
Liang, D. (PI);
Liedtke, M. (PI);
Lin, B. (PI);
Lin, S. (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);
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);
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);
Puri, MD, MPH, R. (PI);
Quertermous, T. (PI);
Raffin, T. (PI);
Rehkopf, D. (PI);
Relman, D. (PI);
Rizk, N. (PI);
Robinson, B. (PI);
Rockson, S. (PI);
Rodriguez, F. (PI);
Rohatgi, R. (PI);
Rosas, L. (PI);
Rosen, G. (PI);
Rudd, P. (PI);
Ruoss, S. (PI);
Rydel, T. (PI);
Sandhu, A. (PI);
Scandling, J. (PI);
Schillinger, E. (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);
Singer, S. (PI);
Singh, B. (PI);
Singh, U. (PI);
Skeff, K. (PI);
Smith-Coggins, R. (PI);
Spiekerkoetter, E. (PI);
Srinivas, S. (PI);
Srinivasan, M. (PI);
Stafford, R. (PI);
Stefanick, M. (PI);
Stertzer, S. (PI);
Stevens, D. (PI);
Stockdale, F. (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);
Winslow, D. (PI);
Winter, T. (PI);
Witteles, R. (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);
Mendoza, F. (SI);
Jezmir, J. (TA);
Ragone, A. (GP)
MED 299M:
TRIP: Translational Research Independent Project required of all MTRAM students
TRIP will be a translational research capstone project that will require approximately 5 hours per week 2nd through 4th quarter for a total of about 150 hours and enable each student to test a hypothesis, develop an experimental plan, interpret results, understand the future research plan. Capstones will focus on early clinical translation (T0-T1) involving areas of strength of our M-TRAM faculty, including: drug therapy and delivery, vaccines, immune measurements and therapy and gene measurements and therapy. Project ideas can be student initiated, suggested by the faculty advisors, or arise from experiential learning (Industry and Clinical), but must be approved, supported and monitored by the M-TRAM leadership committee. Upon completion of the project, students will present their final results as an oral presentation and a written report. They will formally present their final results at the student research showcase in the 4th quarter (summer). In addition to the talk students will also be required to prepare a final written report summarizing their project's aims, hypothesis, methods, results, and conclusions. Prerequisite: Application and acceptance to the MTRAM program.
Terms: Aut, Win, Spr
| Units: 5-15
| Repeatable
2 times
(up to 30 units total)
MED 300A:
Internal Medicine Core Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: Teaches the natural history, pathophysiology, diagnosis, and treatment of medical illness. Emphasis is placed on acquiring the understanding, skills, and attitudes desirable in a scientific and compassionate physician. Students record histories, physical examinations, and laboratory data for patients for whom they are responsible and present their findings, together with their diagnoses and treatment plans, at rounds and conferences. Developing sound clinical reasoning skills is continuously emphasized. An essential aspect of the clerkship is the students' gradual assumption of direct responsibility for, and full-time involvement in, patient care with the house staff and faculty team. To take advantage of the differences in patient populations and teaching staffs of the four hospitals, students spend three weeks at either SUMC or PAVAMC, and three weeks at either SCVMC in San Jose or KPMC in Santa Clara. The resulting six week experience is an integrated curriculum designed to cover the essentials of internal medicine. The Department of Medicine supervises a random draw-based assignment to two of the four locations shortly before the beginning of each odd-numbered clerkship period. A passing grade will require both a satisfactory performance at both clinical sites and passing the NBME Subject Exam at the end of 6 weeks. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 8 weeks, 18 students per period. CLERKSHIP DIRECTOR: John Kugler, M.D., jkugler@stanford.edu and Poonam Hosamani, M.D., poonamh@stanford.edu. CLERKSHIP COORDINATOR: Nancy D'Amico, ndamico@stanford.edu. REPORTING INSTRUCTIONS: Where: Varies, students will be notified prior to the first day; Time: TBA. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC, KPMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
| Repeatable
2 times
(up to 12 units total)
MED 302A:
Infectious Diseases Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The infectious diseases clerkship features an active inpatient service at Stanford Hospital, which averages two to four new consults per day. As a consulting specialty service within the Department of Medicine, participants are able to see a wide variety of community-acquired and nosocomial infections. Particular emphasis is placed on clinical and diagnostic reasoning, as well as in developing a good working knowledge of antimicrobial agents and a rational approach for their use. The training and teaching opportunities are rich because of the case mix (medical, surgical, ICU) and broad patient populations that are seen at Stanford Hospital. The service is supervised on a daily basis by the infectious diseases fellow, who will work closely with students rotating on the clinical service. Students attend daily patient rounds, weekly infectious diseases conferences, and may attend other research or patient-care conferences at Stanford. The infectious diseases fellows' team room, L-134, is located in the Division of Infectious Diseases and Geographic Medicine home office on the first floor of the Lane building. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Jenny R. Aronson, M.D. CLERKSHIP COORDINATOR: Maria Pilar Pfeiffer, pilarpf@stanford.edu, 408-849-7332. REPORTING INSTRUCTIONS: Where: On the first day of the rotation, page the Stanford general infectious diseases fellow through the Stanford page operator at 650-723-6661; Time: 8:00 AM. CALL CODE: 1. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 302B:
Infectious Diseases Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The infectious diseases clerkship features an active inpatient service at the Palo Alto VA, which averages one to three new consults per day. As a consulting specialty service within the Department of Medicine, participants are able to see a wide variety of community-acquired and nosocomial infections. Particular emphasis is placed on clinical and diagnostic reasoning, as well as in developing a good working knowledge of antimicrobial agents and a rational approach for their use. The training and teaching opportunities are rich because of the case mix (medical, surgical, ICU) and patient populations that are seen at the Palo Alto VA. In addition to the attending physician, the service is supervised on a daily basis by the infectious diseases fellow, who will work closely with students rotating on the clinical service. Students attend daily patient rounds, weekly infectious diseases conferences, and may attend other research or patient-care conferences at the VA and/or Stanford. Course objectives and resources are provided at the beginning of the rotation. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Cybele Renault, M.D. CLERKSHIP COORDINATOR: Cybele Renault, M.D., renaultc@stanford.edu. REPORTING INSTRUCTIONS: Where: On the first day of the rotation, page the Palo Alto VA infectious diseases fellow through the Stanford page operator at 650-723-6661; Time: 8:30 AM. CALL CODE: 1. OTHER FACULTY: A. Chary, S. Cohn, L. Duke, M. Holodniy, D. Relman, C. Renault, U. Singh, S. Varshney. LOCATION: PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 302C:
Infectious Diseases Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Teaches the skills of diagnosis and treatment of infectious diseases, including acute illnesses seen in the economically disadvantaged, and subspecialty patient referrals. The format of the clerkship at SCVMC is the same as at SUMC and PAVAMC, but the patient population at SCVMC differs from that of the other two hospitals. Two infectious diseases teaching conferences are held weekly for all three hospital services, and there are two additional conferences per month at SCVMC. Consultations are provided to all general (medical, ob-gyn, surgical) and specialized (burn, rehabilitation, dialysis) units. Tuberculosis clinic and HIV clinic experiences are also available during the rotation. The diagnostic microbiology laboratory staff will instruct students on diagnostic microbiology lab use and interpretation of results as required. The Infection Prevention nurses provide an orientation to hospital epidemiology. Students will be supervised by an attending, fellow and one to two residents. Students wishing to do this clerkship must get approval from Dr. Supriya Narasimhan first before registering. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Supriya Narasimhan, M.D., 408-885-5304. CLERKSHIP COORDINATOR: Teresa Goodman, Teresa.Goodman@hhs.sccgov.org. REPORTING INSTRUCTIONS: Where: Room 2N100, 2nd Floor, RSC Building, 777 Turner Drive, across from VMC ER, SCVMC; Time: 8:30 am. CALL CODE: 1. OTHER FACULTY: Y. Bogler, J. Gupta, J. Kim, S. Narasimhan, H. Sahni, J. Cooper. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 303A:
Cardiology Clerkship-Inpatient/Outpatient Consult
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Emphasizes the acquisition of diagnostic skills related to cardiovascular evaluation. This experience is derived through active participation in the inpatient consultative cardiology program, which is directed by Dr. Stanley Rockson. In addition, at least three half days per week are spent in the outpatient setting, which encompasses aspects of preventive cardiology as well. Direct patient experiences are supplemented with one-on-one didactic sessions and directed reading. The elective also emphasizes the acquisition of ECG reading skills via electrocardiographic reading sessions. PREREQUISITES: Medicine 300A. PERIODS AVAILABLE: P1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Stanley Rockson, M.D., 650-725-7571, rockson@stanford.edu. CLERKSHIP COORDINATOR: Nancy D'Amico, ndamico@stanford.edu. REPORTING INSTRUCTIONS: Where: Dr. Rockson, CVRC CV-267; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr
| Units: 6
MED 303B:
Cardiology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Exposes the students to all areas of clinical cardiology. Students participate in four half-day ambulatory care cardiology clinics on Tuesdays, perform at least 3-5 new consultations per week, with each consultation being presented to an attending physician and having a consultation note written. Additionally, each student 'rounds' five days a week on patients on the consultation service. Students read electrocardiograms almost daily. Their physical examinations are reviewed by the attending physician and/or cardiology fellow. They are exposed to all areas of clinical cardiologic testing: exercise treadmill/stress testing, radionuclide testing (thallium scans and radionuclide ejection fractions), cardiac ultrasound studies, cardiac catheterization and percutaneous transluminal coronary intervention (PTCI). Students follow each of their patients through these tests. When surgery or catheterization is required, they may observe the procedure in the operating room or the cath lab. Students participate in daily didactic sessions covering all areas of basic cardiology. Each student also has the opportunity to participate in any other ongoing medical or surgical teaching conferences as time permits. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Karen Friday, M.D. CLERKSHIP COORDINATOR: Jonathan R. Wong, Jonathan.Wong2@va.gov and Rochelle Semilla Bautista, Rochelle.SemillaBautista@va.gov. REPORTING INSTRUCTIONS: Where: PAVAMC, Building 100, 4th Floor, Rm 4C-110; Time: 8:00AM. CALL CODE: 0. OTHER FACULTY: V. Froelicher, P. Heidenreich, P. Milner, M. Hlatky, W. Fearon, K. Friday. LOCATION: PAVAMC.
Terms: Aut, Win, Spr
| Units: 6
MED 303C:
Cardiology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Students are part of a cardiology team that consults on hospitalized patients, sees outpatients one half day session/week, and attends didactic conferences including: Internal Medicine Residency noon conferences and teaching sessions, weekly Medicine grand-round (Friday 8am via Zoom), and Cardiology Cath conferences (Monday 12:30, in-person). Opportunities are available to be involved in the various procedures performed by the department: stress test, echocardiogram, cardiac catheterization and implantable devices. We also encourage their participation with our Cardiovascular Surgeons for a complete cardiology experience. We highly recommend rotating student present a case, a topic or a paper during the last week of rotation at Cardiology Cath Conference. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 2 students per period, available by arrangement only. CLERKSHIP DIRECTOR: Susan Zhao, MD, FACC, Associate Chief, Division of Cardiology, SCVMC, Susan.zhao@hhs.sccgov.org, 669-287-8770. CLERKSHIP COORDINATOR: Sherry Hamamjy, Med Admin, SCVMC, sherry.hamamjy@hhs.sccgov.org, 408-885-4389. REPORTING INSTRUCTIONS: Where: Valley Specialty Center, 3rd Floor, Suite 340; Time: 9:00 a.m. CALL CODE: 0. OTHER FACULTY: M. Aggarwal, H. Brewster, A. Deluna, H. Shiran, C. Smith, A. Swaminathan, C. Szeto-Wong, E. Yu, S. Zhao. LOCATION: SCVMC.
Terms: Aut, Win, Spr
| Units: 6
MED 304A:
Cardiovascular Medicine Clerkship - Inpatients
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: General cardiology rotation remains part of the bread and butter core of internal medicine inpatient rotations. Advances in diagnostic imaging, rapid bedside testing and evidence based clinical trials have allowed us to deliver coordinated complex care to our patients with ample opportunities for teaching and learning. The development of the skills and knowledge required for the practice of cardiac vascular medicine is an essential part of the educational process of internal medicine training. Cardiovascular diseases affect millions of Americans and now we have tools and drugs to treat and/or prevent this problem. It is an essential large component of a daily internal medicine practice. Involves four weeks of intensive experience with clinical cardiology inpatients. ECG reading will be included. Students are required to attend daily teaching rounds with the attending cardiologist and house staff, Division of Cardiovascular Medicine conferences, and formal teaching sessions, including electrocardiography. Cardiac patients who do not require CCU care, e.g. AF, NSTEMI, chest pain, SBE are admitted primarily via the ER 7 days a week. Students will work directly with R1 and a supervisory R2 Medicine Resident and Cardiology faculty member. Work day usually is from 7 am - 7 pm with one day off/week. No night call as patients are covered by R2 and R3 night float residents. Please note: Visiting students must obtain approval prior to applying for this clerkship. International students should email a CV to Rita Balian balian@stanford.edu, and domestic students should email a CV to Tawny Bagnol at ttbagnol@stanford.edu. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period (a second student can be added with approval from clerkship coordinator). CLERKSHIP DIRECTOR: John Schroeder, M.D. CLERKSHIP COORDINATOR: Tawny Bagnol, ttbagnol@stanford.edu, 650-736-1319. REPORTING INSTRUCTIONS: Where: 500 Pasteur Drive, J7 Team Room 707; Time: 7:00 am. CALL CODE: 1. OTHER FACULTY: R. Dash, P. Cheng, L. Clarke, D. Gerber, W. Fearon, C. Haeffele, R. Harrington, P. Heidenrich, N. Kalwani, A. Khandelwal, J. Knowles, E. Levin, N. Lowenbraun, Liang, K. Mahaffey, N. Mantri, D. Maron, J. Mega, K. Nieman, V. Parikh, R. Reejhsinghani, J. Rhee, S. Rockson, F. Rodriguez, A. Romfh, M. Salerno, R. Sandoval, A. Sarraju, J. Spin, J. Wu, M. Tuzovic, J. Wu, S. Wu, P. Yang, H. Zhu. LOCATION: SHC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 305A:
Hematology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Exposes students to the conceptual basis of hematology, the factual information that is available, and the responses required for consultation and patient care in rapidly evolving and frequently complex clinical circumstances. Under the supervision of the resident, fellow, and faculty attending physician, students admit and follow patients on the very well balanced inpatient Hematology Service (Med VIII) and do consultations. Students also round with the Med VIII team in the morning and attend outpatient clinics in the afternoon. In addition, students participate in the bone marrow reading sessions two mornings a week. Students also learn the requirements for prospective clinical protocol research. There is a weekly research conference, a journal club and a patient-oriented post-clinic conference. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Michaela Liedtke, M.D. CLERKSHIP COORDINATOR: Sherona D. Harris, sdharris@stanford.edu. REPORTING INSTRUCTIONS: Where: meet heme fellow and heme attending, F Ground, in basement of main hospital; Time: 7:45 am. CALL CODE: 0. OTHER FACULTY: B. Fakhri, J. Gotlib, M. Liedtke, G, Mannis, W. Shomali, T. Zhang. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 306A:
Endocrinology and Metabolism Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Provides students with a comprehensive experience in clinical endocrinology by combining inpatient and outpatient experiences at Stanford. Students may also participate in clinics at PAVA or SCVMC if they are on-boarded and are able to travel. Students will attend outpatient clinics in the morning and then participate in the inpatient diabetes or endocrinology consult service and rounds in the afternoon at Stanford. Clinical conferences, teaching rounds, grand rounds each week will cover a broad array of endocrine and metabolic problems in both clinical and research spheres. Working at the three hospitals during the clerkship will require travel. Please email us 2 months prior to the rotation to help get access to the VA and SCVMC set up so that you can rotate at all 3 sites if you prefer. Clinics are currently a combination of in person and virtual telemedicine visits. Rounds are in-person at Stanford. PREREQUISITES: MED 300A. PERIODS AVAILABLE: P1-12, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Dimpi Desai, MD. CLERKSHIP COORDINATOR: Elsie Tai. REPORTING INSTRUCTIONS: Where: Stanford Hoover Pavilion, Endocrine Clinic, 211 Quarry Rd, 2nd Floor, Palo Alto, CA - 8:00 AM on Monday at start of rotation. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SHC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr
| Units: 3-6
MED 308A:
Immunology/Rheumatology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: A comprehensive clinical experience in rheumatology. Students attend five weekly clinics, gaining familiarity with the evaluation of new patients and the longitudinal follow-up of complex autoimmune rheumatic diseases, such as SLE, myositis, scleroderma and vasculitis, and common rheumatological problems such as rheumatoid arthritis, gout and spondyloarthropathies. Inpatient consultations provide experience with diagnosis and management of more complex, acute patients with rheumatic diseases. A Journal club, division Grand Rounds and a core curricular conference provide didactic teaching. Critical thinking, cost effectiveness and social and psychological elements associated with evaluation and treatment are emphasized. Stanford Students wishing to do this clerkship must receive prior approval from Clerkship Director before registering. PLEASE NOTE: Visiting students must obtain approval from Linda Arneson prior to applying for this clerkship. Please email requests to larneson@stanford.edu. Interested students from other Medical Schools must send their CV and 2 letters of recommendation, one from the clerkship director, and the other letter from an attending attesting to the students clinical abilities (i.e. proficient H&P's and exam skills). These must be sent to Linda at least 4 to 6 weeks prior to the start of the period that the student would like to enroll in. PREREQUISITES: Completion of a full Medicine clerkship. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. Additional students only allowed if reviewed and approved by clerkship director. CLERKSHIP DIRECTOR: Stanford Shoor, M.D., sshoor@stanford.edu, 650-725-5070. CLERKSHIP COORDINATOR: Linda Arneson, larneson@stanford.edu, 650-497-5762. REPORTING INSTRUCTIONS: Where: 300 Pasteur Drive, East Pavilion, 3rd Floor, see Linda Arneson (call one week prior to confirm as the office is badge-access only); Time: 8:30 am OR contact Dr. Shoor at sshoor@stanford.edu. CALL CODE: 0. OTHER FACULTY: M. Baker, Y. Chaichian, L. Chung, R. Fairchild, A. Horomanski, J. Hong, T. Katsumoto,J. Lin, D. Mar, Robinson, P. Nitichaikluvatana, N. Shah, L. Stolyar. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 308C:
Rheumatology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Introduces students to patients with different forms of arthritis and related rheumatic diseases. Emphasis is on the specific examination of muscles, bones, and joints and important systemic signs and symptoms pertinent to the diagnosis of rheumatic diseases. Laboratory tests, X-rays, and biopsies are reviewed. Students see both new and returning patients and participate in both inpatient and outpatient consultations. Formal and informal participation in conferences is encouraged. PREREQUISITES: Med 300A. This clerkship requires approval by Clerkship Director before you can enroll. Please contact Dr. Umaima Marvi at Umaima.Marvi@hhs.sccgov.org for approval to add this clerkship. PERIODS AVAILABLE: 1-12, full-time for 2 weeks, 1 student per period. CLERKSHIP DIRECTOR: Umaima Marvi, M.D., 408-885-2126. CLERKSHIP COORDINATOR: Umaima Marvi, M.D., or secretary, Rebecca Dominguez, rebecca.dominguez@hhs.sccgov.org. REPORTING INSTRUCTIONS: Where: 751 South Bascom Avenue, San Jose, CA 95128. Rheumatology is located at Valley Specialty Center, Bldg. Q 5h Floor; Time: Between 8:00 and 8:30 am the first day of clerkship. CALL CODE: 0. OTHER FACULTY: B. Amlani, J. Burkham, A. Chuang, N. Howlett, V. Sharp, N. Howlett and A. Chuang. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 3
MED 311D:
Advanced Medicine Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: The Kaiser Permanente Santa Clara Medical Center offers a dynamic academic clinical clerkship in advanced medicine. Students serve as the primary provider for their patients: documenting H&P's, progress notes and discharge summaries, arranging and completing procedures, participating in daily follow-up care, and communicating with patients. Supervision is provided by the senior level resident and the teaching Hospitalist. There are weekly teaching didactics specifically for sub-interns and daily conferences. It is highly recommended that students register for this clerkship near the beginning or middle of their final year of clinicals. If you want to be sure to have a slot for a particular period, you should register to it as soon as possible as the slots are limited and fill quickly. No adds or drops less than one week before start of each period. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 2-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Ryan X. Knueppel, M.D., Ryan.X.Knueppel@kp.org. CLERKSHIP COORDINATOR: Susan Krause, 408-851-3836, KPMC, Santa Clara. REPORTING INSTRUCTIONS: Where: KPMC, Graduate Medical Education Office, Call 408-236-4921 for site location; Time: 7:00 am. CALL CODE: 5 (Not overnight). OTHER FACULTY: Staff. LOCATION: KPMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 312C:
Advanced Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Involves an advanced level of inpatient care responsibility. Under the close supervision of faculty and residents the student is expected to function as an intern, caring for the same number of patients and working the same hours. Beepers are provided; meals are free. Please note: Visiting students must obtain approval from Dr. Jennifer Rodriguez prior to applying for this clerkship. Please email requests to jennifer.rodriguez@hhs.sccgov.org. Interested students must send their transcript and evaluations from 2 core clerkships. These must be sent to Dr. Jennifer Rodriguez at least 4 to 6 weeks prior to the start of the period that the student would like to enroll in. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 6 students per period. CLERKSHIP DIRECTOR: Jennifer Rodriguez, M.D., jennifer.rodriguez@hhs.sccgov.org. CLERKSHIP COORDINATOR: Amy Luu, 408-885-6300, amy.luu@sccgov.org. REPORTING INSTRUCTIONS: SCVMC, Room 4C004, 4th Floor Conference Room in the Department of Medicine [Visitors call (408-885-5110) and bring proof of PPD and malpractice insurance to 7th Floor Room 54]; Time: 8:30 am. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 313A:
Ambulatory Medicine Core Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: In the ambulatory medicine clerkship, students will attend ambulatory clinics and didactics over the course of the four weeks. All students will attend Monday morning ambulatory didactics, which addresses common outpatient medical topics, such as chronic disease management. Students take their final exam on the last Friday of the rotation. Students will attend general medicine and subspecialty clinics, generally Tuesday-Friday. Sites include SUMC, PAVA, SCVMC, Kaiser Santa Clara, Kaiser Fremont, and community clinics. No student may miss more than two clerkship days. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 10 students per period. CLERKSHIP DIRECTOR: Jacqueline Tai-Edmonds, M.D. and Nancy Cuan, M.D. CLERKSHIP COORDINATOR: Maria Alfonso, 650-497-6702, malfonso@stanford.edu. REPORTING INSTRUCTIONS: Where: Varies depending on site assignment. The students are notified prior to the first day of the clerkship; Time: TBA. CALL CODE: 2 (No call, but schedule may occasionally include an evening or weekend clinic). OTHER FACULTY: Staff. LOCATION: SUMC, PAVA, SCVMC, Kaiser Santa Clara, Kaiser Fremont, Community Clinics.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 314A:
Advanced Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Intended for students in their second clinical year who are able to proceed to an advanced experience similar to an internship. Students see patients with a wide variety of internal medical diseases in both the inpatient and outpatient settings, and gain experience in the practical aspects of internal medicine. The variety of patients and the contact with many private practitioners provide a valuable complement to other clerkship experiences. The clerkship experience is enhanced by exposure to a broad variety of patients as well as clinical teaching from community attendings and Stanford faculty. Please note: Visiting students must obtain pre-approval from Brittany Ayleen Rodriguez prior to applying for this clerkship. Please email requests (pre-approval form) to bayleen@stanford.edu. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 6 students from P1-4, 5 students from P5-12. CLERKSHIP DIRECTOR: John Kugler, M.D., jkugler@stanford.edu. CLERKSHIP COORDINATOR: Nancy D'Amico, ndamico@stanford.edu. REPORTING INSTRUCTIONS: Where: Students will be notified a week prior to the first day; Time: TBA. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 317C:
Medical ICU Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: An in-depth, four-week rotation in the general medical ICU of the SCVMC. Students work as an integral part of a large ICU team aiding housestaff in managing a wide range of critically ill patients. Direct student participation in ICU activities is the essential element of this clerkship. With guidance, students gain experience with a variety of procedures, actively apply their knowledge of physiology, and hone their patient management skills. PREREQUISITES: ANES 306A or MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Vibha Mohindra, M.D. CLERKSHIP COORDINATOR: Angelica Segovia, angelica.segovia@hhs.sccgov.org, 408-885-2051. REPORTING INSTRUCTIONS: Where: SCVMC, MICU, Rm 2A056, Building A; Time: 7:00 AM. CALL CODE: 4. OTHER FACULTY: U. Barvalia, W. Chen, H. Duong, A. Gohil, E. Hsiao, V. Mohindra, H. Tsai, J. Wehner. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 318A:
Palliative Medicine
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The clerkship provides medical students in-depth exposure to palliative care across the continuum of care including several ambulatory clinics, an inpatient consult service, and home and inpatient hospice care. Students will learn core communications strategies in disclosing bad news, eliciting and clarifying goals of care, and aiding in transitions in care. They will also learn physiology and pharmacology relevant for symptom management (e.g. pain, nausea, depression), as well as interact with patients confronting their own mortality. Students complete 4 weeks for elective credit. All patient visits will be conducted via the EPIC multi-provider video visit platform. Students will be required to complete the online Palliative Care Always course in addition to patient visits with their selected mentor. PREREQUISITES: Med 300A and Surg 300A, and approval by the Clerkship Director is required for all students. Please fill out the Qualtrics survey at: https://stanforduniversity.qualtrics.com/jfe/form/SV_578rzxTyFEFzi0C. PERIODS AVAILABLE: 1-12, full-time for 4 weeks. 6 students per period. CLERKSHIP DIRECTOR: Kavitha Ramchandran, M.D. CLERKSHIP COORDINATOR: Jeanne Simonian, 650-721-1969, jsimonian@stanford.edu. REPORTING INSTRUCTIONS: Please look for an email from the Clerkship Coordinator the Friday prior to your rotation; Time: TBA. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SHC and Virtual.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 319E:
The Community Health of the Underserved Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: The Community Health of the Underserved clerkship is part of the Racial Equity to Advance a Community of Health (REACH) Initiative. The clerkship will provide students with an immersive experience in caring for the medically underserved at a community site such as a Federally Qualified Health Center or a community clinic. Students will explore concepts in health equity and learn clinical skills in working with underserved populations such as patients lacking stable housing, farmworkers, refugees, Black and/or Latinx patients. Students will be matched with available community partners. Transportation and housing costs may be provided depending on the selected site. PREREQUISITES: 3rd and 4th year students. PERIODS AVAILABLE: 1-12, full time for 2 or 4 weeks or longitudinal, 3 students per period. CLERKSHIP DIRECTOR: Nancy Cuan, M.D., cuannan@stanford.edu. CLERKSHIP COORDINATOR: Kelsea Jackson, PhD at kelsea@stanford.edu. REPORTING INSTRUCTIONS: The Clerkship Coordinator will reach out in advance with the first day information, and if needed, logistics for travel and lodging. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: PAVAMC, SCVMC, and others.
Terms: Aut, Win, Spr
| Units: 6
MED 321A:
Inpatient Medical Oncology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Offers an intensive, inpatient, subspecialty care experience, equivalent to a subinternship. Students are responsible for 2 to 5 patients who are seriously ill with a broad range of medical problems in the setting of underlying malignant disease. Students work with the inpatient team composed of an attending, a medical oncology fellow, 2 medical residents and 2 medical interns. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks. 1 student per period. CLERKSHIP DIRECTOR: Tyler Johnson, M.D. CLERKSHIP COORDINATOR: Jeanne Simonian, 650-721-1969, jsimonian@stanford.edu. REPORTING INSTRUCTIONS: Stanford Hospital, F Ground (Oncology Fellow); Time: 8:00 AM. CALL CODE: 2 (patients are admitted daily and the sub-intern will admit patients on a rotation basis with the team without overnight call, but may stay late some evenings). OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 322A:
Outpatient Medical Oncology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Familiarizes students with the subspecialty of medical oncology through subspecialty patient care in clinics and tumor boards and attending the weekly conferences of the Division of Oncology. The experience draws heavily on and will expand skills in internal medicine, emphasizing differential diagnosis, physical examination, utilization of laboratory, X-ray, and imaging studies, as well as approaches to psycho-social problems for patients with suspected or established malignant disease. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks. 2 students per period. CLERKSHIP DIRECTOR: Tyler Johnson, M.D. CLERKSHIP COORDINATOR: Jeanne Simonian, 650-721-1969, jsimonian@stanford.edu. REPORTING INSTRUCTIONS: Where: Cancer Center, Visitor Information Desk; Time: 9:00 am. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 323A:
Trans-Disciplinary Breast Oncology Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: This 4 week trans-disciplinary breast oncology clerkship cuts across the relevant treatment modalities and emphasizes interdisciplinary, patient-centered care. Breast cancer is a highly prevalent disease often treated in early stages with medical, radiation and surgical therapies. The student will be in each clinic of these treatment clinics for one day every week, independently work up and discuss patients with assigned faculty, present new cases to the breast tumor board, and subsequently synthesize the visit notes and outpatient letters. At least one day per week, students will choose from additional care activities that shape the patient's experience, including observation of breast surgeries, wound care visits, radiation dosimetry planning or simulation, chemotherapy teaching or infusion, and medical oncology inpatient rounds. Furthermore, students are encouraged to identify patients with multiple visits that month and follow them across clinics for concentrated continuity. The clerkship offers a unique vantage point to learn about the shared decision-making and coordination of complex cancer care, in addition to the management of general health problems for breast cancer patients. Students further appreciate the longitudinal evolution of the patient's relationship with their cancer. There will be weekly debrief check-ins and short didactics to optimize the student's experience. PREREQUISITES: Any core clerkship. PERIODS AVAILABLE:1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Melina Telli, M.D. CLERKSHIP COORDINATOR: Jeanne Simonian, 650-721-1969, jsimonian@stanford.edu. REPORTING INSTRUCTIONS: Where: Stanford Cancer Center CC-2241; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 324E:
Tri-Valley Medicine Elective Rotation
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This is an elective course for students who have completed the prerequisite internal medicine clerkship. The rotation will take place at SHC Tri-Valley hospital in Pleasanton, CA, a hybrid academic-community institution (35 min drive from campus). You will work directly with attending hospitalists within the division of Hospital Medicine and carry approximately 5-8 patients. You will consult and work directly with attending specialists (no fellows) on complex patients, and will have the opportunities to assist with procedures. This course is for students who are interested in hospital medicine, "academic medicine with a community feel," and increased autonomy in patient care. PREREQUISITES: Completion of internal medicine core clerkship. PERIODS AVAILABLE: 4-11, full-time for 2 or 4 weeks. 2 students per period. CLERKSHIP DIRECTOR: Kavitha Subramanian, M.D., kavithas@stanford.edu. CLERKSHIP COORDINATOR: Kavitha Subramanian, M.D., kavithas@stanford.edu. REPORTING INSTRUCTIONS: Students should contact Dr. Kavitha Subramanian via email directly 2-3 weeks prior to start of their clerkship to coordinate. Please report to SHC Tri Valley 1 West at 8am on your first day. The team room has a sign outside that says "Nursing Admin." When walking onto 1 West, it is the third door on the right after the men's and women's bathrooms. If you have difficulty finding the room, please call (925) 416-3510. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SHC Tri-Valley.
