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?
Terms: Win
| Units: 3
| UG Reqs: WAY-AQR, WAY-SMA
AFRICAAM 122F:
Histories of Race in Science and Medicine at Home and Abroad (AFRICAST 122F, CSRE 122F, HISTORY 248D)
This course has as its primary objective, the historical study of the intersection of race, science and medicine in the US and abroad with an emphasis on Africa and its Diasporas in the US. By drawing on literature from history, science and technology studies, sociology and other related disciplines, the course will consider the sociological and cultural concept of race and its usefulness as an analytical category. The course will explore how the study of race became its own ¿science¿ in the late-Enlightenment era, the history of eugenics--a science of race aimed at the ostensible betterment of the overall population through the systematic killing or "letting die" of humanity¿s "undesirable" parts, discuss how the ideology of pseudo-scientific racism underpinned the health policies of the French and British Empires in Africa, explore the fraught relationship between race and medicine in the US, discuss how biological notions of race have quietly slipped back into scientific projects in the 21st century and explore how various social justice advocates and scholars have resisted the scientific racisms of the present and future and/or proposed new paths towards a more equitable and accessible science.
Last offered: Spring 2018
| Units: 4
AFRICAST 122F:
Histories of Race in Science and Medicine at Home and Abroad (AFRICAAM 122F, CSRE 122F, HISTORY 248D)
This course has as its primary objective, the historical study of the intersection of race, science and medicine in the US and abroad with an emphasis on Africa and its Diasporas in the US. By drawing on literature from history, science and technology studies, sociology and other related disciplines, the course will consider the sociological and cultural concept of race and its usefulness as an analytical category. The course will explore how the study of race became its own ¿science¿ in the late-Enlightenment era, the history of eugenics--a science of race aimed at the ostensible betterment of the overall population through the systematic killing or "letting die" of humanity¿s "undesirable" parts, discuss how the ideology of pseudo-scientific racism underpinned the health policies of the French and British Empires in Africa, explore the fraught relationship between race and medicine in the US, discuss how biological notions of race have quietly slipped back into scientific projects in the 21st century and explore how various social justice advocates and scholars have resisted the scientific racisms of the present and future and/or proposed new paths towards a more equitable and accessible science.
Last offered: Spring 2018
| Units: 4
AFRICAST 135:
Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 235, EDUC 135, EDUC 335, HRP 235, HUMBIO 26, MED 235)
The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students insights into understanding how to effectively develop, evaluate, and scale social ventures. Using TeachAIDS (an award-winning nonprofit educational technology social venture used in 78 countries) as a primary case study, students will be given an in-depth look into how the entity was founded and scaled globally. Guest speakers will include world-class experts and entrepreneurs in Philanthropy, Medicine, Communications, Education, and Technology. Open to both undergraduate and graduate students.
Terms: Win
| Units: 3-4
AFRICAST 141A:
Science, Technology, and Medicine in Africa (ANTHRO 141A)
Africa is often depicted as a place simply in need of science, technology, andnmedicine. This class will introduce students to the culture and politics of science innsub-Saharan Africa: to the diverse and rich traditions, histories and contemporarynpredicaments of knowledge practices on the continent. We will consider the rolenof science in the colonial period, covering the expansion of European empires intonAfrica and the forms of technical knowledge that colonial governments encountered, especially as they relate to health and the environment. We will examine the role of science at African independence and in international development work. Finally, we will discuss the techno-politics of medical training and research, resource extraction, and the internet in contemporary Africa. This course will provide some important background for those with an applied interest in Africa as well as provide an introduction to a growing area of scholarship. Course materials include historical and ethnographic works, as well as primary sources and films emphasizing scientific practice in the context of geopolitical relations of power and inequality.
Last offered: Autumn 2013
| Units: 4
AFRICAST 235:
Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, EDUC 135, EDUC 335, HRP 235, HUMBIO 26, MED 235)
The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students insights into understanding how to effectively develop, evaluate, and scale social ventures. Using TeachAIDS (an award-winning nonprofit educational technology social venture used in 78 countries) as a primary case study, students will be given an in-depth look into how the entity was founded and scaled globally. Guest speakers will include world-class experts and entrepreneurs in Philanthropy, Medicine, Communications, Education, and Technology. Open to both undergraduate and graduate students.
Terms: Win
| Units: 3-4
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 130A:
In Sickness and In Health: Medicine and Society in the United States: 1800-Present
Explores the history of medical institutions, ideas and practices in the United States from the early nineteenth century to the present. How are ideas of illness and health historically rooted and socially constructed? How did scientific and medical discoveries lead to the rise of scientific medicine, and how were these innovations adopted within the American cultural landscape? Topics include the transformation of therapeutics and technologies, medicine and the scientific ideal in the U.S., gender and race and medicine, the history of public health, and the professionalization and specialization of American medical practice.
Last offered: Autumn 2017
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-SI
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.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
ANES 200SI:
Medicine in Movies: The Illness Experience
This dinner seminar will introduce students to films, documentaries, and shorts with strong bioethics 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. 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: Aut
| Units: 1
ANES 203:
Evaluating New Health Care Ventures: An Everyone Included¿ Approach
With ever-growing innovation in healthcare, how do investors evaluate and fund new ventures in one of the most diverse, operationally complex and regulated industries? Health care investment is unique in its dynamic evolution across decades of scientific, business and regulatory development. How might patients, providers, technologists, and investors¿which we define as our Stanford Medicine X Everyone Included¿ team model ¿help identify the best opportunities for the health care investor? This course focuses on how health care investors think and make strategic decisions, incorporating both changing financial metrics and qualitative investment theses. This colloquium will feature guest speakers including senior investment professionals, visionary business leaders and passionate new voices such as patient experts that have traditionally been absent from investment decisions. Students enrolling for 2 units prepare a final paper.
| Units: 1-2
| Repeatable
4 times
(up to 8 units total)
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 208A:
Data Science for Digital Health and Precision Medicine
How will digital health, low-cost patient-generated and genomic data enable precision medicine to transform health care? This Everyone Included¿ course from Stanford Medicine X and SHC Clinical Inference will provide an overview of data science principles and showcase real world solutions being created to advance precision medicine through implementation of digital health tools, machine learning and artificial intelligence approaches. This class will feature thought leaders and luminaries who are patients, technologists, providers, researchers and leading innovators from academia and industry. This course is open to undergraduate and graduate students. Lunch will be provided.
Terms: Aut
| Units: 1-2
| Repeatable
3 times
(up to 6 units total)
ANES 211SI:
Themes in the History of Science and Medicine
What exactly is a diagnosis, and what is the history of that term? Why do Institutional Review Boards exist, and what atrocities in human medical experimentation occurred to prompt their creation? What is the role of narrative, social construction, and storytelling in medicine? This course will shed light on the ways physicians and scholars grapple with these and other important questions through a series of lectures from historians and philosophers of science, as well as bioethicists and scholars of narrative medicine. These perspectives on how scientific knowledge emerges and changes over time offer invaluable insights and frameworks for anyone aspiring to practice medicine or contribute to the collective body of scientific knowledge.
Terms: Aut
| Units: 1
ANES 212:
Machine Learning for Healthcare Quality: Precision Medicine Al Design Lab
This course provides a hands-on introduction to building machine learning systems for healthcare quality analysis and improvement. We explore several unconditional topics, including data representation, data manipulation, data analysis and data visualization. Students will be introduced to these topics during lectures. The course also provides students with a significant opportunity to investigate the application of these ideas to real-world clinical quality improvement challenges. Working with clinical mentors from the Stanford University School of Medicine students will be expected to supplement machine learning theory with a quarter-long project targeting representative clinical quality improvement challenges. Students will be encouraged to think creatively about traditionally hard quality problems and requires to perform group research exposing them to designing practical machine learning systems for healthcare.
Terms: Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
ANES 300A:
Anesthesia Operating Room Clerkship
Open to visitors. 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 postioperative 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, clinical conferences, as well as anesthesia simulator course, 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. Prereq: A major clerkship in medicine or surgery is strongly recommended. Periods Avail: 3B-12, full-time for two weeks. 4 students per two week period. Reporting Instructions: Where: Anesthesia Grand Rounds at Li Ka Shing Center; Time: 6:45 am. Units: 3-6. Call Code: 0 Director: Marianne Chen, M.D. (650-723-7377). Other Faculty: Stanford Department of Anesthesia Faculty. Coord: Yun Tao (650-724-1706), H-3580, Stanford Hospital. (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 3-6
| Repeatable
2 times
(up to 6 units total)
ANES 300B:
Anesthesia Operating Room Clerkship
Open to visitors. 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. Please note: Visiting students must obtain approval from Ms. Yun Tao prior to applying for this clerkship. Please email requests to yuntao@stanford.edu. Prereq: A major clerkship in medicine or surgery is strongly recommended. Periods Avail: 3B-12, full-time for two weeks. 2 students per period. Reporting Instructions: Where: PAVAHCS, Building 101, Room A3-205, 3rd Floor; Time: 8:30 am. Units: 3 DropCode: Call Code: 0. Director: Natasha Funck, M.D. (650-493-5000 ext 64216). Other Faculty: VAPAMC Anesthesia Faculty. Coord: Yun Tao (650-724-1706), H-3583, Stanford Hospital. (VAPAHCS)
Terms: Aut, Win, Spr, Sum
| Units: 3
| Repeatable
2 times
(up to 6 units total)
ANES 300C:
Anesthesia Operating Room Clerkship
Open to visitors. 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. Prereq: A major clerkship in medicine or surgery is strongly recommended. Periods Avail: 3B-12, full-time for two weeks. 1 student per period. 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. Units: 3 DropCode: Call Code: 0. Director: Mark Lin, M.D. (408-885-2604), mark.lin@hhs.sccgov.org. Other Faculty: SCVMC Anesthesia Faculty. Coord: Yun Tao (650-724-1706), H-3580, Stanford Hospital. (SCVMC)
Terms: Aut, Win, Spr, Sum
| Units: 3-6
| Repeatable
2 times
(up to 6 units total)
ANES 300D:
Anesthesia Operating Room Clerkship
Closed to visitors. Four 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. Prereq: A major clerkship in medicine or surgery is required. Periods Avail: 1-12, full-time for four weeks (two week and three week rotations are permitted with prior approval). 1 student per period. Reporting Instructions: Where: KPMC, 710 Lawrence Expressway, Dept 384, Santa Clara, CA 95051 (408-851-3836). Report to Susan Krause; Time: 8:00 am. Units: 6 DropCode: Call Code: 0. Director: Jonathan Chow, M.D. (408-820-0607 pager). Other Faculty: Kaiser Santa Clara Anesthesiologist. Coord: Yun Tao (650-724-1706), H-3583, Stanford Hospital. (KPMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
ANES 301A:
Intensive Care Unit Clerkship
Open to visitors. Designed to give medical students an in-depth exposure to critical care medicine. It offers students an opportunity to apply physiologic and pharmacologic principles utilizing sophisticated monitoring techniques to the care of critically ill patients. Students are closely supervised in total patient care and gain experience in a variety of technical skills. 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. Prereq: Anesthesia 306A or Medicine and Surgery core clerkships. Periods Avail: 1-12, full-time for four weeks. 1 student per period. Reporting Instructions: Where: E2 300P (Medical-Surgical ICU at Stanford); Time: 8:00 am. Units: 6. Call Code: 4. Director: Erin Hennessey, M.D Other Faculty: T. Angelotti, R. Asklakson, G. Dhillon, J. Levitt, J. Lorenzo, F. Mihm, T. Mitarai, P. Mohabir, R. Pearl, N. Rizk, A. Rogers, S. Ruoss, A. Weinacker, J. Wilson. Coord: Bernadette F. Carvalho (berniec@stanford.edu).(SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
ANES 306P:
Critical Care Core Clerkship
Required Clerkship. Closed to visitors. 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) has moved into the new hospital building and 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. The Neonatal Intensive Care Unit (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 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 will 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 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. Prerequisites: Peds 300A and Surg 300A. Reporting instructions: 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 / NIC fellow in NICU, LPCH West 2nd floor. (LPCH)
Terms: Aut, Win, Spr, Sum
| Units: 6
ANES 308A:
Associated Anesthesiologists Community Anesthesia Clerkship
Open to vsitors. Exposes students to the fundamentals of community anesthetic practice in the Stanford Hospital Operating Room and in four private outpatient surgical facilities. In the Stanford Hospital clinical setting, under close preceptor supervision (by a private anesthesiologist faculty member), students have the opportunity to learn principles of preoperative evaluation of patients, intraoperative monitoring techniques, assessment of cardiovascular and respiratory status, and the opportunity learn a variety of technical skills including airway management, endotracheal intubation, and intravenous line placement, which will be of value in any clinical specialty. Didactic lectures and clinical conferences are available during this rotation. Students will work closely with their preceptor during the two-week clerkship. As all the patients on this rotation are private, in the non-Stanford Hospital locations the student will be able to observe but not do procedures. Students must obtain approval prior to registering for this clerkship. Prerequisites: A major clerkship in medicine or surgery is strongly recommended. Reporting instructions: Where: Control Desk at Stanford Operating Room (contact Dr. Richard Novak by email three to four weeks before); Time: 6:55 am. (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 3-6
| Repeatable
2 times
(up to 6 units total)
ANES 340B:
Critical Care Clerkship
Open to visitors. 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. Prerequisites: Anesthesia 306A or Medicine and Surgery core clerkships. Reporting instructions: Where: PAVAMC, MSICU, 3rd Floor; Time: 8:00 am. (PAVAMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
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.
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 2018
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
| Repeatable
2 times
(up to 10 units total)
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.
Terms: Spr
| Units: 3-5
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.nThis 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 2018
| 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 140:
Ethnography of Africa
This course is an exploration of some central themes and issues in contemporary African society through close readings of a selection of recent ethnographies. It aims to understand Africa as a place where many of the most challenging issues of a modern, globalized world are being thought about in exciting and creative ways, both by ethnographers and by the people about whom they write. Among the key issues that the course seeks to address are: the history and politics of colonial domination; the ways that medicine and government intersect; the increasing use of humanitarian frames of reference in understanding African realities; the changing meanings of HIV/AIDS, sex, and love; and the role of mass media in enabling cultural and imaginative production to take form.
Last offered: Autumn 2015
| Units: 3
ANTHRO 141A:
Science, Technology, and Medicine in Africa (AFRICAST 141A)
Africa is often depicted as a place simply in need of science, technology, andnmedicine. This class will introduce students to the culture and politics of science innsub-Saharan Africa: to the diverse and rich traditions, histories and contemporarynpredicaments of knowledge practices on the continent. We will consider the rolenof science in the colonial period, covering the expansion of European empires intonAfrica and the forms of technical knowledge that colonial governments encountered, especially as they relate to health and the environment. We will examine the role of science at African independence and in international development work. Finally, we will discuss the techno-politics of medical training and research, resource extraction, and the internet in contemporary Africa. This course will provide some important background for those with an applied interest in Africa as well as provide an introduction to a growing area of scholarship. Course materials include historical and ethnographic works, as well as primary sources and films emphasizing scientific practice in the context of geopolitical relations of power and inequality.
Last offered: Autumn 2013
| Units: 4
ANTHRO 171:
The Biology and Evolution of Language (ANTHRO 271, HUMBIO 145L)
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 175:
Human Skeletal Anatomy (ANTHRO 275, BIO 174, BIO 274, HUMBIO 180)
Study of the human skeleton (a. k. a. human osteology), as it bears on other disciplines, including medicine, forensics, archaeology, and paleoanthropology (human evolution). Basic bone biology, anatomy, and development, emphasizing hands-on examination and identification of human skeletal parts, their implications for determining an individual¿s age, sex, geographic origin, and health status, and for the evolutionary history of our species. Three hours of lecture and at least three hours of supervised and independent study in the lab each week.
Terms: Win
| Units: 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.