Terms: Aut, Win, Spr
| Units: 3-6
MED 325A:
Gastroenterology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Involves participation in inpatient consultations and some outpatient clinics. Students are responsible for evaluating patients with major diseases of the gastrointestinal tract. They assume primary responsibility in both inpatient and outpatient settings and present cases regularly to the faculty attending physician. Daily inpatient rounds are made with the attending physician, fellow, and resident. Clinical conferences and journal clubs are held once weekly. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks, 1 student per period. CLERKSHIP DIRECTOR: Subhas Banerjee, M.D., 650-736-0431. CLERKSHIP COORDINATOR: Abbey Hamilton, 650-723-4519, abbeyh@stanford.edu. REPORTING INSTRUCTIONS: Where: Endoscopy Unit, 300 Pasteur Dr, Basement Room H0262. (Please ask for GI attending or fellow); Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: A. Aijaz, S. Banerjee, L. Becker, A. Cheung, J. Clarke, T. Daugherty, R. Dhanasekaran, D. Dronamraju, Z. Ekekezie, N. Fernandez-Becker, S. Friedland, J. Glenn, A. Goel, D., Goldenberg, A. Gottfried, D. Grewal, J. Gubatan, H. Halawi, E. Ho, J. Hwang, A. Kamal, K. Keyashian, R. Kim, R. Kumari, P. Kwo, U. Ladabaum, D. Limsui, L. Neshatian, L. Nguyen, M. Nguyen, W. Park, A. Portocarrero, A. Shah, S. Spencer, S. Sinha, I. Sonu, S. Streett, M. Wei. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 325B:
Gastroenterology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Gives students responsibility for both inpatient consultations and the evaluation and treatment of referred patients in the Gastroenterology clinic. Rounds with the faculty consultant, fellow and resident, as well as GI endoscopic procedures are conducted daily. Conferences on clinical gastroenterology, hepatology, gastrointestinal radiology, and gastrointestinal and liver histopathology are held weekly. A combined medical-surgical conference is held every other week. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Ramsey Cheung, M.D. CLERKSHIP COORDINATOR: Matthew Alcera, Matthew.Alcera@va.gov. REPORTING INSTRUCTIONS: PAVAMC, Bldg. 100, Endoscopy Suite; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: S. Friedland, J. Glenn, J. Pan, S. Quan, R. Wong. LOCATION: PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 325C:
Gastroenterology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship provides experience in outpatient and inpatient gastroenterology (GI). In the mornings, students will evaluate outpatients referred to GI clinic and will also have an opportunity to observe outpatient endoscopic procedures, including upper endoscopy, colonoscopy, paracentesis, ERCP and endoscopic ultrasound. In the afternoons, students will evaluate inpatients who require GI consultation, observe inpatient procedures and participate in inpatient rounds with the GI team. Students will assume primary responsibility for the inpatients they provide consultation on. In addition to direct patient care, students will attend multiple didactic lectures and conferences, including a bi-weekly GI/Surgery conference, bi-weekly GI Radiology conference, bi-weekly GI Journal Club, monthly Liver Tumor Board, monthly GI Pathology conference and weekly Stanford multi-disciplinary (GI/Surgery/Radiology/Pathology) Digestive Diseases Clinical Conference. This clerkship is closed to registration unless given prior approval by Clerkship Coordinator. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks, 1 student per period. CLERKSHIP DIRECTOR: Elizabeth Hwang, M.D., 408-793-2598. CLERKSHIP COORDINATOR: Elizabeth Hwang, M.D., Elizabeth.Hwang@hhs.sccgov.org. REPORTING INSTRUCTIONS: Where: SCVMC, Valley Specialty Center, 5th Floor, GI Clinic; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: A. Chen, A. Davila, A. Ho, E. Hwang, A. Kamal, R. Lerrigo, D. Lin, N. Shah, J. Williams. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 326A:
Hepatology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Involves participation in inpatient consultations and outpatient clinics for 4 weeks. The goals are to familiarize students with evaluation and management of patients with major liver diseases. Students are responsible for evaluating patients with major diseases of the liver diseases. They assume primary responsibility in both inpatient and outpatient settings and present cases regularly to the faculty attending physician. Daily inpatient rounds are made with the attending physician, fellow, and resident. Clinics are held on Mondays to Friday. Journal clubs are held once weekly. Pathology conferences are held on Thursday and radiology conferences on Friday. Patient care conferences are held on Tuesday and Friday. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Mindie Nguyen, M.D., MAS, 650-722-4478. CLERKSHIP COORDINATOR: Jeff Mathews, 650-498-6084. REPORTING INSTRUCTIONS: Where: 780 Welch Road, Room CJ280K; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: A. Ahmed, T. Daugherty, A. Goel, R. Kumari, P. Kwo. LOCATION: SUMC, PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 328A:
Addiction Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Since COVID this is a mix of virtual and in person experiences. This clerkship will provide students an experience in the fundamentals of addiction medicine from the perspective of primary care and interdisciplinary coordination of care. Clinic exposure will include opportunities to interact with patients with substance use disorders in a variety of settings: Community Clinics, Stanford Family Medicine Clinic, Mindfulness Support Groups, Residential and Inpatient settings. Students will learn about outpatient withdrawal management from opioids, alcohol, and other substances; relapse prevention medications for opioid and alcohol use disorders and the culture of substance use recovery. Although the Buprenorphine Waiver Course is no longer required, students will be required to complete the PCSS Buprenorphine course online as a primer on provider medications for opioid use disorder (MOUD) and write reflections on experiences. Please contact coordinator listed below for availability and pre-approval before signing up. PREREQUISITES: A minimum of 2 clerkship experiences that may include: Family or Internal Medicine, Pediatrics, Psychiatry, Surgery, OBGYN, Emergency, or Ambulatory (Urgent Care) Medicine. PERIODS AVAILABLE: 1-12 (inquire with instructor), full time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Chwen-Yuen Angie Chen, MD, FACP, FASAM, chchen@stanfordhealthcare.org. CLERKSHIP COORDINATOR: Chwen-Yuen Angie Chen, MD, FACP, FASAM, chchen@stanfordhealthcare.org. REPORTING INSTRUCTIONS: Where: TBA; Time: TBD with some clinics starting virtually at 7:45 AM and in person clinics extending to 7:00 PM. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SHC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 330A:
Pulmonary Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Helps students develop the attitudes and skills necessary for the evaluation and management of patients with pulmonary disease. Students are expected to understand pulmonary disease in the context of internal medicine, using general as well as specific approaches to diagnosis. The clerkship affords direct patient involvement under supervision in the outpatient clinic and on inpatient consultation services. Critically ill patients with pulmonary disease in the ICU will be evaluated. Pulmonary function tests are evaluated daily, and student involvement in specialized studies is emphasized. Divisional clinical conferences are held weekly, and a joint medical-surgical conference bi-weekly. Each student has the option of spending one-half of the clerkship at the PAVAMC and one-half at the Stanford University Hospital on a rotational basis. These options are discussed and determined on the first day of the clerkship. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 2 or 4 weeks (half-time at SUH; half-time at PAVAMC,) 2 students per period. CLERKSHIP DIRECTOR: Peter N. Kao, M.D, Ph.D. CLERKSHIP COORDINATOR: Elizabeth Peña, epena28@stanford.edu. REPORTING INSTRUCTIONS: Where: H3147; Time: 8:45 am. CALL CODE: 1. OTHER FACULTY: A. Andruska, H. Bedi, L. Chhatwani, S. Chinthrajah, K. de Boer, T. Desai, G. Dhillon, L. Eggert, J. Hsu, J. Holty, A. Jonas, N. Juul, P. Kao, K. Kudelko, W. Kuschner, Y. Lai, J. Levitt, M. McCarra, M. Marmor, P. Mohabir, S. Majumdar, J. Mooney, M. Nicolls, H. Paintal, S. Pasupneti, R. Raj, M. Ramsey, A. Rogers, S. Ruoss, B. Shaller, H. Sharifi, G. Singh, E. Spiekerkoetter, A. Sung, Y. Sung, A. Sweatt, R. Van Wert, A. Weinacker, R. Zamanian, C. Zone, V. de Jesus Perez, J. Williams, M. Cao, S. Ahmad. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 330C:
Pulmonary Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Affords students an opportunity to deal with a broad range of clinical pulmonary problems. Working as part of a busy consulting service, students develop a practical approach to evaluating and managing patients with respiratory disease. The spectrum of patients ranges from ambulatory outpatients, to patients with tuberculosis, to ICU patients with acute respiratory failure. The application of the basic principles of physiology to clinical problems is emphasized. Under supervision, students participate in interpreting pulmonary function tests and other diagnostic procedures. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Eric Hsiao, M.D. CLERKSHIP COORDINATOR: Angelica Segovia (408-885-2051), Building Q, Suite 5Q153, Valley Specialty Center. REPORTING INSTRUCTIONS: Where: Valley Specialty Center, 5th Floor, Room 5Q153; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: U. Barvalia, V. Chen, H. Duong, A. Gohil, E. Hsiao, V. Mohindra, H. Tsai, J. Wehner. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 331A:
Advanced Work in Pulmonary and Critical Care Medicine
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The content of this clerkship is flexible. Students can do additional clinical work in Pulmonary and Critical Care Medicine or research work in the Division of Pulmonary and Critical Care Medicine. Specific arrangements for content should be made with the faculty in advance. PREREQUISITES: MED 330A and consent of instructor. PERIODS AVAILABLE: 1-12, full-time for 2 or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Peter Kao, M.D. CLERKSHIP COORDINATOR: Elizabeth Peña, epena28@stanford.edu. REPORTING INSTRUCTIONS: Where: H3147; Time: 9:00 am. CALL CODE: 1. OTHER FACULTY: A. Andruska, H. Bedi, L. Chhatwani, S. Chinthrajah, K. de Boer, T. Desai, G. Dhillon, L. Eggert, J. Hsu, J. Holty, A. Jonas, N. Juul, P. Kao, K. Kudelko, W. Kuschner, Y. Lai, J. Levitt, M. McCarra, M. Marmor, P. Mohabir, S. Majumdar, J. Mooney, M. Nicolls, H. Paintal, S. Pasupneti, R. Raj, M. Ramsey, A. Rogers, S. Ruoss, B. Shaller, H. Sharifi, G. Singh, E. Spiekerkoetter, A. Sung, Y. Sung, A. Sweatt, R. Van Wert, A. Weinacker, R. Zamanian, C. Zone, V. de Jesus Perez, J. Williams, M. Cao, S. Ahmad. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 334A:
Nephrology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides students with an introduction to clinical nephrology, including diseases of the kidney and disorders of fluid, electrolyte, and acid-base balance. The clerkship is available at SUMC. Students evaluate inpatients as members of the nephrology consulting team. After completing this rotation, we expect that students will be able to independently work up and manage a wide variety of acute and chronic disturbances of renal function, as well as glomerular disease, vasculitis, hypertension, fluid and electrolyte disorders, and acid-base disturbances. They also participate in the management of patients with end-stage renal disease. There is a weekly schedule of grand rounds, journal club, and a monthly renal biopsy conference. PREREQUISITES: Medicine 300A, Surgery 300A or Pediatrics 300A are preferred but not required. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Pedram Fatehi, M.D., fatehi@stanford.edu. CLERKSHIP COORDINATOR: Cayla Whitney, caylacw@stanford.edu, 650-721-6680, 777 Welch Road Suite DE Palo Alto, CA 94304. REPORTING INSTRUCTIONS: Where: 777 Welch Road Suite DE Palo Alto, CA 94304; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: T. Meyer, R, Lafayette, J. Scandling, J. Tan, Y. Lit, G. Chertow, V. Bhalla, A. Pao, M. Tamura, J. Yabu, N. Arora, R. Isom, T. Chang, S. Anand, T. Sirich, K. Erickson, P. Fatehi. LOCATION: SUMC, PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 334C:
Nephrology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Students see patients in the outpatient renal clinic, and on an active inpatient service. The diverse patient population at SCVMC enables student to encounter patients with a wide variety of acute and chronic renal diseases, hypertension, and fluid and electrolyte disturbances. The clerkship is also designed to acquaint students with a systematic approach to patients with fluid, electrolyte, and acid-base abnormalities. A series of seminars covering a broad range of topics in nephrology and designed specifically for medical students is given by the faculty. An optional self-study program on fluid and electrolytes consisting of 8 taped lectures with slides is also available. Weekly divisional nephrology conferences are held at SCVMC, and address various topics in nephrology. Additionally, there is a monthly nephrology resident conference, in addition to a monthly renal pathology conference. Videotaped lecture series on the entire field of nephrology are also available. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Anjali Bhatt Saxena, M.D. CLERKSHIP COORDINATOR: Mary Jane Monroe, maryjane.monroe@hhs.co.santa-clara.ca.us, 408-885-7019. REPORTING INSTRUCTIONS: Where: SCVMC, Renal Dialysis Unit, 3rd Floor [Visitors call (408-885-5110) and bring proof of PPD and malpractice insurance as directed]; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: A. Saxena, J. Lugovoy, A. Jobalia, B. Young, N. Pham, F. Luo, staff. LOCATION: SCVMC
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 338A:
Outpatient Infectious Diseases Elective
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship provides medical students with an elective course of 2 weeks of outpatient ID experience. Clinical experiences will focus on antibiotic selection, utilization and stewardship, as well as the management of commonly encountered ID syndromes, including sexually transmitted infections, HIV, Tuberculosis, and viral hepatitis. Students will attend outpatient clinics at the Palo Alto Veterans Administration Medical Center, Stanford Infectious Diseases Clinic, and San Mateo County Health, the County safety net public hospital and clinics. There is potential flexibility for students interested in a focus area at a specific clinic or with a specific physician, to arrange more concentrated clinical work at one of the clinics with permission of the attending. Each student will be asked to prepare a small research project (e.g. a case or literature review) to be presented at the end of the rotation. Students planning on doing the outpatient ID rotation should contact Dr. Levy at vlevy@stanford.edu as soon as possible but at least 8 weeks prior to rotation beginning to verify there is period availability for the desired period of rotation and that all needed infection control requirements have been obtained. This clerkship requires prior approval by Clerkship Director. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Vivian Levy, M.D., vlevy@stanford.edu, 650-573-3987. CLERKSHIP COORDINATOR: Vivian Levy, M.D., vlevy@stanford.edu, 650-573-3987. REPORTING INSTRUCTIONS: Where: Dr. Levy will send the student a schedule, syllabus and orientation materials prior to starting the rotation of clinics and physicians; Time: TBA. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, San Mateo County Health.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 339B:
Advanced Medicine Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Intended for clinically experienced students who seek an advanced experience similar to an internship. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 5 students per period. CLERKSHIP DIRECTOR: Arlina Ahluwalia, M.D., 650-493-5000 x66759. CLERKSHIP COORDINATOR: Jonathan R. Wong, Jonathan.Wong2@va.gov and Rochelle Semilla Bautista, Rochelle.SemillaBautista@va.gov. REPORTING INSTRUCTIONS: Where: First Monday of rotation, Bldg 101; Time: 08:30 a.m. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 340B:
Medical-Surgical Intensive Care Unit Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship provides experience managing adult patients in a critical care unit. Students learn how to optimize care for the acutely ill patient and the multidisciplinary approach to complex patients. Teaching emphasizes the review of basic organ physiology, the ability to determine the pathophysiologic mechanisms involved in critical illness, and the formulation of a physiologic based treatment plan. Students gain experience with the implementation of monitoring and therapeutic devices used in the intensive care units and begin to become adept at the evaluation, stabilization and management of the most critically ill patients expected to be encountered in today's acute care hospitals. Ward rounds, bedside evaluation and treatment, and individual interactions with attending, fellows and residents are part of the educational process. Students must attend mandatory simulator courses in order to receive passing grade for this clerkship. Students wishing to do this clerkship must get approval from Bernadette Carvalho first before registering. Students must register for Anes 340B for this clerkship. PREREQUISITES: Anesthesia 306A or Medicine and Surgery core clerkships. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Juliana Barr, M.D., 650-493-5000 x64452, Building 1, Room F315, PAVAMC 112A. CLERKSHIP COORDINATOR: Bernadette F. Carvalho, berniec@stanford.edu. REPORTING INSTRUCTIONS: Where: PAVAMC, MSICU, 3rd Floor; Time: 8:00 AM. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 342A:
Geriatric Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: This clinical experience introduces students to the principles of effective geriatric care in both inpatient and outpatient settings. Geriatric medicine faculty and fellows work with students in various clinical settings including: 1) outpatient clinics at the VA Palo Alto Health Care System 2) outpatient clinic at Stanford University 3) a community skilled nursing facility 4) inpatient experience in the Acute Care of the Elderly (ACE) unit at Stanford University Hospital 5) Home Based Primary Care at Stanford. This clerkship requires written approval by Clerkship Director before you can enroll. Please contact Dr. Vinita Shastri at vinita.shastri@va.gov to check for availability of spots in the clerkship. PREREQUISITES: Active PIV card for VA access. PERIODS AVAILABLE: 2-9, 11-12 for 2024-25; 2-10 &12 for 2025-26, full-time for 2 or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Dr. Vinita Shastri, vinita.shastri@va.gov. CLERKSHIP COORDINATOR: Danielle Alexa Saenz, danisaenz@stanford.edu. REPORTING INSTRUCTIONS: Where: Arrange with clerkship coordinator; Time: Arrange with clerkship coordinator. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 343B:
Palliative Care Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Teaches the natural history, prognostication, and management of serious illnesses. Emphasis is placed on acquiring the knowledge, skills, and attitudes desirable in a compassionate clinician-scholar physician. Students record history (with special assessment to symptoms, functional assessment, mood and cognitive assessment), physical examination, and pertinent laboratory data for patients for whom they are responsible and present their findings, together with their diagnoses and management care plans, at rounds, and daily team meetings. Provision of patient-centered, family-oriented care is continuously emphasized. An essential aspect of the clerkship is the students' gradual assumption of direct responsibility for, and full-time involvement in, care of patients with serious illness with the house staff, fellows and a large inter-disciplinary team and this is why we have structured this as a 4 week rotation. A passing grade will require both a satisfactory performance and a successful 30 minute formal presentation on palliative care topic of interest (student will discuss ideas with Course Director to identify potential topics of interest to them). Course highlights include (a) mentoring from the course director and a cadre of mentors including Palliative Care Attendings and Fellows (b)focus on skill building and practice with special focus on communication skills (c) opportunity to work closely with a multi-disciplinary team(d) learning to care for the patient and their family as the unit of care. PREREQUISITES: This clerkship requires written approval by Clerkship Director before you can enroll. Please contact Dr. VJ Periyakoil at periyakoil@stanford.edu to check for availability of spots in the clerkship. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: VJ Periyakoil, M.D. (periyakoil@stanford.edu). CLERKSHIP COORDINATOR: VJ Periyakoil, M.D. (650-497-0332, periyakoil@stanford.edu). REPORTING INSTRUCTIONS: Where: This will depend on the start day of the rotation as training activities vary by the day; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 344A:
Elective in Quality Improvement, Patient Safety, and Organizational Change
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Mentored practice and growth in knowledge, skills, and attitudes in quality improvement, patient safety, and organizational change. Students engage in directed readings, attend sessions with experienced QI Champions, learn about quality improvement projects and processes at Stanford University, participate in ongoing quality and patient safety activities within the Department of Medicine and Stanford Hospital and Clinics, and design and begin a quality improvement/patient safety/organizational change project. Designed to allow the student to develop a mentoring relationship with a QI Champion who will serve as a role model, mentor, and educator. Contact Dr. Lisa Shieh at lshieh@stanford.edu if interested. Please note: Visiting students must obtain approval from Dr. Lisa Shieh prior to applying for this clerkship. Please email requests to lshieh@stanford.edu. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 3 students per period. CLERKSHIP DIRECTOR: Lisa Shieh, M.D., Ph.D, FHM, 650-724-2917, lshieh@stanford.edu. CLERKSHIP COORDINATOR: Lisa Shieh, M.D., Ph.D, FHM, 650-724-2917, lshieh@stanford.edu. REPORTING INSTRUCTIONS: Where: 700 Welch Road, Suite 310B, Palo Alto, CA 94304; Time: TBA. CALL CODE: 0. OTHER FACULTY: K. Hooper, L. Shieh. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 347A:
Stanford Perioperative Internal Medicine Rotation
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The Stanford Perioperative Internal Medicine elective is a two-week inpatient rotation that will provide the students a clinical immersive experience in medical management of Orthopedics, Neurosurgery and ENT patients with bedside and didactic teaching. The students will be directly supervised by hospital medicine attendings. They will be expected to perform thorough histories and physical examinations of patients admitted to the hospital and then formulate and implement treatment plans. This rotation will expose the students to learn effective ways to evaluate medical co-morbidities, learn evidence based clinical practices to prevent and treat post-operative complications and learn about research and quality improvement projects pertaining to perioperative medicine. The students will also be expected to attend the resident morning report, noon conference and medical grand rounds during this time. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 2 weeks, 2 students per period. CLERKSHIP DIRECTOR: Sarita Khemani, M.D., skhemani@stanford.edu. CLERKSHIP COORDINATOR: Sarita Khemani, M.D., skhemani@stanford.edu. REPORTING INSTRUCTIONS: Where: Stanford hospital 500 P, Floor L6, nursing station; Time: 9:00AM. CALL CODE: 0. OTHER FACULTY: Stanford Medicine faculty and residents from multiple disciplines. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| 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);
Aslakson, R. (PI);
Assimes, T. (PI);
Ayoub, W. (PI);
Banerjee, S. (PI);
Banik, S. (PI);
Barry, J. (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);
Blumenfeld, Y. (PI);
Bollyky, P. (PI);
Bouvier, D. (PI);
Boxer, L. (PI);
Braddock, C. (PI);
Braitman, L. (PI);
Brinton, T. (PI);
Brown, W. (PI);
Bulow, K. (PI);
Campen, C. (PI);
Carlson, R. (PI);
Cartwright, C. (PI);
Chan, D. (PI);
Chan, G. (PI);
Chang, C. (PI);
Chang, D. (PI);
Chang, S. (PI);
Chang, T. (PI);
Chao, S. (PI);
Chao, T. (PI);
Chen, A. (PI);
Chen, S. (PI);
Chertow, G. (PI);
Cheung, L. (PI);
Cheung, R. (PI);
Chi, J. (PI);
Cho-Phan, C. (PI);
Chu, 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);
Crapo, L. (PI);
Crump, C. (PI);
Cullen, M. (PI);
Currie, M. (PI);
Czechowicz, A. (PI);
Das, A. (PI);
Dash, R. (PI);
Daugherty, T. (PI);
David, S. (PI);
Davis, K. (PI);
Davis, M. (PI);
Dawson, L. (PI);
Deresinski, S. (PI);
Desai, M. (PI);
Desai, T. (PI);
Dhillon, G. (PI);
Diver, E. (PI);
Dosiou, C. (PI);
DuBose, A. (PI);
Edwards, L. (PI);
Einav, S. (PI);
Falasinnu, L. (PI);
Fathman, C. (PI);
Fearon, W. (PI);
Feldman, D. (PI);
Feldman, H. (PI);
Felsher, D. (PI);
Fisher, G. (PI);
Fitzgerald, P. (PI);
Flavin, K. (PI);
Ford, J. (PI);
Ford, P. (PI);
Fowler, M. (PI);
Frayne, S. (PI);
Friedland, S. (PI);
Froelicher, V. (PI);
Gabiola, J. (PI);
Ganjoo, K. (PI);
Garcia, G. (PI);
Gardner, C. (PI);
Gardner, P. (PI);
Gavi, B. (PI);
Geldsetzer, P. (PI);
Genovese, M. (PI);
Gerson, L. (PI);
Gesundheit, N. (PI);
Gisondi, M. (PI);
Glaseroff, A. (PI);
Glenn, J. (PI);
Goldhaber-Fiebert, J. (PI);
Goldstein, M. (PI);
Gomez-Ospina, N. (PI);
Goodman, S. (PI);
Goronzy, J. (PI);
Gotlib, J. (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);
Howitt, B. (PI);
Hsia, H. (PI);
Hunt, S. (PI);
Ioannidis, J. (PI);
Isom, R. (PI);
Jagannathan, P. (PI);
Jaiswal, S. (PI);
Jernick, J. (PI);
Ji, H. (PI);
Johnston, L. (PI);
Jones, E. (PI);
Judy, A. (PI);
Kahn, J. (PI);
Kamal, R. (PI);
Kao, P. (PI);
Kastelein, M. (PI);
Katz, R. (PI);
Kenny, K. (PI);
Khan, C. (PI);
Khatri, P. (PI);
Khazeni, N. (PI);
Khush, K. (PI);
Killen, J. (PI);
Kim, S. (PI);
King, A. (PI);
Kraemer, F. (PI);
Kraus, E. (PI);
Krishnan, E. (PI);
Kummar, S. (PI);
Kunz, P. (PI);
Kuo, C. (PI);
Kurian, A. (PI);
Kurtz, D. (PI);
Kuschner, W. (PI);
Kwong, B. (PI);
Ladabaum, U. (PI);
Lafayette, R. (PI);
Laport, G. (PI);
Lee, A. (PI);
Lee, D. (PI);
Lee, J. (PI);
Lee, P. (PI);
Leung, L. (PI);
Levitt, L. (PI);
Levy, R. (PI);
Liang, D. (PI);
Liedtke, M. (PI);
Lin, B. (PI);
Lin, S. (PI);
Lindsay, A. (PI);
Lorenz, K. (PI);
Lorig, K. (PI);
Lowe, A. (PI);
Lowsky, R. (PI);
Luby, S. (PI);
Luhrmann, T. (PI);
Lunn, M. (PI);
Luo, L. (PI);
Lutchman, G. (PI);
Ma, M. (PI);
Mackall, C. (PI);
Mahajan, V. (PI);
Mahoney, M. (PI);
Majeti, R. (PI);
Mariano, E. (PI);
McConnell, M. (PI);
McGovern, M. (PI);
McLaughlin, T. (PI);
Medeiros, B. (PI);
Meyer, T. (PI);
Miklos, D. (PI);
Miller, G. (PI);
Milstein, A. (PI);
Mischel, P. (PI);
Mitchell, B. (PI);
Mohabir, P. (PI);
Moran-Miller, K. (PI);
Morioka-Douglas, N. (PI);
Musen, M. (PI);
Myung, D. (PI);
Narayan, S. (PI);
Nazerali, R. (PI);
Neal, J. (PI);
Negrin, R. (PI);
Nevins, A. (PI);
Newberry, J. (PI);
Nguyen, D. (PI);
Nguyen, L. (PI);
Nguyen, M. (PI);
Nguyen, P. (PI);
Nicolls, M. (PI);
O' Callahan, P. (PI);
Osterberg, L. (PI);
Owens, D. (PI);
Padda, S. (PI);
Pao, A. (PI);
Parnes, J. (PI);
Parsonnet, J. (PI);
Pasricha, P. (PI);
Patel, A. (PI);
Pegram, M. (PI);
Pepper, J. (PI);
Perez, 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);
Ramchandran, K. (PI);
Rehkopf, D. (PI);
Relman, D. (PI);
Rizk, N. (PI);
Robinson, B. (PI);
Rockson, S. (PI);
Rodriguez, F. (PI);
Rogers, A. (PI);
Rohatgi, R. (PI);
Rosas, L. (PI);
Rosen, G. (PI);
Rudd, P. (PI);
Ruoss, S. (PI);
Rydel, T. (PI);
Sandhu, A. (PI);
Sarnquist, C. (PI);
Scandling, J. (PI);
Schnittger, I. (PI);
Schoolnik, G. (PI);
Schroeder, J. (PI);
Schulman, K. (PI);
Shafer, R. (PI);
Shah, N. (PI);
Shah, S. (PI);
Shah, MD (SHC Chief of Staff), J. (PI);
Sharp, C. (PI);
Shaw, G. (PI);
Shaw, K. (PI);
Shea, K. (PI);
Shen, K. (PI);
Shieh, L. (PI);
Shizuru, J. (PI);
Shoor, S. (PI);
Sikic, B. (PI);
Singer, S. (PI);
Singh, B. (PI);
Singh, U. (PI);
Skeff, K. (PI);
Skylar-Scott, M. (PI);
Spiekerkoetter, E. (PI);
Srinivas, S. (PI);
Stafford, R. (PI);
Stefanick, M. (PI);
Stertzer, S. (PI);
Stevens, D. (PI);
Stockdale, F. (PI);
Studdert, D. (PI);
Svec, D. (PI);
Tabor, H. (PI);
Tai, J. (PI);
Tamura, M. (PI);
Tan, J. (PI);
Telli, M. (PI);
Tepper, R. (PI);
Tileston, K. (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);
Van Haren, K. (PI);
Verghese, A. (PI);
Wakelee, H. (PI);
Wang, P. (PI);
Wang, T. (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);
Winslow, D. (PI);
Winter, T. (PI);
Witteles, R. (PI);
Wren, A. (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);
Zhang, T. (PI);
Zhu, H. (PI);
Zolopa, A. (PI);
Zulman, D. (PI);
de Jesus Perez, V. (PI);
Cullen, M. (SI);
Ragone, A. (GP)
MED 390:
Curricular Practical Training
CPT Course required for international students completing degree requirements.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
4 times
(up to 72 units total)
MED 397A:
MD Capstone Experience: Preparation for Residency
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This 1-week clerkship provides senior medical students an opportunity to review and practice a wide variety of knowledge and skills that are essential to preparing them to work effectively as interns. The capstone clerkship will include a significant emphasis on simulation-based learning as well as small group sessions, didactics, skills labs, and resident panels. Required skills and common experiences during internship will be specifically highlighted, such as cross cover calls, sign out, and advanced communication skills. All training is designed to help students master practical skills that will be essential during the first few months of any intern year. For those students who are not enrolled for the quarter in which the Capstone Clerkship is offered, please contact Mary Devega at mdevega@stanford.edu to register. PREREQUISITES: Completion of required core clerkships. PERIODS AVAILABLE: P11A (5/6/24-5/10/24) or P11B (5/20/24-5/24/24) for 2023-24, full-time for 1 week. 30 students maximum per period. CLERKSHIP DIRECTOR: Jeff Chi, M.D. and John Kugler, M.D. CLERKSHIP COORDINATOR: Mary Devega mdevega@stanford.edu. REPORTING INSTRUCTIONS: Where: Course coordinator will send out reporting instructions with syllabus before the start of the clerkship; Time: TBA. CALL CODE: 2 - you will be asked to do one evening session, but no overnight session. OTHER FACULTY: Stanford Medicine faculty and residents from multiple disciplines. LOCATION: SUMC.
Terms: Aut, Spr
| Units: 1
MED 398A:
Clinical Elective in Medicine
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an opportunity for a student in the clinical years to have a clinical experience in one of the fields of Medicine, of a quality and duration to be decided upon by the student and a faculty preceptor in the Department of Medicine. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 4 students per period. CLERKSHIP DIRECTOR: John Kugler, M.D., jkugler@stanford.edu. CLERKSHIP COORDINATOR: Nancy D'Amico, ndamico@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA (designated faculty preceptor); Time: TBA. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC, KPMC.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
MED 399:
Graduate 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: ;
Abilez, O. (PI);
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);
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);
Bloom, G. (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);
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);
Dosiou, C. (PI);
DuBose, A. (PI);
Einav, S. (PI);
Falasinnu, L. (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);
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);
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);
Hernandez-Boussard, T. (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);
Kenny, K. (PI);
Khatri, P. (PI);
Khazeni, N. (PI);
Khush, K. (PI);
Killen, J. (PI);
Kim, S. (PI);
Kraemer, F. (PI);
Krishnan, E. (PI);
Kummar, S. (PI);
Kunz, P. (PI);
Kuo, C. (PI);
Kurian, A. (PI);
Kurtz, D. (PI);
Kuschner, W. (PI);
Ladabaum, U. (PI);
Lafayette, R. (PI);
Laport, G. (PI);
Lee, D. (PI);
Lee, J. (PI);
Lee, P. (PI);
Leung, L. (PI);
Levin, E. (PI);
Levitt, J. (PI);
Levitt, L. (PI);
Levy, R. (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);
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);
Pao, A. (PI);
Parnes, J. (PI);
Parsonnet, J. (PI);
Pasricha, P. (PI);
Pegram, M. (PI);
Periyakoil, V. (PI);
Petersen, J. (PI);
Phadke, A. (PI);
Pinto, H. (PI);
Pompei, P. (PI);
Popp, R. (PI);
Posley, K. (PI);
Price, E. (PI);
Prochaska, J. (PI);
Puri, MD, MPH, R. (PI);
Quertermous, T. (PI);
Raffin, T. (PI);
Rehkopf, D. (PI);
Relman, D. (PI);
Rizk, N. (PI);
Robinson, B. (PI);
Rockson, S. (PI);
Rodriguez, F. (PI);
Rohatgi, R. (PI);
Rosas, L. (PI);
Rosen, G. (PI);
Rudd, P. (PI);
Ruoss, S. (PI);
Rydel, T. (PI);
Salerno, M. (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);
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);
Winkelmayer, W. (PI);
Winkleby, M. (PI);
Winter, T. (PI);
Witteles, R. (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);
Ragone, A. (GP)
MED 399M:
MTRAM clinical and/or translational research rotation
Students are paired with a research or clinical mentor for a rotation (School of Medicine faculty or Stanford University service center/core facility director or physician mentor at Stanford Hospital and Clinics, Lucile Packard Children's Hospital, or the Veteran's Administration Hospital). Students have ample opportunity to shadow, learn and practice a variety of technical skills used in translational research and clinical practice. Performance in this course comprises part of the mandatory evaluation for pre-candidacy standing and suitability to continue in the MTRAM program. Students will work closely with pre-assigned faculty, research staff and residents during the quarter long rotation. Prerequisite: Application and acceptance to the MTRAM program.
Terms: Aut, Win, Spr
| Units: 2-10
| Repeatable
6 times
(up to 60 units total)
MGTECON 331:
Health Law: Finance and Insurance
This course provides the legal, institutional, and economic background necessary to understand the financing and production of health services in the US. Potential topics include: health reform, health insurance (Medicare and Medicaid, employer-sponsored insurance, the uninsured), medical malpractice and quality regulation, pharmaceuticals, the corporate practice of medicine, regulation of fraud and abuse, and international comparisons.
Terms: Win
| Units: 3
MLA 358:
The Intersection of Medicine, Science, Public Policy, and Ethics: Cancer as a Case Study
Terms: Win
| Units: 4
MS&E 148:
Ethics of Finance
Explores the ethical reasoning needed to make banking, insurance and financial services safer, fairer and more positively impactful. Weighs tradeoffs in how money is created, privileging some, under-privileging others, using market mechanisms for transforming and trading financial risk, return, maturity and asset types. Technology is changing banks, financial markets, insurance and money. Like technology for medicine, finance is being rebuilt as machine learned code, algorithmic investment rules and regulatory monitoring. Risk models can be built to detect fraud and ethical lapses, or to open doors for them. Investment valuation models can optimize short term or long term returns, by optimizing or ignoring environmental and social impacts. Transparency or opacity can be the norm. Transforming finance through engineering requires finding, applying and evolving codes of professional conduct to make sure that engineers use their skills within legal and ethical norms. Daily, financial engineers focus on two horizons: on the floor, we stand on the bare minimum standards of conduct, and on the ceiling, we aim for higher ethical goals that generate discoveries celebrated though individual fulfillment and TED Talks. Stanford engineers, computer scientists, data scientists, mathematicians and other professionals are building systems for lending, investment and portfolio management decisions that determine future economic and social growth. This course uses the case method to preview intersecting codes of conduct, legal hurdles and ethical impact opportunities, and creates as a safe academic setting for seeing career-limiting ethical stop signs (red lights) and previewing ¿what¿s my life all about¿ events, as unexpected threats or surprising ah-ha moments. Guest speakers will highlight real life situations, lawsuits and other events where ethics of financial engineering was a predominant theme, stumbling block or humanitarian opportunity.
Last offered: Autumn 2022
| Units: 1
MS&E 252:
Foundations of Decision Analysis
Coherent approach to decision making, using the metaphor of developing a structured conversation having desirable properties, and producing actional thought that leads to clarity of action. Emphasis is on creation of distinctions, representation of uncertainty by probability, development of alternatives, specification of preference, and the role of these elements in creating a normative approach to decisions. Information gathering opportunities in terms of a value measure. Relevance and decision diagrams to represent inference and decision. How to assess the quality of decisions, the role of the decision analysis cycle, framing decisions, the decision hierarchy, biases in assessment, and uncertainty about probability. Sensitivity analysis, joint information, options, flexibility, assessing and using risk attitude, and decisions involving health and safety. Principles are applied to decisions in business, technology, law, and medicine. nPrerequisite: 220 or equivalent.
Terms: Win
| Units: 3-4
MS&E 254:
The Ethical Analyst
We raise awareness of ethically sensitive situations and provide principles and tools for forming coherent ethical judgments regarding individual, government, or organizational actions. Students learn ethical theories and tools from which they create their own personal ethical codes and test them against established ethical principles, class discussion, homework, class presentations, and situations from work and life. The course addresses personal life, human action and relations in society, technology, medicine, coercion, harming, stealing, imposition of risk, deception, and other ethical issues.
Terms: Spr, Sum
| Units: 3
MS&E 254A:
The Ethical Analyst
We raise awareness of ethically sensitive situations and provide principles and tools for forming coherent ethical judgments regarding individual, government, or organizational actions. Students learn ethical theories and tools from which they create their own personal ethical codes and test them against established ethical principles, class discussion, homework, class presentations, and situations from work and life. The course addresses personal life, human action and relations in society, technology, medicine, coercion, harming, stealing, imposition of risk, deception, and other ethical issues. Limited enrollment.
Terms: Spr
| Units: 1
MS&E 263:
Healthcare Operations Management
US health care spending is approximately 18% of GDP, growing rapidly, and driven in large part by prices and waste rather than quality and access. New approaches for improving health care delivery are urgently needed. This class focuses on the use of analytical tools to support efficient health care delivery. Topics include case studies on capacity planning, resource allocation, and scheduling. Methods include queueing, optimization, and simulation. Prerequisites: basic knowledge of Excel, probability, and optimization. For students in the Schools of Medicine, Business, and Law the course includes a variant of the curriculum with less emphasis on the technical material.
Terms: Win
| Units: 3
MS&E 264:
Healthcare Engineering
The healthcare industry, accounting for over 17% of the US GDP, stands at the forefront of rapid growth and innovation, offering vast opportunities and challenges for engineers. This course is specifically designed for graduate students and advanced undergraduate students in healthcare engineering and healthcare management, focusing on the pivotal role of data and management engineers in revolutionizing healthcare systems through the integration of advanced mathematical, economic, and managerial principles. The course covers innovative methods for designing experiments, modeling healthcare systems, leveraging big data amidst uncertainty, and specifically, delve into advanced techniques for anomaly detection in healthcare settings, identifying outliers that may indicate critical health trends or emergent crises. Through exploring these methodologies with applications from recent research to illustrate each concept, this course is structured to foster a collaborative learning environment, encouraging participants to contribute to the advancement of personalized medicine, evidence-based practices, and informed healthcare policymaking.
Terms: Spr
| Units: 3
NBIO 206:
The Nervous System
Structure and function of the nervous system, including neuroanatomy, neurophysiology, and systems neurobiology. Topics include the properties of neurons and the mechanisms and organization underlying higher functions. Framework for general work in neurology, neuropathology, clinical medicine, and for more advanced work in neurobiology. Lecture and lab components must be taken together.
Terms: Win
| Units: 6
NBIO 227:
Understanding Techniques in Neuroscience
Students will learn to select and evaluate multidisciplinary techniques for approaching modern neuroscience questions. A combination of lectures and small group paper discussions will introduce techniques from molecular, genetic, behavioral, electrophysiological, imaging, and computational neuroscience. Students will be expected to complete homework assignments analyzing primary literature and attend optional laboratory demonstrations. Intended for graduate students, postdocs, and staff from any discipline; and for advanced undergraduates in the biosciences, engineering, or medicine.
Terms: Aut
| Units: 2
NENS 204:
Stroke Seminar
Standing at the intersection of many fields of medicine, including neurology, internal medicine, cerebrovascualr surgery, diagnostic and interventional radiology, and emergency medicine, stroke is a critical topic for all practitioners of medicine and is the third leading cause of death and disability, This seminar draws upon Stanford's leaders in stroke research to present and discuss the causes, presentation, treatment, and imaging characteristics of the disease.
Terms: Win
| Units: 1
| Repeatable
for credit
NENS 250S:
Windows Into the Brain: Unlocking Mysteries through Neurologic Disease
Dementia, epilepsy, Parkinson¿s disease, stroke, brain tumors, MS, traumatic brain injury, headaches, and many other neurologic diseases inflict a tremendous toll on the individual and society. In this course, using material adapted from what is taught second-year medical students at the Stanford School of Medicine, we will explore different neurologic ailments to provide a window into the mysteries of brain function (and dysfunction). All that is needed is a solid background in high school biology, and the burning desire to dive deep into the complex and fascinating world of clinical neuroscience. Students will be provided the background neuroanatomy, neurophysiology, and neuropathology that is necessary to understand the underpinnings, presentation, diagnosis, and treatment of some of the most common diseases that affect the central nervous system. Lectures are taught by clinical faculty from the Department of Neurology & Neurological Sciences and will use real cases, neuroimaging, and videos in an interactive and stimulating setting. Students will learn about the cutting-edge technologies used in 2020 in Neurology and Neurosurgery to manage patients with these illnesses. Get ready for an exciting and dynamic sneak peek into medical school and the mysteries of the human brain!
| Units: 0
NENS 301A:
Neurology Core Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: The Neurology Core Clerkship is designed to train students in the systematic, logical approach to clinical neurology via the comprehension and application of the neurologic history and physical exam in the evaluation and management of neurological diseases. Responsibilities differ among the clerkship sites, however a common core of teaching and exposure to a variety of neurologic patients encounters and experiences will be presented to all students. Complete evaluation of neurologic patients through competent performance and interpretation of the neurologic history and examination and command of the practical knowledge of clinical conditions affecting the nervous system is anticipated by the end of the clerkship. Students are assigned to the following locations for training: Stanford Hospital Neurology Inpatient Wards; Stanford Neurology Adult Outpatient Clinics; Stanford Hospital Neurology Intensive Care Unit; Stanford Neurosurgery service; Lucile Packard Children's Hospital Child Neurology Inpatient Consultation service; Santa Clara Valley Medical Center (SCVMC) Neurology Inpatient Consultation and Outpatient Clinic services; the Palo Alto Veterans Administration (PAVA) Inpatient Consultation and Outpatient Clinic services. Selection of a 2 week experience at the Stanford Hospital Neurology Inpatient Ward, Stanford Hospital Neurology Intensive Care Unit, Stanford Neurosurgery, or Lucile Packard Children's Hospital Child Neurology Consultation service sites will be automatically paired with a 2 week experience in the Stanford Neurology Adult Outpatient Clinics to ensures clinical exposure to both inpatient and outpatient neurology at every clerkship site and all these venues satisfy the core graduation requirement for the Required Neurology Clerkship. Regardless of site location, students are expected to attend the core didactics of the clerkship in person at Stanford School of Medicine main campus (or virtually during the COVID19 pandemic) that take place once weekly on Wednesdays and end at 6:00PM, as well as a mandatory in-person, full-day orientation on the first day of the period. Passing of the NBME Subject Exam in Neurology is a required component of the clerkship and materials for study are provided to each student in support of this effort. PREREQUISITES: None. For students requesting placement on neurosurgery service, preference is given to students who have completed the core surgical clerkship. However, student must have completed formal OR SCRUB TRAINING. Advanced students with clerkship experience are preferred for the neurocritical care (ICU) site placement. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 4-9 students per period. CLERKSHIP DIRECTOR: Kenneth Leung, M.D., leungk25@stanford.edu and Brian J. Scott, M.D., bjscott@stanford.edu. CLERKSHIP COORDINATOR: Brittany Rodriguez, MPH, bayleen@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA; Time: TBA. CALL CODE: 1. OTHER FACULTY: Neurology, Neurosurgery and Neuro Pediatrics staff. LOCATION: SUMC, PAVAMC, SCVMC, LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
NENS 308A:
Advanced Clinical Elective in Adult Neurology
VISITING: Open to visitors and SCORE applicants. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: This clerkship provides an opportunity for students in the clinical years to have an advanced clinical experience in Adult Neurology. The student will be expected to perform at a "subinternship" level on the Stanford Inpatient Consultation, Stroke, and/or ICU service, where students will be often evaluating undifferentiated patients with neurologic symptoms and will have increased independence as a student member of the team. In rare circumstances, we may ask applicants to consider an outpatient clinical or inpatient specialty experience as space allows. In addition to this advanced clinical and professional role, the student will have an opportunity to be a near-peer mentor and educator for the neurology clerkship students if they chose. This elective is often selected by those students interested in pursuing future residency training and career in neurology or the neurosciences. This is a 4-week rotation in which the schedule strictly conforms to Stanford School of Medicine period dates. This clerkship requires completion of the Required Neurology Clerkship at Stanford (NENS301A) or an equivalent neurology clerkship from an outside institution. Visiting students wishing to apply for a position in this clerkship experience must receive prior approval from Clerkship Director before submitting an application by sending a curriculum vitae and statement of purpose for review. Students should also indicate which period(s) they are available to rotate and any flexibility they may have. Students must adhere to the predefined Stanford School of Medicine period dates without exception. PREREQUISITES: A prior Neurology clerkship and advance approval by the Clerkship Director. PERIODS AVAILABLE: 1-12 as space allows, full-time for 4 weeks, 4 students per period. CLERKSHIP DIRECTOR: Kenneth Leung, M.D., leungk25@stanford.edu and Brian J. Scott, M.D., bjscott@stanford.edu. CLERKSHIP COORDINATOR: Brittany Rodriguez, MPH, bayleen@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA; Time: TBA. CALL CODE: 1 - No call, but rounds on weekends. OTHER FACULTY: Neurology, Neurosurgery and Neuro Pediatrics staff. LOCATION: SUMC.
Terms: Aut, Win, Spr
| Units: 6
OBGYN 282:
Pregnancy, Birth, and Infancy (PEDS 282)
Comprehensive clinical experience where pre-clinical medical students follow pregnant women receiving care at Stanford hospitals to attend prenatal visits, delivery, and postnatal visits. Continuity clinic format, combined with didactic lessons and discussion seminars. Students are exposed to clinical activities in a meaningful context, bolstering classroom studies in anatomy, physiology, embryology and human development, and emphasizing social, economic, and personal issues related to medicine. This program spans one quarter, covering topics related to pregnancy, labor and delivery and newborn care. Students are expected to be engaged in the clinical experiences throughout the quarter and attend the weekly 2-hour seminar. Prerequisite: pre-clinical medical student or physician assistant student. Course directors: Janelle Aby, MD and Charlotte Conturie, MD. TAs: Zainub Dhanani (zdhanani@stanford.edu) and Omair Khan, (okhan@stanford.edu).
Terms: Spr
| Units: 3
OBGYN 300A:
Obstetrics and Gynecology Core Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: Provides the student with skills and knowledge needed to provide comprehensive OBGYN for patients across the lifetime age-spectrum, including preventative care, gynecologic care, and perinatal care from preconception counseling through pregnancy, labor & delivery, and the postpartum period. The clerkship is a full-time, 6-week rotation at one of 3 clinical sites: Stanford University Medical Center, Santa Clara Valley Medical Center, and Kaiser Santa Clara. Emphasis is placed on history and physical examination skills pertinent to preventative care and OBGYN specialty care. The student will learn about the evaluation and management of pregnancy, antepartum and intrapartum conditions, participate in deliveries, and participate in ambulatory gynecologic care and gynecologic surgical procedures through the outpatient clinics and inpatient settings including Labor and Delivery and the operating room. The student participates in academic functions of the department including conferences, grand rounds, lectures, and weekly case studies. The first day of the clerkship is a full day orientation which includes the syllabus review, core didactics and a hands-on simulation of OB and Surgical skills. Student participation is mandatory for the first day orientation, second day orientation at sites and skills simulation lab, weekly case-based didactic sessions, and the NBME shelf exam. The NBME shelf exam is held on the last day of the clerkship; to allow for special accommodations, the student may be allowed to take the NBME shelf exam after the clerkship ends on a case by case basis after discussion with the Clerkship Director. No drops allowed. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 6 weeks, 14 students per period. CLERKSHIP DIRECTOR: Rachel Chan Seay, M.D., Assistant Director Erica Cahill, M.D. CLERKSHIP COORDINATOR: Yedda Prophet, yprophe1@stanford.edu. REPORTING INSTRUCTIONS: Where: Center of Academic Medicine, 453 Quarry Road, students will receive detailed information by e-mail; Time: 8:00 am. CALL CODE: 2 (Students at all 3 rotation sites complete 1 week of Night Float on Labor & Delivery (Obstetrics) and 1 weekend day call.) OTHER FACULTY: Staff. LOCATION: SUMC/LPCH, SCVMC, KPMC.
Terms: Aut, Win, Spr, Sum
| Units: 9
OBGYN 307A:
Maternal-Fetal Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Provides a focused experience in the care of ambulatory and hospitalized high-risk obstetric patients at Stanford University Medical Center. The student serves as a sub-intern with responsibility for ongoing care of assigned patients with problem pregnancies, under the supervision of the faculty of the Division of Maternal-Fetal Medicine. Note: Visiting students must obtain approval from the OBGYN department prior to applying for the clerkship. Interested students will be asked to submit their CV, USMLE report(s), current transcript and a letter of recommendation from their Ob/Gyn Clerkship Director attesting to clinical abilities (i.e., proficient H&Ps and exam skills) through the pre-approval web form. For more information, please email the OBGYN Visiting Student Office at OBGYN-visiting-clerkship@stanford.edu. PREREQUISITES: OBGYN 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Y. Katherine Bianco, M.D. CLERKSHIP COORDINATOR: Shirelle Reese, shirelle@stanford.edu. REPORTING INSTRUCTIONS: Where: L & D Conference Room, LPCH, 725 Welch Road, Palo Alto, CA; (MFM faculty member on rounds); Time: 7:00 am. CALL CODE: 2 (1-2 weekend rounding). OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
OCEANS 14H:
Bio-logging and Bio-telemetry
Bio-logging is a rapidly growing discipline that includes diverse fields such as consumer electronics, medicine, and marine biology. The use of animal-attached digital tags is a powerful approach to study the movement and ecology of individuals over a wide range of temporal and spatial scales. This course is an introduction to bio-logging methods and analysis. Using whales as a model system, students will learn how use multi-sensor tags to study behavioral biomechanics. Course taught in-person only at Hopkins Marine Station; for information on how to spend spring quarter in residence: https://hopkinsmarinestation.stanford.edu/undergraduate-studies/spring-courses-23-24 (Individual course registration also permitted.) Depending on enrollment numbers, a weekly shuttle to Hopkins or mileage reimbursements for qualifying carpools will be provided; terms and conditions apply.
Terms: Spr
| Units: 3
| UG Reqs: WAY-AQR, WAY-SMA
OIT 384:
Biodesign Innovation: Needs Finding and Concept Creation
In this two-quarter course series (OIT 384/5), multidisciplinary student teams from medicine, business, and engineering work together to identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their development and 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 screen their ideas, 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 industry experts and 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 expected 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 more than 50 venture-backed healthcare companies and has helped hundreds of students launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Win
| Units: 4
OIT 385:
Biodesign Innovation: Concept Development and Implementation
In this two-quarter course series (OIT 384/5), multidisciplinary student teams from medicine, business, and engineering work together to identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their development and 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 screen their ideas, 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 industry experts and 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 expected 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 more than 50 venture-backed healthcare companies and has helped hundreds of students launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Spr
| Units: 4
ORTHO 97Q:
Sport, Exercise, and Health: Exploring Sports Medicine
Preference to sophomores. Sports medicine is the practice of clinical medicine at the interface between health and performance, competition and well-being. While sports medicine had its origins in providing care to athletes, medical advances developed in care of athletes exerted a great effect on the nature and quality of care to the broader community. Topics include sports injuries, medical conditions associated with sport and exercise, ethics, coaching, women's issues, fitness and health, and sports science. Case studies.
Terms: Win, Spr
| Units: 3
| UG Reqs: Writing 2
ORTHO 110:
Practical Sports Medicine and Orthopaedic Exam (ORTHO 210)
Designed for students considering a career in sports medicine, orthopaedics, physical medicine and rehabilitation, emergency medicine, internal medicine, family practice, or physical therapy. Focus is on diagnosis and treatment of the most common injuries encountered in sports medicine, from head to toe and from acute trauma to chronic overuse. Students gain competence performing an efficient sports medicine exam, developing a differential diagnosis, and a treatment plan on how to safely return athletes back to their sport. Focused physical exam skills are taught for the neck, shoulder, elbow, wrist and hand, low back, hip, knee, leg, ankle and foot. Most sessions consist of anatomy review, case discussion, and hands-on exam practice in small groups. A few sessions cover specific hot topics in sports medicine such as concussion, athletic heart syndrome, and advanced performance techniques. Students enrolling for two units prepare an in-class presentation or short review paper.
Terms: Aut, Spr
| Units: 1-2
ORTHO 120:
Introduction to Lifestyle Medicine (ORTHO 220)
Lifestyle medicine is an exciting new movement to empower practicing clinicians and aspiring physicians to facilitate behavioral change and promote a culture of health and wellness in patients. Focus is on both concrete, evidence-based findings and tangible, practical tools to readily translate into everyday clinical practice. A series of leading experts and guest lectures guide students through interactive, patient-focused activities in topics including, but not limited to: nutrition, exercise, sleep, motivational interviewing, meditation, and mindfulness techniques. Students enrolling for 2 units use a fitness and lifestyle monitoring wristband and prepare a Subject: ORTHO report on your results.
Terms: Aut
| Units: 1-2
| Repeatable
for credit
ORTHO 205:
Introduction to Orthopedic Surgery
This seminar is designed to give preclinical medical students a broad overview of orthopaedic surgery and provide insight into life as an orthopaedic surgeon. The wide array of orthopaedic surgery subspecialties covered during the course include: sports medicine, hand, shoulder/elbow, tumor, joints, pediatrics, spine, and foot/ankle. Each session, an expert in their respective field of orthopaedic surgery will discuss their subspecialty and provide unique perspective about how to successfully navigate their field. The format of this course is lectures, and student participation in discussions is encouraged.
Terms: Aut
| Units: 1
ORTHO 210:
Practical Sports Medicine and Orthopaedic Exam (ORTHO 110)
Designed for students considering a career in sports medicine, orthopaedics, physical medicine and rehabilitation, emergency medicine, internal medicine, family practice, or physical therapy. Focus is on diagnosis and treatment of the most common injuries encountered in sports medicine, from head to toe and from acute trauma to chronic overuse. Students gain competence performing an efficient sports medicine exam, developing a differential diagnosis, and a treatment plan on how to safely return athletes back to their sport. Focused physical exam skills are taught for the neck, shoulder, elbow, wrist and hand, low back, hip, knee, leg, ankle and foot. Most sessions consist of anatomy review, case discussion, and hands-on exam practice in small groups. A few sessions cover specific hot topics in sports medicine such as concussion, athletic heart syndrome, and advanced performance techniques. Students enrolling for two units prepare an in-class presentation or short review paper.
Terms: Aut, Spr
| Units: 1-2
ORTHO 220:
Introduction to Lifestyle Medicine (ORTHO 120)
Lifestyle medicine is an exciting new movement to empower practicing clinicians and aspiring physicians to facilitate behavioral change and promote a culture of health and wellness in patients. Focus is on both concrete, evidence-based findings and tangible, practical tools to readily translate into everyday clinical practice. A series of leading experts and guest lectures guide students through interactive, patient-focused activities in topics including, but not limited to: nutrition, exercise, sleep, motivational interviewing, meditation, and mindfulness techniques. Students enrolling for 2 units use a fitness and lifestyle monitoring wristband and prepare a Subject: ORTHO report on your results.
Terms: Aut
| Units: 1-2
| Repeatable
for credit
ORTHO 230:
Practical Applications of Lifestyle Medicine
Lifestyle medicine is a specialty that utilizes lifestyle changes to treat chronic disease and is fundamental for a transformed, value-based, and equitable healthcare system that culminates in holistic care. Healthy lifestyle choices and sustainable behavior modifications can improve physical and mental health outcomes to improve the overall quality of life for all, including those already diagnosed with chronic illnesses or at higher risk for disease. The Practical Applications of Lifestyle Medicine lunch seminar elective will build upon Introduction to Lifestyle Medicine (Ortho 120/220) by integrating clinically relevant modalities and interactive activities with curriculum from the American College of Lifestyle Medicine. The goal of the class is to equip students with skills to evaluate new information to optimize health and apply it in their practice, counsel patients with chronic diseases or conditions linked to behavior like smoking or obesity, and empower students to take care of their own health. Students who are enrolled for 1-unit are required to attend all sessions and participate in case-based activities. Students who are enrolled in 2-units are required to attend all sessions, participate in case-based activities, and write a short paper to be featured in the Stanford Lifestyle Medicine newsletter.