Terms: Aut
| Units: 1
| Repeatable
6 times
(up to 6 units total)
ANTHRO 178A:
Culture, Narrative, and Medicine
This course examines the ways in which medicine is practiced in diverse cultural contexts with narrative skills of recognizing, interpreting and being moved by the stories of illness. It is an examination of the human experience of illness and healing through narratives as presented in literature, film, and storytelling. We explore how cultural resources enable and empower healing and how narrative medicine can guide the practice of culturally competent medical care.
Last offered: Autumn 2013
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-CE, WAY-EDP
ANTHRO 179A:
Health, Illness, and Healing in South Asia (ANTHRO 279A)
This course has three related goals pertinent to medicine and healing in South Asia. The first is to understand the experiences of illness, and therapy in ordinary South Asian communities. How do social and economic inequality, religious commitments, available healing traditions, and community and family contexts shape the experience of illness and healing? The second goal is to think about South Asian medical systems using a broad historical perspective. How had biomedicine been used during the colonial period to manage the health of native populations? What is the legacy of this colonial history on current practices? What happens when South Asian medical traditions (such as Ayurveda) become global? Third, we will explore crucial health problems in South Asia from the perspective of medical anthropology. Possible topics for the third portion of the course include: child birth and maternal health, sex-selection technologies, malnutrition, metabolic diseases, the selling of organs, medical tourism, tuberculosis, HIV, suicide, and schizophrenia.
Last offered: Spring 2013
| Units: 5
ANTHRO 182A:
Down and Out: Marginal Lives and Institutional Technologies (ANTHRO 282A)
This course examines the neglect and management of socially marginalized persons including the mentally ill, youth runaways, child wards of the state, drug addicts and prisoners. In this course, we will approach the concept of marginality by investigating the spaces and institutions of decay, neglect and rehabilitation to which unwanted and indigent individuals are relegated. Readings are focused on qualitative research conducted within institutions of health, welfare, and reform. There will be two comparative public mental health sections in this course: one focused on South Asia and the second on Africa. This course is relevant for students interested in medical anthropology, applied anthropology, public health policy, or clinical careers in medicine, psychology, or social work.
Last offered: Winter 2013
| Units: 5
ANTHRO 184:
Spirituality and Healing
The puzzle of symbolic healing. How have societies without the resources of modern medicine approached healing? Why do these rituals have common features around the world? Shamanism, spirit possession, prayer, and the role of placebos in modern biomedicine. Students do ethnographic work and practical explorations along with more traditional scholarly approaches to learning.
Last offered: Winter 2013
| Units: 3-5
| UG Reqs: GER:DB-SocSci
ANTHRO 185A:
Race and Biomedicine (ASNAMST 185A)
Race, identity, culture, biology, and political power in biomedicine. Biological theories of racial ordering, sexuality and the medicalization of group difference. Sources include ethnography, film, and biomedical literature. Topics include colonial history and medicine, the politics of racial categorization in biomedical research, the protection of human subjects and research ethics, immigration health and citizenship, race-based models in health disparities research and policy, and recent developments in human genetic variation research.
Last offered: Autumn 2010
| Units: 3-5
ANTHRO 187:
Nuclear Cultures
This course examines the new cultural forms that arose out of the use of nuclear technology. Subjects covered will include: The Manhattan Project, nuclear activism, nuclear experimentation in medicine, pre-nuclear history, nuclear energy, and nuclear waste and trade.
Last offered: Autumn 2014
| Units: 5
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.nThis 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 2018
| Units: 5
ANTHRO 271:
The Biology and Evolution of Language (ANTHRO 171, HUMBIO 145L)
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 275:
Human Skeletal Anatomy (ANTHRO 175, BIO 174, BIO 274, HUMBIO 180)
Study of the human skeleton (a. k. a. human osteology), as it bears on other disciplines, including medicine, forensics, archaeology, and paleoanthropology (human evolution). Basic bone biology, anatomy, and development, emphasizing hands-on examination and identification of human skeletal parts, their implications for determining an individual¿s age, sex, geographic origin, and health status, and for the evolutionary history of our species. Three hours of lecture and at least three hours of supervised and independent study in the lab each week.
Terms: Win
| Units: 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.
Terms: Aut
| Units: 1
| Repeatable
6 times
(up to 6 units total)
ANTHRO 279A:
Health, Illness, and Healing in South Asia (ANTHRO 179A)
This course has three related goals pertinent to medicine and healing in South Asia. The first is to understand the experiences of illness, and therapy in ordinary South Asian communities. How do social and economic inequality, religious commitments, available healing traditions, and community and family contexts shape the experience of illness and healing? The second goal is to think about South Asian medical systems using a broad historical perspective. How had biomedicine been used during the colonial period to manage the health of native populations? What is the legacy of this colonial history on current practices? What happens when South Asian medical traditions (such as Ayurveda) become global? Third, we will explore crucial health problems in South Asia from the perspective of medical anthropology. Possible topics for the third portion of the course include: child birth and maternal health, sex-selection technologies, malnutrition, metabolic diseases, the selling of organs, medical tourism, tuberculosis, HIV, suicide, and schizophrenia.
Last offered: Spring 2013
| Units: 5
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.
Terms: Aut
| Units: 5
ANTHRO 282A:
Down and Out: Marginal Lives and Institutional Technologies (ANTHRO 182A)
This course examines the neglect and management of socially marginalized persons including the mentally ill, youth runaways, child wards of the state, drug addicts and prisoners. In this course, we will approach the concept of marginality by investigating the spaces and institutions of decay, neglect and rehabilitation to which unwanted and indigent individuals are relegated. Readings are focused on qualitative research conducted within institutions of health, welfare, and reform. There will be two comparative public mental health sections in this course: one focused on South Asia and the second on Africa. This course is relevant for students interested in medical anthropology, applied anthropology, public health policy, or clinical careers in medicine, psychology, or social work.
Last offered: Winter 2013
| Units: 5
ANTHRO 337B:
Anthropological Approaches to Health Issues in Contemporary Latin America
The purpose of this course is to examine the anthropological and ethnographic research on emerging health issues and sufferings in Latin America. In particular, the class explores how anthropologists understand and ponder social, economic, political, environmental, spatial processes that shape patterns of health, suffering and death, and the strategies to address them. By analyzing paradigmatic case studies, we will discuss theoretical concepts and social perspectives, as well as ethnographic dilemmas and methods.nnTaking a critical perspective, this class will not only explore the standard topics on Latin American health (hunger, infectious disease, mental health, etc.). We will also focus on emerging sufferings (drug use, epidemics, environmental discomforts and sufferings, etc.). Both standard and emerging topics are examined with respect to the changes in political economy, medical institutions and policy approaches, models of care and caregiving, gender violence, circulation and appropriation of expert knowledge, contamination, migration, spatial segregation, violence, marginalization, abandonment, justice and human rights.nnInterdisciplinary investigation is conducted into most of these health issues, not only in the global health field. They are addressed by the South American Social Medicine and Collective Health approaches. This class will include a description and critical analysis of their theoretical frameworks and core concepts, as well as their relationships to international and local medical anthropological theory and research.
Last offered: Spring 2016
| Units: 5
ANTHRO 344:
Graphic Medicine
In this course students will study medical cultures through visual communication ranging from x-rays and PET scans to graphic novels. Course will also include literature on visual theory.
Last offered: Autumn 2010
| Units: 5
ANTHRO 348:
Representing Medicine
The seminar will offer the opportunity to discuss the recent work of a series of 9 scholars known for their innovation in writing and research. The seminar will offer professional networking as well as the opportunity to engage authors in questions of writing, approaches to fieldwork, strategies for career advancement, and brainstorming on how to structure relevant arguments. Prerequisite: graduate standing or consent of instructor
Last offered: Spring 2013
| 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 350A:
Writing as Intervention: Science, Medicine, and Ethics in Today's World
In this course we will explore contemporary issues of culture and power rooted in science, medicine, technology and futurist proposals to better the human condition with technological fixes. We will investigate anthropological and ethnographic-based theories and methods to propose alternative ethical solutions. These readings will be rooted in examining global stratification, economic metrics of progress, and the routinization of human degradation ranging from norms around sexual power, labor exploits, privacy infringements, data sharing, and automation.nnThe course will be structured as a writing workshop with frequent, short writing assignments to be shared with others in the course. The workshop format will facilitate the course goal of each student producing at least one publishable op-ed, article or other product of intervention at the end of the quarter.
Terms: Win
| Units: 5
ANTHRO 352:
Foucault: The Question of Method
Foucault as methodological exemplar for historical and social research. Emphasis is on his historical studies of clinical medicine, prisons, and sexuality, and on applying his methods to empirical studies of topics such as colonialism, race, and liberal governmental rationality.
| Units: 5
ASNAMST 185A:
Race and Biomedicine (ANTHRO 185A)
Race, identity, culture, biology, and political power in biomedicine. Biological theories of racial ordering, sexuality and the medicalization of group difference. Sources include ethnography, film, and biomedical literature. Topics include colonial history and medicine, the politics of racial categorization in biomedical research, the protection of human subjects and research ethics, immigration health and citizenship, race-based models in health disparities research and policy, and recent developments in human genetic variation research.
Last offered: Autumn 2010
| Units: 3-5
ASNAMST 287:
Survey of Asian Health Issues (MED 287)
In this lecture series, students will explore Asian health topics. Specifically, the chronic disease risk and burden of Asians in the U.S. as a group is considered. Additionally, the necessity of the practice of disaggregation in the study and treatment of Asian Americans is emphasized. Topics will include cardiovascular disease, cancer, population health, precision health, pharmacogenomics and longevity in Asian-Americans. Class format is 30 minute lecture followed by 20 minutes for questions. No required readings. Opportunity to connect with guest speakers for research opportunities. Assignments will include short written reflections on lecture topics. This course is relevant for students interested in basic biology research, epidemiology, and public health policy, or clinical careers in medicine, psychology, or social work. Grading is satisfactory/no credit. All students are welcome, limit 25.
Terms: Spr
| Units: 1
BIO 4N:
Peopleomics: The science and ethics of personalized genomic medicine
Exploration of the new field of personalized genomic medicine. Personalized medicine is based on the idea that each person's unique genome sequence can be used to predict risk of acquiring specific diseases, and to make more informed medical choices. The science behind these approaches; where they are heading in the future; and the ethical implications such technology presents. Lectures augmented with hands-on experience in exploring and analyzing a real person's genome.
| 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 13Q:
Hacking the Genome
In this course, we will examine the technologies read our genetic makeup - in consumer products as well as in health and medicine - and what we can (and can't) learn about ourselves from that data. We will consider gene editing methods and their applications in health, epidemiology and agriculture, with a spotlight on the CRISPR revolution. This course will include a combination of scientific and popular literature, bioethical debates, and a short laboratory component.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
BIO 25Q:
Cystic fibrosis: from medical conundrum to precision medicine success story
Preference to sophomores. 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?nnThrough 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: Spr
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
BIO 109B:
The Human Genome and Disease: Genetic Diversity and Personalized Medicine (BIOC 109B)
Continuation of 109A/209A. Genetic drift: the path of human predecessors out of Africa to Europe and then either through Asia to Australia or through northern Russia to Alaska down to the W. Coast of the Americas. Support for this idea through the histocompatibility genes and genetic sequences that predispose people to diseases. Guest lectures from academia and pharmaceutical companies. Prerequisite: Biology or Human Biology core. Students with a major, minor or coterm in Biology: 109A/209A or 109B/209B may count toward degree program but not both.
Terms: Spr
| 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: Human Biology core or Biology Foundations or equivalent 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.
Terms: Aut
| Units: 3
BIO 174:
Human Skeletal Anatomy (ANTHRO 175, ANTHRO 275, BIO 274, HUMBIO 180)
Study of the human skeleton (a. k. a. human osteology), as it bears on other disciplines, including medicine, forensics, archaeology, and paleoanthropology (human evolution). Basic bone biology, anatomy, and development, emphasizing hands-on examination and identification of human skeletal parts, their implications for determining an individual¿s age, sex, geographic origin, and health status, and for the evolutionary history of our species. Three hours of lecture and at least three hours of supervised and independent study in the lab each week.
Terms: Win
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
BIO 193:
Interdisciplinary Approaches to Human Health Research (BIOE 193, CHEM 113, 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.
Terms: Win, Spr
| Units: 1
| Repeatable
11 times
(up to 11 units total)
BIO 274:
Human Skeletal Anatomy (ANTHRO 175, ANTHRO 275, BIO 174, HUMBIO 180)
Study of the human skeleton (a. k. a. human osteology), as it bears on other disciplines, including medicine, forensics, archaeology, and paleoanthropology (human evolution). Basic bone biology, anatomy, and development, emphasizing hands-on examination and identification of human skeletal parts, their implications for determining an individual¿s age, sex, geographic origin, and health status, and for the evolutionary history of our species. Three hours of lecture and at least three hours of supervised and independent study in the lab each week.
Terms: Win
| Units: 5
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: Win, Spr, Sum
| Units: 1
| Repeatable
3 times
(up to 3 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.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
BIOC 109B:
The Human Genome and Disease: Genetic Diversity and Personalized Medicine (BIO 109B)
Continuation of 109A/209A. Genetic drift: the path of human predecessors out of Africa to Europe and then either through Asia to Australia or through northern Russia to Alaska down to the W. Coast of the Americas. Support for this idea through the histocompatibility genes and genetic sequences that predispose people to diseases. Guest lectures from academia and pharmaceutical companies. Prerequisite: Biology or Human Biology core. Students with a major, minor or coterm in Biology: 109A/209A or 109B/209B may count toward degree program but not both.
Terms: Spr
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
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.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
BIODS 215:
Topics in Biomedical Data Science: Large-scale inference
The recent explosion of data generated in the fields of biology and medicine has led to many analytical challenges and opportunities for understanding human health. This graduate-level course focuses on methodology for large-scale inference from biomedical data. Topics include one-dimensional and multidimensional probability distributions; hypothesis testing and model comparison; statistical modeling; and prediction. This course will place a special emphasis on applications of these approaches to i) human genetic data; ii) hospital in-patient and health questionnaire data, which is increasingly available with the emergence of large precision initiatives like the UK Biobank and Precision Medicine Initiative; and iii) wearable and social network data.
Last offered: Winter 2018
| Units: 2-3
BIODS 248:
Clinical Trial Design in the Age of Precision Medicine and Health (STATS 248)
Traditional designs for Phase I, II, and III clinical trials for medical product approval and Phase IV postmarketing studies for safety evaluation cost too much and take too much time in the era of precision medicine and precision health. This course introduces innovative designs that have been developed for affordable clinical trials, which can be completed within reasonable time constraints and which have been encouraged by regulatory agencies. Prerequisities STATS 200 or equivalent; working knowledge of clinical trials.
Terms: Aut
| Units: 2-4
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 113, 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.
Terms: Win, Spr
| Units: 1
| Repeatable
11 times
(up to 11 units total)
BIOE 217:
Translational Bioinformatics (BIOMEDIN 217, CS 275, GENE 217)
Computational methods for the translation of biomedical data into diagnostic, prognostic, and therapeutic applications in medicine. Topics: multi-scale omics data generation and analysis, utility and limitations of public biomedical resources, machine learning and data mining, issues and opportunities in drug discovery, and mobile/digital health solutions. Case studies and course project. Prerequisites: programming ability at the level of CS 106A and familiarity with biology and statistics.
Terms: Win
| Units: 4
BIOE 222:
Physics and Engineering Principles of Multi-modality Molecular Imaging of Living Subjects (RAD 222)
Physics and Engineering Principles of Multi-modality Molecular Imaging of Living Subjects (RAD 222A)nFocuses 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: Win
| Units: 3
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
Required Bioengineering department colloquium for first year Ph.D. and M.S. students. 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.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
BIOHOPK 14:
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.
Last offered: Spring 2018
| Units: 3
| UG Reqs: WAY-AQR, WAY-SMA
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. May be repeated for credit. Prerequisite: background in biomedicine. Background in computer science can be helpful but not required.
Terms: Aut
| Units: 1
BIOMEDIN 207:
Seminar: Health IT in Care Delivery systems
The practice of medicine is reacting quickly to the avalanche of information available from electronic health records and data directly submitted by patients and from the environment. This seminar, comprised of guest lectures from industry and academia, will highlight the practical challenges and successes of how health IT has transformed care delivery programs. The seminar will cover current efforts in clinical decision support, patient-centered design, integration with community care, big data, medical education, and the innovation pipeline for healthcare delivery organizations.
Last offered: Summer 2018
| Units: 1
BIOMEDIN 215:
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 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 305
Terms: Aut
| Units: 3
BIOMEDIN 217:
Translational Bioinformatics (BIOE 217, CS 275, GENE 217)
Computational methods for the translation of biomedical data into diagnostic, prognostic, and therapeutic applications in medicine. Topics: multi-scale omics data generation and analysis, utility and limitations of public biomedical resources, machine learning and data mining, issues and opportunities in drug discovery, and mobile/digital health solutions. Case studies and course project. Prerequisites: programming ability at the level of CS 106A and familiarity with biology and statistics.
Terms: Win
| Units: 4
BIOMEDIN 218:
Translational Bioinformatics Lectures
Same content as BIOMEDIN 217; for medical and graduate students who attend lectures and participate in limited assignments and final project. Computational methods for the translation of biomedical data into diagnostic, prognostic, and therapeutic applications in medicine. Topics: multi-scale omics data generation and analysis, utility and limitations of public biomedical resources, machine learning and data mining, issues and opportunities in drug discovery, and mobile/digital health solutions. Case studies.nPrerequisites: programming ability at the level of CS 106A and familiarity with biology and statistics.
Terms: Win
| Units: 2
BIOMEDIN 225:
Data Driven Medicine: Lectures
Lectures for BIOMEDIN 215.With the spread of electronic health records and increasingly low cost assays for patient molecular data, powerful data repositories with tremendous potential for biomedical research, clinical care and personalized medicine are being built. But these databases are large and difficult for any one specialist to analyze. To find the hidden associations within the full set of data, we introduce methods for data-mining at the internet scale, the handling of large-scale electronic medical records data for machine learning, methods in natural language processing and text-mining applied to medical records, methods for using ontologies for the annotation and indexing of unstructured content as well as semantic web technologies. Prerequisites: familiarity with statistics (STATS 216) and biology.
Terms: Aut
| Units: 2
BIOMEDIN 260:
Computational Methods for Biomedical Image Analysis and Interpretation (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: Win
| Units: 3
BIOMEDIN 304:
Clinical Experience Seminar for Students in Biomedical Informatics
This seminar is intended to expose Biomedical Informatics graduate students to clinical environments where informatics is being applied. Students will shadow clinical care and interact with physicians and other allied health professionals throughout Stanford Healthcare and Stanford Children's Health during weekly sessions. Students will be asked to reflect on their experiences and discuss future applications to informatics projects. Preference will be given to senior students. Requires Course Director approval for enrollment - students should register 30 days prior to the first day of class for consideration. Prerequisites: School of Medicine HIPAA Training; Occupational Health clearance; SHC Compliance Attestation. All prerequisites must be submitted 2 weeks before the 1st day in order to ensure hospital compliance.
Terms: Aut
| Units: 1
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 2018
| Units: 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: Win
| 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 2018
| Units: 3
BIOS 217:
The Ultimate Face Book: Understanding Normal and Abnormal Craniofacial Development
How the face is assembled during embryonic development to gain insights into facial birth defects and new "regenerative medicine" approaches to reconstruct the face following disease or injury. Learn how "a man finds room in the few square inches of the face for the traits of all his ancestors; for the expression of all his history, and his wants."
Last offered: Winter 2013
| Units: 1
CHEM 10:
Exploring Research and Problem Solving Across the Sciences
Development and practice of critical problem solving and study skills using wide variety of scientific examples that illustrate the broad yet integrated nature of current research. Student teams will have the opportunity to explore and present on topics revolving around five central issues: energy, climate change, water resources, medicine, and food & nutrition from a chemical perspective. Course offered in August prior to start of fall quarter.
Terms: Aut
| Units: 2
CHEM 35:
Organic Chemistry of Bioactive Molecules
Focuses on the structure and reactivity of natural and synthetic bioactive molecules. Covers fundamental concepts underlying chemical reactivity and the logic of chemical synthesis for an appreciation of the profound impact of organic chemistry on humankind in fields ranging from medicine to earth and planetary science. A three hour lab section provides hands on experience with modern chemical methods for preparative and analytical chemistry. Prerequisite: Chem 33.
Terms: Aut, Spr, Sum
| Units: 5
| UG Reqs: GER: DB-NatSci
CHEM 113:
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.
Terms: Win, Spr
| Units: 1
| Repeatable
11 times
(up to 11 units total)
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 35, MATH 21 or equivalent.
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 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.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
CHEMENG 10:
The Chemical Engineering Profession
Open to all undergraduates. Overview of and careers in chemical engineering; opportunities to develop networks with working professionals. Panel discussions on career paths and post-graduation opportunities available. Areas include biotechnology, electronics, energy, environment, management consulting, nanotechnology, and graduate school in business, law, medicine, and engineering.
Terms: Aut
| Units: 1
CHEMENG 193:
Interdisciplinary Approaches to Human Health Research (BIO 193, BIOE 193, CHEM 113)
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.
Terms: Win, Spr
| 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.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
CHPR 205:
Understanding Evidence-Based Medicine: Hands-on experience (HRP 250, MED 250)
How can one practice Evidence Based Medicine (EBM) and make evidence-based decisions for clinical practice and policy making? In this course we will teach the principles of EBM using examples from pivotal papers published in recent scientific literature in major journals addressing important clinical questions on diverse medical topics. We will probe a wide range of types of studies, targeted therapeutic or preventive interventions, and studies outcomes, including randomized controlled trials, observational studies, epidemiologic surveillance studies, systemic reviews, meta-analyses, mate-analyses of individual patient data, studies on the evaluation of diagnostic test and prognostic models, economic analyses studies, and guidelines. MD studies enroll for +/-. GR students enroll for Letter grade.
Terms: Aut, Win
| Units: 3
CHPR 206:
Meta-research: Appraising Research Findings, Bias, and Meta-analysis (HRP 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 230, FEMGEN 230X, SOMGEN 230)
(Same as FEMGEN 230). 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. For third unit, graduate students attend INDE 215 Queer Health & Medicine and complete assignments for that section. For third unit and WAYs, undergrads enroll in SOMGEN 130. Prerequisites: CHPR 201 or HUMBIO 126/CHPR 226 or equivalent or consent of instructor.
Terms: Spr
| Units: 2-3
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: Aut, Spr
| Units: 3
CHPR 291:
Assessing the Health Effects of Economic Change
This practicum will involve students as managers of real-time study of the health effects of minimum wage changes in the Bay Area. A long-held economic theory suggests that increased income should have secondary benefits to health, particularly for mental health and adverse health behaviors (e.g., binge drinking). Recent increases in the minimum wage in the Bay Area provide a rare opportunity to test this theory. Students in this course will participate in organizing, executing and directing a community-based study of the health effects of minimum wage increases among local cities, under close guidance and supervision of Stanford faculty in medicine, health economics and sociology. Students will engage in class meetings one hour per week to learn classical and novel methods for the analysis of natural experiments in health policy and economics (e.g., different-in-differences methods, synthetic control analysis), and are expected to participate in directed field-based group projects for several additional hours per week. Priority will be given to students with interest and experience in community-based research on social determinants of health and with bilingual English/Spanish speaking skills. Prerequisites: A course in statistics. Students will be expected to travel off campus to area of Santa Clara and San Mateo counties accessible via Marguerite shuttle, BART/Caltrain or VTA bus. The group work involves recruiting and surveying low-income community members, and requires tenacity to conduct field-based studies.
Last offered: Autumn 2016
| Units: 3
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.
Terms: Win
| Units: 3-4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-SI
CLASSICS 124:
Ancient and Modern Medicine
Imagine a world where the Universe has a built-in purpose and point. How would this belief impact man's place in nature? Imagine a world where natural substances have "powers." How might this impact diet and pharmacology? Magical vs. scientific healing: a clear divide? Disease and dehumanization: epilepsy, rabies. Physical and mental health: black bile and melancholy. The ethical and scientific assumptions hidden in medical language and imagery. How ancient medicine and modern medicine (especially alternative medicine) illuminate each other.
Last offered: Spring 2016
| Units: 3-4
| UG Reqs: GER:DB-Hum
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. Topics in mathematical statistics: random sampling, point estimation, confidence intervals, hypothesis testing, non-parametric tests, regression and correlation analyses; applications in engineering, industrial manufacturing, medicine, biology, and other fields. Prerequisite: CME 100/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: Win
| 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 2018
| Units: 3
COMM 177C:
Specialized Writing and Reporting: Health and Science Journalism (COMM 277C, EARTHSYS 177C, EARTHSYS 277C)
Practical, collaborative, writing-intensive advanced journalistic reporting and writing course in the specific practices and standards of health and science journalism. Science and journalism students learn how to identify and write engaging stories about medicine, global health, science, and related environmental issues; how to assess the quality and relevance of science news; how to cover the health and science beats effectively and efficiently; and how to build bridges between the worlds of journalism and science. Instructed Winter Quarter 2019 by Dr. Seema Yasmin, http://www.seemayasmin.com. nnnLimited enrollment: preference to students enrolled in or considering the Earth Systems Master of Arts, Environmental Communication Program and the Graduate Journalism Program. Prerequisite: EarthSys 191/291, COMM 104w, or consent of instructor. Admission by application only, available from seema@yasminacademy.com . (Meets Earth Systems WIM requirement.)
Terms: Win
| Units: 4-5
COMM 277C:
Specialized Writing and Reporting: Health and Science Journalism (COMM 177C, EARTHSYS 177C, EARTHSYS 277C)
Practical, collaborative, writing-intensive advanced journalistic reporting and writing course in the specific practices and standards of health and science journalism. Science and journalism students learn how to identify and write engaging stories about medicine, global health, science, and related environmental issues; how to assess the quality and relevance of science news; how to cover the health and science beats effectively and efficiently; and how to build bridges between the worlds of journalism and science. Instructed Winter Quarter 2019 by Dr. Seema Yasmin, http://www.seemayasmin.com. nnnLimited enrollment: preference to students enrolled in or considering the Earth Systems Master of Arts, Environmental Communication Program and the Graduate Journalism Program. Prerequisite: EarthSys 191/291, COMM 104w, or consent of instructor. Admission by application only, available from seema@yasminacademy.com . (Meets Earth Systems WIM requirement.)
Terms: Win
| Units: 4-5
COMPMED 23N:
Microbes that Made Plagues: Biological Causes and Social Effects
Massive scale infections or plagues have often occurred, affecting millions for years or quickly killing thousands. In this seminar, we will use both biological and social lenses to examine infectious agents and the plagues they caused. To provide helpful framework for this exploration, we will begin with a very brief overview of the principles of microbiology and immunology. This will be followed by specific looks at the biological causes and social responses to Black Death, cholera, tuberculosis, the 1918 influenza pandemic, polio, and the ongoing HIV pandemic. We will conclude our seminar with similar looks at some of the infectious agents most likely to cause new pandemics.
Terms: Aut
| Units: 3
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: Discussion and criticism of video examples, documentaries, and research papers. 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 81N:
Comparative Anatomy and Physiology of Mammals
Preference to freshmen. Emphasis is on a comparative approach to anatomy and physiology of a wide range of mammals, the unique adaptations of each species in terms of its anatomical, and behavioral characteristics, and how these species interact with human beings and other animals. Dissection required. Class size is limited to 16.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
COMPMED 83:
Horse Medicine
The course will explore most common equine diseases, ranging from colic to lameness are reviewed using problem-oriented approach. Topics include: equine infectious diseases, care of the newborn foal, medical emergencies, and neurological disorders. The course includes a 2 hour lab on the physical and neurological examination of the horse at the Stanford Red Barn. Students will also have the opportunity to ride polo ponies and learn the basics of polo during a trip tot the Stanford Polo Team Fields.
Terms: Aut
| Units: 2
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.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
COMPMED 85N:
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. Significantnportions 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 laws and ethics, animal behavior, animal modeling, and the animal activist movement. Course topics will also include: What advances have been made as a result of the use of animals in research? Who conducts animal research? Predominant animal species used in biomedical research, facts and myths; the regulation of biomedical research; housing and care of laboratory animals; why new drugs must be tested; animal use in stem cell research, cancer research and genetically engineered mice; career choices in biomedical research.
Terms: Spr
| Units: 3
COMPMED 87Q:
Laboratory Mouse in Biomedical Research
Preference to sophomores. Focus is on the laboratory mouse, a widely used and important research model. Topics include the ethics of animal use in research; the natural history, origin and husbandry of the mouse; characteristics of key mouse strains; its anatomy and physiology; common diseases and their effects on research; coat color genetics relative to human diseases; immunodeficient mouse models; and genetic engineering of mice. The laboratory includes necropsy, handling, introduction to anesthesia and surgery, identification methods, and common research techniques using live and dead mice. Enrollment limited to 14 students.
Terms: Aut
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
COMPMED 89Q:
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.
Terms: Win
| Units: 3
COMPMED 107:
Comparative Brain Evolution (COMPMED 207)
Functional organization and evolution of the vertebrate nervous system. Topics include paleoneurology, cladistic analysis, allometry, mosaic versus concerted evolution, and evolution of brain region structure, connectivity, and neurons. Comparisons between structure and function of vertebrate forebrains including hippocampi. Evolution of the primate visual and sensorimotor central nervous system as related to vocalization, socialization, and intelligence.
Last offered: Autumn 2017
| Units: 4
COMPMED 109:
Veterinary Clinical Shadowing Experience
Restricted to pre-veterinary students. Priority given to Seniors. The objective of this course is to provide students with practical experience in clinical laboratory animal veterinary medicine by shadowing veterinary staff at Stanford. Experience is gained in areas of laboratory animal veterinary care such as housing systems, husbandry, disease surveillance, enrichment, physical exams and clinical management. Enrolled students will work with multiple species and fully intend to apply to veterinary school. Limited Enrollment.
| Units: 2-3
| Repeatable
1 times
(up to 6 units total)
COMPMED 110:
Pre-Vet Advisory
For students interested in a career in veterinary medicine. How to meet the academic and practical experience prerequisites for admission to veterinary school. Networking with other pre-vet students. Periodic group meetings with guest speakers presenting career options in veterinary medicine. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
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);
Bouley, D. (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);
Johns, J. (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);
Bouley, D. (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);
Johns, J. (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, Spr, Sum
| Units: 1
| Repeatable
5 times
(up to 5 units total)
COMPMED 201:
Neuro-Cellular Core (NEPR 201)
Focuses on fundamental aspects of cellular neurophysiology. Topics include exploration of electrophysiological properties of neurons, synaptic structure and function and synaptic plasticity. The course consists of didactic lectures and student-led discussions of classical papers. Incorporates simulation program Neuron. Enrollment restricted to students enrolled in Neurosciences Graduate Program.
Terms: Win
| Units: 2
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 principals guiding the use of research animals, animal health and welfare, enrichment, basic mouse handling, rodent breeding, and the principals 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: 2
| Repeatable
2 times
(up to 4 units total)
COMPMED 205:
Animal Use in Biomedical Research
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. 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: What advances have been made as a result of the use of animals in research? Who conducts animal research? Predominant animal species used in biomedical research, facts and myths; the regulation of biomedical research; housing and care of laboratory animals; why new drugs must be tested; animal use in stem cell research, cancer research and genetically engineered mice; career choices in biomedical research.
Last offered: Spring 2018
| Units: 3
COMPMED 207:
Comparative Brain Evolution (COMPMED 107)
Functional organization and evolution of the vertebrate nervous system. Topics include paleoneurology, cladistic analysis, allometry, mosaic versus concerted evolution, and evolution of brain region structure, connectivity, and neurons. Comparisons between structure and function of vertebrate forebrains including hippocampi. Evolution of the primate visual and sensorimotor central nervous system as related to vocalization, socialization, and intelligence.