Terms: Win
| Units: 1-2
ORTHO 250:
Orthopedic Surgery Radiology Rounds
An interactive weekly seminar focused on increasing radiology fluency and early exposure to orthopedic medical decision making. The format will be largely case-based learning with didactic components interspersed as necessary for foundational material. Topics covered include radiology interpretation, orthopedic anatomy and physiology, and the basics of fracture management. While the focus of this class is to build fundamental knowledge in orthopedics, students will be exposed to a variety of subspecialties within the field including pediatrics, trauma, sports medicine, and musculoskeletal tumor.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
ORTHO 303C:
Clinical Clerkship in Rehabilitation Medicine
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: The Rehabilitation Center at Santa Clara Valley Medical Center (SCVMC) is a national leader in the advancement of rehabilitation and a core training site for the Stanford Physical Medicine & Rehabilitation Residency (PM&R) program. The Rehabilitation Center at SCVMC is accredited by the Commission of the Accreditation of Rehabilitation Facilities, and we have treated individuals with brain injury, spinal cord injury, stroke, and other disabling neurological conditions since 1971. Our clerkship emphasizes an interdisciplinary approach to the patient severely disabled by acute spinal cord injury, traumatic brain injury, stroke, major trauma, and other neurologic disabilities. Concentration is on clinical evaluation, prevention of complications and participation in long-term planning for maximum independence and improving the quality of life for the patient.The student functions integrally as a member of the treatment team and participates in all aspects of patient care, including acute admissions of spinal cord-injured patients, multidisciplinary evaluations of new admissions, patient care rounds, teaching and team conferences, therapy sessions, formal case presentations, neuroscience grand rounds, journal club and didactic lectures. The team approach, using multiple medical and therapeutic modalities, is key to our patients' success. Students will observe and participate in routinely performed procedures that aide in optimizing function including peripheral joint injections, chemodenervation, peripheral nerve blocks and intrathecal baclofen pump management for spasticity. Additionally, they may participate in electrodiagnostic studies that aide in diagnosis of peripheral nervous system pathology. Students may also have the opportunity to study the lifestyles of outpatients when they return to the community, investigate community resources and assess the ongoing medical issues of individuals with disabilities in PM&R outpatient clinics. Clerkships are available in spinal cord injury, brain injury, inpatient consults, and outpatient PM&R clinics and must be scheduled in advance by calling the clerkship coordinator listed below before registering. PREREQUISITES: MED 300A. Will accept third and fourth year students. PERIODS AVAILABLE: 1-12, full-time for 4 or 8 weeks, 1 student per period. CLERKSHIP DIRECTOR: James Crew, M.D. CLERKSHIP COORDINATOR: Teresa Goodman, Teresa.Goodman@hhs.sccgov.org, 408-885-2030 and Jovanah Bonilla, jovanah.bonilla@hhs.sccgov.org. REPORTING INSTRUCTIONS: Where: SCVMC, Room 1A012 (Sobrato Pavilion) Visitors call (408) 885-2100. Proof of PPD, Rubella and malpractice insurance required; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: J. Crew, K. Shem, S. McKenna, M. Mian, E. Chaw, T. Duong, H. Huie, E. Huang, R. Wang, P. Varma. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
ORTHO 304A:
Physical Medicine and Rehabilitation Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Our clerkship emphasizes an interdisciplinary approach to the patient severely disabled by acute spinal cord injury, traumatic brain injury, stroke, major trauma, and other neurologic disabilities. Concentration is on clinical evaluation, prevention of complications and participation in long-term planning for maximum independence and improving the quality of life for the patient. The student functions integrally as a member of the treatment team and participates in all aspects of patient care, including inpatient admissions, multidisciplinary evaluations of new admissions, patient care rounds, teaching and team conferences, therapy sessions, formal case presentations, neuroscience grand rounds, journal club and didactic lectures. The team approach, using multiple medical and therapeutic modalities, is key to our patients' success. Students will observe and may participate in routinely performed procedures that aide in optimizing function including peripheral joint injections, chemodenervation, peripheral nerve blocks and/or intrathecal baclofen pump management for spasticity. Additionally, they may observe and participate in electrodiagnostic studies that aide in diagnosis of peripheral nervous system pathology. Students may also have the opportunity to study the lifestyles of outpatients when they return to the community, investigate community resources, and assess the ongoing medical issues of individuals with disabilities in PM&R outpatient clinics. Additionally, students will spend time in outpatient PM&R clinics evaluating patients with spine and musculoskeletal/sports conditions. There are several locations for this four-week rotation in which having personal transportation would be highly advisable but not required. Students will spend two weeks at Santa Clara Valley Medical Center, one week at the Veteran Administration Hospital, and one week at various Stanford Outpatient Clinics throughout the Bay area. Please note: Visiting students must obtain approval before applying for this clerkship. To request approval, please contact Erin Hart at ejhart@stanford.edu. PREREQUISITES: None. PERIODS AVAILABLE: 1-6 and 9-12, full-time for 2 weeks or 4 weeks, 4 students per period. CLERKSHIP DIRECTOR: Theodore Scott, M.D. and Vivian Shih, M.D. CLERKSHIP COORDINATOR: Erin Hart, ejhart@stanford.edu, 650-721-7627, Stanford Medicine Outpatient Center. REPORTING INSTRUCTIONS: Where: Per email from clerkship director which you will receive no later than 2 weeks prior to start date; Time: 7:50 am. CALL CODE: 2 (Weekend and overnight call). OTHER FACULTY: students might be working with depending on the rotation can be found at: https://pmr.stanford.edu/faculty.html. LOCATION: SUMC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
ORTHO 306A:
Orthopaedics Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Students will rotate at Stanford and at either Palo Alto Veterans Administration (PAVA) or Santa Clara Valley Medical Center (SCVMC). This clerkship teaches students (1) how to take the basic orthopaedic history and perform a physical examination of the musculoskeletal system; (2) how to diagnose and treat common adult orthopaedic problems; (3) the basics of fracture treatment, including cast application; (4) the basic principles of total joint replacement surgery; and (5) the management of postoperative orthopaedic patients. Students are assigned to Arthritis/Joints, Foot/Ankle, Hand, Peds, Shoulder/Elbow, Spine, Sports, Trauma or Tumor service, attend daily rounds and clinics, and go to the operating room. Students must attend all regularly scheduled conferences. While on the Stanford rotation outpatient clinics will take place at the Stanford Medicine Outpatient Center (SMOC) in Redwood City and surgeries will be at either the main campus or Redwood City location depending on the service. For period 2 (7/29/24-8/25/24), in the sports medicine component we are offering a unique experience with the NFL diversity in sports medicine program. Please contact Sue Gonzalez at sgokey@stanford.edu. PREREQUISITES: SURG 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 8 students per period. CLERKSHIP DIRECTOR: Meghan Imrie, M.D. & Brady Evans, M.D. CLERKSHIP COORDINATOR: Sue Gokey Gonzalez, 650-721-7616, sgokey@stanford.edu, Stanford Medicine Outpatient Center, 450 Broadway Street - MC 6342, Redwood City, CA 94063. REPORTING INSTRUCTIONS: Where: Stanford Hospital, Location and time to be provided; Time: TBA. CALL CODE: 4. OTHER FACULTY: R. Avedian (Residency Director), J. Bishop (Associate Residency Director), and other division faculty (Arthritis/Joints, Foot/Ankle, Hand, Peds, Shoulder/Elbow, Spine, Sports, Trauma or Tumor). LOCATION: SHC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
ORTHO 318A:
Subinternship in Orthopaedic Surgery
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Students will rotate at Stanford University and either Palo Alto Veterans Administration (PAVA) in Palo Alto, CA or Santa Clara Valley Medical Center (SCVMC) in San Jose, CA. An in-patient and outpatient experience, intended for medical students in their final year who have completed a basic Orthopaedics clerkship. Students work alongside residents to build upon skills learned in the basic clerkship with increased responsibility; students perform primary workup of new patients, perform procedures such as: seeing patients and taking a basic orthopaedic history, perform physical examination of the musculoskeletal system, improve their ability to manage complex patient presentations including diagnosing and treating common adult and pediatric orthopaedic problems. Students are assigned to Arthritis/Joints, Foot/Ankle, Hand, Peds, Shoulder/Elbow, Spine, Sports, Trauma or Tumor service, attend daily rounds and clinics, and go to the operating room to assist in cases and learn basic surgical skills. Effort is made to accommodate student requests to be on a particular service. Students participate in rounds, take night call, and writes notes. The main O.R. and some conferences are located at Stanford Hospital. Students will attend Wednesday morning grand rounds and lectures each week, and will also have one hour of lecture per week dedicated to medical students. Students will attend any resident surgical skills labs scheduled during their rotation. During the rotation, students will meet with the Chairman and/or Vice Chair- Education, and Residency Program Director, and will be interviewed for the Stanford Orthopaedic Residency program. Preapproval Required: Visiting students wishing to do this sub-I must receive prior approval before submitting their application to the School of Medicine. Please email to sgokey@stanford.edu your USMLE, school transcripts and CV and indicate the specific period for which you would like to be considered. PREREQUISITES: Successful completion of ORTHO 306A or an equivalent introductory orthopaedic clerkship. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 8 students per period. CLERKSHIP DIRECTOR: Meghan Imrie, M.D. & Brady Evans, M.D. CLERKSHIP COORDINATOR: Sue Gokey Gonzalez, 650-721-7616, sgokey@stanford.edu, Stanford Medicine Outpatient Center, 450 Broadway Street - MC 6342, Redwood City, CA 94063. REPORTING INSTRUCTIONS: Where: Stanford Hospital - Location and time to be provided; Time: TBD. CALL CODE: 4. OTHER FACULTY: R. Avedian (Residency Director), J. Bishop (Associate Residency Director), and other faculty in our Divisions (Arthritis/Joints, Foot/Ankle, Hand, Peds, Shoulder/Elbow, Spine, Sports, Trauma or Tumor). LOCATION: SHC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
ORTHO 398A:
Clinical Elective in Orthopaedic Surgery
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an opportunity for a student in the clinical years to have a clinical experience in Orthopaedic Surgery, of a quality and duration to be decided upon by the student and a faculty preceptor in the Department of Orthopaedic Surgery. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 4 students per period. CLERKSHIP DIRECTOR: Meghan Imrie, M.D. & Brady Evans, M.D. CLERKSHIP COORDINATOR: Sue Gokey Gonzalez, 650-721-7616, Stanford Medicine Outpatient Center, 450 Broadway Street - MC 6342, Redwood City, CA 94063. REPORTING INSTRUCTIONS: Where: TBD (designated faculty preceptor); Time: TBD. CALL CODE: 2 (varies according to preceptor). OTHER FACULTY: Staff. LOCATION: SHC, LPCH, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
OSPCPTWN 20:
Social Dynamics of Health in South Africa: A Medical Anthropological Perspective
This seminar introduces students to the field of anthropology's intersection with Health, Illness and Medical Histories. Drawing on discourses in Body politics, feminist theories of health and medical anthropological approaches to research, this seminar series seeks to question and explore the nature of health realities in South Africa and Africa more broadly. Essentially, it provides an intersectional exploration into how health is comparatively conceptualised using anthropology as the model of analysis. The series is presented discursively and students' lived-experience and critical reflections are welcomed. Topics covered in the course include anthropological configurations of 'the body' (including phenomenology and biopower) as well as the history and geography of medicine (something of a broad sweep of the impact of European medicinal encounters in Africa). The theoretical approach adopted will consider postcolonial theory, development theory, and feminist theories to unpack health realities in South Africa and Africa more broadly. Typical to studies in health and well-being, the seminar series is interdisciplinary in its delivery and students are encouraged to engage critically with a broad range of literature and texts in order to grapple with the content. Thus, there are no prerequisites for doing the course and we welcome students with varying majors. The course will consist of weekly seminar sessions across 8 weeks (2 seminars per week, 16 seminar sessions in total)Instructor: Dr Efua Prah
Last offered: Winter 2022
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
OSPFLOR 13:
Galileo, Leonardo da Vinci, and the Scientific Revolution in Italy
Italy was central to the Scientific Revolution during the Renaissance. The work of Galileo Galilei, Leonardo da Vinci, and others in Italy and across Europe, catalyzed the emergence of modern science, with profound changes in our worldview. The work of these Italians contributed to the rise of the scientific method, the development of modern sciences (especially astronomy, biology, physics, and mathematics), and the study of human anatomy and medicine. Technologic innovations, such as the telescope, microscope, accurate timepieces, and the printing press, were also pivotal for the Scientific Revolution. In this course we will explore the emergence of science and technology during the Renaissance and their connections to modern day scientific practice and principles, with a focus on key Italian pioneers. We will take advantage of Florence's location to visit museums and sites, and better appreciate their contributions to scientific methods and thinking.
Last offered: Autumn 2021
| Units: 3
| UG Reqs: WAY-SI
OSPFLOR 99:
Independent Study in Medicine and Health
Students will develop an independent project, meeting weekly with the instructor. Potential topics could include: a) health care systems in Italy and the United States; b) topics in the history of science or medicine; c) aspects of the epidemiology, prevention, or treatment of heart disease; d) nutrition and health; and e) evaluation of medical technology.
Last offered: Spring 2022
| Units: 1-2
OSPOXFRD 44:
Molecular Genetics Ethics and Practice
The generation of transgenic animals - including worms, fruit flies, mice, sheep, or humans - is celebrated cornerstone of modern biological research, and has revolutionized medicine. This course focuses on teaching the scientific principles enabling animal transgenesis, including genetics, molecular and cell biology and animal husbandry, through directed reading - including primary scientific papers discussed in tutorials - and through lively in-class presentations and discussion. These activities will prepare students for hands-on activities in student-directed independent research projects in the latter half of the course, and enable students to produce and characterize transgenic fruit flies. The course will emphasize the ground-breaking contributions of scientists in the U.K., including those trained or currently at Oxford, to the principles and practice of animal genetics. These contributions will be highlighted through field trips to the Oxford Natural History Museum and British Natural History Museum. We will also discuss important ethical issues raised by transgenesis in animals, and recent controversial examples in humans. This course has no prerequisites.
Terms: Spr
| Units: 4-5
| UG Reqs: WAY-SMA
OSPPARIS 76:
From Art to Medicine: The Human Body and Tissue Regeneration
Review of arts on human anatomy followed by review of modern medical knowledge on human body, disease prevention, and tissue regeneration. How interdisciplinary research (biology, engineering and medicine) is critical in advancing modern medicine. Lectures alternate with case studies and paper discussions on selected papers targeting treatment of various diseases. Develop an NIH style research proposal to solve a real-life disease problem. Introduction into the field of tissue regeneration using interdisciplinary approaches, sharpening critical paper reading and scientific writing skills, and integrating with the unique local art and research resources that Paris has to offer. In English. Students applying to the STEM/Pre-med track are expected to have taken some prior STEM courses at Stanford to demonstrate their interest and preparation for applying to this track. This course meets the STEM track requirement for the Paris Program during Winter Quarter 2019-2020.
Last offered: Winter 2020
| Units: 3
OSPPARIS 78:
Independent Studies in Human Diseases and Tissue Regeneration
Students who are interested to explore in on independent studies will meet with the instructor on a regular basis to develop customized studies on various potential topics on the history of biomedical research in Paris, or the role of biochemical research on driving progress in human diseases prevention, tissue repair, as well as potential impacts on future medicine.
Last offered: Winter 2020
| Units: 1-2
OSPPARIS 88P:
Our Genomes - Vive la Difference!
The human genome carries the instructions for normal human development and reproduction. But it also carries predispositions to disease, and clues to our evolution, ancestry, and identity. The genome may also be pliable to environmental influences and genetic engineering. Through directed readings, activities and Paris field trips, students will learn about the human genome and applications of genome science and technology across diverse disciplines including medicine, comparative and evolutionary biology, paternity testing and forensics. A particular emphasis will be France's contributions to genome science, and uniquely French perspectives on the ethical, legal, and societal implications. The broad goal is to become informed and engaged about genome science and its impact on both the individual and society.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
PAS 201:
Foundations of Clinical Medicine
This course explores fundamental concepts of biochemistry, genetics, microbiology, and immunology as applied to clinical medicine in a mostly "flipped classroom" format. This course will help to establish a foundation for understanding the pathophysiology of disease and the targets for therapeutic interventions. Discipline topics include: Biochemistry: thermodynamics, enzyme kinetics, vitamins and cofactors, metabolism of carbohydrates, lipids, amino acids and nucleotides, and the integration of metabolic pathways. Genetics: basic principles of inheritance and risk assessment, illustrated with the use of clinical examples from many areas of medicine including prenatal, pediatric, adult and cancer genetics. Microbiology: Basic bacteriology, virology, mycology and parasitology, including pathogenesis and clinical scenarios associated with infectious diseases. Immunology: concepts and applications of adaptive and innate immunity and the role of the immune system in human disease. Enrollment is limited to MSPA students.
Terms: Aut
| Units: 4
PAS 202:
Foundations of Clinical Neurosciences
Foundations of Clinical Neurosciences introduces students to the structure and function of the nervous system, including neuroanatomy and neurophysiology. Applications to clinical medicine and neurology are emphasized. Enrollment is limited to MSPA students. Prerequisite: PAS 201.
Terms: Win
| Units: 2
PAS 212:
Principles of Clinical Medicine I
This is the first in a four-course sequence presenting organ-system based physiology, pathology and pathophysiology. Each organ-specific block includes a review of the anatomy and related histology, normal function of that organ system, how the organ system is affected by and responds to disease, and how diseases of that organ system are treated. In PAS 212, the focus is on the structure, function, disease and corresponding therapeutics of several "primary care" topics, particularly the musculoskeletal and dermatologic systems. In addition, basic neurology, otorhinolaryngology, and ophthalmology will be covered.
Terms: Win
| Units: 8
PAS 213A:
Principles of Clinical Medicine II
This is the second in a four-course sequence presenting organ-system based physiology, pathology and pathophysiology. Each organ-specific block includes a review of the anatomy and related histology, normal function of that organ system, how the organ system is affected by and responds to disease, and how diseases of that organ system are treated. In PAS 213A, the focus is on the structure, function, disease, and corresponding therapeutics of the pulmonary systems.
Terms: Spr
| Units: 4
PAS 214:
Principles of Clinical Medicine III
This is the third in a four-course sequence presenting organ-system based physiology, pathology, and pathophysiology. Each organ-specific block includes a review of the anatomy and related histology, normal function of that organ system, how the organ system is affected by and responds to disease, and how diseases of that organ system are treated. In PAS 213, the focus is on the structure, function, disease, and corresponding therapeutics of the renal, gastroenterological, endocrine, and reproductive systems.
Terms: Aut
| Units: 12
PAS 215:
Principles of Clinical Medicine IV
This is the fourth in a four-course sequence presenting organ-system based physiology, pathology, and pathophysiology. Each organ-specific block includes a review of the anatomy and related histology, normal function of that organ system, how the organ system is affected by and responds to disease, and how diseases of that organ system are treated. In PAS 214, the focus is on the structure, function, disease, and corresponding therapeutics of the neurologic, psychiatric, hematologic, oncologic, and autoimmune/rheumatologic systems.
Terms: Win
| Units: 10
PAS 222:
Clinical Therapeutics I
This course will provide a foundation for learning pharmacology and clinical therapeutics/disease state management related to subjects covered in the Principles of Clinical Medicine I course. The first segment will cover general pharmacokinetic/pharmacodynamic principles and review drug-drug interaction principles. Disease state topics will include skin and soft tissue infections, dermatological disorders, bone/joint disorders, and ENT conditions.
Terms: Win
| Units: 2
PAS 223:
Clinical Therapeutics II
This course will provide a foundation for learning pharmacology and clinical therapeutics/disease state management for cardiovascular and pulmonary diseases as covered in the Principles of Clinical Medicine II course. Disease state topics will include asthma, COPD, hypertension, hyperlipidemia, coronary artery disease, acute coronary syndrome, heart failure, arrhythmias, and pneumonia.
Terms: Spr
| Units: 2
PAS 224:
Clinical Therapeutics III
This course will provide a foundation for learning pharmacology and clinical therapeutics/disease state management for renal, endocrine, GI, and reproductive systems as covered in the Principles of Clinical Medicine III course. Disease state topics will include renal function and fluid/electrolytes, diabetes mellitus, osteoporosis, chronic kidney disease, thyroid disorders, contraception, viral hepatitis, GERD/PUD, constipation/diarrhea, clostridium difficile colitis, sexually transmitted infections, HIV, men¿s health, and menopause.
Terms: Aut
| Units: 3
PAS 225:
Clinical Therapeutics IV
This course will provide a foundation for learning pharmacology and clinical therapeutics/ disease state management for neurologic, psychiatric, and hematologic conditions as covered in the Principles of Clinical Medicine IV course. Disease state topics will include headache, stroke, sleep disorders, delirium, Parkinson¿s, venous thromboembolism, epilepsy, schizophrenia, depression, bipolar disorder, ADHD, anxiety disorders, and chronic pain management. A general overview of cancer drugs such as chemotherapies, antimetabolites, antitumor antibiotics, and other anticancer drugs is also provided.
Terms: Win
| Units: 2
PAS 294:
PAs in Healthcare IV
The final course in the PAs in Health Care series will provide students with the skills necessary for transition from PA student to practicing PA and will continue to expand on leadership skills. One portion of the course will focus on preparation from the transition to clinical practice, which will include requirements for licensure and certification, medical liability, billing and coding, and ethics. Another thread will consist of lectures on advanced and novel topics in medicine. Additionally, there will be a thread for development of leadership skills and advocacy. The culmination of the Thesis/Capstone project will also occur during this course, as will summative exams (Q9).
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
4 times
(up to 4 units total)
PAS 301:
Internal Medicine Clerkship I
Teaches the natural history, pathophysiology, diagnosis, and treatment of a wide range of medical illnesses. Emphasis is placed on acquiring the understanding, skills, and attitudes desirable in a scientific and compassionate PA. Students will perform histories and physical examinations, identify appropriate orders, order and interpret appropriate diagnostics studies to develop a differential diagnosis, and interpret information gathered from the patient assessment data to formulate a patient-centered treatment plan. Developing sound clinical reasoning skills is continuously emphasized. Students will be able to provide an accurate verbal presentation to the rotation preceptor, counsel patients about therapeutic procedures; and help to coordinate medical consultations by sub-specialty providers as needed to take appropriate care. Students will follow the progress of patients through their hospitalization, write a note appropriate for the patient¿s medical record and develop a discharge plan. Students will attend and participate in medical rounds and conferences.
Terms: Aut, Win, Spr, Sum
| Units: 6
PAS 302:
Internal Medicine Clerkship II
Teaches the natural history, pathophysiology, diagnosis, and treatment of a wide range of medical illnesses. Emphasis is placed on acquiring the understanding, skills, and attitudes desirable in a scientific and compassionate PA. Students will perform histories and physical examinations, identify appropriate orders, order and interpret appropriate diagnostics studies to develop a differential diagnosis, and interpret information gathered from the patient assessment data to formulate a patient-centered treatment plan. Developing sound clinical reasoning skills is continuously emphasized. Students will be able to provide an accurate verbal presentation to the rotation preceptor, counsel patients about therapeutic procedures; and help to coordinate medical consultations by subspecialty providers as needed to take appropriate care. Students will follow the progress of patients through their hospitalization, write a note appropriate for the patient¿s medical record and develop a discharge plan. Students will attend and participate in medical rounds and conferences.
Terms: Aut, Win, Spr, Sum
| Units: 6
PAS 303:
Family Medicine/ Primary Care Medicine I
During the outpatient medicine rotation students will be involved in the initial and ongoing assessment of patients in all age groups. In addition to routine health maintenance, students will become familiar with common primary care and urgent care problems. Students will be responsible for taking medical histories, performing physical examinations, ordering appropriate diagnostic testing, interpreting results and forming a plan. The student will provide an accurate, pertinent and time-effective verbal presentation to the rotation preceptor and will write an accurate note suitable for inclusion in the patient's medical record. Patient education, counseling, and coordination of additional resources for patient care will also be included. The outpatient medicine rotations may take place in private offices, family practices, urgent care clinics, hospitals, or other ambulatory care clinics.
Terms: Aut, Win, Spr, Sum
| Units: 6
PAS 304:
Family Medicine/ Primary Care Medicine II
During the outpatient medicine rotation students will be involved in the initial and ongoing assessment of patients in all age groups. In addition to routine health maintenance, students will become familiar with common primary care and urgent care problems. Students will be responsible for taking medical histories, performing physical examinations, ordering appropriate diagnostic testing, interpreting results and forming a plan. The student will provide an accurate, pertinent and time-effective verbal presentation to the rotation preceptor and will write an accurate note suitable for inclusion in the patient's medical record. Patient education, counseling, and coordination of additional resources for patient care will also be included. The outpatient medicine rotations may take place in private offices, family practices, urgent care clinics, hospitals, or other ambulatory care clinics.
Terms: Aut, Win, Spr, Sum
| Units: 6
PAS 321:
Emergency Medicine
Provides students with exposure to common problems encountered in an emergency room setting. Students will be responsible for taking medical histories, performing physical examinations, ordering and interpreting appropriate diagnostic testing, performing diagnostic and therapeutic procedures as needed under appropriate supervision, and forming a patient-centered care plan for patients seen for emergent and non-emergent issues. The student will provide an accurate, pertinent and time-effective verbal presentation to the rotation preceptor and will write an accurate note suitable for inclusion in the patient's medical record. Students will identify criteria for hospital admission and coordinate the admission to the appropriate setting and service. During the Emergency Medicine rotation students may also be exposed to patients with life-threatening conditions such as cardiac/respiratory failure, trauma, shock, overdose, poisoning, allergic reactions, seizures.
Terms: Aut, Win, Spr, Sum
| Units: 6
PAS 336:
Behavioral Medicine/ Mental Health
Provides students with exposure to a wide range of mental health issues in hospital and/or clinic-based settings. The clerkship is designed to solidify the knowledge of psychiatry that students have acquired in the Practice of Medicine course, as students gain practical skills in the application of this knowledge to clinical situations. Students will perform thorough histories including a mental status examination and will use tools for cognitive testing, order appropriate diagnostic studies, interpret information gathered from patient assessment data, and formulate a patient-centered treatment plan including pharmacological treatment when appropriate. The course will also offer an overview of psychosocial and biological treatment modalities for the major psychiatric disorders. Students will be required to recognize the various types of mental health issues that require referral to a specialist and to know which mental health problems can be handled by the non-specialist.
Terms: Aut, Win, Spr, Sum
| Units: 6
PATH 21N:
The Living Genome: Implications for Biology and Beyond
IntroSem with Freshmen preference. The human genome carries the instructions for normal human development and reproduction. But it also carries predispositions to disease and clues to our evolution, ancestry, and identity. The genome may also be pliable to environmental influences and genetic engineering. Through directed readings, discussion, and activities, students will learn about the human genome and applications of genome science and technology across diverse disciplines including medicine, comparative biology, evolutionary biology, paternity testing, and forensics. The broad goal is to become informed and engaged about genome science and its implications for both the individual and society. Prerequisites: High School Biology
Last offered: Winter 2022
| Units: 3
| UG Reqs: WAY-SMA
PATH 102:
Introduction to Blood Donation and Donor Recruitment
In this course, students will learn about the basics of blood science as it relates to blood donation, tools and strategies for recruiting blood donors, the many uses of blood products including research applications, blood donor deferrals and industry and regulatory trends and challenges. As part of the curriculum, students will be required to propose, develop and execute a strategy for outreach and recruitment of blood donors in support of Stanford Medicine patients. Students will gain the skills to confidently speak about the need for blood donation, the process for donating blood and the facts and myths associated with blood donation.
| Units: 1
PATH 302A:
Pathology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The purpose of this clerkship is to introduce students to pathology clinical services. The clerkship is customizable based on student interests, with experiences on services in both anatomic and clinical pathology or just one of these fields. For students contemplating a career in pathology, this clerkship provides an excellent opportunity for exposure to the field and to the residency program in pathology at Stanford. Students interested in other fields will learn how pathology interfaces with other areas in medicine, as well as the basic sciences. Student rotations are typically by week on a specific service. Anatomic Pathology services include surgical pathology subspecialties (breast, CT/ENT, GYN, GI, Pediatric, Bone/Soft tissue and GU pathology), intra-operative consultation/frozens service, cytopathology, dermatopathology, neuropathology, hematopathology and autopsy. Clinical Pathology services include hematology, coagulation, transfusion medicine, chemistry/immunology, biochemical genetics, cytogenetics, microbiology/virology, and molecular diagnostics. Exposure to some services may be limited based on service specific scheduling. Students are expected to work-up cases and review findings with faculty at signout times. Occasional presentations on educational cases/topics are also sometimes a component of the clerkship depending on rotation/service. AP rotations may require handing gross specimens and learning the basics of gross dissection for pathology diagnosis (with supervision). Attendance at pathology conferences is an essential part of the clerkship. Internal Rotators: please download the Department of Pathology Clerkship Application and return to pathology clerkship coordinator as soon as your registration is complete, or you receive an approval from the program director. Visiting Rotators: must complete the Department of Pathology Clerkship Application at: http://med.stanford.edu/pathology/education.html and submit for approval to the clerkship coordinator, prior to applying for this course. Score Program: This clerkship participates in the SCORE program, a diversity promotion program run by the Stanford Clerkship Office that provides other support for outside rotators. Please note that if you are a visiting student and a minority, you may qualify for this program. Please see the following for further details: https://med.stanford.edu/clerkships/score-program.html. PREREQUISITES: None. PERIODS AVAILABLE: 2-12, full-time for 4 weeks, 4 students per period (location and rotation dependent). CLERKSHIP DIRECTOR: Kimberly H Allison, M.D. (650-723-7211 or 650-498-6460), John Higgins, M.D. (650-724-4340) Niaz Banaei, M.D. (650-736-8052). CLERKSHIP COORDINATOR: Gabby Barela, 650-721-5755, gbarela@stanford.edu, Markell Stine, 650-497-6371, markell@stanford.edu. REPORTING INSTRUCTIONS: Where: will be arranged by Chief Resident; Time: 8:00 am. CALL CODE: 2 (weekend review of cases for Monday morning signout). OTHER FACULTY: Staff. LOCATION: SHC, LPCH, PAVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 220:
Past, Present, and Future: Lessons from COVID-19
This course aims to reflect on the COVID-19 pandemic and consider how our experience with this pandemic can reshape American healthcare and improve preparation for future microbial threats. We will discuss key moments in the COVID-19 pandemic and evaluate societal and economic impacts, effective responses and innovations, and lessons that can be carried forward to improve healthcare access, equity, and public health now and in the future. Students will engage in lectures from faculty in the School of Medicine and guest lecturers who worked on the COVID-19 response at the local, state, and federal levels. There are no formal assignments. See the course syllabus for details.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
10 times
(up to 10 units total)
PEDS 227:
Introduction to Pediatric Specialties
The aim of this course is to provide pre-clinical MD students with exposure to the wide variety of medical specialties within pediatrics. Weekly lectures will feature physicians from fields such as Pediatric Cardiology, Pediatric Neurology, Pediatric Infectious Disease, and Pediatric Surgery. Physician speakers will discuss their daily work, why they selected their chosen field, their career path, and their pursuits outside of clinical medicine. The physicians will also provide students with advice and guidance on how to define and successfully pursue their goals.
Terms: Aut
| Units: 1
| Repeatable
2 times
(up to 2 units total)
PEDS 236:
Diverse Perspectives on Disabilities
Student lead: This course investigates disabilities and how they impact the lives of individuals and their communities. Students will learn various perspectives on disability from a wide range of speakers, including fellow students, parents, professionals, and professors of medicine, law, and education. Generally, the first hour of class will focus on an interactive lecture or panel, and the remaining 20 minutes will be reserved for discussions. The two-unit option is available for students interested in doing a community volunteering project through Kids with Dreams.
Last offered: Spring 2021
| Units: 1-2
PEDS 282:
Pregnancy, Birth, and Infancy (OBGYN 282)
Comprehensive clinical experience where pre-clinical medical students follow pregnant women receiving care at Stanford hospitals to attend prenatal visits, delivery, and postnatal visits. Continuity clinic format, combined with didactic lessons and discussion seminars. Students are exposed to clinical activities in a meaningful context, bolstering classroom studies in anatomy, physiology, embryology and human development, and emphasizing social, economic, and personal issues related to medicine. This program spans one quarter, covering topics related to pregnancy, labor and delivery and newborn care. Students are expected to be engaged in the clinical experiences throughout the quarter and attend the weekly 2-hour seminar. Prerequisite: pre-clinical medical student or physician assistant student. Course directors: Janelle Aby, MD and Charlotte Conturie, MD. TAs: Zainub Dhanani (zdhanani@stanford.edu) and Omair Khan, (okhan@stanford.edu).
Terms: Spr
| Units: 3
PEDS 301A:
Medical Genetics Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The clerkship provides a comprehensive introduction to the field of clinical genetics. Students have the opportunity to learn about a range of genetic disorders, genetic diagnostics methodologies, and genetic counseling by participating in the evaluation of children and adults in outpatient clinic (both General Genetics and Metabolic Genetics Clinic) and the inpatient consult service. Students will also attend prenatal genetics, biochemical genetics, and medical genetics case conferences, as well as participate in resident didactics. By special arrangement, students may also observe in the Connective Tissue Disorder Clinic, Differences of Sexual Development Clinic, Down Syndrome Clinic, and Cleft & Craniofacial Clinic. For students with a particular interest in diagnostics and/or molecular pathology, additional time in biochemical genetics, cytogenetics, or molecular genetics laboratories may be arranged. At the conclusion of the rotation, students may deliver a presentation on a topic of their interest in genetic medicine. This clerkship requires preapproval for all students. Students wishing to do this clerkship must receive prior approval from the Clerkship Director before registering or submitting their applications. Please email CV and a Statement of Interest to Dr. Annie Niehaus at niehaus@stanford.edu. PREREQUISITES: Pediatrics 300A or permission of director. PERIODS AVAILABLE: 2-12, full time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Annie Niehaus, M.D. & Chung Lee, M.D. CLERKSHIP COORDINATOR: Samuel De Klerk, samueldk@stanford.edu, 650-724-6094. REPORTING INSTRUCTIONS: Where: A071 or 730 Welch Road, Mary L. Johnson Clinic, Medicine Specialties. Call Samuel De Klerk (650-724-6094) 1 week prior to arrival to review reporting; Time: 8:00AM. CALL CODE: 0. OTHER FACULTY: J. Bernstein, G. Enns, N. Gomez-Ospina, C. Tise, S. Bachir, C. Lee, M. Manning, D. Matalon, D. Stevenson. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
PEDS 302A:
Pediatric Rheumatology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Contact office for special requests. Offers extensive education on the musculoskeletal exam and rheumatologic physical exam findings. Acquaints students with the rheumatic diseases of childhood. Students attend 4-5 clinic sessions per week, daily inpatient rounds, and weekly didactic sessions. This clerkship requires pre-approval for all students. Stanford students must obtain approval from the clerkship director prior to enrolling. Please contact the clerkship coordinator. Visiting students should submit a request for Departmental pre-approval, which will be routed to the clerkship staff. Please see the School of Medicine Visiting Student webpage for information on how to apply: http://med.stanford.edu/clerkships.html. PREREQUISITES: Pediatrics 300A or permission of director. PERIODS AVAILABLE: 3A, 3B, 5A, 5B, 7A, 7B, 9A, 9B, 11A, 11B, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Tzielan Lee, M.D. CLERKSHIP COORDINATOR: Wendy Cardamone, 650-725-0887, wendyc@stanford.edu. REPORTING INSTRUCTIONS: Where: Call Pediatric Rheumatology office for information at 650-723-8295 or email Tzielan Lee at tzlee@stanford.edu; Time: TBA. CALL CODE: 0. OTHER FACULTY: I. Balboni, D. Gerstbacher, J. Hsu, T. Lee, R. Pooni. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
PEDS 303A:
Pediatric Cardiology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The Pediatric Cardiology Clerkship provides students with a hemodynamic and developmental approach to the cardiovascular problems of childhood. Students actively participate in all pediatric cardiology activities in the inpatient unit of the Lucile Packard Children's Hospital. Outpatient clinics may also be included in the elective, depending on availability. The program emphasizes history-taking, physical examination, and interpretation of electrocardiograms and echocardiograms. Rotations include exposure to echocardiography, cardiac catheterization, and electrophysiologic cases. Students will learn principles of medical and surgical therapy, and will have the opportunity to spend time in the operating room with the cardiology team. Visiting students should submit a request for Departmental pre-approval, which will be routed to the clerkship staff. Please see the School of Medicine Visiting Student webpage for information on how to apply: http://med.stanford.edu/clerkships.html. PREREQUISITES: Pediatrics 300A. Visiting students must have completed a General Pediatrics clerkship equivalent to Pediatrics 300A, and a General Medicine clerkship equivalent to Medicine 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period; additional students must be approved by the Clerkship Director. CLERKSHIP DIRECTOR: Inger Olson, M.D., 650-723-7913. CLERKSHIP COORDINATOR: Ericka Boyle, erickaboyle@stanford.edu, 650-498-9327. REPORTING INSTRUCTIONS: Where: Students will receive reporting instructions via e-mail approximately 1 week prior to the beginning of their clerkship; Time: TBA. CALL CODE: 0. OTHER FACULTY: Stanford Pediatric Cardiology faculty. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 304A:
Pediatric Endocrinology and Diabetes Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an in-depth exposure to the endocrine disorders and diabetes in children. The clinical experience is primarily in the pediatric endocrine and diabetes clinics at the Lucile Packard Children's Hospital and the satellite clinic in Sunnyvale under the direct guidance of the faculty. Students will also have the opportunity to participate in the inpatient consultation service. An active conference schedule and supervised reading program ensure exposure to all areas of endocrinology. Students are encouraged to explore a special interest within the field of endocrinology and deliver a brief presentation on the topic. This clerkship requires pre-approval for all students. Stanford students must obtain approval from the clerkship director prior to enrolling. Please contact the clerkship coordinator. Visiting students should submit a request for Departmental pre-approval, which will be routed to the clerkship staff. Please see the School of Medicine Visiting Student webpage for information on how to apply: http://med.stanford.edu/clerkships.html. PREREQUISITES: Pediatrics 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks. 1 student per period except with permission of the course director. CLERKSHIP DIRECTOR: Caroline Buckway M.D., cbuckway@stanford.edu, 650-723-5791. CLERKSHIP COORDINATOR: Kim Vo, 650-736-2005, ktvo@stanford.edu. REPORTING INSTRUCTIONS: Where: Confirm with clerkship coordinator (Kim Vo), 730 Welch Road, First Floor; Time: 9:00 am. CALL CODE: 0. OTHER FACULTY: A. Addala, T. Aye, L. Bachrach, B. Buckingham, C. Buckway, H. Cooper, M. Grover, R. Lal, D. Maahs, P. Prahalad, H. Seeley, S. Shah, D. Stafford, L. Valenzuela, D. Wilson. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 305A:
Pediatric Hematology-Oncology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship offers an individualized tutorial experience in the diagnosis, care, and clinical investigation of children with hematologic diseases. It is designed as an ambulatory rotation with an emphasis on pediatric hematology. Clinical activities include participation in the hematology clinic, and inpatient hematology consultations. Teaching activities include small group discussions of clinical problems, instruction on reading peripheral blood smears and bone marrow aspirates, as well as participation in the regularly scheduled hematology and oncology conferences. Students are expected to prepare a 45 minute presentation on a topic of their choosing at one of these conferences. The workload permits time for independent reading and the learning of special hematologic techniques. This clerkship requires pre-approval for all students. Stanford students must obtain approval from the clerkship director prior to enrolling. Please contact the clerkship coordinator. Visiting students should submit a request for Departmental pre-approval, which will be routed to the clerkship staff. Please see the School of Medicine Visiting Student webpage for information on how to apply: http://med.stanford.edu/clerkships.html. PREREQUISITES: Pediatrics 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Clara Lo, M.D. CLERKSHIP COORDINATOR: Gretchen Shawver, 650-723-5535, gshawver@stanford.edu. REPORTING INSTRUCTIONS: Where: 750 Welch Road Suite 220; Time: 9:00 am. CALL CODE: 0. OTHER FACULTY: C. Aftandilian, G. Dahl, K. Davis, M. Chien, M. Gilbert, B. Glader, M. Jeng, S. Kreimer, N. Lacayo, M. Link, C. Lo, A. Narla, A. Pribnow, L. Schultz. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 306A:
Pediatric Nephrology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Offers inpatient and outpatient experience in the management of a variety of acute and chronic diseases of the kidney, including patients recieving acute or chronic dialysis and renal transplant. Additional exposure is gained through consultations on pediatric patients with renal, hypertensive, and complex fluid and electrolyte complications of other diseases. Emphasis is on teaching clinical-pathological correlations and pathophysiology as they relate to the diagnosis and treatment of renal disease. Also emphasized are problems experienced by patients and their parents in adjusting to chronic renal disease. This clerkship requires pre-approval for all students. Stanford students must obtain approval from the clerkship director prior to enrolling. Please contact the clerkship coordinator. Visiting students should submit a request for Departmental pre-approval, which will be routed to the clerkship staff. Please see the School of Medicine Visiting Student webpage for information on how to apply: http://med.stanford.edu/clerkships.html. PREREQUISITES: Pediatrics 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Olivera Marsenic Couloures, M.D. CLERKSHIP COORDINATOR: Kim Sands, 650-723-7903, G306. REPORTING INSTRUCTIONS: Where: Center for Academic Medicine-Pediatric Nephrology, 453 Quarry Road; Time: 9:00 am. CALL CODE: 0. OTHER FACULTY: S. Alexander, A. Chandhuri, O.M. Couloures, P. Grimm, S. Kibrom, M. Leonard, R. Patel, D. Potter, K. Sutha, S. Sutherland, E. Talley, C. Wong. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
PEDS 308A:
Pediatric Gastroenterology, Hepatology and Nutrition Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides visitors with inpatient, procedural, and extensive outpatient experience in the management of various acute and chronic diseases of the intestinal tract or liver including the importance of nutritional intervention. The Pediatric GI Service works closely with many other specialties including Pediatric Radiology, Pediatric Surgery, General Pediatrics and Hospitalists, Nutritionists, Social Workers and Pharmacists. Daily inpatient rounds take place with the attending, fellow, and pediatric housestaff. Clinical didactics and conferences are held weekly including monthly joint conferences between various services: Pediatric GI, Pediatric Surgery, Pediatric Radiology and Pathology. There are opportunities to observe various procedures including endoscopy, advanced and complex GI procedures, and motility studies. Clinics are held ten half-days per week. Students evaluate patients in clinic where they will spend the majority of their time working directly with clinic attendings. Students also see new inpatient consults under the direct supervision of the attending and fellow. This clerkship requires pre-approval for all students. Stanford students must obtain approval from the clerkship director prior to enrolling. Please contact the clerkship coordinator. Visiting students should submit a request for Departmental pre-approval, which will be routed to the clerkship staff. Please see the School of Medicine Visiting Student webpage for information on how to apply: http://med.stanford.edu/clerkships.html. PREREQUISITES: Pediatrics 300A and prior email consent from Dr. Mostamand. PERIODS AVAILABLE: 2-4, 6-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Shikib Mostamand, M.D. CLERKSHIP COORDINATOR: Alma Gama, acgama@stanford.edu, 650-725-9813, 750 Welch Road, Suite 116. REPORTING INSTRUCTIONS: Where: 750 Welch Rd., Suite 116; Time: 8:00 AM on first day of clerkship (almost always will be a Monday). CALL CODE: 0. OTHER FACULTY: M. Abu El Haija, L. Alrabadi, D. Bass, R. Bensen, W. Berquist, Y. Cagil, R. Colman, P. Dike, N. Ebel, A. Goyal, R. Gugig, S. Husain, H. Jericho, S. Khan, N. Khavari, J. Moses, S. Namjoshi, A. Narang, M. Rosen, S. Shah, A. Yeh, K. Zhang. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 312A:
Pediatric Infectious Diseases Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Students gain clinical experience working with patients with infectious diseases, including newborns, children, adolescents, and pediatric patients with underlying malignancies, immunological deficiencies, organ transplants, chronic illness and orthopedic problems. Clinical rounds are held daily and outpatient clinic is held once a week. General principles applicable to the management of infections in all age groups are emphasized, as well as basic ID-specific laboratory results such as cultures, antibiotics, susceptibility data and diagnostic studies. In addition, students participate in a variety of weekly didactic sessions, clinical conferences and laboratory rounds. Students also should attend the Pediatric Residency Program's Morning Report, Noon Didactics and Grand Rounds as the schedule allows. Opportunities exist to explore interests in antimicrobial stewardship, infection control and prevention, as well as other facets of being a Pediatric Infectious Disease specialist. This clerkship requires pre-approval for all students. Stanford students must obtain approval from the clerkship director prior to enrolling. Please contact the clerkship coordinator. Visiting students should submit a request for Departmental pre-approval, which will be routed to the clerkship staff. Please see the School of Medicine Visiting Student webpage for information on how to apply: http://med.stanford.edu/clerkships.html. PREREQUISITES: Pediatrics 300A and Medicine 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: David Vu, M.D., davidvu@stanford.edu. CLERKSHIP COORDINATOR: Kim Vo, 650-736-2005, ktvo@stanford.edu. REPORTING INSTRUCTIONS: Where: Stanford University Hospital, Peds ID Division Offices, Room G312. Contact Dr. Vu at davidvu@stanford.edu prior to start date; Time: 8:30 am. CALL CODE: 0 (no call or rounding on weekends). OTHER FACULTY: M. Amieva, S. Chen, D. Contopoulos-Ioannidis, E. Egan, D. LaBeaud, G. Lee, R. Mathew, S. Nadimpalli, H. Schwenk, N. Srinivas, D. Vu. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 313A:
Neonatal Intensive Care Subinternship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Medical students in their third or fourth clinical year are offered the opportunity to enrich their pediatric training in the 40-bed Neonatal Intensive Care Unit (NICU) located on the 2nd floor of LPCH. The NICU offers an intensive experience in the management of premature and sick term neonates admitted from the delivery room, community physicians' offices, and an active referral service that draws from throughout Northern and mid-coastal California. The rotation emphasizes delivery room attendance and newborn resuscitation skills, daily management of common newborn problems, and the special follow-up needs of NICU graduates. Exposure to advanced therapies including mechanical ventilation, extracorporeal membrane oxygenation, nitric oxide therapy, and hypothermia occurs routinely. An active maternal-fetal medicine service, pediatric surgery, and various pediatric subspecialty services support the NICU. Students work under direct supervision of housestaff, nurse practitioners, fellows and faculty, and assume gradual responsibility for patient care as dictated by performance as the rotation progresses. This clerkship requires pre-approval for all students. Stanford students must obtain approval from Weichen Ling prior to registering for this clerkship. Please email requests to wvling@stanford.edu. Visiting students should submit a request for Departmental pre-approval, which will be routed to the clerkship staff. Please see the School of Medicine Visiting Student webpage for information on how to apply: http://med.stanford.edu/clerkships.html. PREREQUISITES: Peds 300A and Anesthesia 306A/P. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. NOTE: enrollment is coordinated with Anes 306P. CLERKSHIP DIRECTOR: Christine Johnson, M.D., clcjohns@stanford.edu. CLERKSHIP COORDINATOR: Asia Wesley, awesley@stanford.edu. REPORTING INSTRUCTIONS: Where: Intensive Care Nursery (Attending Physician or on-service Fellow); Time: 7:30 AM. CALL CODE: 4 - Call is every 4th night until 11pm, no overnight call. OTHER FACULTY: LPCH NICU faculty. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 314A:
Pediatric Intensive Care Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: The Pediatric Intensive Care Unit (PICU) is a busy 36-bed academic unit that teaches students to recognize and care for critically ill children. The patients are comprised of medical, surgical, and trauma patients both from within LPCH or are referred from other hospitals throughout Northern California. The medical admissions cover a broad range of disease processes ranging from respiratory failure, to shock, to multi-system organ dysfunction. Surgical patients represent diverse pathologies and vary from solid organ transplants to various types of neurosurgical procedures to multiple other general and sub-specialty procedures. Students will learn the pathophysiology of critical illness in children, understand the many monitoring devices used in the ICU, and become familiar with the various treatment modalities available for organ failure ranging from mechanical ventilation to ECMO. The basic differences in both pathophysiology and management of critically ill children as compared to adults should also become apparent. Students are expected to function at the level of a Sub-Intern on this rotation and fulfill manager-level learning objectives. This clerkship requires pre-approval for all students. Stanford students must obtain approval from Bernadette Carvalho prior to registering for this clerkship. Please email requests to berniec@stanford.edu. Visiting students should submit a request for Departmental pre-approval, which will be routed to the clerkship staff. Please see the School of Medicine Visiting Student webpage for information on how to apply: http://med.stanford.edu/clerkships.html. PREREQUISITES: Peds 300A, Anes 306A or Anes 306P. Visiting students should complete a pediatric core clerkship. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. Note: enrollment is coordinated with Anes 306P and capped at no more than 2 students in the PICU per period. CLERKSHIP DIRECTOR: Saraswati Kache, M.D., 650-723-7453, skache@stanford.edu. CLERKSHIP COORDINATOR: Bernadette F. Carvalho, berniec@stanford.edu. REPORTING INSTRUCTIONS: Where: If assigned to Team-A, report to on service Attending physician/PICU fellow in PICU, LPCH Main 420 Team room, 4th floor; If assigned to Team-B, report to on service Attending physician/PICU fellow in PICU, LPCH Main 320 Team room, 3rd floor; Time: 7:30 AM. CALL CODE: 2 (Students will be expected to take weeknight and weekend call shifts during the 4 week rotation. Students will stay until 10 pm and are not expected to stay overnight). OTHER FACULTY: Stanford PICU faculty. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 315A:
Adolescent Medicine
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: This elective focuses on the health of adolescents and young adults. Weekly teaching conferences by faculty supplement the elective. The 2-week elective will focus exclusively on inpatient eating disorder at Stanford Children?s satellite unit at El Camino Hospital in Mountain View, CA. This is an excellent opportunity to participate in a multi-disciplinary, nationally recognized inpatient program for the care of adolescents with eating disorders. If the inpatient census is low, the student might be sent to participate in the eating disorder clinic outpatient (Sunnyvale, CA) and/or in the inpatient consult service on the main campus (Palo Alto, CA). The 4-week elective will expand the experience to include other areas of adolescent and young adult health outside of the eating disorder psychopathology. This 4-week rotation occurs across several outpatient clinics located at different sites across the South Bay, so access to transportation, ideally with a car, is highly recommended. Upon request in advance, the 4-week rotation can also available a sub-internship ("sub-i"), with an assigned clinical mentor and responsibilities and expectations similar to those of pediatric interns. This clerkship requires pre-approval for all students. Stanford students must obtain approval from the clerkship director prior to enrolling. Please contact the clerkship coordinator. Visiting students should submit a request for Departmental pre-approval, which will be routed to the clerkship staff. Please see the School of Medicine Visiting Student webpage for information on how to apply: http://med.stanford.edu/clerkships.html. PREREQUISITES: Pediatrics 300A. Visiting students are required to obtain pre-approval from the department. Please email requests to Dr. Elizabeth Stuart at aestuart@stanford.edu. PERIODS AVAILABLE: 4-8 and 12, full time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Jonathan Avila, M.D. CLERKSHIP COORDINATOR: Ana Valdez-Fraser (408-427-1318). REPORTING INSTRUCTIONS: Where: Review schedule sent via e-mail by coordinator prior to clerkship; Time: TBA. CALL CODE: 0. OTHER FACULTY: A. Anoshiravani, J. Avila, J. Carlson, B. Criss, N. Golden, R. Goldstein, A. Guzman, C. Kapphahn, M. Vo. LOCATION: Various (see description above).
Terms: Aut, Win, Spr, Sum
| Units: 3-6
PEDS 335A:
Pediatric Hematology and Oncology Subinternship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: This subinternship is designed to build upon the fundamental skills in hematology and oncology learned in Peds 305A, and to provide an intensive inpatient experience on the Hematology/Oncology unit at LPCH. Students act as primary caretakers for their patients, with instruction and supervision from the pediatric residents, hematology/oncology fellow, and hematology/oncology attending. Clinical activities include working up new patients, daily rounds and patient care, writing daily progress notes, writing orders, taking night call, and performing procedures, which may include bone marrow aspiriation and lumbar puncture. Students function as part of the ward team which is comprised of junior residents, fellow, and attending. Teaching activities include bedside teaching, small group discussions of clinical problems, instruction on reading peripheral blood smears and bone marrow aspirates, as well as participation in the regularly scheduled hematology and oncology conferences. Curriculum goals are to strengthen basic medical skills and to learn to manage complex, acutely ill patients with multiple medical problems, as well as to learn common diagnostic presentations of pediatric malignancies and the fundamentals of treating these diseases. This clerkship requires pre-approval for all students. Stanford students must obtain approval from the clerkship director prior to enrolling. Please contact the clerkship coordinator. Visiting students should submit a request for Departmental pre-approval, which will be routed to the clerkship staff. Please see the School of Medicine Visiting Student webpage for information on how to apply: http://med.stanford.edu/clerkships.html. PREREQUISITES: Pediatrics 300A. Pediatrics 305A highly recommended. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Catherine Aftandilian, M.D., aftandil@stanford.edu. CLERKSHIP COORDINATOR: Gretchen Shawver, 650-724-7164, gshawver@stanford.edu. REPORTING INSTRUCTIONS: Where: 5th floor LPCH, Heme/Onc inpatient ward. Contact Gretchen Shawver/Dr. Catherine Aftandilian two weeks prior to start date to confirm and get further instructions; Time: 8:30 am. CALL CODE: 2. OTHER FACULTY: C. Aftandilian, J. Andrews, G. Dahl, K. Davis, M. Jeng, N. Lacayo, M. Link, C. Lo, R. Majzner, A. Narla, A. Pribrow, K. Sakamoto, S. Spunt. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 336E:
Subinternship in Community Hospital Pediatrics
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: This sub-internship will introduce to the experienced student the challenges of community pediatric hospital medicine in a resource-limited community. Patients in this hospital are primarily Spanish-speaking. Medical interpretation is available. Sub-interns work directly with attendings caring for well newborns, infants in a Level 2 NICU, hospitalized children, and consults on children in the ER. Significant autonomy will be provided to students demonstrating capacity. Watsonville Community Hospital is in Santa Cruz County. Weekends are duty-free. This clerkship requires pre-approval for all students. Stanford students must obtain approval from the clerkship director prior to enrolling. Please contact the clerkship coordinator. Visiting students should submit a request for Departmental pre-approval, which will be routed to the clerkship staff. Please see the School of Medicine Visiting Student webpage for information on how to apply: http://med.stanford.edu/clerkships.html. PREREQUISITES: Pediatrics 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Andrew Harkins, M.D., Andrew.Harkins@stanford.edu. CLERKSHIP COORDINATOR: Contact director. REPORTING INSTRUCTIONS: Where: Watsonville Community Hospital Main Lobby, 75 Nielson Street, Watsonville, CA 95076; Time: 7:00 am. CALL CODE: 2 (student preference, up to one night per week in-hospital if interested, otherwise M-F). OTHER FACULTY: O. Dogan, M. Hasan, T. Kironde, N. McNamara, S. Patel, C. Powell, S. Punjabi. LOCATION: Watsonville Community Hospital.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
PEDS 338A:
Subinternship in Inpatient Pediatrics
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Pediatrics 338A provides an advanced experience that mimics an inpatient month of pediatric internship. Students are assigned to one of four inpatient teams at Lucile Packard Children's Hospital, where they assume a primary role in managing patients on a busy, high-acuity ward service. Visiting students who wish to enroll should submit a request for Departmental pre-approval, which will be routed to the clerkship staff. Please see the School of Medicine Visiting Student webpage for information on how to apply: http://med.stanford.edu/clerkships.html. PREREQUISITES: Pediatrics 300A/core clerkship in pediatrics. Visiting students must have completed an inpatient rotation in pediatrics to enroll in Pediatrics 338A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 3 students per period. CLERKSHIP DIRECTOR: Elizabeth Stuart, M.D. CLERKSHIP COORDINATOR: Julia Arndt, jarndt@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA. Time: 6:00 AM. CALL CODE: 2 (one week of nightfloat). OTHER FACULTY: J. Everhart. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
PHIL 30:
Democracy Matters (ECON 4, POLISCI 42, PUBLPOL 4)
Should the U.S. close its border to immigrants? What are the ramifications of income inequality? How has COVID-19 changed life as we know it? Why are Americans so politically polarized? How can we address racial injustice? As the 2020 election approaches, faculty members from across Stanford will explore and examine some of the biggest challenges facing society today. Each week will be dedicated to a different topic, ranging from health care and the economy to racial injustice and challenges to democracy. Faculty with expertise in philosophy, economics, law, political science, psychology, medicine, history, and more will come together for lively conversations about the issues not only shaping this election season but also the nation and world at large. There will also be a Q&A following the initial discussion. Attendance and supplemental course readings are the only requirements for the course.
Last offered: Autumn 2020
| Units: 1
PHIL 175A:
Ethics and Politics of Public Service (CSRE 178, ETHICSOC 133, PHIL 275A, POLISCI 133, PUBLPOL 103D, URBANST 122)
Public service is private action for the public good, work done by individuals and groups that aims at some vision of helping society or the world. This course examines some of the many ethical and political questions that arise in doing public service work, whether volunteering, service learning, humanitarian endeavors overseas, or public service professions such as medicine, teaching, or even "ethical investing" and "ethical entrepreneurship." What motives do people have to engage in public service work? Are self-interested motives troublesome? What is the connection between service work and justice? Should the government or schools require citizens or students to perform service work? Is mandatory service an oxymoron?
Last offered: Spring 2018
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-ER
PHIL 188A:
Explanation (PHIL 288A)
We talk about explanations all the time whether in everyday conversations or in physics, chemistry, medicine, engineering, or economics. But what is an explanation? What is needed in order to have an explanation of something? Are there fundamentally different kinds of explanation? Are there distinctive forms of explanation in mathematics or metaphysics? Does all explanation have to do with causation? Do all explanations need to be backed by laws? Do explanatory relations determine the fundamental structure of reality? Instructor Permission Required. Prerequisites: PHIL 60, PHIL 80, PHIL 150, and one course in contemporary theoretical philosophy (PHIL 180 to PHIL 189); or equivalent courses.
Terms: Spr
| Units: 4
PHIL 275A:
Ethics and Politics of Public Service (CSRE 178, ETHICSOC 133, PHIL 175A, POLISCI 133, PUBLPOL 103D, URBANST 122)
Public service is private action for the public good, work done by individuals and groups that aims at some vision of helping society or the world. This course examines some of the many ethical and political questions that arise in doing public service work, whether volunteering, service learning, humanitarian endeavors overseas, or public service professions such as medicine, teaching, or even "ethical investing" and "ethical entrepreneurship." What motives do people have to engage in public service work? Are self-interested motives troublesome? What is the connection between service work and justice? Should the government or schools require citizens or students to perform service work? Is mandatory service an oxymoron?
Last offered: Spring 2018
| Units: 3-5
PHIL 288A:
Explanation (PHIL 188A)
We talk about explanations all the time whether in everyday conversations or in physics, chemistry, medicine, engineering, or economics. But what is an explanation? What is needed in order to have an explanation of something? Are there fundamentally different kinds of explanation? Are there distinctive forms of explanation in mathematics or metaphysics? Does all explanation have to do with causation? Do all explanations need to be backed by laws? Do explanatory relations determine the fundamental structure of reality? Instructor Permission Required. Prerequisites: PHIL 60, PHIL 80, PHIL 150, and one course in contemporary theoretical philosophy (PHIL 180 to PHIL 189); or equivalent courses.
Terms: Spr
| Units: 4
PHYSICS 155:
Accelerators and Beams: Tools of Discovery and Innovation
Particle accelerators range in scale from sub-mm structures created using lithography on a silicon chip to the 27-km Large Hadron Collider in Switzerland based on superconducting magnets. Some accelerators generate beams that are only nanometers in size while others are used to make the brightest x-ray beams in the world. Accelerators are used for medicine, security, and industry as well as discovery science. A recent study shows that nearly 30% of the Nobel Prizes in Physics had a direct contribution from accelerators. This course will cover the fundamentals of particle beam acceleration and control. Topics will include radio-frequency acceleration, alternate gradient focusing, and collective effects where electromagnetic fields from the particle beam act back on the beam or on adjacent beams. Some experimental studies of beam physics may be performed at the SLAC National Accelerator Laboratory. Prerequisites: Special relativity at the level of Physics 61 or 70, or equivalent. Physics 120 and 121, or EE 142 and 242; Physics 121/EE 142 can be taken concurrently with class.
Last offered: Spring 2022
| Units: 3
PHYSWELL 14:
FUNctional Fitness Training
Students will learn how to increase their cardiorespiratory fitness level, boost muscular strength and endurance, and improve flexibility. Class sessions incorporate different modes of activities that focus on core strength and endurance, balance, speed and agility, power, and joint range of motion. A variety of fitness equipment (free weights, weight machines, stability and medicine balls, cardiorespiratory machines, foam roller, TRX, resistance bands, etc.) will be utilized to optimally work the body through multiple movement planes. Through class discussions, assignments, assessments,, and student participation, students will leave with an (1) Understanding of basic components of health-related physical fitness (2) Ability to perform activities of daily life effortlessly and without injuries, and improve their overall health, fitness and well-being and (3) A positive attitude toward wellness and physical activity, which will facilitate a healthy lifestyle.
Last offered: Spring 2023
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PHYSWELL 15:
Fundamentals of Resistance Training
Students will be introduced to the fundamental principles of resistance training and will learn how to properly use a wide variety of exercise equipment such as free-weights, machines, TRX, stability and medicine balls and more. Proper technique, stretching, and injury prevention will also be discussed to aid in the design of an exercise program for lifelong fitness.
Terms: Aut
| Units: 1
| Repeatable
8 times
(up to 8 units total)
POLISCI 42:
Democracy Matters (ECON 4, PHIL 30, PUBLPOL 4)
Should the U.S. close its border to immigrants? What are the ramifications of income inequality? How has COVID-19 changed life as we know it? Why are Americans so politically polarized? How can we address racial injustice? As the 2020 election approaches, faculty members from across Stanford will explore and examine some of the biggest challenges facing society today. Each week will be dedicated to a different topic, ranging from health care and the economy to racial injustice and challenges to democracy. Faculty with expertise in philosophy, economics, law, political science, psychology, medicine, history, and more will come together for lively conversations about the issues not only shaping this election season but also the nation and world at large. There will also be a Q&A following the initial discussion. Attendance and supplemental course readings are the only requirements for the course.
Last offered: Autumn 2020
| Units: 1
POLISCI 133:
Ethics and Politics of Public Service (CSRE 178, ETHICSOC 133, PHIL 175A, PHIL 275A, PUBLPOL 103D, URBANST 122)
Public service is private action for the public good, work done by individuals and groups that aims at some vision of helping society or the world. This course examines some of the many ethical and political questions that arise in doing public service work, whether volunteering, service learning, humanitarian endeavors overseas, or public service professions such as medicine, teaching, or even "ethical investing" and "ethical entrepreneurship." What motives do people have to engage in public service work? Are self-interested motives troublesome? What is the connection between service work and justice? Should the government or schools require citizens or students to perform service work? Is mandatory service an oxymoron?
Terms: Sum
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-ER
POLISCI 247G:
Governance and Poverty (POLISCI 347G)
Poverty relief requires active government involvement in the provision of public services such as drinking water, healthcare, sanitation, education, roads, electricity and public safety. Failure to deliver public services is a major impediment to the alleviation of poverty in the developing world. This course will use an interdisciplinary approach to examining these issues, bringing together readings from across the disciplines of political science, economics, law, medicine and education to increase understanding of the complex causal linkages between political institutions, the quality of governance, and the capacity of developing societies to meet basic human needs. Conceived in a broadly comparative international perspective, the course will examine cross-national and field-based research projects, with a particular focus on Latin America and Mexico.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-SI
POLISCI 347G:
Governance and Poverty (POLISCI 247G)
Poverty relief requires active government involvement in the provision of public services such as drinking water, healthcare, sanitation, education, roads, electricity and public safety. Failure to deliver public services is a major impediment to the alleviation of poverty in the developing world. This course will use an interdisciplinary approach to examining these issues, bringing together readings from across the disciplines of political science, economics, law, medicine and education to increase understanding of the complex causal linkages between political institutions, the quality of governance, and the capacity of developing societies to meet basic human needs. Conceived in a broadly comparative international perspective, the course will examine cross-national and field-based research projects, with a particular focus on Latin America and Mexico.
Terms: Spr
| Units: 3-5
PSYC 13Q:
Connections between the sleep and awake worlds
Sleep can be a window into much of our awake worlds- anxiety, depression, relationships, trauma, safety, early morning travel plans.. and so much more. If you think of a recent night in which you experienced worse sleep, you might be able to identify something from your awake world that contributed. Much of our awake world is informed by emotion, thoughts, and perception. One could argue that emotion, thoughts, and perception shape the world, rather than there being one true reality. This course will explore the fundamentals of sleep, the fundamentals of navigating emotions, and the intersection between the two. Specifically, you¿ll learn the basics of human sleep science, the principles of a type of psychotherapy called Cognitive Behavioral Therapy (CBT), and how CBT tools can be applied to sleep difficulties.Break-out sessions within each lecture provide opportunities for students to ask questions and to discuss a topic in greater depth. The course will highlight the mind body connection and serve as an introduction to behavioral sleep medicine. Students will have the opportunity to complete their own project examining a sleep-wake connection of interest. Potential topics will be provided (discrimination and sleep, menstruation and sleep, high school start times, shift work and sleep, and more). As a sleep psychologist, I consider myself to be both a scientist and an artist. This course will be most interesting to those who are interested in emotions, therapeutic skills, and sleep.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
PSYC 56N:
The Personal Genomics Revolution: Focus on Mental Health
The Human Genome Project transformed the field of medicine and launched the "Personal Genomics Revolution". It is now possible to view your DNA in minute detail for only $99. Height, weight, educational attainment, depression risk, and much more, can be predicted using genetic information. Ethical questions abound regarding the use of genetic information in medicine, the legal system, government, and private companies. On the other hand, genetic findings may dramatically improve mental health treatment by guiding the development of new medications, matching patients to the right treatments, and identifying people for whom early mental health services might make all the difference. How much can you learn about risk for mental health problems from your DNA? This course will provide the foundational genetic and statistical information necessary for understanding the current and future capabilities of personal genomic predictions for mental health outcomes including depression, anxiety, bipolar disorder, and schizophrenia. We will also explore the ways in which genetic data can reveal where our ancestors lived as well as the consequences of a lack of diversity in genetic databases. This course also focuses on the practice of science, how it works well and how it can go terribly wrong. Learning from past examples of the misuse of genetic information, students will propose and debate strategies for maximizing the utility of genetic research to improve mental health while simultaneously limiting potential harms.