Last offered: Autumn 2017
| Units: 4
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 principals 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 required for enrollment. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 2
| Repeatable
6 times
(up to 12 units total)
COMPMED 210:
Introduction to Mouse Histopathology
Focus is on anatomy and histology (microscopic anatomy) of the entire mouse, proper instrument handling and dissection technique, proper tissue fixation, trimming and orientation in cassettes, identification of normal organ histology on H & E-stained slides using a light microscope, use of special stains, and digital image acquisition. Basic pathological processes (inflammation, necrosis, apoptosis, hyperplasia, cancer) and how these manifest in different organs comprises the pathology aspect of this course. Participants present the pathology of their lab's mouse models. Preference to graduate students working with mouse models. Dissection labs. Comfort with mouse handling and previous participation in VSC mouse handling and euthanasia workshops recommended.
Terms: Spr
| Units: 3
COMPMED 211:
Biostatistics for the Life Sciences
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 & Hailsm 2002 "Modern statistics for the life sciences"), critique of papers, working through example data sets, and developing analyses for the students' own research data. The objective is to provide MLAS students with a fundamental understanding of basic statistics, particularly as applied to the design and planning of animal-based research projects. Enrollment is limited to MLAS students, unless student has course director consent.
Terms: Aut
| Units: 2
COMPMED 212:
Laboratory Mouse in Biomedical Research
Focus is on the laboratory mouse, a widely used and important research model. Topics include the ethics of animal use in research; the natural history, origin and husbandry of the mouse; characteristics of key mouse strains; its anatomy and physiology; common diseases and their effects on research; coat color genetics relative to human diseases; immunodeficient mouse models; and genetic engineering of mice. The laboratory includes necropsy, handling, introduction to anesthesia and surgery, identification methods, and common research techniques using live and dead mice. Class enrollment includes a laboratory section.
| Units: 3
COMPMED 215:
Synaptic Properties and Neuronal Circuits
Focus is on synapses and circuits in the central nervous system. Objective is to demonstrate how the specific properties of different synapses play a role in the function of neuronal circuits. The main types of synapses are covered, including both ionotropic and metabotropic-receptor-dependent synapses and their related circuits in the CNS. Lectures and student presentations. If taken for 3 units qualifies as a Core Course satisfying requirements in Cellular, Molecular & Developmental Neuroscience in the Neurosciences Graduate Program. Students enrolling for 3 units write an NIH-style proposal on a selected synapse, proposing a study of its properties and related function and presenting the proposal to the class for critique and discussion.
Last offered: Spring 2011
| Units: 2-3
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: 1-15
| Repeatable
6 times
(up to 90 units total)
Instructors: ;
Albertelli, M. (PI);
Bouley, D. (PI);
Casey, K. (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);
Sudhof, T. (PI);
Choy, S. (GP)
COMPMED 290:
MLAS Career Development
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, Spr
| Units: 1-6
| Repeatable
6 times
(up to 36 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);
Bouley, D. (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);
Johns, J. (PI);
Nagamine, C. (PI);
Pacharinsak, C. (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);
Bouley, D. (PI);
Buckmaster, P. (PI);
Cherpes, T. (PI);
Darian-Smith, C. (PI);
Felt, S. (PI);
Garner, J. (PI);
Green, S. (PI);
Hestrin, S. (PI);
Johns, J. (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);
Bouley, D. (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);
Johns, J. (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);
Cherpes, T. (PI);
Darian-Smith, C. (PI);
Felt, S. (PI);
Garner, J. (PI);
Green, S. (PI);
Hestrin, S. (PI);
Pacharinsak, C. (PI);
Sudhof, T. (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.
Terms: Win
| Units: 2
CS 102:
Big Data - Tools and Techniques
Aimed at non-CS undergraduate and graduate students who want to learn the basics of big data tools and techniques and apply that knowledge in their areas of study. 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 collecting and analyzing large volumes of data. At the same time, it is surprisingly easy to make errors or come to false conclusions from data analysis alone. This course provides a broad and practical introduction to big data: data analysis techniques including databases, data mining, and machine learning; data analysis tools including spreadsheets, relational databases and SQL, Python, and R; data visualization techniques and tools; pitfalls in data collection and analysis. 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.
Terms: Win
| Units: 3-4
| UG Reqs: WAY-AQR
CS 231N:
Convolutional Neural Networks for Visual Recognition
Computer Vision has become ubiquitous in our society, with applications innsearch, image understanding, apps, mapping, medicine, drones, andnself-driving cars. Core to many of these applications are the tasks of image classification, localization and detection. This course is a deep dive into details of neural network architectures with a focus on learning end-to-end models for these tasks, particularly image classification. During the 10-week 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. The final assignment will involve training a multi-million parameter convolutional neural network and applying it on the largest image classification dataset (ImageNet). We will focus on teaching how to set up the problem of image recognition, the learning algorithms (e.g. backpropagation), practical engineering tricks for training and fine-tuning the networks and guide the students through hands-on assignments and a final course project. Much of the background and materials of this course will be drawn from the ImageNet Challenge: http://image-net.org/challenges/LSVRC/2014/index. Prerequisites: Proficiency in Python; familiarity with C/C++; CS 131 and CS 229 or equivalents; Math 21 or equivalent, linear algebra.
Terms: Spr
| Units: 3-4
Instructors: ;
Johnson, J. (PI);
Li, F. (PI);
Yeung, S. (PI);
Agrawal, S. (TA);
Bindhi, M. (TA);
Cai, H. (TA);
Cao, K. (TA);
Dornadula, A. (TA);
Fan, J. (TA);
Garzon, P. (TA);
Gupta, A. (TA);
Han, A. (TA);
Hsu, T. (TA);
Jebe, L. (TA);
Le Cleac'h, S. (TA);
Lin, P. (TA);
Liu, B. (TA);
Morales, D. (TA);
Nabulsi, Z. (TA);
Pan, B. (TA);
Pokle, A. (TA);
Sharma, P. (TA);
Shen, W. (TA);
Wang, O. (TA);
Wisniewski, T. (GP);
Xu, D. (TA)
CS 253:
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 will 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/B, Recommended: CS193P/A, CS142, CS47, CS110.
| Units: 3
CS 275:
Translational Bioinformatics (BIOE 217, BIOMEDIN 217, GENE 217)
Computational methods for the translation of biomedical data into diagnostic, prognostic, and therapeutic applications in medicine. Topics: multi-scale omics data generation and analysis, utility and limitations of public biomedical resources, machine learning and data mining, issues and opportunities in drug discovery, and mobile/digital health solutions. Case studies and course project. Prerequisites: programming ability at the level of CS 106A and familiarity with biology and statistics.
Terms: Win
| Units: 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: Win
| 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, Objected 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, Win, Spr
| Units: 1-4
Instructors: ;
Downing, N. (PI);
Landay, J. (PI);
Li, F. (PI);
Niebles Duque, J. (PI);
Landay, J. (SI);
Li, F. (SI);
Li, J. (SI);
Milstein, A. (SI);
Murnane, E. (SI);
Niebles Duque, J. (SI);
Wisniewski, T. (GP)
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 2018
| 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.
Terms: Win
| Units: 1
| Repeatable
for credit
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.
Terms: Win
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
CSRE 122F:
Histories of Race in Science and Medicine at Home and Abroad (AFRICAAM 122F, AFRICAST 122F, HISTORY 248D)
This course has as its primary objective, the historical study of the intersection of race, science and medicine in the US and abroad with an emphasis on Africa and its Diasporas in the US. By drawing on literature from history, science and technology studies, sociology and other related disciplines, the course will consider the sociological and cultural concept of race and its usefulness as an analytical category. The course will explore how the study of race became its own ¿science¿ in the late-Enlightenment era, the history of eugenics--a science of race aimed at the ostensible betterment of the overall population through the systematic killing or "letting die" of humanity¿s "undesirable" parts, discuss how the ideology of pseudo-scientific racism underpinned the health policies of the French and British Empires in Africa, explore the fraught relationship between race and medicine in the US, discuss how biological notions of race have quietly slipped back into scientific projects in the 21st century and explore how various social justice advocates and scholars have resisted the scientific racisms of the present and future and/or proposed new paths towards a more equitable and accessible science.
Last offered: Spring 2018
| Units: 4
CSRE 133P:
Ethics and Politics in Public Service (POLISCI 133Z, PUBLPOL 103Z, URBANST 122Z)
This course examines 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 and teaching. 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: 4
| UG Reqs: WAY-ER
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.nThis 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 2018
| Units: 5
| UG Reqs: WAY-EDP, WAY-ER
CSRE 178:
Ethics and Politics of Public Service (ETHICSOC 133, PHIL 175A, PHIL 275A, POLISCI 133, PUBLPOL 103D, URBANST 122)
Ethical and political questions in public service work, including volunteering, service learning, humanitarian assistance, and public service professions such as medicine and teaching. Motives and outcomes in service work. Connections between service work and justice. Is mandatory service an oxymoron? History of public service in the U.S. Issues in crosscultural service work. Integration with the Haas Center for Public Service to connect service activities and public service aspirations with academic experiences at Stanford.
Last offered: Spring 2018
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-EDP, WAY-ER
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 100:
Dance, Movement and Medicine: Immersion in Dance for PD (NENS 222)
Combining actual dancing with medical research, this Cardinal Course investigates the dynamic complementary relationship between two practices, medicine and dance, through the lens of Parkinson's disease (PD), a progressive neurological disease that manifests a range of movement disorders. "Dance for PD" is an innovative approach to dancing --and to teaching dance --for those challenged by PD. Course format consists of: 1. Weekly Lecture/Seminar Presentation: Partial list of instructors include Ms. Frank, Dr. Bronte-Stewart and other Stanford medical experts & research scientists, David Leventhal (Director, "Dance for PD") and Bay Area "Dance for PD" certified master teachers, film-maker Dave Iverson, Damara Ganley, and acclaimed choreographers Joe Goode, Alex Ketley, Judith Smith (AXIS Dance). 2. Weekly Dance Class: Stanford students will fully participate as dancers, and creative partners, in the Stanford Neuroscience Health Center's ongoing "Dance for Parkinson's" community dance class for people with PD. This Community Engaged Learning component provides opportunity to engage meaningfully with people in the PD community. Dancing together weekly, students will experience firsthand the embodied signature values of "Dance for PD" classes: full inclusion, embodied presence, aesthetic and expressive opportunity for creative engagement, and community-building in action. A weekly debriefing session within Friday's class time will allow students to integrate seminar material with their movement experiences.nnNO PRE-REQUISITES: No prior dance experience required. Beginners are welcome.
Last offered: Winter 2018
| Units: 1-2
| UG Reqs: WAY-CE
| Repeatable
for credit
DBIO 201:
Cells and Signaling in Regenerative Medicine
Conserved molecular and cellular pathways regulate tissue and organ homeostasis. Errors in these pathways result in human diseases.nManipulation of key cells and signals is leading to new strategies for stimulating tissue formation and regeneration.nTopics: Stem cells. Molecules regulating stem cell proliferation and differentiation. Signaling pathways. Gene regulation. Embryonic stemncells. Programmed cell death. Cell lineage. Tissue regeneration. Use of stem cells in transplantation. Organoids. Emphasis on links between stem cells, signals, and clinically significant topics including diabetes, bone loss, cancer, and aging.
Terms: Win
| Units: 2
DERM 310B:
Advanced Clinical Elective in Dermatology
Open to visitors. 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. Students are part of the Stanford and VA dermatology teams, participating in dermatopathology sessions, inpatient consultations, cutaneous oncology, surgery, and general 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 Averley Mayo at amayo@stanford.edu for more information. OUTSIDE ROTATORS: To apply, please return the application along with your CV, USMLE, and clerkship grades by 12 PM PDT on March 15th to amayo@stanford.edu. 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 at the end of March. 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. You may download the application form for Outside Rotators 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 if you are a minority, you may qualify for this program. Please see the following for further details: https://med.stanford.edu/clerkships/score-program.html . Prereq: Dermatology 300A for Stanford medical students and an equivalent intro dermatology course for outside rotators. Consent of course directors is required. Periods Avail: 2-12, full-time for four weeks. 2 students per period. Reporting Instructions: Where: Palo Alto VA, 3801 Miranda Avenue, Palo Alto, CA 94304, Bldg. 100, Dermatology Clinic, Rm D1-227 Time: 8:00 am. Units: 6. Call Code: 0. Director: Matt Lewis, M.D. & Jennifer Chen, M.D. Other Faculty: VA & Stanford dermatology faculty. Coord: Averley Mayo (650-497-8006, amayo@stanford.edu), 450 Broadway Pavillion C, 2nd Floor, Redwood City, CA 94063. (SUMC/VAPAHCS)
Terms: Aut, Win, Spr, Sum
| Units: 6
EARTHSYS 177C:
Specialized Writing and Reporting: Health and Science Journalism (COMM 177C, COMM 277C, EARTHSYS 277C)
Practical, collaborative, writing-intensive advanced journalistic reporting and writing course in the specific practices and standards of health and science journalism. Science and journalism students learn how to identify and write engaging stories about medicine, global health, science, and related environmental issues; how to assess the quality and relevance of science news; how to cover the health and science beats effectively and efficiently; and how to build bridges between the worlds of journalism and science. Instructed Winter Quarter 2019 by Dr. Seema Yasmin, http://www.seemayasmin.com. nnnLimited enrollment: preference to students enrolled in or considering the Earth Systems Master of Arts, Environmental Communication Program and the Graduate Journalism Program. Prerequisite: EarthSys 191/291, COMM 104w, or consent of instructor. Admission by application only, available from seema@yasminacademy.com . (Meets Earth Systems WIM requirement.)
Terms: Win
| Units: 4-5
EARTHSYS 277C:
Specialized Writing and Reporting: Health and Science Journalism (COMM 177C, COMM 277C, EARTHSYS 177C)
Practical, collaborative, writing-intensive advanced journalistic reporting and writing course in the specific practices and standards of health and science journalism. Science and journalism students learn how to identify and write engaging stories about medicine, global health, science, and related environmental issues; how to assess the quality and relevance of science news; how to cover the health and science beats effectively and efficiently; and how to build bridges between the worlds of journalism and science. Instructed Winter Quarter 2019 by Dr. Seema Yasmin, http://www.seemayasmin.com. nnnLimited enrollment: preference to students enrolled in or considering the Earth Systems Master of Arts, Environmental Communication Program and the Graduate Journalism Program. Prerequisite: EarthSys 191/291, COMM 104w, or consent of instructor. Admission by application only, available from seema@yasminacademy.com . (Meets Earth Systems WIM requirement.)
Terms: Win
| Units: 4-5
ECON 127:
Economics of Health Improvement in Developing Countries (MED 262)
Application of economic paradigms and empirical methods to health improvement in developing 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.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
EDUC 135:
Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 335, HRP 235, HUMBIO 26, MED 235)
The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students insights into understanding how to effectively develop, evaluate, and scale social ventures. Using TeachAIDS (an award-winning nonprofit educational technology social venture used in 78 countries) as a primary case study, students will be given an in-depth look into how the entity was founded and scaled globally. Guest speakers will include world-class experts and entrepreneurs in Philanthropy, Medicine, Communications, Education, and Technology. Open to both undergraduate and graduate students.
Terms: Win
| Units: 3-4
EDUC 205:
Biosocial Medicine: The Social, Psychological, and Biological Determinants of Behavior and Wellbeing (HUMBIO 65, SOMGEN 215)
Explores how social forces, psychological influences, and biological systems combine to affect human behavior in early childhood, in the educational experience, and throughout the life course. Examines how behaviors are linked to well-being. Uses a flipped classroom model, in which a series of lectures are available for students to view on-line before class. In-class time then focuses on case studies from published research. For Ways credit eligibility, students must enroll in HUMBIO 65 for a letter grade.
Terms: Spr
| Units: 3
EDUC 335:
Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, HRP 235, HUMBIO 26, MED 235)
The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students insights into understanding how to effectively develop, evaluate, and scale social ventures. Using TeachAIDS (an award-winning nonprofit educational technology social venture used in 78 countries) as a primary case study, students will be given an in-depth look into how the entity was founded and scaled globally. Guest speakers will include world-class experts and entrepreneurs in Philanthropy, Medicine, Communications, Education, and Technology. Open to both undergraduate and graduate students.
Terms: Win
| Units: 3-4
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 2017
| Units: 3
EE 369A:
Medical Imaging Systems I
Imaging internal structures within the body using high-energy radiation studied from a systems viewpoint. Modalities covered: x-ray, computed tomography, and nuclear medicine. Analysis of existing and proposed systems in terms of resolution, frequency response, detection sensitivity, noise, and potential for improved diagnosis. Prerequisite: EE 261
Last offered: Winter 2017
| Units: 3
EMED 5C:
Human Trafficking: Historical, Legal, and Medical Perspectives (CSRE 5C, FEMGEN 5C, HISTORY 5C, INTNLREL 5C)
(Same as History 105C. History majors and others taking 5 units, enroll in 105C.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
EMED 105:
Film and Television Emergencies: Grasp Emergency Care through Pop Culture (EMED 205)
Although popular shows such as Grey's Anatomy successfully enthrall an audience, they often exchange accuracy for entertainment value. This course aims to "set the record straight" and deconstruct these medical dramas into the technical and non-technical skills involved in handling medical emergencies. Working in small groups and guided by emergency medicine faculty, students will actively curate content for discussions about the appropriate usage of these skills. Topics range from CPR and stroke management to decisionmaking and the social influence of medial dramas.
| Units: 1-3
| UG Reqs: WAY-A-II
EMED 105C:
Human Trafficking: Historical, Legal, and Medical Perspectives (CSRE 105C, FEMGEN 105C, HISTORY 105C, HUMRTS 112, INTNLREL 105C)
(Same as HISTORY 5C. History majors and others taking 5 units, enroll in 105C.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Terms: Aut
| Units: 5
| UG Reqs: WAY-SI
EMED 110:
Basic Cardiac Life Support: CPR for the layperson responder
Provides lay rescuers the fundamental knowledge and skills to perform. CPR on an adult, child, infant. Addresses recognizing emergency, alleviating airway obstruction, use of AED using the American CPR model for a community responder in an urban evironment. MD students take EMED 201.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
EMED 111A:
Emergency Medical Technician Training (EMED 211A)
Emergency Medical Technicians are trained to provide basic life support and to transport sick and injured patients to the hospital. Topics include patient assessment and management of cardiac, respiratory, neurological and other medical emergencies. Includes both lecture and practical sessions. After completion of 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 freshman and sophomores to apply. (ONLY graduate students may enroll for 3 or 4 units with instructor permission). Prerequisites: Application (see http://emt.stanford.edu) and consent of instructor. AHA or Red Cross healthcare provider CPR certification is also required, but can be obtained during fall quarter. A one time course fee of $60 will be assessed to cover required equipment and a uniform shirt.
Terms: Aut
| Units: 3-5
EMED 111B:
Emergency Medical Technician Training (EMED 211B)
Continuation of EMED 111A/211A. Topics include ambulance operations, environmental emergencies, and management of trauma including falls, gunshot wounds, orthopedic and blast injuries. Includes both lecture and practical sessions. (ONLY graduate students may enroll for 3 or 4 units with instructor permission, see EMED 211B.) nPrerequisites: EMED 111A/211A and consent of instructor, AHA or RC CPR certification.
Terms: Win
| Units: 3-5
EMED 111C:
Emergency Medical Technician Training (EMED 211C)
Continuation of EMED 111B/211B. Topics include mass casualty incidents, vehicle extrication, pediatric and obstetrical emergencies. There will be one class activity on a Saturday or Sunday during the quarter, specific date will be announced during the first week of class. Includes both lecture and practical sessions. (ONLY graduate students may enroll for 3 or 4 units with instructor permission, see EMED 211C.) Prerequisites: EMED 111A/211A, 111B/211C and consent of instructor, AHA or RC CPR certification.
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 which provides the equivalent of 24 hours of continuing education for recertification. 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 or Sunday during the quarter, specific date will be announced during the first few weeks of class.nPrerequisites: Completion of an EMT certification course (such as EMED 111A-C), CPR for Healthcare Providers, and consent of 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.n**THIS IS NOT AN EMT REFRESHER COURSE, only EMED 112A/212A is a California and NREMT approved EMT refresher course.**nPrerequisites: 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 Saturday or Sunday during the quarter, specific date will be announced during the first few weeks of class.n**THIS IS NOT AN EMT REFRESHER COURSE, only EMED 112A/212A is a California and NREMT approved EMT refresher course.**nPrerequisites: 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 115:
Writing Narrative Medicine (EMED 215)
This course details and models the methods required for the practice of narrative medicine. Students will examine a variety of works, including poetry, short stories, memoirs, and other illness narratives. They will engage in reflective writing exercises that will allow them to draw on the reading material and practice elements of craft that relate to the text. Through this approach, they will build their close reading and reflective writing skills, while analyzing central themes in narrative medicine, including loss, identity, and the construction of personal history.
Terms: Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
4 times
(up to 12 units total)
EMED 122:
Biosecurity and Bioterrorism Response (BIOE 122, EMED 222, PUBLPOL 122, PUBLPOL 222)
Overview of the most pressing biosecurity issues facing the world today. Guest lecturers have included former Secretary of State Condoleezza Rice, former Special Assistant on BioSecurity to Presidents Clinton and Bush Jr. Dr. Ken Bernard, Chief Medical Officer of the Homeland Security Department Dr. Alex Garza, eminent scientists, innovators and physicians in the field, and leaders of relevant technology companies. How well the US and global healthcare systems are prepared to withstand a pandemic or a bioterrorism attack, how the medical/healthcare field, government, and the technology sectors are involved in biosecurity and pandemic or bioterrorism response and how they interface, the rise of synthetic biology with its promises and threats, global bio-surveillance, making the medical diagnosis, isolation, containment, hospital surge capacity, stockpiling and distribution of countermeasures, food and agriculture biosecurity, new promising technologies for detection of bio-threats and countermeasures. Open to medical, graduate, and undergraduate students. No prior background in biology necessary. 4 units for twice weekly attendance (Mon. and Wed.); additional 1 unit for writing a research paper for 5 units total maximum.
Terms: Win
| Units: 4-5
| UG Reqs: GER: DB-NatSci, GER:EC-GlobalCom, WAY-SI
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.
Terms: Aut, Win, Spr, Sum
| Units: 2
| Repeatable
3 times
(up to 6 units total)
EMED 125:
Social Emergency Medicine and Community Engagement
The Stanford Health Advocates and Research in the Emergency Department (SHAR(ED)) program is focused on the practical application of and research in social emergency medicine. Emergency Departments (EDs) are the nation's safety nets for medical as well as social needs. EDs remain the sole access to any medical care for those in need, 24/7, regardless of insurance status. The ED is a unique bridge to the public and is a compelling site for community partnership, clinical and health services research geared towards impacting population health and policy. Through direct patient contact and community engagement, students help to meet the social needs of ED patients. (Cardinal Course certified by the Haas Center)
Terms: Win
| Units: 1-2
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: 4
| Repeatable
3 times
(up to 4 units total)
EMED 127:
Health Care Leadership (EMED 227, 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 taking the course on Wednesdays only should register for 2 units.
Terms: Win
| Units: 2-4
| UG Reqs: WAY-EDP, WAY-SI
EMED 128:
Wilderness Medicine: Continued practical experience for high-quality care
Ongoing training for current wilderness medicine providers (WFA, AFR, WEMT). Students practice BLS assessment and medical care through outdoor simulations, labs, and workshops. Work in small teams, refine essential skills and garner knowledge, and judgement. Topics include traumatic, environmental, and medical scenarios in a backcountry setting where communication and resources are limited. Pre-requisite is completion of EMED224 or EMED 226 (or equivalent; current certification required) & current CPR certification; or instructor approval.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
EMED 129:
Virtual Reality Storytelling (EMED 228)
Do you have a story to tell? Would you like to make an impact on medicine through the most immersive medium available? Virtual reality 360 filmmaking is a cutting edge means of shaping the public's perception of and relationship to healthcare, with enormous potential to act as a vehicle for change. This course will describe and practice the entire 360 video virtual reality filmmaking process from preproduction and production through to postproduction completion. Step by step you will learn to tell stories that matter in this immersive medium. When the quarter is complete, there will be a complete virtual reality experience for you to share. No prior virtual reality or filmmaking experience required.
Terms: Spr
| Units: 2-3
| UG Reqs: WAY-CE
| Repeatable
3 times
(up to 3 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: ;
Auerbach, P. (PI);
Barrett, B. (PI);
Bresler, M. (PI);
Dannenberg, B. (PI);
Duriseti, R. (PI);
Emond, S. (PI);
Ferguson, I. (PI);
Garmel, G. (PI);
Gharahbaghian, L. (PI);
Gilbert, G. (PI);
Govindarajan, P. (PI);
Harter, P. (PI);
Kanapicki, J. (PI);
Klofas, E. (PI);
Lemieux, J. (PI);
Lin, J. (PI);
Lipman, G. (PI);
Mahadevan, S. (PI);
Murphy, K. (PI);
Newberry, J. (PI);
Norris, R. (PI);
Perera, P. (PI);
Quinn, J. (PI);
Raphael, E. (PI);
Schreiber, D. (PI);
Shen, S. (PI);
Smith-Coggins, R. (PI);
Sternbach, G. (PI);
Strehlow, M. (PI);
Taleghani, N. (PI);
Trounce, M. (PI);
Wang, N. (PI);
Weiss, E. (PI);
Williams, S. (PI);
Yang, S. (PI);
Zafren, K. (PI);
Gisondi, M. (GP);
Taleghani, N. (GP)
EMED 201:
Basic Cardiac Life Support for Healthcare Professionals
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. The course 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.nIn addition to CPR training, we will also teach Question, Persuade, Refer (QPR) which is the CPR equivalent to psychological emergencies. This 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.
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), in accordance with guidelines from the American Heart Association. 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.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
2 times
(up to 2 units total)
EMED 205:
Film and Television Emergencies: Grasp Emergency Care through Pop Culture (EMED 105)
Although popular shows such as Grey's Anatomy successfully enthrall an audience, they often exchange accuracy for entertainment value. This course aims to "set the record straight" and deconstruct these medical dramas into the technical and non-technical skills involved in handling medical emergencies. Working in small groups and guided by emergency medicine faculty, students will actively curate content for discussions about the appropriate usage of these skills. Topics range from CPR and stroke management to decisionmaking and the social influence of medial dramas.
Terms: Aut
| Units: 1-3
EMED 210A:
Managing Emergencies: What Every Doctor Should Know (Clinical Fundamentals)
Reviews basic but critical concepts in evaluating and managing patients with possible life-threatening emergencies with a special focus on avoiding common errors. Topics include cardiovascular collapse, basic airway management, triage and shock. Teaches skills such as reading an ECG or a chest x-ray to aid students in developing a rapid response to patients with potentially fatal complaints. Class meets online.
Terms: Aut, Win, Spr, Sum
| Units: 2
EMED 210B:
Managing Emergencies: What Every Doctor Should Know (High Risk Chief Complaints)
Students learn management of various emergent and traumatic patient presentations. Some topics include advanced airway, trauma, burns, poisoning, and stroke. Key skills and common pitfalls in practice discussed. Providers completing Surg 210A and B will be better prepared to respond effectively with a challenging and urgent case. Class meets online.
Terms: Aut, Win, Spr, Sum
| Units: 2
EMED 211A:
Emergency Medical Technician Training (EMED 111A)
Emergency Medical Technicians are trained to provide basic life support and to transport sick and injured patients to the hospital. Topics include patient assessment and management of cardiac, respiratory, neurological and other medical emergencies. Includes both lecture and practical sessions. After completion of 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 freshman and sophomores to apply. (ONLY graduate students may enroll for 3 or 4 units with instructor permission). Prerequisites: Application (see http://emt.stanford.edu) and consent of instructor. AHA or Red Cross healthcare provider CPR certification is also required, but can be obtained during fall quarter. A one time course fee of $60 will be assessed to cover required equipment and a uniform shirt.
Terms: Aut
| Units: 3-5
EMED 211B:
Emergency Medical Technician Training (EMED 111B)
Continuation of EMED 111A/211A. Topics include ambulance operations, environmental emergencies, and management of trauma including falls, gunshot wounds, orthopedic and blast injuries. Includes both lecture and practical sessions. (ONLY graduate students may enroll for 3 or 4 units with instructor permission, see EMED 211B.) nPrerequisites: EMED 111A/211A and consent of instructor, AHA or RC CPR certification.
Terms: Win
| Units: 3-5
EMED 211C:
Emergency Medical Technician Training (EMED 111C)
Continuation of EMED 111B/211B. Topics include mass casualty incidents, vehicle extrication, pediatric and obstetrical emergencies. There will be one class activity on a Saturday or Sunday during the quarter, specific date will be announced during the first week of class. Includes both lecture and practical sessions. (ONLY graduate students may enroll for 3 or 4 units with instructor permission, see EMED 211C.) Prerequisites: EMED 111A/211A, 111B/211C and consent of instructor, AHA or RC CPR certification.
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 which provides the equivalent of 24 hours of continuing education for recertification. 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 or Sunday during the quarter, specific date will be announced during the first few weeks of class.nPrerequisites: Completion of an EMT certification course (such as EMED 111A-C), CPR for Healthcare Providers, and consent of 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.n**THIS IS NOT AN EMT REFRESHER COURSE, only EMED 112A/212A is a California and NREMT approved EMT refresher course.**nPrerequisites: 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 Saturday or Sunday during the quarter, specific date will be announced during the first few weeks of class.n**THIS IS NOT AN EMT REFRESHER COURSE, only EMED 112A/212A is a California and NREMT approved EMT refresher course.**nPrerequisites: 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 214:
Yoga and Wellness for Bioscience and Medical Students
The class will consist of one hour of beginner friendly yoga practice followed by one hour of discussion over a light meal. Students will learn and practice yoga techniques and health practices for managing mental and emotional stressors. Students will learn to identify signs and symptoms of stress, how anxiety manifests int he body and mind, and yoga techniques for relief. This course will include yoga instruction, readings related to yoga and bioscience research/patient care outcomes, and student participation to enable students to: (1) acquire knowledge of the basic health-related components of physical fitness and the different dimensions of wellness. (2) Develop physical fitness and motor skills, and (3) Understand and practice the behaviors that contribute to a healthy lifestyle. MD and BioScience graduate students have priority for enrollment.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
6 times
(up to 6 units total)
EMED 215:
Writing Narrative Medicine (EMED 115)
This course details and models the methods required for the practice of narrative medicine. Students will examine a variety of works, including poetry, short stories, memoirs, and other illness narratives. They will engage in reflective writing exercises that will allow them to draw on the reading material and practice elements of craft that relate to the text. Through this approach, they will build their close reading and reflective writing skills, while analyzing central themes in narrative medicine, including loss, identity, and the construction of personal history.
Terms: Spr
| Units: 1-3
| Repeatable
4 times
(up to 12 units total)
EMED 216:
Point-Of-Care Ultrasound
Point-of-care ultrasound (POCUS) has become increasingly utilized and useful in multiple medical specialties, with emergency medicine in the forefront of its use. This course is designed to introduce POCUS to the preclinical medical student, and provide more in-depth and hands-on familiarity with POCUS for a variety of modalities. These skills will better equip students to use these techniques right at the bedside of any patient in any acute setting 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 Medicine will be the main focus. Applications taught will include eFAST, thoracic, renal, RUQ, aorta, limited ECHO and IVC, first trimester pelvic, DVT, orbital, MSK. During the hands-on session, students will serve as model volunteers to be scanned, as well as scan their peers. Students will also have the optional opportunity to participate in scan shifts in the main emergency department when POCUS EM faculty perform ¿scan¿ rounds. Students will have access and be expected to participate in online and computer based learning that will be provided for them as well.