Last offered: Winter 2023
| Units: 3
| UG Reqs: WAY-ER
PSYC 82:
The Literature of Psychosis (ANTHRO 82P, HUMBIO 162L, PSYC 282)
One of the great gifts of literature is its ability to give us insight into the internal worlds of others. This is particularly true of that state clinicians call "psychosis." But psychosis is a complex concept. It can be terrifying and devastating for patients and families, and yet shares characteristics with other, less pathological states, such as mysticism and creativity. How then can we begin to make sense of it? In this course, we will examine the first-hand experience of psychosis. We will approach it from multiple perspectives, including clinical descriptions, works of art, and texts by writers ranging from Shakespeare, to the science fiction writer Philip K. Dick, to patients attempting to describe their experience. This class is not only for students thinking of careers in medicine, psychology or anthropology, but also readers and writers interested exploring extraordinary texts. There are no prerequisites necessary; all that is needed is a love of language and a curiosity about the secrets of other minds.
Last offered: Spring 2021
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
| Repeatable
2 times
(up to 10 units total)
PSYC 107:
Policy Practicum: The Opioid Epidemic: Developing New Law and Policy Tools
Same as LAW 807L. Client: Broken No More, http://broken-no-more.org/about-us/. More Americans die every year of overdose than died in the entire course of the 1955-75 Vietnam conflict. Overdose has helped reduce aggregate US life expectancy for three years in a row¿something that has not happened in 100 years, including at the height of the AIDS epidemic in the '80s and '90s. Measured by loss-of-life, opiate-related overdose is the most acute national health crisis of our lifetimes. Student researchers will work closely with the client, Broken No More, a national organization of parents and families who have lost family members to opioid use. The organization supports grieving members and also pushes forward evidence-based, public health interventions to the opioid epidemic. This practicum explores legal approaches to a more comprehensive and thoughtful understanding to the Opioid Epidemic. The research team will evaluate whether various stakeholders have fulfilled their legal and regulatory obligations to respond to the epidemic, including whether hospitals and insurers fulfill their implied "duty of care." The questions addressed in this practicum could have life-saving impact on people currently suffering from opioid use disorder. The course seeks to build a diverse research team with students from law, public policy, medicine, public health, and sociology. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Last offered: Spring 2020
| Units: 2
PSYC 111Q:
The Changing Face of "Mental Illness" in Women: Historical, Medical and Artistic Approaches
In this seminar we want to take a look at women's lives beginning in the past century to the present and the many changes which occurred in conceptualizing and understanding mental illness. The female reproductive system has been linked to mental illness in women for centuries. The womb was believed to be the source of anxiety and depression, leading women to become 'hysterical'. But what does 'hysteria' really mean, and how have historical and cultural attitudes towards women framed the study of women's mental health? How have the expectations of and demands on women and their role in society changed from the 19th to the 20th century? How have advances in health care and changing economic conditions influenced women's health? The course will introduce students to historical and current concepts of mental illness in women. Premenstrual dysphoric disorder (PMS), eating disorders, the hysterias and functional neurologic disorders and infertility and postpartum depression will be analyzed through a historical bio-psycho-social lens. Historical reading will include primary sources, such as women's diaries and physicians' casebooks and medical case records, as well as secondary sources such as advice books, and 19th- and 20th-century medical texts. Guest speakers from the art history and literature departments will stimulate dialogue regarding literary and artistic images and the social and cultural contexts of these disorders. Importantly, we will examine the changing face of "mental illness in women" in art, literature and medicine--the evolution of diversity in represented voices and the current methods of researching and treating the interface between the female reproductive cycle and psychiatric illness in diverse populations of women. Embedded within each lecture will be break-out sessions with opportunities for students to ask questions and to discuss a topic in greater depth. Students will have the opportunity to complete their own interdisciplinary projects for the course. Prior projects have included not only power point presentations of diverse topics, but also short films and stories, and future women's mental health research project proposals.
Last offered: Winter 2023
| Units: 3
| UG Reqs: WAY-EDP, WAY-ER
PSYC 116:
Psychedelics and Social Justice (CSRE 126, LIFE 116, PSYC 216)
This course will provide an overview of current social justice issues in psychedelic research, including the impact of colonization and systemic inequality on resource allocation during the multinational resurgence of interest in psychedelic medicine in the 21st century. Through a combination of lectures, facilitated small-group discussions, and creative as well as experiential activities, the course is designed to promote self-inquiry and cultural humility while reflecting on current human practices with consciousness-modifying agents. Students must concurrently attend the PSYC 216L Lecture Series (Wednesdays, 5:30-6:20 PM) as part of this course. Enrollment is limited to 15 students to promote deeper discussion and community.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP
| Repeatable
4 times
(up to 12 units total)
PSYC 139:
Understanding Relationships: A Couples and Family Therapy Perspective (PSYC 239)
Considers the premises of the family-systems approach to intimate and family relationships, drawing on concepts from psychology, psychiatry, neurobiology, anthropology, and organizational behavior. Examines relationship formation and commitment, intimacy and sexuality, family development and structure, interpersonal conflict and communication, historical patterns and legacies, gender and power, and the cultural and larger systemic contexts of close relationships. Frameworks for assessing relationships and tools for changing romantic, family, and social relationships are examined in detail, and case examples illustrate the relationship change strategies of major contributors to the field. Highlights practical applications of the family-systems approach in educational, medical, business, and community settings. Students do not need to have a background in Psychology or Human Biology, and all student levels are welcome (including GSB, Law, Medicine, GSE for PSYC 239).
Last offered: Winter 2023
| Units: 4
PSYC 180:
Artificial Intelligence in Medicine and Healthcare Ventures
The face of healthcare is changing - innovative technologies, based on recent advances in artificial intelligence (AI), are radically altering how care is delivered. Startups are offering entirely new ways to diagnose, manage, treat, and operate. However, few ever reach the patient - those with much more than an idea and an algorithm; they have an intimate understanding of the healthcare landscape and the technical know-how to integrate AI solutions into the medical system successfully. In this course, we tackle the central question: How can young students find feasible and impactful medical problems, and build, scale, and translate technology solutions into the clinic? Together, we will discover the transformative technologies of tomorrow that we can build today. Please see the syllabus for more information (https://t.ly/PpM2). We encourage students of all academic backgrounds to enroll; the only prerequisite is a strong passion for technology in healthcare. Course may be taken for one unit (lecture only, 11:30AM-12:30PM); or two units, which entails attending discussion section (12:30PM-1:20PM) and completing a project. The second half of each session will involve a discussion about team building, AI/Healthcare business ideas, and idea presentations. Grading criteria for 1-credit students will be based on attendance and weekly reports regarding the summary of each week's lectures (assignments). In addition to these criteria, 2-credit students will submit a business idea report and will deliver a pitch presentation in the last session in front of an invited panel.
Last offered: Spring 2023
| Units: 1-2
PSYC 213:
Policy Practicum: Alcohol Use Among Stanford Undergraduates
(Same as LAW 806L) Client: Stanford University Vice Provost of Student Affairs, https://studentaffairs.stanford.edu/who-we-are/vice-provost-student-affairs. Excessive alcohol consumption among Stanford undergraduates creates ahealth, educational, social, and legal problems for drinkers and for other members of the Stanford community. With the Vice Provost for Student Affairs as the client, this Policy Lab practicum explores the causes, consequences, and practical evidence to assess and address the problem. The interdisciplinary research team will examine practices and data at Stanford and other academic institutions in the context of scholarly studies and general knowledge from medicine, law, psychology, and other social sciences. As one component of formal policy research methods, the team will conduct ethnographic interviews with stakeholders. Upper-division and graduate students from Law, Medicine, Public Policy, and social science disciplines are especially encouraged to apply. Law students wishing to undertake R credit will perform additional research for a full report analyzing the issues and results of the collective research. R credit is possible only by consent of the instructor. After the term begins, and with the consent of the instructor, students accepted into the course may transfer from section (01) into section (02), which meets the R requirement. NOTE: Students may not count more than a combined total of eight units of directed research projects and policy lab practica toward graduation unless the additional counted units are approved in advance by the Petitions Committee. Such approval will be granted only for good cause shown. Even in the case of a successful petition for additional units, a student cannot receive a letter grade for more than eight units of independent research (Policy Lab practicum, Directed Research, Senior Thesis, and/or Research Track). Any units taken in excess of eight will be graded on a mandatory pass basis. For detailed information, see "Directed Research/Policy Labs" in the SLS Student Handbook. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper.
Last offered: Autumn 2019
| Units: 2
PSYC 215:
Introduction to Psychedelic Medicine
The re-emergence of psychedelics in the academic arena has yielded insights which may profoundly impact our understanding of brain, mind, and the treatment of mental illness. This course will survey ongoing and developing clinical applications and scientific investigations of psychedelics and psychedelic-assisted treatments. Neuroscientific, clinical, and psychological perspectives will be discussed as well as the historical, legal, and cultural aspects of psychedelic medicine. Presentations will be given by the field's scientists and therapists at the front line. Attendees will be able to engage directly with investigators and clinicians in the field during the course. Course may be taken for one unit (lecture, 6pm - 7pm) or students may attend additional discussion section (7pm - 8pm) for two units
Last offered: Winter 2020
| Units: 1-2
| Repeatable
4 times
(up to 8 units total)
PSYC 215B:
Introduction to Psychedelic Medicine
The re-emergence of psychedelics has opened new explorations of brain, mind, and the treatment of mental illness. Research studies are underway globally investigating potential applications of psychedelics. This course will survey ongoing areas of scientific investigations and clinical applications of psychedelics and psychedelic-assisted treatments. Neuroscientific, clinical and psychological perspectives will be discussed as well as historical, legal, and cultural aspects of psychedelic medicine. Presentations will be given by the field's researchers and clinicians. Attendees will be able to engage directly with speakers during the course. Course may be taken for one unit (lecture only, 6:00PM-7:00PM); or two units, which entails attending discussion section (7:00PM-7:50PM) and completing a short project.
Terms: Win
| Units: 1-2
| Repeatable
4 times
(up to 4 units total)
PSYC 216:
Psychedelics and Social Justice (CSRE 126, LIFE 116, PSYC 116)
This course will provide an overview of current social justice issues in psychedelic research, including the impact of colonization and systemic inequality on resource allocation during the multinational resurgence of interest in psychedelic medicine in the 21st century. Through a combination of lectures, facilitated small-group discussions, and creative as well as experiential activities, the course is designed to promote self-inquiry and cultural humility while reflecting on current human practices with consciousness-modifying agents. Students must concurrently attend the PSYC 216L Lecture Series (Wednesdays, 5:30-6:20 PM) as part of this course. Enrollment is limited to 15 students to promote deeper discussion and community.
Terms: Spr
| Units: 3
| Repeatable
4 times
(up to 12 units total)
PSYC 216L:
Psychedelics and Social Justice Lecture Series
This course will provide an overview of current social justice issues in psychedelic research, including the impact of colonization and systemic inequality on resource allocation during the multinational resurgence of interest in psychedelic medicine in the 21st century. Through a series of guest lectures, the course is designed to promote self-inquiry and cultural humility while reflecting on current human practices with consciousness-modifying agents.
Terms: Spr
| Units: 1
PSYC 225:
Mentorship and Clinical Engagement in Child/Adolescent and Adult Psychiatry
A mentoring program designed to expose first and second-year medical students to the rewarding fields of child/adolescent and adult psychiatry, and to increase awareness and education about child/adolescent and adult mental health issues. The early years of medical training consist primarily of didactic instruction, an almost universal challenge for students who enter medicine desiring to help and interact with patients. To increase engagement with the field, we bring clinical psychiatry to preclinical students, by interacting with patients and families, as follows. During our weekly seminar time, we interview a patient and family one week, then offer a debriefing, Q&A session the following week. The seminar includes open discussion, addressing questions about specific interactions with the child/adolescent or adult, diagnoses, and therapies used for treatment. Responses to students' questions invariably address evidence-based approaches to assessment and treatment of specific disorders, such as depression, anxiety, eating disorders, autism, and attentional disorders. We also facilitate opportunities for the students to get involved in cutting-edge scientific research, networking/collaborating (including with medical students and faculty around the world), and attending professional conferences. The course is offered during autumn, winter and spring quarters and is intended as a longitudinal seminar to be taken continuously across these quarters. Medical students who cannot attend three quarters may enroll with permission of the instructor. Non-medical students interested in the course should contact the instructor. The course has officially received Cardinal Course designation. Cardinal Courses integrate coursework with community service experiences. Students enrolled in PSYC 225 can elect to receive additional 1-2 course credits to participate in a community engagement component centered around Child and Adolescent Psychiatry. The service opportunity is called Body Empowerment Project, a research-validated eating disorder prevention program for middle and high school students. Students will undergo a 10-15 hour virtual training and work together to lead weekly workshops at Aspire East Palo Alto Charter School (EPACS) on Wednesdays from 2:30-3:30pm. Students will progressively develop more independence in leading sessions for middle and high school students in the community under guidance from TAs and the course director. For questions, please contact Christina Miranda (cmirand@stanford.edu).
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
PSYC 233:
Mindfulness: An Awareness-Based Stress Reduction Program in Medicine
An experiential program in which the participants learn the techniques of mindfulness meditation and its application in the management of stress and in healthcare. Modeled after the MBSR, Mindfulness Based Stress Reduction, started by Jon Kabat-Zinn at UMASS Medical Center. Designed to work with the mind/body relationship to stress and chronic illness teaching open sensitive awareness without judgement of mental or physical reactivity. Requirement for the course is the daily practice of mindfulness meditation, attendance at weekly class meetings and the all day retreat, home reading, and a final paper covering the student's observations.
Terms: Aut, Win, Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
PSYC 239:
Understanding Relationships: A Couples and Family Therapy Perspective (PSYC 139)
Considers the premises of the family-systems approach to intimate and family relationships, drawing on concepts from psychology, psychiatry, neurobiology, anthropology, and organizational behavior. Examines relationship formation and commitment, intimacy and sexuality, family development and structure, interpersonal conflict and communication, historical patterns and legacies, gender and power, and the cultural and larger systemic contexts of close relationships. Frameworks for assessing relationships and tools for changing romantic, family, and social relationships are examined in detail, and case examples illustrate the relationship change strategies of major contributors to the field. Highlights practical applications of the family-systems approach in educational, medical, business, and community settings. Students do not need to have a background in Psychology or Human Biology, and all student levels are welcome (including GSB, Law, Medicine, GSE for PSYC 239).
Last offered: Winter 2023
| Units: 4
PSYC 270:
The Future of Mental Health
According to the Lancet Commission, the world's failure to respond to the global mental health crisis has resulted in a "monumental loss of human capabilities and avoidable suffering." The sheer scale of this crisis is a need that cannot be met by the healthcare system and mental health startups alone. The future of mental health involves all of us. Organized as a speaker series, this course delivers rich and diverse content in the form of interviews and conversations between mental health clinicians, and leaders and innovators across a multidisciplinary set of fields including athletics, entertainment, journalism, politics, business, medicine/science, tech, education and beyond. Speakers will share their personal experiences with mental health, how they have led change in today's mental health landscape, and what we need to be doing to create a new future for mental health that is accessible, equitable and de-stigmatized. This series of conversations is meant to showcase the role that we can all play in addressing the mental health crisis, whether teaching students, managing a team, advocating for BLM, designing a product, or posting on Instagram. Open to all Stanford students, encourage students from all types of graduate and undergraduate programs to register. Required brief weekly reflection process.
Last offered: Winter 2022
| Units: 1
PSYC 277:
Psychiatry and Behavioral Science Perspectives in Medicine
In this lunchtime discussion series (lunch provided), learners will explore a sampling of psychiatry and behavioral science topics relevant to medicine through the perspectives of attending psychiatrists, clinical psychologists, and other specialists in behavioral health from a variety of practice and research settings. Some examples of topics are advances in interventional psychiatry, psychopharmacology, and psychotherapy; the interplay between social issues and mental healthcare; and other matters affecting the modern practice of psychiatry. Note of warning, this course discusses sensitive topics in psychiatry including suicide, psychosis, addiction, child abuse, sexual assault, violence, and mental disorders. Priority will be given to MD students.
Last offered: Winter 2020
| Units: 1
| Repeatable
6 times
(up to 6 units total)
PSYC 282:
The Literature of Psychosis (ANTHRO 82P, HUMBIO 162L, PSYC 82)
One of the great gifts of literature is its ability to give us insight into the internal worlds of others. This is particularly true of that state clinicians call "psychosis." But psychosis is a complex concept. It can be terrifying and devastating for patients and families, and yet shares characteristics with other, less pathological states, such as mysticism and creativity. How then can we begin to make sense of it? In this course, we will examine the first-hand experience of psychosis. We will approach it from multiple perspectives, including clinical descriptions, works of art, and texts by writers ranging from Shakespeare, to the science fiction writer Philip K. Dick, to patients attempting to describe their experience. This class is not only for students thinking of careers in medicine, psychology or anthropology, but also readers and writers interested exploring extraordinary texts. There are no prerequisites necessary; all that is needed is a love of language and a curiosity about the secrets of other minds.
Last offered: Spring 2021
| Units: 3-5
| Repeatable
2 times
(up to 10 units total)
PSYC 288:
Medical Humanities Publication: A Writing & Editorial Workshop
This course is conducted in a workshop format where students will brainstorm, craft, and edit pitches & writing products related to the medical humanities. Finalized pieces including interviews, book reviews, or personal essays will be considered for publication in the Oxford Review of Books (ORB). This course is open to all undergraduate and graduate students and combines short lectures, group critiques, discussions, peer feedback, and ORB and Stanford guest editors and faculty. Students will gain writing and editorial skills toward publication in the medical humanities (intersection of medicine & the humanities). Readings will include ORB content and a select bibliography.
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
PSYC 300A:
Psychiatry Core Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: The clerkship is designed to solidify the knowledge of psychiatry students have acquired in the Practice of Medicine courses, as students gain practical skills in the application of this knowledge to clinical situations. The focus is on interviewing skills, psychiatric evaluations, on refining diagnostic skills, and offers an overview of psychosocial and biological treatment modalities for the major psychiatric disorders. The clerkship consists of clinical work on inpatient units under the supervision of academic and clinical faculty, a weekly lecture series by academic faculty and attendance at Grand Rounds (no Grand Rounds during the summer months). Students are assigned to patient care settings in one or two of the following sites: At Stanford: a comprehensive medical psychiatric unit (G2), an acute care psychiatric unit (H2), a geriatric psychiatric unit (GPU), the consultation-liaison (C/L), outpatient clinic block; at PAVA: inpatient research psychiatric ward specializing in the study of schizophrenia or an acute locked psychiatric ward; at MPVA: outpatient block (students will spend one day a week at PAVA; and inpatient unit: Scrivner Center at El Camino Health in Mountain View. In addition, students participate in the specialty outpatient clinics at Stanford including OCD, child, bipolar, geriatric and general psychopharmacology clinics. Students are given the opportunity to express their preferences regarding assignment. The final rotation assignment is determined by the department based on availability of sites. Students are informed about the specific clerkship requirements at the orientation offered at the start of each clerkship period. Students will be provided with a course syllabus and three textbooks (DSM-5, First Aid in Psychiatry and Clinical Psychiatry). Requirements include mandatory attendance at seminars, weekly inpatient case history presentations and Emergency room experiences with residents/attending psychiatrists. The NBME Subject Exam in Psychiatry is a required component of the clerkship. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 10 students per period. CLERKSHIP DIRECTOR: Charles DeBattista, M.D., debacorp@stanford.edu, 650-723-8324. CLERKSHIP COORDINATOR: Quynh Dang, qdang@stanford.edu , 650-725-2769. REPORTING INSTRUCTIONS: Where: students will be notified prior to the first day; Time: TBA CALL CODE: 2, call once per week for the first three weeks. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, MPVAMC and Scrivner Center at El Camino Health in Mountain View.
Terms: Aut, Win, Spr, Sum
| Units: 6
PSYC 308E:
Trauma Psychiatry
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: The Trauma Psychiatry clerkship teaches how trauma impacts the lives and health of patients; lessons learned are generalizable to all areas of medicine (i.e., "trauma-informed medicine"). Students work with people suffering from PTSD relating to sexual assault, combat or other traumas, and receiving ambulatory-type treatments in an intensive, multidisciplinary setting. Students have direct patient responsibility; provide evidence-based psychopharmacologic, psychotherapeutic, and longitudinal management; facilitate recovery; and gain perspective on trauma in our world and the importance of sensitive/effective treatment for PTSD (7.8% lifetime prevalence). This clerkship will involve both in-person and virtual participation, five days per week with no call or weekend duties. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. This clerkship is closed for 2024-25. CLERKSHIP DIRECTOR: James Armontrout, M.D. CLERKSHIP COORDINATOR: Quynh Dang, 650-725-2769, 401 Quarry Rd, Rm. 2204. REPORTING INSTRUCTIONS: Where: Please report to Menlo Park building 351 on the first day. Let nursing know you are a medical student and will be working with Psychiatrist James Armontrout. During the pandemic, if possible please email James Armontrout (james.armontrout@va.gov) the week before so that he can provide you with mobile contact numbers and any relevant videoconferencing links before your rotation starts; Time: 8:00 a.m. CALL CODE: 0. OTHER FACULTY: A. Franciscus. LOCATION: VA Menlo Park. Clerkship will not be offered 2023-2024.
Terms: Spr, Sum
| Units: 6
PSYC 333A:
Sleep Medicine for Medical Students
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship offers a comprehensive experience in sleep medicine for those interested in pursuing a future career in sleep medicine. Students shadow sleep specialists in their evaluation of patients with sleep disorders; review polysomnography (sleep studies) of patients with sleep disorders; and attend informal discussions and case conferences regarding interesting sleep problems, formal conferences on sleep research, sleep surgery, and sleep disorders, and journal club reviews of topical articles on sleep and sleep disorders. NOTE: Preapproval for participation in this clerkship is required by contacting Martha Cruz at micruz@stanford.edu. PREREQUISITES: None. PERIODS AVAILABLE: 2-12, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Clete Kushida, M.D., Ph.D. CLERKSHIP COORDINATOR: Martha Cruz, micruz@stanford.edu. REPORTING INSTRUCTIONS: Dr. Scott Kutscher will provide reporting instructions, Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: S. Kutscher. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
PSYC 353A:
Psychosomatic Medicine (Psychiatry Consultation Service) Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Psychosomatic Medicine (PM) comprises the area of psychiatry concerned with the psychobiological care of the medically ill, which includes persons of all ages and those cared for in specialized medical settings. PM- psychiatrists, in addition to providing expert formal psychiatric consultation to medical and surgical patients in the general hospital, specialized hospitals and outpatient clinic settings, also train psychiatrists and non-psychiatrists in the recognition of normal and abnormal reactions to illness and appropriate psychological care of patients with such reactions. The PM psychiatrist may function both as a consultant and as part of the primary medical/surgical treatment team. Via conjoint rounds and teaching conferences (primary intervention), formal consultations (secondary intervention), and involvement in inpatient treatment and discharge planning (tertiary intervention), the PM psychiatrist provides a comprehensive approach to the emotional, cognitive, and behavioral needs of the patient. Thus one unique feature of our program is how the members of our team are integral member of so many other medico-surgical teams throughout the medical center. Participation in this rotation should allow students to learn about diagnosis and management of psychiatric disorders common in all medical and surgical specialties, e.g., depression, anxiety, delirium, alcohol abuse, bipolar disorder, psychotic disorders, and somatic symptom and related disorders. Students will accompany psychiatric residents, fellows and faculty five days a week in performing consultations on medical-surgical units in SUH and in performing follow-up visits. Team rounds occur every morning. Formal didactic sessions occur twice weekly. Students will learn interview techniques, how to evaluate patients' psychosocial stressors and resources, how to write a cogent case report, present and discuss cases orally, work comfortably as a team member, perform differential diagnosis for depression, delirium, anxiety states, dementia, discuss indications and contra-indications for psychotropic medications and recognize and cope with emotional reactions to patients. Students will also learn advanced psychopharmacology, brief psychotherapy, management of difficult patients, and psychological and cultural aspects of the doctor-patient relationship. Please note: Visiting students must obtain approval from Ms. Quynh Dang prior to applying for this clerkship. Please email requests to qdang@stanford.edu. PREREQUISITES: Psychiatry 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Jose Maldonado, M.D., 650-725-5599. CLERKSHIP COORDINATOR: Quynh Dang, 650-725-2769, 401 Quarry Rd, Rm. 2204. REPORTING INSTRUCTIONS: Where: Stanford Hospital - page one of the residents on service. Quynh will provide the resident information; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: A. Ament, F. Hussain, S. Lahijani, M. Schmajuk, Y. Sher. LOCATION: SHC.
Terms: Aut, Win, Spr, Sum
| Units: 6
PSYC 398A:
Advanced Clinical, Research Elective in Psychiatry
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: For students who wish to pursue the study of a specific research or clinical experience in the field of psychiatry are encouraged to arrange for this four week clerkship elective. A short statement prepared by each individual student outlining clinical and educational goals for the rotation must be approved by the Director of Medical Student Education in Psychiatry and the Associate Dean for Student Affairs. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: Psychiatry 300A and Medicine 300A, consent of the designated faculty preceptor; and approval by Advisor. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 4 students per period. CLERKSHIP DIRECTOR: Charles DeBattista, M.D., 650-723-8324. CLERKSHIP COORDINATOR: Quynh Dang, 650-725-2769, 401 Quarry Rd, Rm. 2204. REPORTING INSTRUCTIONS: Where: TBA (designated faculty preceptor); Time: TBA. CALL CODE: 2. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
PSYCH 20N:
How Beliefs Create Reality
This seminar will take an interdisciplinary approach to exploring how subjective aspects of the mind (e.g., thoughts, beliefs, and expectations) can fundamentally change objective reality. Over the course of the semester, students will be challenged to think critically about research from psychology, sociology, and medicine, which suggests that what we think, believe and expect plays a significant role in determining our physical health, performance and well-being. Students will explore research on how mindsets about nutrition, exercise, and stress can alter the body's response to those phenomena. Students will also uncover how social interactions with friends, family, colleagues and the media influence the perceived quality and impact of cultural products such as art, music, and fashion. And students will learn about the neurological and physiological underpinnings of the placebo effect, a powerful demonstration of expectation that produces real, healing changes in the body. Finally, students will have the opportunity to consider real world applications in disciplines including policy, business, medicine, academics, athletics and public health and consider the ethical implications of those applications. Throughout the class active participation and an open mind will be critical to success. The final weeks of class will be dedicated to student designed studies or interventions aimed to further explore the power of self-fulfilling prophecies, placebo effects, and the social-psychological creation of reality.
Last offered: Spring 2023
| Units: 3
| UG Reqs: WAY-SI
PSYCH 28N:
The Cultural Shaping of Emotion (CSRE 28N)
This seminar examines how our cultural ideas and practices shape our conceptions, perceptions, and experiences of emotion. We will read and discuss empirical research and case studies from psychology, anthropology, sociology, and medicine. Course requirements include weekly reading and thought papers, weekly discussion, and a final research project and presentation.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
PSYCH 298:
Advanced Studies in Health Psychology
This course provides an overview of the major concepts and questions in the field of health psychology. Through reading, lecture and interactive discussion, students have the opportunity to explore and think critically about a number of psychological and social influences in determining health including: emotions, beliefs, relationships, stress, motivation, behavior change, spirituality, culture, and social influence. Students will also discuss the role of important and current topics in the field of health psychology and medicine such as the changing role of the patient and provider relationship, health-care policy and the environment, placebo effects, wearable health devices, and the use of technology in medicine. Course is offered to graduate students and advanced undergraduates with permission from the instructor.
Last offered: Spring 2022
| Units: 4
PSYCH 459:
Frontiers in Interdisciplinary Biosciences (BIO 459, BIOC 459, BIOE 459, CHEM 459, CHEMENG 459)
Students register through their affiliated department; otherwise register for CHEMENG 459. For specialists and non-specialists. Sponsored by the Stanford BioX Program. Three seminars per quarter address scientific and technical themes related to interdisciplinary approaches in bioengineering, medicine, and the chemical, physical, and biological sciences. Leading investigators from Stanford and the world present breakthroughs and endeavors that cut across core disciplines. Pre-seminars introduce basic concepts and background for non-experts. Registered students attend all pre-seminars; others welcome. See http://biox.stanford.edu/courses/459.html. Recommended: basic mathematics, biology, chemistry, and physics.
Last offered: Spring 2020
| Units: 1
| Repeatable
for credit
PUBLPOL 4:
Democracy Matters (ECON 4, PHIL 30, POLISCI 42)
Should the U.S. close its border to immigrants? What are the ramifications of income inequality? How has COVID-19 changed life as we know it? Why are Americans so politically polarized? How can we address racial injustice? As the 2020 election approaches, faculty members from across Stanford will explore and examine some of the biggest challenges facing society today. Each week will be dedicated to a different topic, ranging from health care and the economy to racial injustice and challenges to democracy. Faculty with expertise in philosophy, economics, law, political science, psychology, medicine, history, and more will come together for lively conversations about the issues not only shaping this election season but also the nation and world at large. There will also be a Q&A following the initial discussion. Attendance and supplemental course readings are the only requirements for the course.
Last offered: Autumn 2020
| Units: 1
PUBLPOL 103D:
Ethics and Politics of Public Service (CSRE 178, ETHICSOC 133, PHIL 175A, PHIL 275A, POLISCI 133, URBANST 122)
Public service is private action for the public good, work done by individuals and groups that aims at some vision of helping society or the world. This course examines some of the many ethical and political questions that arise in doing public service work, whether volunteering, service learning, humanitarian endeavors overseas, or public service professions such as medicine, teaching, or even "ethical investing" and "ethical entrepreneurship." What motives do people have to engage in public service work? Are self-interested motives troublesome? What is the connection between service work and justice? Should the government or schools require citizens or students to perform service work? Is mandatory service an oxymoron?
Last offered: Spring 2018
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-ER
PUBLPOL 353A:
Science and Technology Policy
U.S. policies for science, technology, and innovation; political institutions that create and carry out these policies; government programs that support scientific research and the development and use of new technologies; political controversies surrounding some science and technologies and the regulation of research and technology; international aspects of science and technology; the roles of scientists, engineers, and physicians in creating and implementing policy; and opportunities to do policy work in government and other organizations. Assignments: analyzing the politics of particular executive and legislative proposals, assessing options for trying to reach specific policy objectives, and preparing mock memos and testimony. This course is designed primarily for graduate students in science, engineering, and medicine who want to learn more about science and technology policy and how it is made. Public Policy 353A is a "gateway course" - an introduction - both for students pursuing a joint degree or co-terminal degree in Public Policy and for other graduate students interested in S&T policy or possible careers in the policy world. Junior and senior undergraduate students are also welcome to enroll. There is no final for this course.