Terms: Win
| Units: 3
| Repeatable
2 times
(up to 6 units total)
EMED 217:
Critical Cases: Think Like an Experienced Physician
Focus is on the ability to find current, accurate information, and the ability to interpret and translate that information into clinical decisions the most important skill in medicine. Work in small teams to refine essential skills to excel on the wards through case-based learning. Topics include traumatic injuries, altered mental status, severe inefections and other critical Emergency Medicine cases. Students develop knowledge of steps critical to care for these patients while refining skills in diagnostic reasoning, interpreting medical literature, and team-based medical care.
Last offered: Winter 2017
| Units: 2
EMED 218:
Humanitarian Crises: Cities, Refugees and Resilience
This course will introduce students to humanitarian practice and the current challenges and opportunities presented by urbanization. Selected topics will address emerging trends in the humanitarian architecture, urban health, needs assessments, cash and markets as tools, innovative technologies, climate change and urban refugees. In addition, students will be introduced to a framework for urban fragility and resilience and each of the selected topics will be taught from a perspective of building resilience. Content will e based on recent research and current policy and practice debates. Finally, students will have an in-class project component consisting of an urban crisis table-top simulation.
Last offered: Spring 2017
| Units: 4
| Repeatable
2 times
(up to 8 units total)
EMED 219:
Catalyst For Change: Emergency Response Systems in India
This course will cover the basics of health care access and infrastructure in India, with a focus on emergency care and response. We will review principles of community engagement and social emergency medicine with in the India context, using maternal/child health and gender-based violence as case studies. Students participating in the course will be research assistants in the summer, as such, we will spend some classes reviewing project logistics, research protocols, and research ethics.
Terms: Spr
| Units: 1
EMED 220:
Emergency Medicine: Introduction
An introduction to the specialty of emergency medicine, including the emergency stabilization of patients in both the pre-hospital phase and in the emergency department. The course will include both lectures and hands on practical sessions. Topics consist of management of trauma patients and common medical emergencies, with hands on sessions including how to manage airway emergencies and suturing. 2 units includes two four-hour emergency department shadow shifts.
Terms: Aut
| 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 Bioterrorism Response (BIOE 122, EMED 122, PUBLPOL 122, PUBLPOL 222)
Overview of the most pressing biosecurity issues facing the world today. Guest lecturers have included former Secretary of State Condoleezza Rice, former Special Assistant on BioSecurity to Presidents Clinton and Bush Jr. Dr. Ken Bernard, Chief Medical Officer of the Homeland Security Department Dr. Alex Garza, eminent scientists, innovators and physicians in the field, and leaders of relevant technology companies. How well the US and global healthcare systems are prepared to withstand a pandemic or a bioterrorism attack, how the medical/healthcare field, government, and the technology sectors are involved in biosecurity and pandemic or bioterrorism response and how they interface, the rise of synthetic biology with its promises and threats, global bio-surveillance, making the medical diagnosis, isolation, containment, hospital surge capacity, stockpiling and distribution of countermeasures, food and agriculture biosecurity, new promising technologies for detection of bio-threats and countermeasures. Open to medical, graduate, and undergraduate students. No prior background in biology necessary. 4 units for twice weekly attendance (Mon. and Wed.); additional 1 unit for writing a research paper for 5 units total maximum.
Terms: Win
| Units: 4-5
EMED 223:
Advanced Wilderness Medicine
Open to all students. Wilderness-related illnesses and injuries; a framework for evaluation and treatment of emergencies in the backcountry. Hands-on clinical skills. Topics include high altitude medicine, hypothermia, envenomations, search and rescue, improvisation, and a day long field trip for hands-on field work. 3 units.
Terms: Spr
| Units: 3
EMED 225:
The ED as a Safety Net
As the sole source of medical care and social services available 24/7 to all patients regardless of insurance status, ability to pay or even complaint, Emergency Departments (ED) are safety nets for local communities. EDs serve as a window into society and offer opportunities for intervention. The field of Social Emergency Medicine uses this unique position to investigate societal patterns of health inequity and develop solutions to decrease health disparities for vulnerable populations. This dinner seminar will explore psychosocial, economic, and medical factore that contribute to human health from the perspective of ED providers. Each session will cover a different topic of societal emergency medicine such as opioid use, human trafficking, firearms, and homelessness. Possible interventions will also be discussed including buprenorphine, screening, and identification tools, medical-legal partnerships, and legislative advocacy.
| Units: 1
| Repeatable
2 times
(up to 2 units total)
EMED 227:
Health Care Leadership (EMED 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 taking the course on Wednesdays only should register for 2 units.
Terms: Win
| Units: 2-4
EMED 228:
Virtual Reality Storytelling (EMED 129)
Do you have a story to tell? Would you like to make an impact on medicine through the most immersive medium available? Virtual reality 360 filmmaking is a cutting edge means of shaping the public's perception of and relationship to healthcare, with enormous potential to act as a vehicle for change. This course will describe and practice the entire 360 video virtual reality filmmaking process from preproduction and production through to postproduction completion. Step by step you will learn to tell stories that matter in this immersive medium. When the quarter is complete, there will be a complete virtual reality experience for you to share. No prior virtual reality or filmmaking experience required.
Terms: Spr
| Units: 2-3
| Repeatable
3 times
(up to 3 units total)
EMED 235:
Wilderness Leadership and Mentorship Skills for Medical and PA Students
For MD/Master of Medicine wilderness pre-orientation trip (SWEAT) leaders and MSPA pre-orientation camping trip leaders. Training to engage with and prepare incoming first-year medical students and MSPA students for the rigors of their respective programs. Topics include: fundamentals of wilderness survival, wilderness equipment use, camping, outdoor leadership, mentorship, team building, problem-solving, risk management, cultural competency, professionalism as a physician, reflection and resiliency, first-year curricula, stress management and coping. Guest lectures from Stanford faculty and advisors, emergency medicine physicians, outdoor education specialists, and mental health personnel.
Terms: Spr, Sum
| Units: 2
| Repeatable
for credit
EMED 248:
Medical Scribe Training
Focuses on developing knowledge of clinical documentation in order to accompany a physician in patient encounters, including documentation of patient histories, findings, procedures, results, and clinical course. Serves as prerequisite for Surgery 248A, Advanced Medical Scribe Training.
Last offered: Summer 2016
| Units: 3
EMED 248A:
Advanced Medical Scribe Training
Preparation to become a medical scribe. Focus is on further honing skills of a clinical scribe through ongoing training and education. Lectures, practical application, simulation, interactive skills, and hands-on training. Demonstrating and maintaining an understanding of the team approach to patient care and enhancing skills and knowledge in the promotion of quality documentation. Prerequisite: successful completion of SURG 248 and consent of instructor.
Last offered: Summer 2016
| Units: 3
EMED 248X:
Introduction to Medical Scribing (Accelerated Course)
Accelerated, three-day intensive focusing on developing knowledge of clinical documentation, medical terminology, electronic medical records and medical record coding in order to accompany a physician during a patient encounter. Topics include documentation of a chief complaint, history of current illness/injuries, past medical, social and family history, review of physical systems, clinical course, procedures, lab results and other pertinent information for a patient visit. Serves as prerequisite for Surgery 248A, Advanced Medical Scribe Training..
Last offered: Summer 2016
| Units: 3
EMED 250:
Clinical Skills in Resuscitation
Focus is on transmission of high yield knowledge on how to approach an undifferentiated patient with initial assessment, diagnosis and treatment plan. Learning centers on participating in small group high fidelity simulation, with a focus on bedside ultrasound and procedural skills. Curriculum focuses on 50 common diagnoses seen in the acute care setting with emphasis on critical care and resuscitation. Prior clinical knowledge is not required, and early career medical student enrollment is encouraged. Provides knowledge and practical skill that is applicable to multiple fields and patient types in medicine.
Terms: Win
| Units: 3
EMED 255:
Design for Health: Helping Patients Navigate the System (DESINST 255)
For many people, participating in the American healthcare system is confusing, frustrating and often disempowering. It is also an experience fueled with emotional intensity and feelings of vulnerability. The current ecosystem, with its complexity and multiple stakeholders, is rife with human-centered design opportunities. An especially sticky set of issues lies in the ways people navigate healthcare: understanding how the system works, accessing information about services, making decisions about treatment and interventions, and advocating for needs.nnAdmission by application. See dschool.stanford.edu/classesn for more information.
Terms: Aut
| Units: 4
EMED 280:
Early Clinical Experience in Emergency Medicine
Provides an observational experience in an emergency medicine specialty. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
Instructors: ;
Albanese, C. (PI);
Auerbach, P. (PI);
Barrett, B. (PI);
Bonham, C. (PI);
Bresler, M. (PI);
Bruzoni, M. (PI);
Busque, S. (PI);
Chang, J. (PI);
Chase, R. (PI);
Concepcion, W. (PI);
Curtin, C. (PI);
D'Souza, P. (PI);
Dalman, R. (PI);
Dannenberg, B. (PI);
Dirbas, F. (PI);
Duriseti, R. (PI);
Dutta, S. (PI);
Eisenberg, D. (PI);
Emond, S. (PI);
Esquivel, C. (PI);
Ferguson, I. (PI);
Fuchs, J. (PI);
Garmel, G. (PI);
Gharahbaghian, L. (PI);
Gilbert, G. (PI);
Girod, S. (PI);
Gosling, J. (PI);
Govindarajan, P. (PI);
Greco, R. (PI);
Gregg, D. (PI);
Gurtner, G. (PI);
Harris, E. (PI);
Harter, P. (PI);
Hartman, G. (PI);
Helms, J. (PI);
Hentz, R. (PI);
Hernandez-Boussard, T. (PI);
Jeffrey, S. (PI);
Kahn, D. (PI);
Khosla, R. (PI);
Klofas, E. (PI);
Krams, S. (PI);
Krummel, T. (PI);
Lau, J. (PI);
Lee, G. (PI);
Lee, J. (PI);
Leeper, N. (PI);
Lin, J. (PI);
Lipman, G. (PI);
Longaker, M. (PI);
Lorenz, H. (PI);
Maggio, P. (PI);
Mahadevan, S. (PI);
Martinez, O. (PI);
Melcher, M. (PI);
Mell, M. (PI);
Morton, J. (PI);
Mueller, C. (PI);
Murphy, K. (PI);
Norris, R. (PI);
Norton, J. (PI);
Oberhelman, H. (PI);
Perera, P. (PI);
Poultsides, G. (PI);
Quinn, J. (PI);
Raphael, E. (PI);
Rhoads, K. (PI);
Rivas, H. (PI);
Ryan, J. (PI);
Salvatierra, O. (PI);
Schendel, S. (PI);
Schreiber, D. (PI);
Shelton, A. (PI);
Shen, S. (PI);
Smith-Coggins, R. (PI);
So, S. (PI);
Spain, D. (PI);
Srivastava, S. (PI);
Staudenmayer, K. (PI);
Sternbach, G. (PI);
Strehlow, M. (PI);
Sylvester, K. (PI);
Taleghani, N. (PI);
Trounce, M. (PI);
Visser, B. (PI);
Wan, D. (PI);
Wang, N. (PI);
Wapnir, I. (PI);
Weiss, E. (PI);
Welton, M. (PI);
Whitmore, I. (PI);
Williams, S. (PI);
Wren, S. (PI);
Yang, G. (PI);
Yang, S. (PI);
Zafren, K. (PI);
Zarins, C. (PI);
Zhou, W. (PI)
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 308A:
Bedside Ultrasound Clerkship
Open to visitors. Diagnostic bedside ultrasound (US) has become increasingly utilized and useful in multiple medical specialties, with emergency medicine in the forefront of its use. This rotation is designed to introduce bedside 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 right 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 Medicine 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 also be introduced (Testicular, airway, bladder, nerve blocks). Students will obtain US images in the Stanford emergency department and will have all imaging formally reviewed by an US fellowship trained emergency medicine faculty. Images will be obtained during work shifts, when one of the US EM faculty are working in the ED, during when students will scan appropriate patients and review images with the faculty member onsite. They will also have scan shifts, when an US EM faculty will teach/scan with the student in the emergency department, this is a 1:1 session. Students will attend Bedside US didactics offered by an US EM faculty member every Thursday morning, followed by 4 hours of 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. A multiple choice test will be given at the end of the rotation. This clerkship requires prior approval by Clerkship Director. Please contact Dr. Deborah Kimball at drdeb@stanford.edu if interested in taking the clerkship. Prereq: Complete pre-clinical training. Periods Avail: 3-12 for 2 or 4 weeks. 2 students per period. Reporting Instructions: Where: TBA; Time: 8:00 am. Units: 3 or 6. Call Code: 0.Director: Deborah Kimball, M.D. Other Faculty: K. Anderson, L. Gharahbaghian, V. Lobo, P. Perera, C. Poffenberger, and S. Williams. nCoord: Hienock Habte (650-736-8842), habte@stanford.edu (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 3-6
EMED 313A:
Emergency Medicine Clerkship
Selective 1. Open to visitors. Overall Description: During this 4-week, multi-site selective, medical students will develop critical skills in the rapid evaluation and management of undifferentiated and acutely ill patients in three unique emergency department settings: Stanford University Medical Center (SUMC), Santa Clara Valley Medical Center (SCVMC), and the Kaiser Permanente Santa Clara Medical Center (KPMC). At each of these sites, rotators will work directly with an emergency medicine attending. With this high level of mentorship and guidance, learners will gain confidence assessing and resuscitating the incredible spectrum of patients presenting at each of the three clinical sites. Clinical Duties: Students will work thirteen 8-hour clinical shifts (7 at SUMC, 3 at SCVMC, 3 at KPMC) 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 complaint-directed history and physical exam, 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. 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 conference with the Stanford/Kaiser Emergency Medicine residents, as well as a monthly journal club. Rotators will also have dedicated, student oriented educational sessions focused on bedside ultrasound, laceration repair, orthopedic injury management, and ECG interpretation, as well as a series of interactive, faculty-led, case discussions. The rotation culminates in a final written exam and an immersive, student-only simulation session held at Stanford¿s innovative Center for Immersive and Simulation Based Learning. Stanford students who want to do a clinical based rotation at Stanford site during Periods 7-11, please contact coordinator at malfonso@stanford.edu to coordinate enrollment in Emed 398A. Visiting students ONLY accepted periods 12-6, pre-approval is required only for visiting students for periods 12-6. Pre-approval dates are as follows: Periods 1-3 (March 19-23), Period 4-6 (June 19-23), and Period 12 (December 1-5). Please contact clerkship coordinator Maria Alfonso (malfonso@stanford.edu) to inquire about pre approval process and materials needed for submission. Prereq: All students must have completed core clerkships in medicine, surgery, Ob/Gyn and pediatrics are required. Stanford medical students must also have completed MED 313A. Exceptions only at the discretion of the clerkship director, on a case by cases basis. nPeriods Avail: Periods 12-6 only. Closed Periods 7-11. Full-time for four weeks. Visiting students and Stanford students accepted periods 12-6 only. Maximum 12 students per period. No adjustments in dates. No students may be added less than three weeks prior to start of each rotation. Reporting Instructions: Where: 900 Welch Road Suite 350; Time: Coordinator will email details one week prior to the first day of the rotation block. Students are responsible for their own transportation to and from the 3 different sites. Units: 6. Call Code: 2 (No call, but a mixture of at least 3 overnights and/or weekend shifts during the EMED block) Director: Jessica Ngo, M.D. at jngo@stanford.edu, Gregory Gilbert, M.D. at ghgilbert@stanford.edu, and Nounou Taleghani, M.D. at nounou@stanford.edu. Other Faculty: Emergency Dept Faculty. Coord: Maria Alfonso (650-497-6702), malfonso@stanford.edu (SUMC, SCVMC, KPMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
EMED 313C:
Emergency Medicine Clerkship