Terms: Win
| Units: 4-5
PWR 1LF:
Writing & Rhetoric 1: #NoBodyIsDisposable: The Rhetoric of Disability
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. In this class we will explore how advances in science, technology, medicine, and culture have transformed our understanding of what constitutes a "normal' human body. We will ask how arguments about disability incorporate concepts such as neurodiversity, chronic illness, and other invisible conditions. At the same time, we will study how contemporary perspectives on disability interact with issues such as technology, metaphors of the prosthesis, cultural constructions of the body, and even what it means to be human. For course video and full description, see https://pwrcourses.stanford.edu/pwr1/pwr1lf For all PWR1s see https://pwrcourses.stanford.edu/pwr-1 Enrollment is handled by the PWR office.
Terms: Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1TD:
Writing & Rhetoric 1: Anatomy of a Discipline: Rhetorics of Health, Illness, and Medicine
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This course focuses on the discipline of medicine. We¿ll ask questions like: Can a diagnosis have an argument? Is disease a story we tell ourselves? Does the language of medicine influence experiences of health and illness? A full course description and video can be found here: pwrcourses.stanford.edu/pwr1/pwr1td For the PWR course catalog please visit https://pwrcourses.stanford.edu/. Enrollment is handled by the PWR office
Terms: Aut
| Units: 4
| UG Reqs: Writing 1
PWR 2SPB:
Writing & Rhetoric 2: Hope, Health, and Healing: The Rhetoric of Medicine
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. Illness and healing are complex matters of language, mind, body, soul, and community. In this course, we will investigate how and why medicine is a communication as well as a scientific challenge. For full course description and video, see https://pwrcourses.stanford.edu/pwr2/pwr2spb. For PWR 2 course catalog visit https://pwrcourses.stanford.edu/pwr-2. Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Aut, Spr
| Units: 4
| UG Reqs: Writing 2
PWR 91SP:
Intermediate Writing: Doctors' Stories: The Rhetoric of Illness and Healing
While medicine is a science that relies on meticulous research and professional protocols, it is also full of characters, conflicts, scenes, dialogues, and resolutions; in other words, stories. This course explores why we must value communication in medicine and how narratives mediate that communication. During the quarter, you will pursue independent research on a topic of your choice in the health sciences and practice interviewing experts as well as writing accurate and engaging science journalism in a number of genres: the story pitch, the news story, and the profile. Your final project will be a research-based digital magazine story coached by the Stanford Storytelling Project.
Last offered: Spring 2022
| Units: 3
| UG Reqs: WAY-CE
PWR 194BR:
Topics in Writing & Rhetoric: The Rhetoric of Health and Medicine
This course will aim to give students a foundation in the rhetoric of health and medicine across major stakeholders researchers, government, institutions, doctors, patients, journalists, and a general public obsessed with health and wellness. For example, we will analyze key theories about the relation of institutions, doctors, and patients, from Foucault's Birth of the Clinic to Rita Charon's Narrative Medicine: Honoring the Stories of Illness. We will also investigate how patients make sense of their illnesses through art and memoirs, how doctors are trained in an empathetic bedside manner, and the rhetoric of medical breakthroughs. From this foundation, students will choose an issue to tackle in their own research projects, from the politicization of Planned Parenthood and women's healthcare, to the experience of trans patients seeking care, to the rhetoric of access vs. coverage in current debates about health insurance. Prerequisite: completion of WR-1 & WR-2 req or permission of instructor. For full description, see https://undergrad.stanford.edu/programs/pwr/courses/additional-elective-courses/rhetoric-health-and-medicine
Last offered: Autumn 2017
| Units: 4
| UG Reqs: WAY-A-II, WAY-ER
PWR 194KD:
Topics in Writing and Rhetoric: Technology and Human Values
Pining for a job in Google X but a little afraid of what disrupting the next social system will do to humans when all is said and done? Unsure where the real conversation is happening at Stanford about how to think more carefully and thoughtfully about the tech we are being trained to make? Curious to know what underlying common ground might link fuzzies with techies, humanists with engineers, scientists with philosophers? These are some of the issues we¿ll address in this seminar. You will be able to choose your own current topic¿drones, tech and medicine, Big Data, Cloud applications, AI and consciousness, cybersecurity, tech and the law¿for which you will choose readings and write a seminar paper and then co-lead discussion. The class goals are to know better the ethical value of one¿s tech work and research and to be able to express to scientists and non-scientists alike the ways in which this work contributes to the greater human good (beyond strict convenience or short-term profit). Prerequisite: first two levels of the writing requirement or equivalent transfer credit. For topics, see https://undergrad.stanford.edu/programs/pwr/courses/advanced-pwr-courses.
Last offered: Winter 2016
| Units: 4
| UG Reqs: WAY-ER
RAD 201:
Introduction to Radiology
This seminar is offered to pre-clinical medical students interested in learning about how image-based anatomy can reinforce their knowledge of gross anatomy as they progress through the term. This also serves as a refresher for MSII students. Within this seminar, students will explore image findings in human anatomy in the normal and diseased state. The course will also cover when to request X-Ray, Flouroscopy, Ultrasound, CT, MRI, and Nuclear Medicine. There will be time to explore Radiology as a career choice as well as research opportunities in Radiology.
Terms: Aut
| Units: 1
RAD 206:
Mixed-Reality in Medicine (BIOE 206, BMP 206)
Mixed reality uses transparent displays to place virtual objects in the user's field of vision such that they can be aligned to and interact with actual objects. This has tremendous potential for medical applications. The course aims to teach the basics of mixed-reality device technology, and to directly connect engineering students to physicians for real-world applications. Student teams will complete guided assignments on developing new mixed-reality technology and a final project applying mixed-reality to solve real medical challenges. Prerequisites: (1) Programming competency in a language such as C, C++. or Python. (2) A basic signal processing course such as EE102B (Digital Signal Processing), while not required, will be helpful. (3) A medical imaging course, while not required, will be helpful. Please contact the instructors with any questions about prerequisites.
Terms: Aut
| Units: 3
RAD 222:
Physics and Engineering Principles of Multi-modality Molecular Imaging of Living Subjects (BIOE 222, BMP 222)
Physics and Engineering Principles of Multi-modality Molecular Imaging of Living Subjects (RAD 222A). Focuses on instruments, algorithms and other technologies for non-invasive imaging of molecular processes in living subjects. Introduces research and clinical molecular imaging modalities, including PET, SPECT, MRI, Ultrasound, Optics, and Photoacoustics. For each modality, lectures cover the basics of the origin and properties of imaging signal generation, instrumentation physics and engineering of signal detection, signal processing, image reconstruction, image data quantification, applications of machine learning, and applications of molecular imaging in medicine and biology research.
Terms: Aut
| Units: 3-4
RAD 260:
Computational Methods for Biomedical Image Analysis and Interpretation (BIOMEDIN 260, BMP 260, CS 235)
The latest biological and medical imaging modalities and their applications in research and medicine. Focus is on computational analytic and interpretive approaches to optimize extraction and use of biological and clinical imaging data for diagnostic and therapeutic translational medical applications. Topics include major image databases, fundamental methods in image processing and quantitative extraction of image features, structured recording of image information including semantic features and ontologies, indexing, search and content-based image retrieval. Case studies include linking image data to genomic, phenotypic and clinical data, developing representations of image phenotypes for use in medical decision support and research applications and the role that biomedical imaging informatics plays in new questions in biomedical science. Includes a project. Enrollment for 3 units requires instructor consent. Prerequisites: programming ability at the level of CS 106A, familiarity with statistics, basic biology. Knowledge of Matlab or Python highly recommended.
Terms: Spr
| Units: 3-4
RAD 301A:
Diagnostic Radiology and Nuclear Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: This is the core radiology clerkship designed for students going into any medical specialty, including radiology. The four-week course includes didactic and case-based sessions as well as observation in subspecialty radiology reading rooms (considering student preferences for subspecialty). Students will learn the pros and cons of various imaging modalities and will gain an appreciation for radiation risks and the benefits and risks of radiographic contrast materials and nuclear medicine tracers. Emphasis is placed on fundamentals of clinical applications and interpretation for radiography, ultrasound, computed tomography, magnetic resonance imaging, and nuclear medicine studies. Students are taught primarily by radiology faculty, with emphasis on interactive sessions including neurological, cardiothoracic, breast, gastrointestinal, genitourinary, musculoskeletal, pediatric, and nuclear medicine imaging. Students participate in case-based reviews with radiology residents based on interesting cases they have seen in the reading rooms or other rotations. Interested students may have an option to actively participate by dictating basic clinical cases, similar to radiology trainees. Extensive online learning materials including videos of didactic sessions are made available. Two quizzes are administered during the course and must be passed to receive course credit. During the COVID-19 pandemic, sessions have been either virtual or (preferably) in person, as guided by School of Medicine guidelines at the time. PREREQUISITES: Medicine 300A, Pediatrics 300A, or Surgery 300A strongly advised. Visiting students wishing to do this clerkship must receive prior approval from the Clerkship Coordinator before applying. PERIODS AVAILABLE: 4, 5, 8, 9, full-time for 4 weeks, 22 students per period. CLERKSHIP DIRECTOR: Christopher Beaulieu, M.D., Ph.D. and Bryan Lanzman, M.D. CLERKSHIP COORDINATOR: Sergio Sousa, 650-724-7518, smsousa@stanford.edu. REPORTING INSTRUCTIONS: Where: Instructions on Canvas; Time: Check schedule in Canvas. CALL CODE: 0. OTHER FACULTY: Radiology faculty, fellows, and residents. LOCATION: SUMC.
Terms: Aut, Win, Spr
| Units: 6
RAD 302A:
Nuclear Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Acquaints students with the basic principles of nuclear medicine, the instrumentation used (including SPECT-CT, PET-CT, and PET-MRI), the gamut of procedures available, and the judgments used to select specific diagnostic or therapeutic procedures and interpret results. The experience should be especially helpful for students planning a career in diagnostic radiology, nuclear medicine, cardiology, endocrinology, urology, or oncology. The student experience includes instruction in radiologic physics, instrumentation, responsibility for selected isotopic procedures, daily teaching rounds for review of all cases studies, observation of theragnostic patient visits and therapeutic administration and special conferences. Please note: Visiting students must obtain approval from the Department prior to applying for this clerkship. Please email requests to Ann Vo (annvo@stanford.edu). PREREQUISITES: Medicine 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Benjamin Franc, M.D. and Jagruti Shah, MBBS. CLERKSHIP COORDINATOR: Ann Vo, annvo@stanford.edu. REPORTING INSTRUCTIONS: Where: Nuclear Medicine Clinic, Second Floor, C21; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: C. Aparici, G. Davidzon, B. Franc, F. Moradi. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
RAD 304A:
Pediatric Radiology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Our clerkship is designed to give you an overview of the exciting field of pediatric radiology. The rotation includes a comprehensive curriculum including a wealth of didactic and clinical conferences, directed reading assignments, interactive online teaching modules, and image interpretation with our outstanding pediatric radiology faculty. You will be exposed to all radiologic imaging modalities including MRI, CT, ultrasound, fluoroscopy, and plain radiography and will have the unique opportunity to participate in perinatal imaging including prenatal ultrasound and fetal MRI. If time allows, additional exposure to Nuclear Medicine, Interventional Radiology, and Neuroradiology is available. Students will be expected to give a short presentation of an interesting imaging case to faculty and fellows at the end of their rotation. Visiting students wishing to do this clerkship must receive prior approval from Clerkship Coordinator before applying. PREREQUISITES: Radiology 301A or a similar general radiology clerkship or consent of instructor. PERIODS AVAILABLE: 2-12, full-time for 2 or 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Jayne Seekins, D.O. CLERKSHIP COORDINATOR: Sergio Sousa, 650-724-7518, smsousa@stanford.edu. REPORTING INSTRUCTIONS: Where: LPCH (Radiology Dept. Secretary); Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: R. Barth, F. Blankenberg, F. Chan, H. Dahmoush, H. Daldrup-Link, D. Durand, P. Jayapal, S. Josephs, D. Larson, E. Lebowitz, H. Nadel, B. Newman, V. Rooks, E. Rubesova, J. Sandberg, J. Seekins, A. Syed, A. Thakor, E. Tong, S. Vasanawala, K. Yeom, V. Young. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
RAD 305A:
Interventional Radiology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Interventional radiology (IR) has become integral to the practice of modern medicine. In 2013, the American Board of Medical Specialties recognized IR as a primary specialty distinct from diagnostic radiology. This 2- or 4-week elective introduces medical students to image-guided, minimally invasive vascular and nonvascular interventions and is appropriate for students considering residency training in IR as well as those interested in learning more about the field in general. Students will be exposed to a broad range of IR procedures, including interventional oncology, peripheral vascular (venous and arterial), genitourinary, gastrointestinal, and portal interventions. Students are encouraged to take part in the full spectrum of IR procedures. Our service functions like a surgical subspecialty and students are expected to be an integral part of the IR team and actively participate in the pre-procedure evaluation and post-procedure care of our patients. Students may attend various departmental and interdepartmental conferences. Interested students are encouraged to give a short presentation on an interesting case at the end of the rotation. Note: Visiting students interested in rotating through this clerkship must receive prior approval from the Clerkship Coordinator before applying. PREREQUISITES: Surgery 300A, Medicine 300A and Radiology 301A are recommended but not required. PERIODS AVAILABLE: 2-12, full-time for 2 weeks or 4 weeks, 3 students per period. CLERKSHIP DIRECTOR: Andrew Kesselman, M.D. CLERKSHIP COORDINATOR: Sergio Sousa, 650-724-7518, smsousa@stanford.edu; Maresela Ramos, marramos@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA (email 2 weeks prior); Time: TBA; CALL CODE: 2 (voluntary). OTHER FACULTY: L. Hofmann, D. Hovsepian, G. Hwang, N. Kothary, W. Kuo, J. Louie, A. Picel, D. Sze, A. Vezeridis, D. Wang. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
RAD 398A:
Clinical Elective in Diagnostic Radiology & Nuclear Medicine
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an opportunity for a student in the clinical years to have a clinical experience in Diagnostic Radiology or Nuclear Medicine, of a quality and duration to be decided upon by the student and a faculty preceptor in the Department. The student must make individual arrangements with a faculty member in Diagnostic Radiology or Nuclear Medicine. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: None for Diagnostic Radiology; Medicine 300A for Nuclear Medicine. Consent of the designated faculty preceptor and approval by Advisor. PERIODS AVAILABLE: 1-12. CLERKSHIP DIRECTOR: Christopher Beaulieu, M.D., Ph.D. CLERKSHIP COORDINATOR: Sergio Sousa, 650-724-7518, smsousa@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA (designated faculty preceptor); Time: TBA. CALL CODE: 2 (varies with preceptor). OTHER FACULTY: Staff. LOCATION: SUMC, LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
REES 110:
Politics and Society in Early Soviet Russia: View from the Hoover Library & Archives (HISTORY 228C, HISTORY 328C, REES 211)
The course offers an examination of early Soviet history (1917-1924) based on the archival collections, digital records, and rare books and periodicals in the Hoover Library & Archives, with a focus on the papers of the American Relief Administration and the Soviet famine of 1921. Topics include Bolshevik ideology, the role of the Communist Party, Russian-Ukrainian relations, the formation of the USSR, Soviet economic policy, Soviet foreign policy and the Communist International, the secret police and political repression, culture under the Bolsheviks, demographic shifts and refugee movements, and the famine of 1921, in which six million people perished. Students will become familiar with how to research and interpret primary sources. Class will meet in Hoover Tower, in a secure room where students can work with archival and rare library materials, including early Soviet newspapers and journals. Course is open to graduate students and upper-level undergraduates. Students may take the course for either 3 or 5 units. Those enrolled for 5 units will submit a research paper. Russian language ability is not required. Offered in conjunction with the Hoover Library & Archives exhibition Bread + Medicine: Saving Lives in a Time of Famine.
Last offered: Winter 2023
| Units: 3-5
REES 211:
Politics and Society in Early Soviet Russia: View from the Hoover Library & Archives (HISTORY 228C, HISTORY 328C, REES 110)
The course offers an examination of early Soviet history (1917-1924) based on the archival collections, digital records, and rare books and periodicals in the Hoover Library & Archives, with a focus on the papers of the American Relief Administration and the Soviet famine of 1921. Topics include Bolshevik ideology, the role of the Communist Party, Russian-Ukrainian relations, the formation of the USSR, Soviet economic policy, Soviet foreign policy and the Communist International, the secret police and political repression, culture under the Bolsheviks, demographic shifts and refugee movements, and the famine of 1921, in which six million people perished. Students will become familiar with how to research and interpret primary sources. Class will meet in Hoover Tower, in a secure room where students can work with archival and rare library materials, including early Soviet newspapers and journals. Course is open to graduate students and upper-level undergraduates. Students may take the course for either 3 or 5 units. Those enrolled for 5 units will submit a research paper. Russian language ability is not required. Offered in conjunction with the Hoover Library & Archives exhibition Bread + Medicine: Saving Lives in a Time of Famine.
Last offered: Winter 2023
| Units: 3-5
RELIGST 103:
Buddhism and Medicine
How did ancient Buddhist practices like mindfulness come to be promoted today as essential for our mental and physical wellbeing? How have Buddhists responded to the global COVID-19 health crisis? If Buddhist practice can indeed heal and keep us healthy, how does it claim to heal, and from what? This class explores these and other related questions by studying how Buddhism has throughout its history been intertwined with the theory and practice of medicine. No prior knowledge of Buddhism or medicine is required.
Terms: Aut
| Units: 4
| UG Reqs: WAY-SI
SOC 20N:
What counts as "race," and why? (CSRE 20N)
Preference to freshmen. Seminar discussion of how various institutions in U.S. society employ racial categories, and how race is studied and conceptualized across disciplines. Course introduces perspectives from demography, history, law, genetics, sociology, psychology, and medicine. Students will read original social science research, learn to collect and analyze data from in-depth interviews, and use library resources to conduct legal/archival case studies.
Last offered: Winter 2019
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
SOC 114:
Economic Sociology (SOC 214)
The sociological approach to production, distribution, consumption, and markets. The impact of norms, power, social structure, and institutions on the economy. Comparison of classic and contemporary approaches to the economy among social science disciplines. Topics: consumption, labor markets, organization of professions such as law and medicine, the economic role of informal networks, industrial organization -- including the structure and history of the computer and popular music industries, business alliances, the platform economy and capitalism in non-Western societies.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-SI
SOC 137D:
How We Live and Die: The Social Context of Health and Health Care
We are used to thinking about diseases and illnesses as biological problems that need medical solutions. For example, suppose that a loved one has been diagnosed with cancer. Their cancer has an immediate, biological cause (genetic mutation) that we point to, and their doctor has an immediate, medical treatment (chemotherapy) that we can employ. This is how we think about health and practice medicine: focusing on the immediate causes and symptoms for one individual. Sociologists, however, view these situations differently, instead considering the social contexts of these diseases and thinking about the health of populations rather than of individuals. For example, perhaps they grew up in a town whose drinking water was poisoned by a local chemical factory, and this greatly increased their risk of getting cancer. How did circumstances throughout their life - many outside their control - like their socioeconomic status, government policies and local politics, and their access to medical care affect their eventually getting cancer? In this course, we will introduce key concepts from the sociology of health and illness - including fundamental causes of disease, health disparities, social determinants of health, social stress, social capital, the social construction of illness, medicalization, health care delivery, the structure of health care systems, and public policy - to examine the social causes and contexts of disease and illness. How do social conditions affect our health? What even are "diseases" or "illnesses"? Who gets sick, and who stays sick? What is medicine and health care, and how do we decide who gets them? We will apply these theoretical concepts and frameworks to these questions to understand how health and illness are not only biological processes occurring within individuals but also social processes between people, groups, and institutions.
Last offered: Summer 2023
| Units: 3
SOC 167VP:
Justice + Poverty Innovation:Create new solutions for people to navigate housing, medical, & debt
How can emerging technologies and human-centered design be used to help people going through problems with housing, medical care, and debt? In this class, we will work with local partners to develop new tech and design prototypes to address poverty-related problems. We will explore new digital solutions, as well as how to use emerging technologies like AI and blockchain. At the same time, we will explore policy and legal reforms that could address root causes of the problems.nStudents will work in small, interdisciplinary teams with partners organizations in law, medicine, and policy. They will do design research in the field, propose new solutions and test them, and develop new initiatives that will be piloted. The goal is to incubate promising, feasible public interest technology and design projects.nThe class will be run in parallel to similar classes in Mexico, Guatemala, and Colombia. Students will have the chance to learn about similar innovation efforts in other countries, and will be challenged to think about how their own projects could be replicated and scaled
Last offered: Winter 2020
| Units: 4
| Repeatable
for credit
SOC 214:
Economic Sociology (SOC 114)
The sociological approach to production, distribution, consumption, and markets. The impact of norms, power, social structure, and institutions on the economy. Comparison of classic and contemporary approaches to the economy among social science disciplines. Topics: consumption, labor markets, organization of professions such as law and medicine, the economic role of informal networks, industrial organization -- including the structure and history of the computer and popular music industries, business alliances, the platform economy and capitalism in non-Western societies.
Terms: Aut
| Units: 4
SOMGEN 130:
Sexual Diversity and Function Across Medical Disciplines
Focus is on development of personal and professional skills to interact with people across the diverse range of human sexuality, from childhood (pediatric) to older ages (geriatric), with consideration of gender identity, sexual orientation, sociocultural (predominantly U.S., not global) and religious values, and selected medical issues (e.g. hormonal therapy, disabilities, e.g. spinal cord injury, etc. with discussion of sexual taboos and unusual sexual practices that you might encounter in a general medical setting. For the 4th unit, students must also attend INDE 215 Queer Health and Medicine and complete the additional assignments for that section but do not enroll in that course.
Terms: Win
| Units: 3-4
| UG Reqs: WAY-EDP, WAY-SI
SOMGEN 140Q:
The Beginning: the Brain, the Womb, and the Elusive Definition of Life
Can we pinpoint the precise moment that a human life begins? If so, what do we do with that information? Together we will chart the path between conception and birth with particular focus on the fetal brain and the placental interface. What can biology tell us and where are the gaps? In the absence of a definitive answer, what spiritual traditions, ethical frameworks, and reasoning might we rely on to orient us? Grounded in biology, we will survey a diverse spectrum of attitudes about personhood, fate, and personal responsibility that can be applied to urgent issues in reproductive rights.
Terms: Aut
| Units: 3
| UG Reqs: WAY-EDP, WAY-ER
SOMGEN 141Q:
Can brains be repaired like cars or roads?
Can brains be repaired just like cars or roads? The thought of repairing brains or enhancing them has been a dream of ideal medicine, but is it possible now? To answer that question we need to dive into NeuroEngineering. We will learn the basics of synapse and neural network formation, focusing on neural enhancement and neural repair/regeneration. Through the lenses of tissue, chemical and electrical engineering, we will learn the challenges of repairing/enhancing the brain. We'll also discuss the ethical and political implications. Grounded in Neuroscience, we'll research the latest clinical trials and technology to repair the brain.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
SOMGEN 150Q:
Challenging Sex and Gender Dichotomies in Biology and Medicine (FEMGEN 150Q)
This course explores and challenges the physiological basis for distinguishing human "males" and "females", expands the concepts of "intersex" beyond reproductive anatomy/physiology (i.e. beyond the genitalia), and discusses some known consequences of "gender biases" in medical diagnoses and treatments. The influence of gender (sociocultural) "norms", i.e. gendered behaviors and relations, on human biology is juxtaposed with the role of biological traits on the construction of gender identity, roles and relationships, thereby focusing on the interactions of sex and gender on health and medical outcomes. Problems that may arise by labeling conditions that vary in incidence, prevalence and/or severity across the "male-female" spectrum as "men's" or "women's" health issues will be discussed. In addition, the importance of recognizing the spectrum of sex and gender, as well as sexual orientation, in clinical practice from pediatric to geriatric populations, will be highlighted, with consideration of varying perspectives within different race/ethnic, religious, political, and other groups.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
SOMGEN 160B:
Sexual Assault Prevention
This course series consists of a workshop component (SOMGEN 160A) and a classroom lecture component (SOMGEN 160B), which can be taken separately or concurrently. SOMGEN 160A, for which students choose one Saturday during the quarter, will focus on learning hands-on skills to reduce gender-based violence in campus communities. SOMGEN 160B, which meets weekly for 50 minutes, will focus on learning about the theory and best practices in sexual assault prevention programming and evaluation, including reading pertinent literature.
Last offered: Spring 2020
| Units: 1
SOMGEN 203:
Literature and Writing for Military Affiliated Students
This seminar will explore short readings of poetry, fiction, and non-fiction written by veterans or influenced by conflict. We will discuss the importance of war writing as a medium of expression for veterans, a means of understanding and reconciliation for civilians, and the ways it has impacted culture as a whole. The work will include short reading assignments, in-class writing prompts and guest speaker(s), such as General Jim Mattis, veteran writer Hugh Martin and others. There will be a final 1,500-word project. No writing experience required or expected.
Terms: Aut
| Units: 1
| Repeatable
8 times
(up to 8 units total)
SOMGEN 206:
Global Medical Issues Affecting Women (FEMGEN 206)
This course probes the principal issues affecting women and girls medically around the world. Through interactive discussions, guest lectures, case studies, and academic readings, students become acquainted with the most critical challenges to women's health globally, and use selected analytical tools to assess how these may be addressed efficiently, cost-effectively, and sustainably. Topics include women's cancer, birth control, infertility, female genital mutilation, midwifery, obstetric fistula, breastfeeding, violence against women, and women's representation in biomedical research. The aim is to cultivate in students a nuanced appreciation of women's unique needs, roles, and challenges in the contemporary global health landscape. S/NC or +/-.
Last offered: Winter 2023
| Units: 1-2
SOMGEN 207:
Theories of Change in Global Health (INTLPOL 291, PUBLPOL 291)
Organizations dedicated to improving global health deploy various approaches ranging from efforts to improve economic conditions, health systems, and technology to policy change and advocacy. This course critically evaluates 15 common theories of change that underlay global health interventions. Students will review and discuss examples of both success and failure of each theory of change drawn from various disciplines. This seminar is appropriate for graduate students of any discipline who are interested in considering the range of approaches and their likely utility when considering a specific global health problem in a particular location. Upper-class undergraduates who have completed rigorous related coursework and who are willing to commit the preparatory time are welcome. Our discussions benefit greatly from diverse perspectives. Sign up for 3 unit credits to participate in the seminar or 4 units to participate in the seminar and complete a project that provides an opportunity to apply these ideas to a global health problem of your interest.
Terms: Win
| Units: 3-4
SOMGEN 213:
The Art of Observation: Enhancing Clinical Skills Through Visual Analysis
Offers medical students the opportunity to enhance their observational and descriptive abilities by analyzing works of art in the Stanford museums. Working with the Cantor Arts Center staff and Stanford Art History PhD candidates, students spend time in each session actively looking at and describing works in the gallery. Discussion with medical school faculty follows, providing a clinical correlate to the gallery session. Classes interrogate a different theme of medical observation and clinical practice and includes opportunities for an applied clinical session in the hospital with course-affiliated physicians.
Terms: Win
| Units: 1
SOMGEN 214:
Intro to Specialty Career Selection: Exploring Residency Specialty Selection with Career Advisors
Are you intimidated by the number of specialty choices out there? Do you want to feel more confident when answering the dreaded question, "What kind of doctor do you want to be?" The School of Medicine Center for Specialty Career Advising is offering a 2-quarter seminar series highlighting the different specialty career choices offered for your residency training. We recognize that undergraduates and medical students may have a general idea of what field of medicine they might be interested in pursuing, but often aren't exposed to the vast number of choices until later in their clinical years. This series will feature 20 different and popular specialties. Each week, we will highlight a different specialty through a seminar led by the Specialty Career Advisor (SCA) in that field of medicine. Each SCA is carefully selected as an expert and mentor in that field and will provide you with an overview of what to expect should you choose that specialty. Each overview will also provide a next steps framework to learn more about the field with ample time for Q&A. There is no better time to start exploring than now! This series is a Pass-Fail attendance only course.
Terms: Aut, Win
| Units: 1
| Repeatable
6 times
(up to 6 units total)
SOMGEN 219A:
Principles of Medical Education
Will teaching be an important part of your professional career? What knowledge and skills are necessary to become an outstanding medical educator? This seminar will use interactive and small group instruction to review core principles of medical education. Students will explore learning theory, bedside and clinical teaching techniques, feedback, curriculum design, assessment, education research methods, technology and career paths in medical education.
Terms: Win
| Units: 1-2
| Repeatable
for credit
(up to 99 units total)
SOMGEN 219B:
Advances in Medical Education
This seminar is intended for students who are interested in a career in health professions education. Completion of 'Introduction to Medical Education' (SOMGEN219, Winter Q) is recommended but not required. We will use didactic and small group instruction to examine several advanced topics in medical education: individualized learning, competency-based assessment, coaching in medical education, applied learning theory, disseminating educational scholarship, and the creation of digital learning resources. We hope that this course will inspire students to enter academic careers that include teaching as a central tenet of their life's work.
Terms: Spr
| Units: 1-2
| Repeatable
6 times
(up to 12 units total)
SOMGEN 224:
Physical Listening (DANCE 224)
Do you want to deepen your communication skills with patients and colleagues? Are you planning or pursuing a career in healthcare? If so, Physical Listening is the course for you. Non-verbal behaviors and physical presence play a critical role in masterful interpersonal communication. How our bodies move - the energy we project, the force and speed of our movements - informs how we perceive and communicate. The Stanford School of Medicine and Medical Humanities program invites you to join this interdisciplinary course harnessing core competencies at the intersection of medicine and dance, designed to finesse clinically relevant communication skills through creative inquiry. Through this course, learners will: Explore the concept of "physical embodiment" through interactive exercises, video viewings, clinical cases, and lively discussion; sharpen skills of kinesthetic awareness, spatial perception, and critical movement analysis; improve their ability to read and employ non-verbal, physical "language" in daily communication. Taught by faculty/instructors from the School of Medicine, Stanford Healthcare, Stanford Medicine Children's Health, and the Department of Theater and Performance Studies (TAPS). Featured instruction by JoAnna Mendl Shaw - renowned choreographer and former Juilliard and NYU Tisch School of the Arts faculty. Open to all Stanford undergraduate students (perfect for premedical students!), graduate students, and medical students. No prerequisites and no former artistic experience are expected. For any questions about the course, please reach out to Dr. Nina Shevzov-Zebrun (nszebrun@stanford.edu,), a resident physician in Pediatrics who will serve as an assisting instructor in this course.