Selective 1. Closed to visitors. During this 4-week, multi-site selective, medical students will develop critical skills in the rapid evaluation and management of undifferentiated and acutely ill patients in two unique emergency department settings: Stanford University Medical Center (SUMC) and the Kaiser Permanente Santa Clara Medical Center (KPMC). At each of these sites, rotators will work directly with an emergency medicine attending. With this high level of mentorship and guidance, learners will gain confidence assessing and resuscitating the incredible spectrum of patients presenting at each of the three clinical sites. Clinical Duties: Students will work thirteen 8-hour clinical shifts (10 at SUMC and 3 at KPMC) 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 complaint-directed history and physical exam, 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. 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 conference with the Stanford/Kaiser Emergency Medicine residents, as well as a monthly journal club. Rotators will also have dedicated, student oriented educational sessions focused on bedside ultrasound, laceration repair, orthopedic injury management, and ECG interpretation, as well as a series of interactive, faculty-led, case discussions. The rotation culminates in a final written exam and an immersive, student-only simulation session held at Stanford¿s innovative Center for Immersive and Simulation Based Learning. Stanford students who want to do a clinical based rotation at Stanford site during Periods 7-11 only, please contact coordinator at malfonso@stanford.edu to coordinate enrollment in Emed 398A. Visiting students ONLY accepted periods 12-6, pre-approval is required only for visiting students for periods 12-6. Pre-approval dates are as follows: Periods 1-3 (March 19-23), Period 4-6 (June 19-23), and Period 12 (December 1-5). Please visit department website emed.stanford.edu to get information about the pre approval process and materials needed for submission. Prereq: The following core clerkships are REQUIRED for enrollment: surgery, medicine, pediatrics, and ob/gyn. Periods Avail: Periods 7-11 only. Stanford students only. Full-time for four weeks. 2 students per period. No students may be added less than three weeks prior to the start of each rotation. Reporting Instructions: Where: SCVMC, call Jennifer Bogan (408-885-6298) 2 weeks prior to schedule your onboarding Orientation. Please email Jennifer Bogan (jbogan@vephealthcare.com) the following: Will need to provide proof of PPD & Flu Vaccines, Copy of Driver's License Headshot, Current CV, Short Bio about yourself and malpractice insurance. Time: Clerkship director to coordinate student¿s schedule. Units: 6. Call Code: 2 (weekends and overnights as part of regular schedule) Director: Luz Silverio, M.D. (Email: luz.m.silverio@gmail.com) Other Faculty: Chairman Dr. Jeffery J. Leinen, M.D., FACEP Coord: Jennifer Bogan (408) 885-6298, jbogan@vephealthcare.com (SCVMC)
Terms: Win, Spr, Sum
| Units: 6
EMED 313D:
Emergency Medicine Clerkship
Selective 1. Closed to visitors. 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). Please arrive at 0900 on Monday morning in the GME office for paperwork and photo ID, unless otherwise notified. An orientation video and a copy of ¿An Introduction to Clinical Emergency Medicine, Mahadevan/Garmel¿, will be provided by the GME office for use during the rotation. Faculty will orient medical students to the Emergency Department after your meeting in the GME office. Clinical shifts will consist of approximately 14 8-10 hour shifts, which will be a mix of daytime, evening, overnight, 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. nPrereq: Surgery 300A, Medicine 300A, Obstetrics & Gynecology 300A and Pediatric 300A, passing score USMLE I (and II if taken) on first attempt. For visiting students, core clerkships must be completed with passing grades in Internal Medicine, Surgery, Pediatrics, and OB/GYN. nPeriods Avail: Periods 7-11 only. Stanford students only. Full-time for four weeks. 2 students per period. No students may be added less than three weeks prior to the start of each rotation. nReporting Instructions: Where: Kaiser Permanente Medical Center Emergency Department, Santa Clara, CA; Time: TBA. Prior to first shift - report to GME office, Homestead Medical Office Building at 710 Lawrence Expressway, Dept 384. Units: 6. Call Code: 2. Director: Alice Chao, M.D. Other Faculty: Staff. Coord: Susan Krause (408-851-3836) 710 Lawrence Expressway, Dept 384, Santa Clara. (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: ;
Auerbach, P. (PI);
Barrett, B. (PI);
Bresler, M. (PI);
Dannenberg, B. (PI);
Duriseti, R. (PI);
Emond, S. (PI);
Ferguson, I. (PI);
Garmel, G. (PI);
Gharahbaghian, L. (PI);
Gilbert, G. (PI);
Gisondi, M. (PI);
Govindarajan, P. (PI);
Harter, P. (PI);
Klofas, E. (PI);
Lin, J. (PI);
Lipman, G. (PI);
Mahadevan, S. (PI);
Murphy, K. (PI);
Norris, R. (PI);
Perera, P. (PI);
Quinn, J. (PI);
Raphael, E. (PI);
Rice, B. (PI);
Schreiber, D. (PI);
Shen, S. (PI);
Smith-Coggins, R. (PI);
Sternbach, G. (PI);
Strehlow, M. (PI);
Taleghani, N. (PI);
Trounce, M. (PI);
Wang, N. (PI);
Weiss, E. (PI);
Williams, S. (PI);
Yang, S. (PI);
Zafren, K. (PI)
EMED 398A:
CLINICAL ELECTIVE IN EMERGENCY MEDICINE
Open to visitors. 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. Prereq: Core clerkships in medicine, surgery and pediatrics. Passing score USMLE I (and II if taken) on first attempt. Periods Avail: Periods 1-12 only. This clerkship does not take International visiting students. 6 students per period. Pre-approval is required for visiting students only from the department before formal application submission. Please send your CV and Cover Letter to Maria Alfonso (malfonso@stanford.edu). Pre-approval dates are as follows: Periods 7-9 ( August 1-5), Periods 10-12 (October 1-5). No students may be added less than three weeks prior to start of each rotation. Reporting Instructions: Where: TBA (designated faculty preceptor); Time: TBA Units: 1. Call Code: 0. Director: Jessica Ngo, M.D. at jngo@stanford.edu. nOther Faculty: Emergency Medicine Dept Faculty. Coord: Maria Alfonso (650-497-6702), malfonso@stanford.edu (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 3-6
| 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 108:
Disability Literature (HUMBIO 177)
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 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.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
ENGLISH 185A:
Literature and Medicine
Virginia Woolf once wrote, "The merest schoolgirl when she falls in love has Shakespeare or Keats to speak her mind for her, but let a sufferer try to describe a pain in his head to a doctor and language at once runs dry." Problems of representation are at the heart of the experiences of physical suffering and medical care; how has literature defined and redefined its relationship to these experiences? Topics include medical and literary interpretation, illness and metaphor, and the evolution of the surface-depth model of the self. The course centers on major works of literature that engage the imaginative potential of medicine and the narrative structures of disease, by authors including Jane Austen, Leo Tolstoy, and Arthur Conan Doyle, read alongside paintings (Rembrandt's The Anatomy Lesson of Dr. Nicolaes Tulp), film (Ingmar Bergman's Cries and Whispers), medical descriptions of disease, diagnostic tools, and theory (e.g., Sontag's Illness as Metaphor).
Last offered: Spring 2018
| 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. Topics in mathematical statistics: random sampling, point estimation, confidence intervals, hypothesis testing, non-parametric tests, regression and correlation analyses; applications in engineering, industrial manufacturing, medicine, biology, and other fields. Prerequisite: CME 100/ENGR154 or MATH 51 or 52.
Terms: Win, Sum
| Units: 4
| UG Reqs: GER:DB-Math, WAY-AQR, WAY-FR
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)
Ethical and political questions in public service work, including volunteering, service learning, humanitarian assistance, and public service professions such as medicine and teaching. Motives and outcomes in service work. Connections between service work and justice. Is mandatory service an oxymoron? History of public service in the U.S. Issues in crosscultural service work. Integration with the Haas Center for Public Service to connect service activities and public service aspirations with academic experiences at Stanford.
Last offered: Spring 2018
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-EDP, WAY-ER
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: ;
Berry, V. (PI);
Chen, A. (PI);
Crump, C. (PI);
David, S. (PI);
Hopkins, J. (PI);
Jernick, J. (PI);
Lin, S. (PI);
Nelligan, I. (PI);
Sattler, A. (PI);
Schillinger, E. (PI);
Osborn, K. (GP)
FAMMED 200SI:
United States of Healthcare: A Geographic Survey of American Healthcare Disparities
This dinner seminar will describe the various ways in which healthcare is experienced and practiced across the country. Each class will focus on one region of the nation and examine the socioeconomic, geographic, historical and cultural factors that contribute to one present-day disparity localized to the region. By examining several topics in depth, this course aims to illustrate how community and state-level discrepancies affect individual experiences and the role healthcare providers can play in making healthcare more equitable and accessible to all. This year topics covered will include: Refugee/Immigrant health, Native Health, Mental Health, Women's Health + Reproductive Rights, Homeless Health, Medicare/Health Insurance Gap.
Terms: Win
| Units: 1
FAMMED 210:
The Healer's Art
Explores the human dimensions of medicine, creating a firm foundation for meeting the challenging demands of medical training and practice. Based on curriculum developed by Dr. Rachel Naomi Remen at UCSF . (For details/evaluations see http://ishiprograms.org/programs-medical_educators.html). Medical students and faculty participate together in an innovative discovery model process that enables an in-depth sharing of experience, beliefs, aspirations and personal truths. Topics include deep listening, presence, acceptance, loss, grief, healing, relationship, encounters with awe and mystery, finding meaning, service, and self-care practices. No papers/exams. May be repeated for credit.
Terms: Aut, Win
| Units: 1
| Repeatable
for credit
FAMMED 213:
Medical Tai Chi
Tai chi is a recognized form of complimentary and alternative medicine. Class is intended to promote student health and well-being and to decrease stress, depression, and anxiety through tai chi practice. Course focuses on weekly practice and analysis of the literature/research regarding health benefits of tai chi.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
FAMMED 214:
Core Fitness Exercise Class: A 30 Minute Blast...Then Back to Class!
Being a medical student is busy! Being a physician is busy! How better to squeeze in healthy exercise habits than over the lunch break? This class is appropriate for all levels of fitness: it will challenge even the most fit physiques but can be modified for beginners. The exercises focus on the core muscles (abs, back, shoulders, hips/glutes) and use resistance training ¿ you will work hard but won¿t be so sweaty that you can¿t go back to your afternoon classes. No need to bring anything, just show up and be ready to have fun to motivating music in this group fitness session.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
FAMMED 216:
Caring for Individuals with Disabilities
Over 57 million individuals in the US (20%) have a disability and face significant healthcare disparities, stigmas, and difficulty accessing care. This interactive seminar course has been designed to better prepare MD and PA students to care for individuals with disabilities throughout their careers. Throughout the course, individuals with disabilities, caregivers and physicians will discuss a variety of topics including: disability framework, medical model vs. social model of disability, healthcare disparities, language and disability, communication, ethics, government and non-governmental services, laws and policies, and coordinating complex care. Students will be matched with a patient partner whom they meet outside of class at a mutually convenient time to learn about the patient and caregiver journey, and to further explore the impact of topics discussed in the course at the individual level. Upon finishing this course, students will have a fundamental knowledge of common disabilities, understand patient-centered care for people with disabilities, and foster skills necessary to improve the lives of their patients. Course open to MD and PA students only.
Terms: Win
| Units: 1
FAMMED 219:
Mind-Body Medicine
A small group (8-10) of medical students experientially exploring of the interconnections among human capacities such as thought, emotion, belief, attitudes, and physical health. Review and practice of specific skills (including mindfulness exercises, meditation, imagery, visualization, body awareness, autogenics, and biofeedback) to enhance self-awareness, self-expression, and stress management. Readings relevant to mind-body medicine made available. Anticipated benefits to class participants include discovering and mobilizing their capacity to participate in valuable and proven methods of self knowledge and stress reduction, while dealing with the frustrations and alienation that many students experience in medical school and beyond.
Terms: Spr
| Units: 1
FAMMED 241:
Assistantship in Family and Community Medicine
An in-depth experience with a family physician preceptor following the first year of the pre-clerkship curriculum. The student applies during the first year to participate in the summer following completion. Application is through the Family Medicine (avjohn@stanford.edu). Placements with family physicians' practices throughout California.
Last offered: Autumn 2012
| Units: 6-12
FAMMED 242:
The Doctor is In (the Kitchen): Teaching Kitchen Elective for Medical Students
This 8-week elective course exposes medical students to fundamental cooking skills in the context of learning healthy behaviors in order to counsel patients effectively on nutrition and diet as future clinicians and also for bettering one¿s own health. The emphasis of this course is on the basic preparation of healthy and delicious whole foods and the applications of these basic culinary skills. This engaging course will be led both by dually-trained chef/MDs and by MD faculty who have a passion for cooking without any formal training. No cooking experience required. Instructor approval required for registration. Course is open to MD students only.
Terms: Aut
| Units: 2
FAMMED 244:
Ethnicity and Medicine (HUMBIO 121E)
Weekly lecture series. Examines the linguistic, social class, and cultural factors that impact patient care. Presentations promote culturally sensitive health care services and review contemporary research issues involving minority and underserved populations. Topics include health care inequities and medical practices of African Americans, Asians, Latinos, Native Americans, immigrants, and refugees in both urban and rural settings. 1 unit requires weekly lecture attendance, completion of required readings, completion of response questions; 2 units requires weekly lecture attendance and discussion session, completion of required readings and weekly response questions; additional requirement for 3 units (HUMBIO only) is completion of a significant term paper Only students taking the course for 3 units may request a letter grade. Enrollment limited to students with sophomore academic standing or above.This course must be taken for a minimum of 3 units to be eligible for Ways credit.
Terms: Spr
| Units: 1-3
FAMMED 245:
Women and Health Care
Lecture series. Topics of interest to those concerned about women as health care consumers and providers. The historical role of women in health care; current and future changes discussed.
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 assumed. Limit 12 students.
Terms: Spr
| Units: 1
| Repeatable
for credit
FAMMED 280:
Early Clinical Experience in Family and Community Medicine
Provides an observational experience for pre-clerkship students as determined by the instructor and student. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
Instructors: ;
Berry, V. (PI);
Crump, C. (PI);
David, S. (PI);
Gross, L. (PI);
Hirahoka, L. (PI);
Hopkins, J. (PI);
Jernick, J. (PI);
Jones, E. (PI);
Morioka-Douglas, N. (PI);
Schillinger, E. (PI);
Weinlander, E. (PI);
Osborn, K. (GP)
FAMMED 292:
Clinical Skills Maintenance Experience
(Formerly FAMMED 311) For MSTP students and other Stanford Medical students obtaining combined M.D./Ph.D. degrees through non-MSTP programs only. Students are assigned to a primary care clinic within medicine, family medicine or pediatrics, or a specialty clinic that can offer similar experiences. Continuity of mentorship is the first priority and is desired for reinforcement of basic medical skills; continuity of patients is also desirable, but second priority. Students attend clinic one morning or afternoon per week for two contiguous quarters of the year in which they defend their Ph.D.theses (minimum 10 clinics per quarter). Each four hour clinic session the student: (1) obtains the history of a clinic patient; (2) conducts a physical exam; (3) formulates a differential diagnosis or problem list; (4) presents the patient to her/his clinic preceptor; and (5) prepares a write-up of the case. The clinic preceptor observes and provides guidance for the student's history taking and physical examination skills and critiques the differential diagnosis, verbal presentation, and write-up. The student is guided in the use of the computerized medical record and is asked to progressively integrate this information into the review of the patient history. The clinical preceptor reviews the results of the student's Micro-CPX, Mini-CPX, POM course evaluations, and E4C Mentor evaluations and uses this information to address any perceived weaknesses. The preceptor provides verbal and written performance evaluations to the student and a standardized evaluation becomes part of the student's record. The director of the E4C-MSTP program reviews, on a regular basis, the written performance evaluations of each student taking this course. Deficits are to be identified and addressed before the student enters clinical training.