Terms: Win
| Units: 2
SOMGEN 227A:
Career Exploration Opportunities (CEO) Internship Program Practicum
Restricted to graduate students (year 3 and onward) and postdocs in the Stanford Biosciences program who have completed SOMGEN 227. Focus is on internship progress and future career goals. Topics include update on progress of internship goals, planning for future career goals and return to academic research, internship activities, culture and mentorship.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
2 times
(up to 2 units total)
SOMGEN 231A:
Clinical Mandarin in Practice and Application
This 2-quarter course sequence is designed for medical trainees of all language levels interested in developing their scope of Medical Mandarin in clinical practice. The course will focus on understanding Chinese healthcare systems and culture, while navigating potentially difficult conversations in Mandarin including: sexuality, mental health, family dynamics, and end-of-life discussion. The course will feature patient and family voices, adopting a flipped classroom model with biweekly, small group language labs complemented by monthly large group didactic sessions. Students enrolling in the 1-unit course will attend monthly large group didactics, while students enrolled in the 2-unit course will also attend biweekly language labs. Large group sessions will be taught by faculty and residents in Stanford Family Medicine who use Medical Mandarin daily in their own primary care practice. Each large group session will also feature patients, families, and content experts to offer their own lived experiences with Clinical Mandarin. Students with specific medical interests are encouraged to develop their own ideas for directed reading with course staff throughout the course.
Terms: Aut
| Units: 1-2
SOMGEN 231B:
Clinical Mandarin in Practice and Application
This 2-quarter course sequence is designed for medical trainees of all language levels interested in developing their scope of Medical Mandarin in clinical practice. The course will focus on understanding Chinese healthcare systems and culture, while navigating potentially difficult conversations in Mandarin including: sexuality, mental health, family dynamics, and end-of-life discussion. The course will feature patient and family voices, adopting a flipped classroom model with biweekly, small group language labs complemented by monthly large group didactic sessions. Students enrolling in the 1-unit course will attend monthly large group didactics, while students enrolled in the 2-unit course will also attend biweekly language labs. Large group sessions will be taught by faculty and residents in Stanford Family Medicine who use Medical Mandarin daily in their own primary care practice. Each large group session will also feature patients, families, and content experts to offer their own lived experiences with Clinical Mandarin. Students with specific medical interests are encouraged to develop their own ideas for directed reading with course staff throughout the course.
Terms: Win
| Units: 1-2
SOMGEN 237:
Health Impact of Sexual Assault and Relationship Abuse across the Lifecourse (AFRICAAM 127, FEMGEN 237, HUMBIO 124)
An overview of the acute and chronic physical and psychological health impact of sexual abuse through the perspective of survivors of childhood, adolescent, young and middle adult, and elder abuse, including special populations such as pregnant women, military and veterans, prison inmates, individuals with mental or physical impairments. Also addresses: race/ethnicity, gender identity, sexual orientation, and other demographic and societal factors, including issues specific to college culture. Professionals with expertise in sexual assault present behavioral and prevention efforts such as bystander intervention training, medical screening, counseling and other interventions to manage the emotional trauma of abuse. Undergraduates must enroll for 3 units. To receive a letter grade in any listing, students must enroll for 3 units. This course must be taken for a letter grade and a minimum of 3 units to be eligible for Ways credit. Enrollment limited to students with sophomore academic standing or above or consent of the instructor. Human Biology students must enroll in HUMBIO 124 or AFRICAAM 127 or FEMGEN 237. Med/Grad students should enroll in SOMGEN 237 for 2 units.
Terms: Aut
| Units: 2-3
SOMGEN 243:
Exploring perspectives of complex, post-viral, chronic illness and disability through podcast media
The COVID-19 pandemic has left millions of individuals living with post-viral complex illnesses that are poorly understood and often disabling. This course highlights the experiences of patients living with complex, poorly understood illnesses, including dysautonomia, Myalgic Encephalomyelitis Chronic Fatigue Syndrome (ME/CFS), Ehlers Danlos Syndrome (EDS), Mast Cell Activation Syndrome, Long COVID, and more. This discussion and Q&A-based course aspire to transform attitudes, enlighten perspectives, and elevate awareness around complex, post-viral, and chronic illnesses. Before each class session, students will listen to podcast episodes featuring complex patients and healthcare providers, created to help equip healthcare students and professionals with the knowledge and empathy needed to serve this patient demographic. Through podcast episodes, guest speaker interactions, and reflective discussions, students will gain insights that foster compassionate and informed care, enhancing comprehension of complex, chronic illnesses, and disability. No prerequisites. Repeatable for credit.
Terms: Win
| Units: 1
| Repeatable
2 times
(up to 2 units total)
SOMGEN 275:
Leading Value Improvement in Health Care Delivery
Successful leaders on the journey to better care delivery methods with lower total spending inevitably face challenges. What confluence of attitudes, values, strategy, and events allows them to prevail? Contexts will include public policy, entrepreneurship and early stage investing, care delivery innovations, and health care system management to improve the value of care. Course faculty and guests will consist of nationally recognized leaders, innovators, and change agents. The course is open to any member of the Stanford community aspiring to lead value improvement in health care delivery including medical, MBA, law, and graduate students, as well as undergraduates, postdoctoral candidates, and medical center trainees. May be repeated for credit.
Terms: Aut
| Units: 1
| Repeatable
4 times
(up to 4 units total)
SOMGEN 299:
SPRC Education Program Internship
Internship with Stanford Prevention Research Center Education Programs with focus on program administration and development. SPRC education programs include Women and Sex Differences in Medicine (WSDM), Health 4 All (H4A), and Community Health and Prevention Research (CHPR).
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
6 times
(up to 6 units total)
STATS 209:
Introduction to Causal Inference
This course introduces the fundamental ideas and methods in causal inference, with examples drawn from education, economics, medicine, and digital marketing. Topics include potential outcomes, randomization, observational studies, matching, covariate adjustment, AIPW, heterogeneous treatment effects, instrumental variables, regression discontinuity, and synthetic controls. Prerequisites: basic probability and statistics, familiarity with R.
Terms: Aut
| Units: 3
STATS 211:
Meta-research: Appraising Research Findings, Bias, and Meta-analysis (CHPR 206, EPI 206, MED 206)
Open to graduate, medical, and undergraduate students. Appraisal of the quality and credibility of research findings; evaluation of sources of bias. Meta-analysis as a quantitative (statistical) method for combining results of independent studies. Examples from medicine, epidemiology, genomics, ecology, social/behavioral sciences, education. Collaborative analyses. Project involving generation of a meta-research project or reworking and evaluation of an existing published meta-analysis. Prerequisite: knowledge of basic statistics.
Terms: Win
| Units: 3
STATS 251:
Clinical Trial Design in the Age of Precision Medicine (BIODS 250)
This course offers an overview of statistical foundation for modern clinical trial design in precision medicine research. Starting from a quick review of traditional clinical development paradigm through Phase I to III clinical trials for medical product approval and Phase IV post-marketing studies for safety evaluation, and challenges in the time and society costs, we will introduce recently developed innovative designs and their statistical methodology across all phases of clinical trials. You expected to learn the statistical considerations for novel phase I-II trial designs, master protocols for umbrella, platform and basket trials, adaptive and enrichment designs including subgroup selections, estimand, surrogate and composite endpoints, integration of real-world evidence and patient-focused medical product development, and meta-analysis of clinical trial endpoints. Prerequisites: Working knowledge of statistics and R.
Terms: Win
| Units: 3
STATS 260A:
Workshop in Biostatistics (BIODS 260A)
Applications of data science techniques to current problems in biology, medicine and healthcare. To receive credit for one or two units, a student must attend every workshop. To receive two units, in addition to attending every workshop, the student is required to write a two page critical summary of one of the workshops, with the choice made by the student.
Terms: Aut
| Units: 1-2
| Repeatable
for credit
STATS 260B:
Workshop in Biostatistics (BIODS 260B)
Applications of data science techniques to current problems in biology, medicine and healthcare. To receive credit for one or two units, a student must attend every workshop. To receive two units, in addition to attending every workshop, the student is required to write a two page critical summary of one of the workshops, with the choice made by the student
Terms: Win
| Units: 1-2
| Repeatable
for credit
STATS 260C:
Workshop in Biostatistics (BIODS 260C)
Applications of data science techniques to current problems in biology, medicine and healthcare. To receive credit for one or two units, a student must attend every workshop. To receive two units, in addition to attending every workshop, the student is required to write a two page critical summary of one of the workshops, with the choice made by the student
Terms: Spr
| Units: 1-2
| Repeatable
for credit
STEMREM 200:
Stem Cell Intensive
Open to first year Stem Cell Biology and Regenerative Medicine graduate students or consent of Instructor. Introductory lectures given by faculty in the Stem Cell Biology and Regenerative Medicine interdisciplinary graduate program are intended to provide students with insight into potential rotation labs. Includes some hands-on laboratory exercises covering basic methods of tissue culture, mouse embryo fibroblast (MEF) preparation, embryonic stem and induced pluripotent stem (ES/iPS) cell culture, differentiation, DNA isolation, polymerase chain reaction (PCR), sequencing, flow cytometry, and basic microscopy.
Terms: Aut
| Units: 1
STEMREM 201A:
Stem Cell Biology & Regenerative Medicine
For Ph.D., M.D., and advanced undergraduate students. Prepares students for the future of regenerative medicine by exploring central concepts in stem cell biology and the actual experiments that led to these concepts. Provides educational foundation for future physician-scientists to understand mechanisms underlying regenerative therapies. The latest advances in stem cell research will be discussed, including tissue regeneration; how stem cells are discovered by lineage tracing or transplantation; how stem cells differentiate and form organized tissues; stem cell niches; signaling centers and extracellular signals; chromatin and cellular reprogramming; organoids; cancer stem cells; gene therapy; and stem cell ethics; with emphasis on unresolved issues in the field.
Terms: Aut
| Units: 1-3
STEMREM 201B:
Ethical Issues in Stem Cell Biology
The contents of this course address NIH- and CIRM-mandated training in the responsible conduct of research and includes special content that explores specific ethical issues in the fields of stem cell biology and regenerative medicine. Covered topics include conflicts of interest, human and animal subjects in research, mentorship, collaborative research including industry collaborations, peer review, data acquisition and management, research misconduct, responsible authorship and publication, and the role of the scientist in society. Class meets one hour per week for 10 weeks, time and day to be determined.
Terms: Aut, Spr
| Units: 1
STEMREM 202:
Stem Cells and Translational Medicine
For graduate, undergraduate and medical students. Focus is on the fundamentals of stem cell biology and stem cell applications in basic research and translational medicine. Topics include exploration of the well-studied system of hematopoiesis, molecular pathways of pluripotency and tissue-specific stem cells and ends with coverage of aging as related to stem cell dynamics. Lectures are topically paired to cover the basic science of each topic, followed by clinical applications within each field of study. Students will use lecture and literature content to construct a research proposal based on biological or clinical concepts learned during the quarter.
Terms: Win
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
STEMREM 203:
Stem Cells Immersion: Applications in Medicine, Business and Law
For graduate and medical students enrolled in the SCBRM PhD program or other students by permission from the Instructor. Career-development immersions are custom designed by the student and advisor to provide clinical, pharmaceutical, biotechnology or business insights into the world of stem cell biology and regenerative medicine from multiple vantage points. The Immersion sets the stage for students to explore research and translation beyond the academic sphere and gain the necessary knowledge to move their career forward when completing the PhD.
Terms: Aut, Win, Spr, Sum
| Units: 3
STEMREM 250:
Regenerative Medicine Seminar Series
A forum for Stanford researchers to meet, hear about what is going on in Stem Cell Biology and Regenerative Medicine at Stanford, and spark collaborations. Topics include all areas of regenerative medicine, broadly defined, ranging from fundamental biological principles and basic science advances to novel applications in biotechnology, stem cell biology, and human disease.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
5 times
(up to 5 units total)
STEMREM 280:
Stem Cell Biology and Regenerative Medicine Journal Club
Review of current literature in both basic and translational medicine as it relates to stem cell biology and/or regenerative medicine in a seminar format consisting of both faculty and student presentations. Includes discussions led by faculty experts in the area covered for that particular session. Topics may range widely, depending on the available literature and students' interests. Students are expected to review the chosen article before class presentations and participate in discussion. Discussion includes methodology and statistical analysis of each study and its relevance to stem cell biology and/or regenerative medicine.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
5 times
(up to 5 units total)
STEMREM 299:
Directed Reading in Stem Cell Biology and Regenerative Medicine
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Beachy, P. (PI);
Bertozzi, C. (PI);
Brunet, A. (PI);
Chang, H. (PI);
Clarke, M. (PI);
Crabtree, G. (PI);
Diehn, M. (PI);
Engleman, E. (PI);
Fuller, M. (PI);
Gurtner, G. (PI);
Heilshorn, S. (PI);
Heller, S. (PI);
Khavari, P. (PI);
Longaker, M. (PI);
Majeti, R. (PI);
Monje-Deisseroth, M. (PI);
Nakauchi, H. (PI);
Nusse, R. (PI);
Palmer, T. (PI);
Pasca, S. (PI);
Porteus, M. (PI);
Qi, S. (PI);
Rando, T. (PI);
Robinson, B. (PI);
Roncarolo, M. (PI);
Sawe, N. (PI);
Sebastiano, V. (PI);
Snyder, M. (PI);
Weissman, I. (PI);
Wernig, M. (PI);
Wu, J. (PI);
Wu, S. (PI);
Wysocka, J. (PI);
Wyss-Coray, T. (PI);
Yang, F. (PI);
Jones, D. (GP)
STRAMGT 321:
Create a New Venture: From Idea to Launch I
S321/S322 is an integrated lab course in Entrepreneurship designed to teach students the process of creating a new viable venture - from Idea to Launch. It is a dynamic and interactive course organized around projects undertaken by teams of 3 to 4 registered students from the MSx and MBA programs, together with other graduate students from within Stanford who bring expertise of particular relevance to the idea being pursued, e.g. engineering, CS or medicine. This course is designed not only for students with immediate entrepreneurial aspirations but also for any student considering starting an entrepreneurial venture at some point in his or her career. The course is a two-quarter class, with admission to the class by team and idea. In the winter quarter, teams will research, craft, test and morph their idea into a viable business concept. In the spring quarter, they will further test, refine their concept and develop a strategy and plan to attract financial, human and other resources. At the end of the spring quarter, teams will present their plan to a panel of experts and potential investors to simulate the funding process. The course builds on important research, successes, and findings as they relate to the process of new venture creation. The teaching method is through a structured process of relevant mini-lectures, exercises and active in-depth team learning by doing (LBD). Extensive field research and prototype product development are integral to the course. Learning is further enhanced through meetings with the instructor, coaching by their assigned experienced mentors, experts, and review by peers. Informal student meetings/mixers will be held in the autumn quarter to further facilitate the formation of teams and assist in idea generation. The application process for S321/322,-Create A New Venture: from Idea to Launch- is described on the course website.
Last offered: Spring 2021
| Units: 3
STRAMGT 322:
Create a New Venture: From Idea to Launch II
S321/S322 is an integrated lab course in Entrepreneurship designed to teach students the process of creating a new viable venture - from Idea to Launch. It is a dynamic and interactive course organized around projects undertaken by teams of 3 to 4 registered students from the MSx and MBA programs, together with other graduate students from within Stanford who bring expertise of particular relevance to the idea being pursued, e.g. engineering, CS or medicine. This course is designed not only for students with immediate entrepreneurial aspirations but also for any student considering starting an entrepreneurial venture at some point in his or her career. The course is a two-quarter class, with admission to the class by team and idea. In the winter quarter, teams will research, craft, test and morph their idea into a viable business concept. In the spring quarter, they will further test, refine their concept and develop a strategy and plan to attract financial, human and other resources. At the end of the spring quarter, teams will present their plan to a panel of experts and potential investors to simulate the funding process. The course builds on important research, successes, and findings as they relate to the process of new venture creation. The teaching method is through a structured process of relevant mini-lectures, exercises and active in-depth team learning by doing (LBD). Extensive field research and prototype product development are integral to the course. Learning is further enhanced through meetings with the instructor, coaching by their assigned experienced mentors, experts, and review by peers. Informal student meetings/mixers will be held in the autumn quarter to further facilitate the formation of teams and assist in idea generation. The application process for S321/322, 'Create A New Venture: from Idea to Launch' is described on the course website.
Last offered: Autumn 2021
| Units: 3
STS 1:
Introduction to Science, Technology & Society
The course introduces students to critical perspectives on the history, social context, epistemology, and ethics of science, technology, and medicine. The goal of the course is to learn about major concepts and methods from science & technology studies, introduced in the context of real-world issues. STS 1 is the required gateway course for the major in Science, Technology & Society, but is open to students from all departments and disciplines. A final paper will be required. There will be no final exam.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-A-II, WAY-SI
STS 51D:
Ethical STEM: Race, Justice, and Embodied Practice (AFRICAAM 151, ARTSINST 151C, CSRE 151C, ETHICSOC 151C, SYMSYS 151D, TAPS 151D)
What role do science and technology play in the creation of a just society? How do we confront and redress the impact of racism and bias within the history, theory, and practice of these disciplines? This course invites students to grapple with the complex intersections between race, inequality, justice, and the STEM fields. We orient to these questions from an artistically-informed position, asking how we can rally the embodied practices of artists to address how we think, make, and respond to each other. Combining readings from the history of science, technology, and medicine, ethics and pedagogy, as well as the fine and performing arts, we will embark together on understanding how our STEM practices have emerged, how we participate today, and what we can imagine for them in the future. The course will involve workshops, field trips (as possible), and invited guests. All students, from any discipline, field, interest, and background, are welcome! This course does build upon the STS 51 series from 2020-21, though it is not a prerequisite for this course. Please contact the professor if you have any questions!
Terms: Win
| Units: 4-5
STS 200U:
The Age of Plague: Medicine and Society, 1300-1750 (HISTORY 234P)
(Undergraduates, enroll in 234P. Graduates, enroll in 334P) The arrival of plague in Eurasia in 1347-51 affected many late medieval and early modern societies. It transformed their understanding of disease, raised questions about the efficacy of medical knowledge, and inspired new notions of public health. This class explores the history of medicine in the medieval Islamic and European worlds. Changing ideas about the body, the roles of different healers and religion in healing, the growth of hospitals and universities, and the evolution of medical theory and practice will be discussed. How did medicine and society change in the age of plague?
Last offered: Autumn 2020
| Units: 5
| UG Reqs: WAY-SI
SURG 52Q:
Becoming whatever you want to be: lessons learned from a stem cell
Sophomore Preference. Stem cells are extreme: they are the most powerful cells in the body and yet they are unimaginably scarce; they exist in nearly every tissue but actually locating them is enormously challenging. Stem cells have the potential to transform the practice of medicine, while at the same time their potential application to human disease continues to spark political debates around the world. In this class, students will discuss the medical hype and hope that surrounds stem cells, socio-political implications surrounding their research, and general concerns with inequitable access to healthcare. While topics like tissue healing and regeneration will focus on the human body, participation from students whose fields of interest fall well outside human biology is welcome. Engineers, artists, historians, writers, economists--all will find intersections between the course subject matter and their own interests. Class sessions will be largely in-person however virtual access will be made available for students upon request on a case by case basis and primarily for medical needs.
Terms: Win
| Units: 4
| UG Reqs: Writing 2
SURG 100C:
Virtual and Real: Human Anatomy and Sports Injuries: Grand Rounds
Virtual and Real: Human Anatomy and Sports Injuries: Grand Rounds / Number of Units: 2 Description: This undergraduate course is designed to give students who have completed SURG 100A and/or SURG 100B, the opportunity to expand their knowledge of specific sports injuries through research and through the creation and deliverance of a grand rounds (35-45 minute) presentation.Students, with guidance by faculty, will work individually or in groups and will choose a specific sports injury to study. Students will be encouraged to use resources such as cadaver specimens, radiographs, CT scans, MRIs, the 3D anatomy table and interactive digital applications, along with consulting experts in the field of sports medicine. Each grand round presentation will focus on a clinical case, and cover the patient's symptoms, medical history, clinical examination, lab tests, prescribed images, differential diagnosis, definitive diagnosis, treatment and treatment outcomes. The course will be given over an eight-week period. In the first week, students will research potential sports injuries and decide on a specific sports injury to study. The second class will focus on each student or group developing a presentation outline and receive approval by faculty. In sessions three through six, under faculty supervision, students will research and prepare their presentations, which will be presented to the entire class during weeks seven and eight. Sufficient time will be allotted for thorough discussion after each presentation. The class is limited to 16 students.The class meets on Mondays from 12:30PM to 2:20 PM in CCSR 0235.
Terms: Spr
| Units: 2
SURG 144:
Athletes in Medicine at Stanford (AIMS)
AIMS has been created as a supplemental resource for student-athletes who have an interest in pursuing a career in medicine. The goal of the class is to foster an intimate community of current and former Stanford student-athletes in nmedicine providing resources and guidance to allow individuals a chance to thrive in this challenging and rewarding field. This will be a credit/no credit seminar with a focus on exploring topics such as medical school applications, nplacement tests, research, and careers in medicine.
Terms: Win, Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
SURG 205:
Technical Training and Preparation for the Surgical Environment
This course is designed for preclinical students in the School of Medicine interested in acquiring the technical skills and clinical orientation necessary to learn and participate in the surgical environment. Students will begin with scrub training to learn sterile technique prior to participation in the operating room followed by basic surgical techniques (including knot tying, suturing, hand-sewn bowel anastomoses, vascular skills and laparoscopic skills) to enhance their operating room experiences. In addition, the course will expose students to life as a surgeon. The class requires one to two mandatory operative shadowing experiences with an attending surgeon outside of normal class hours. Opportunities for one-on-one surgical faculty membership will be provided. This course will be held in person. Entry into the course: Second year students (MD, MS2) will get priority, especially those who could not enroll in the course last year and those that plan on declaring a Surgery Scholarly Concentration. 14 students can be accommodated each quarter. Indicate your interest in the course here: https://forms.gle/2CAz4YyC6hwmdUgY9. If selected for the course, you will be emailed a code that will allow you to register for the course on https://explorecourses.stanford.edu. All questions may be directed to Dr. Ananya Anand at aa24@stanford.edu. Confirmation of enrollment: If selected, students will be sent an enrollment code a week before classes start. Input the enrollment code when prompted on AXESS.
Terms: Aut, Win, Spr
| Units: 1
SURG 301A:
Dental Medicine and Surgery Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Stanford Plastic Surgery's Dental Section offers a 4-week clerkship for 3rd and 4th year medical and dental students interested in learning more about dental medicine and surgery. In addition, Residents (typically ED, ENT, Anesthesia, ID, Path) have also enjoyed this clerkship. The rotation offers a broad exposure to the many different clinical facets of dental medicine and surgery from dentoalveolar trauma to clearance of oral infection prior to cancer treatment, transplants, or cardiac devices. Students will also have the opportunity to work in a variety of practice settings. The rotation consists of two week blocks that take place at both Stanford Hospital and Lucille Packard Children?s Hospital, as well as at the outpatient Dental Medicine and Surgery/Oral Maxillofacial Surgery Clinic. Time will be spent at the Welch Road Campus in the OR, ED, and doing inpatient hospital consults, the Menlo Outpatient Clinic, and occasionally at the RWC campus. Students will meet and work with faculty from these sites. The students will integrate as members of the clinical teams and participate in direct care of dental surgery patients. An individualized schedule will be distributed prior to first day of clerkship. Please note: Visiting students must obtain approval from Sabrina Alinejad prior to applying for this clerkship. Please email requests to salineja@stanford.edu. PREREQUISITES: Dental or medical school student in 3rd or 4th year; any year of Residency. PERIODS AVAILABLE: 1-12, full-time for 2 weeks or 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Gary Roberts, DDS, groberts@stanford.edu, 650-723-5824. CLERKSHIP COORDINATOR: Sabrina Alinejad salineja@stanford.edu. REPORTING INSTRUCTIONS: Where: Meet with Dr. Roberts or designated dental faculty to touch base at 1st floor of Blake Wilbur; Time: 7:00 AM. CALL CODE: 2- Rotating Residents and Fellows will likely share some call depending on the set call schedule. Rotating Students will have the option to share call, but will not be primary. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
SURG 311C:
Clerkship at the Burn Center
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Students will provide integrated patient care, from critical care to OR to outpatient clinic. Students will experience acute, rehabilitative, and reconstructive phases of burn care. Students work directly with PGY2 and PGY3 residents from general and plastic surgery. This rotation is designed for students with career goals in general or plastic surgery, emergency medicine, or critical care (e.g., anesthesiology). However, students interested in primary care or pediatrics will benefit greatly from this experience. Direct surgical experience in the operating room is guaranteed. Please note: Visiting students must obtain preapproval to apply from Dr. Clifford Sheckter prior to applying for this clerkship. Please email requests to Madison Le at Madison.le@hhs.sccgov.org and Monica Tachibana at monica.tachibana@hhs.sccgov.org. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period (will consider 2). CLERKSHIP DIRECTOR: Clifford Sheckter, M.D. CLERKSHIP COORDINATOR: Madison Le, 408-885-5315, SCVMC, 751 S. Bascom Avenue, Building Q, Suite 4Q265, San Jose, CA 95128. REPORTING INSTRUCTIONS: Where: Please contact Madison Le at Madison.le@hhs.sccgov.org first, SCVMC, Plastic Surgery Office [Visitors must sign-in on the first day of rotation @ VSC Registration Desk 410]; Time: 8:00 am. CALL CODE: 2 - Taking call and weekend rounding will enhance the student's learning experience dramatically. It is left up to each student to decide if and how often they will take call. OTHER FACULTY: Y. Karanas. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
SURG 340B:
Medical-Surgical Intensive Care Unit Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship provides experience managing adult patients in a critical care unit. Students learn how to optimize care for the acutely ill patient and the multidisciplinary approach to complex patients. Teaching emphasizes the review of basic organ physiology, the ability to determine the pathophysiologic mechanisms involved in critical illness, and the formulation of a physiologic based treatment plan. Students gain experience with the implementation of monitoring and therapeutic devices used in the intensive care units and begin to become adept at the evaluation, stabilization and management of the most critically ill patients expected to be encountered in today's acute care hospitals. Ward rounds, bedside evaluation and treatment, and individual interactions with attending, fellows and residents are part of the educational process. Students must attend mandatory simulator courses in order to receive passing grade for this clerkship. Students wishing to do this clerkship must get approval from Bernadette Carvalho first before registering. Students must register for Anes 340B for this clerkship. PREREQUISITES: Anesthesia 306A or Medicine and Surgery core clerkships. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Juliana Barr, M.D. (650-493-5000 x64452), Building 1, Room F315, PAVAMC (112A). CLERKSHIP COORDINATOR: Bernadette F. Carvalho (berniec@stanford.edu). REPORTING INSTRUCTIONS: Where: PAVAMC, MSICU, 3rd Floor; Time: 8:00 AM. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
SYMSYS 151D:
Ethical STEM: Race, Justice, and Embodied Practice (AFRICAAM 151, ARTSINST 151C, CSRE 151C, ETHICSOC 151C, STS 51D, TAPS 151D)
What role do science and technology play in the creation of a just society? How do we confront and redress the impact of racism and bias within the history, theory, and practice of these disciplines? This course invites students to grapple with the complex intersections between race, inequality, justice, and the STEM fields. We orient to these questions from an artistically-informed position, asking how we can rally the embodied practices of artists to address how we think, make, and respond to each other. Combining readings from the history of science, technology, and medicine, ethics and pedagogy, as well as the fine and performing arts, we will embark together on understanding how our STEM practices have emerged, how we participate today, and what we can imagine for them in the future. The course will involve workshops, field trips (as possible), and invited guests. All students, from any discipline, field, interest, and background, are welcome! This course does build upon the STS 51 series from 2020-21, though it is not a prerequisite for this course. Please contact the professor if you have any questions!
Terms: Win
| Units: 4-5
TAPS 151D:
Ethical STEM: Race, Justice, and Embodied Practice (AFRICAAM 151, ARTSINST 151C, CSRE 151C, ETHICSOC 151C, STS 51D, SYMSYS 151D)
What role do science and technology play in the creation of a just society? How do we confront and redress the impact of racism and bias within the history, theory, and practice of these disciplines? This course invites students to grapple with the complex intersections between race, inequality, justice, and the STEM fields. We orient to these questions from an artistically-informed position, asking how we can rally the embodied practices of artists to address how we think, make, and respond to each other. Combining readings from the history of science, technology, and medicine, ethics and pedagogy, as well as the fine and performing arts, we will embark together on understanding how our STEM practices have emerged, how we participate today, and what we can imagine for them in the future. The course will involve workshops, field trips (as possible), and invited guests. All students, from any discipline, field, interest, and background, are welcome! This course does build upon the STS 51 series from 2020-21, though it is not a prerequisite for this course. Please contact the professor if you have any questions!
Terms: Win
| Units: 4-5
THINK 64:
Healing, Illness, Stories
This course focuses on multiple genres of narratives about illness and recovery: memoirs, graphic novels, poetry, fiction, essay, and documentary film. It asks what the power, if any, of narrative is in healing. Drawing upon the fields of literature and the practice of medicine, students will begin to grapple with the power of stories in illuminating the experience of illness and disability and in offering the possibilities for (self) transformation.
Last offered: Spring 2020
| Units: 4
| UG Reqs: College, THINK, WAY-A-II
THINK 68:
Our Genome
Genomes reveal a wealth of information with implications far beyond the linear sequence of the DNA. We will consider two questions related to the genome, coupled with examples from real-life consequences. Firstly, what does the genome say about our past: where we came from and how we might fit into the tapestry of the human race? We will look at examples from history and anonymized patients to highlight the consequences of these question for people. Next we will consider what the genome tells us about the future: how might it foretell our individual future and how might this be translated into patient treatment? We will examine the promises, pitfalls, and implications for the advances in medicine and healthcare promised by genomic research.
Last offered: Autumn 2021
| Units: 4
| UG Reqs: College, THINK, WAY-SMA
URBANST 122:
Ethics and Politics of Public Service (CSRE 178, ETHICSOC 133, PHIL 175A, PHIL 275A, POLISCI 133, PUBLPOL 103D)
Public service is private action for the public good, work done by individuals and groups that aims at some vision of helping society or the world. This course examines some of the many ethical and political questions that arise in doing public service work, whether volunteering, service learning, humanitarian endeavors overseas, or public service professions such as medicine, teaching, or even "ethical investing" and "ethical entrepreneurship." What motives do people have to engage in public service work? Are self-interested motives troublesome? What is the connection between service work and justice? Should the government or schools require citizens or students to perform service work? Is mandatory service an oxymoron?
Last offered: Spring 2018
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-ER
UROL 200:
Introduction to Urology
Lunch seminars series designated to give preclinical students exposure to the field of Urology. This course will build on medical student's foundation knowledge. Clinical vignettes will be presented with an emphasis on disease presentations pathophysiology, work up, diagnosis, and medical and surgical treatment. Seminars are taught by faculty experts in the Department of Urology. Topics include: general urology, uro-oncology, pediatric urology, endourology, female urology, neurourology, trauma and reconstruction, and male reproductive medicine and surgery. Lunch will be provided.
Terms: Win
| Units: 1
WELLNESS 156:
Science and History of Traditional Chinese Medicine
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, herbal medicine, and dietary adjustment etc. We will introduce the historical background and evolution of TCM. We will discuss the scientific exploration of TCM and how modern science shapes our understanding of East-West integrative health.
| Units: 1