Terms: Aut, Win, Spr, Sum
| Units: 3
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
Closed to visitors. Teaches the management of diseases commonly encountered in the ambulatory care setting. Emphasis is placed on patient-centered, efficient, cost-effective medical care of men, women and children of all ages in a variety of settings. Prevention, managed care, and cultural competence are stressed. 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. Prereq: INDE 206. Periods Avail: 1-12, full-time for four weeks. Up to 10 students per period. Reporting Instructions: Where: To be sent by email. Call coordinator 2 weeks prior. Time: 8:00 am. Units: 6. Call Code: 2 (Occasional weekend and/or evening activities.) Director: Tracy A. Rydel, M.D. & Rika Bajra, M.D. Other Faculty: R. Bajra, R. Brinkhaus, M. Deshpande, A. Dubey, B. Feldstein, J. Fronk, M. Henehan, J. Hopkins, A. Hui, C. Kushida, C. Ladika, L. Leer, S. Lin, M. Mahoney, F.F. Marvasti, N. Morioka-Douglas, I. Nelligan, D. Rai, T. Rydel, A. Sattler, E. Schillinger, R. Seekamp, S. Srivastava, K. Vu, E. Weinlander, G. Yu, and other community preceptors in Family and Community Medicine. nCoord: Art Johnson (650-723-9621). (SHC Hoover Pavilion, SHC Portola Valley, SHC Los Altos, SHC Cisco, O'Connor Hospital, Kaiser San Jose, Kaiser Santa Clara, community sites, and rural sites) (SHC Hoover Pavilion, SHC Portola Valley, SHC Los Altos, SHC Cisco, O'Connor Hospital, Kaiser San Jose, Kaiser Santa Clara, community sites, and rural sites)
Terms: Aut, Win, Spr, Sum
| Units: 6
FAMMED 310A:
Continuity of Care Clerkship
Selective 1. Closed to visitors. In the Continuity of Care Clerkship, students work with a preceptor 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. Three afternoons students to report to clinic, one afternoon is reserved for the monthly Continuity of Care Conference consisting of student and MD presentations. Students participating in this clerkship work with one faculty preceptor and his/her patients for 9 months. 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, develop and carry out a QI or similar project, and develop a deeper understanding of their specialty of choice. Prereq: Medicine 300A, 301A or 333A, ObGyn 300A or Peds 300A. Periods Avail: Can start any period. Reporting Instructions: Please contact the clerkship director or coordinator at least 8 weeks prior to the first week of the clerkship to seek out an appropriate preceptor. Units: 6. Call Code: 0 (varies according to preceptor) Director: Amelia Sattler, M.D. (amelia2@stanford.edu) Other Faculty: E. Weinlander and other precepting physicians and lecturers. nCoord: Anthony Duong (650-723-7357), email; aduong91@stanford.edu (Various)
Terms: Aut, Win, Spr, Sum
| Units: 1-6
FAMMED 338E:
Elective Clerkship in Family Medicine--Kaiser Napa Solano
Closed to visitors. The objective of this 4 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. Prereq: 3rd and 4th year students only. Periods Avail: 8-12, full-time for four weeks. 1 student per period. Rotations are scheduled up to one year in advance on a first come, first serve basis. Reporting Instructions: Where: Contact Gilbert Garces, Residency Assistant, Phone (707) 651-5628. Email: Gilbert.garces@kp.org or via fax (707) 651-5624 or (707) 651-5628; Time: TBA. Units: 6. Call Code: 2 (night call optional). nDirector: Patrick Lowerre, M.D. Other Faculty: Staff Coord: Gilbert Garces, Email: Gilbert.garces@kp.org or via fax (707) 651-5624. (Kaiser Permanente Napa-Solano)
Terms: Aut, Win, Spr, Sum
| Units: 6
FAMMED 344E:
Family Medicine Elective Clerkship (O'Connor Hospital)
Closed to visitors. 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 O'Connor Hospital. With faculty guidance, the student develops an individually tailored mix of inpatient and ambulatory patient care responsibilities, supplemented by conferences and tutorials in family medicine topics. Special faculty interests include sports medicine, school health, HIV, and geriatrics. Emphasis is given to providing comprehensive, continuity family orientated care to patients of all ages from multiple ethnic groups in an inner city community hospital setting and physician offices. Students must register for this clerkship before May 1st of each year. After this date, students wishing to do this clerkship must first contact the clerkship coordinator to set it up before registering. Students wishing to do this elective clerkship are required to do a drug test. Prereq: Fammed 301A. Fourth year medical students only. Periods Avail: 1-12, full-time for four weeks. 1 student per period (one additional slot scheduled by Diep Nguyen at O¿Connor Hospital). Rotations are scheduled up to one year in advance on a first come, first serve basis. Reporting Instructions: Where: Program Office, 455 O¿Connor Drive, Ste 250, San Jose, CA 95128; Time: 8:30 a.m. Units: 6. Call Code: 2 (night call optional) Director: Grace Yu, M.D. Other Faculty: Staff. Coord: Jena Eidschun (408-283-7767), 455 O¿Connor Drive, Ste 250, San Jose, CA 95128. (O'Connor Hospital)
Terms: Aut, Win, Spr, Sum
| Units: 6
FAMMED 345E:
Family Medicine Office Clerkship
Selective 1. Closed to visitors. Family medicine preceptorship with physicians in family practice, in a model family practice unit (other than O'Connor Hospital), located in urban, suburban, or rural areas. The preceptor may be in private practice or in a health care center. Special opportunities are available in Indian Health Service settings, especially in South Dakota and New Mexico. The experience includes health supervision and primary medical care. It may include minor surgery and obstetrics under the supervision of the preceptor. The focus is family-oriented ambulatory care with minimal hospital experience. Team functioning and home visits are desirable. Visits with other health professionals and to community resources are important parts of the clerkship. This clerkship requires prior approval by Clerkship Director. Prereq: Medicine 300A or Pediatrics 300A. Consent of coordinator 6 weeks before clerkship. Periods Avail: 1-12, full-time for two or four weeks. Reporting Instructions: Call coordinator two to three months ahead, if possible, for arrangements. Time: TBA.Units: 3 or 6. Call Code: 0 Director: Erika Schillinger, M.D. Other Faculty: Stanford Family Practice Group. Coord: Kim Osborn (kosborn@stanford.edu) (Various)
Terms: Aut, Win, Spr, Sum
| Units: 3-6
| Repeatable
2 times
(up to 6 units total)
FAMMED 364E:
Subinternship in Family Medicine
Selective 2. Closed to visitors.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 working closely with Stanford's Family Medicine Residency Program at O'Connor Hospital. With faculty guidance, the student develops an individually tailored mix of inpatient and ambulatory patient care responsibilities including supervised procedures and overnight call, supplemented by conferences and tutorials in family medicine topics. Special faculty interests include sports medicine, school health, HIV, and geriatrics. Emphasis is given to providing comprehensive, continuity family oriented care to patients of all ages from multiple ethnic groups in an inner city community hospital setting and physician offices. Students must register for this clerkship before May 1st of each year. After this date, students wishing to do this Sub-I must first contact the clerkship coordinator to set it up (to ensure there is room for the student in a given clerkship period) before registering. Students wishing to do this Sub-I are required to do a drug test. Prereq: Fammed 301A, 4th year students only. Periods Avail: 1-12, full-time for four weeks. 1 student per period (one additional slot scheduled by Diep Nguyen at O¿Connor Hospital). Rotations are scheduled up to one year in advance on a first come, first serve basis. Reporting Instructions: Where: Program Office, 455 O¿Connor Drive, Ste 250, San Jose, CA 95128; Time: 8:30 a.m. Units: 6. Call Code: 2 (night call optional). Director: Grace Yu, M.D. Other Faculty: Staff Coord: Jena Eidschun (408-283-7767), 455 O¿Connor Drive, Ste 250, San Jose, CA 95128. (O¿Connor Hospital)
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
Instructors: ;
Berry, V. (PI);
Crump, C. (PI);
David, S. (PI);
Gross, L. (PI);
Hirahoka, L. (PI);
Hopkins, J. (PI);
Jernick, J. (PI);
Jones, E. (PI);
Lin, S. (PI);
Morioka-Douglas, N. (PI);
Sattler, A. (PI);
Schillinger, E. (PI);
Weinlander, E. (PI);
Osborn, K. (GP)
FAMMED 398A:
Clinical Elective in Family Medicine
Closed to visitors. 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. Prereq: MED 208 or INDE 206. Periods Avail: 1-12. Reporting Instructions: Where: TBA (designated faculty preceptor); Time: TBA Units: 1 to 12. Call Code: 0. Director: Amelia Sattler, M.D., Erika Schillinger, M.D. Other Faculty: Staff. Coord: Anthony Duong (650-723-7357) (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)
Section 1 focuses on the history of women in science, medicine, and engineering. Section 2 looks at transforming research institutions so that both men and women can flourish. Section 3 explores how sex and gender analysis can enhance creativity. We discuss concrete examples of how taking gender into account has yielded new research results. Stanford University currently has a multiple year collaboration with the European Commission for Gendered Innovations, and this class will be part of that project. This course fulfills the second level Writing and Rhetoric Requirement (WRITE 2) and will emphasize oral and multimedia presentation.
Terms: Win
| Units: 4-5
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-EDP, WAY-SI, Writing 2
FEMGEN 144:
Women and Gender in Science, Medicine and Engineering (HISTORY 144)
(Same as HISTORY 44. Majors and others taking 5 units, enroll in HISTORY 144.) Men's and women's roles in science, medicine, and engineering over the past 200 years with a focus on the present. What efforts are underway globally to transform research institutions so that both men's and women's careers can flourish? How have science and medicine studied and defined males and females? How can we harness the creative power of gender analysis to enhance knowledge and spark innovation?
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, 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.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
FEMGEN 230:
Sexual Function and Diversity in Medical Disciplines (CHPR 230, FEMGEN 230X, SOMGEN 230)
(Same as FEMGEN 230). 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. For third unit, graduate students attend INDE 215 Queer Health & Medicine and complete assignments for that section. For third unit and WAYs, undergrads enroll in SOMGEN 130. Prerequisites: CHPR 201 or HUMBIO 126/CHPR 226 or equivalent or consent of instructor.
Terms: Spr
| Units: 2-3
FEMGEN 230X:
Sexual Function and Diversity in Medical Disciplines (CHPR 230, FEMGEN 230, SOMGEN 230)
(Same as FEMGEN 230). 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. For third unit, graduate students attend INDE 215 Queer Health & Medicine and complete assignments for that section. For third unit and WAYs, undergrads enroll in SOMGEN 130. Prerequisites: CHPR 201 or HUMBIO 126/CHPR 226 or equivalent or consent of instructor.
Terms: Spr
| Units: 2-3
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 219:
The Renaissance Body in French Literature and Medicine (FRENCH 319)
If the Renaissance is famous for discovering unknown continents and ancient texts the body too was a new territory of conquest. How did literature respond to the rise of an anatomical gaze in the arts and in medicine and how did it stage the aesthetic religious philosophical and moral issues related to such a promotion or deconstruction of the body? Does literature aim at representing the body or does it use it instead as a ubiquitous signifier for intellectual emotional and political ideas? The locus of desire, pleasure and disease, the body also functioned as a reminder of human mortality and was caught in the web of gender issues, religious controversies and new norms of behavior. Texts from prose fiction (Rabelais) poetry (Scève Ronsard Labé D'Aubigné) essays (Montaigne) and emblem literature. Extra documents include music scores tapestries paintings philosophical and anatomical plates from medical treatises. Taught in English; readings in French and English.
Last offered: Autumn 2017
| Units: 3-5
| UG Reqs: WAY-A-II
FRENCH 319:
The Renaissance Body in French Literature and Medicine (FRENCH 219)
If the Renaissance is famous for discovering unknown continents and ancient texts the body too was a new territory of conquest. How did literature respond to the rise of an anatomical gaze in the arts and in medicine and how did it stage the aesthetic religious philosophical and moral issues related to such a promotion or deconstruction of the body? Does literature aim at representing the body or does it use it instead as a ubiquitous signifier for intellectual emotional and political ideas? The locus of desire, pleasure and disease, the body also functioned as a reminder of human mortality and was caught in the web of gender issues, religious controversies and new norms of behavior. Texts from prose fiction (Rabelais) poetry (Scève Ronsard Labé D'Aubigné) essays (Montaigne) and emblem literature. Extra documents include music scores tapestries paintings philosophical and anatomical plates from medical treatises. Taught in English; readings in French and English.
Last offered: Autumn 2017
| Units: 3-5
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 217:
Translational Bioinformatics (BIOE 217, BIOMEDIN 217, CS 275)
Computational methods for the translation of biomedical data into diagnostic, prognostic, and therapeutic applications in medicine. Topics: multi-scale omics data generation and analysis, utility and limitations of public biomedical resources, machine learning and data mining, issues and opportunities in drug discovery, and mobile/digital health solutions. Case studies and course project. Prerequisites: programming ability at the level of CS 106A and familiarity with biology and statistics.
Terms: Win
| Units: 4
GSBGEN 568:
Managing Difficult Conversations
This elective 2-unit course is offered to all medical students, residents, and fellows, and to GSB students who aspire to improve their ability to deal effectively with difficult interpersonal situations. The course will be taught by William F. Meehan III, the Lafayette Partners Lecturer in Strategic Management, Stanford Graduate School of Business 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 will be case-based, will involve frequent student-to-student and student-to-instructor role-playing in authentic medical interactions and difficult interpersonal situations. Topic-specific experts often will be present to participate as class guests. Relevant principles of professionalism, leadership, and psychology underlie the course pedagogy. There will be seven classes held on Wednesdays beginning April 10th and concluding on May 22nd. 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. For GSB students, 50% of the final grade will depend on classroom performance; the remainder will be based on a final written assignment of 3-5 pages. GSB students will be graded on a Pass/Fail basis. The course will be ungraded for medical students, residents and fellows. All students will be expected to complete the written assignment. Class size will be limited to 40 students per the following: (1) a maximum of 20 GSB students and (2) a maximum of 20 medical students, residents, and fellows.
Terms: Aut, Spr
| Units: 2
HISTORY 40:
World History of Science
(Same as HISTORY 140. History majors and others taking 5 units, register for 140.) 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: Win
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-EDP, WAY-SI
HISTORY 43S:
Science and Medicine in Islam: Perceptions of Cosmos and the Body, 700-1700
What makes a certain kind of knowledge "Islamic"? Is Islam inherently against science and progress? What role did Islamic science play between ancient Greek science and the "Scientific Revolution"? Starting with the emergence of Islam throughout the "Classical period" and later Ottoman and Safavid Empires, this course explores the relationship between religion and science, and the circulation of knowledge. It concludes by analyzing contemporary Muslims' discussions of evolutionary theories and the role of Western civilization in the Islamic world. Priority given to history majors and minors.
Terms: Win
| Units: 5
HISTORY 44:
Women and Gender in Science, Medicine and Engineering
(Same as HISTORY 144. Majors and others taking 5 units, enroll in HISTORY 144.) Men's and women's roles in science, medicine, and engineering over the past 200 years with a focus on the present. What efforts are underway globally to transform research institutions so that both men's and women's careers can flourish? How have science and medicine studied and defined males and females? How can we harness the creative power of gender analysis to enhance knowledge and spark innovation?
Terms: Win
| Units: 3
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
HISTORY 44Q:
Gendered Innovations in Science, Medicine, Engineering, and Environment (FEMGEN 44Q)
Section 1 focuses on the history of women in science, medicine, and engineering. Section 2 looks at transforming research institutions so that both men and women can flourish. Section 3 explores how sex and gender analysis can enhance creativity. We discuss concrete examples of how taking gender into account has yielded new research results. Stanford University currently has a multiple year collaboration with the European Commission for Gendered Innovations, and this class will be part of that project. This course fulfills the second level Writing and Rhetoric Requirement (WRITE 2) and will emphasize oral and multimedia presentation.
Terms: Win
| Units: 4-5
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-EDP, WAY-SI, Writing 2
HISTORY 140:
World History of Science
(Same as HISTORY 40. History majors and others taking 5 units, register for 140.) 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: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-EDP, WAY-SI
HISTORY 144:
Women and Gender in Science, Medicine and Engineering (FEMGEN 144)
(Same as HISTORY 44. Majors and others taking 5 units, enroll in HISTORY 144.) Men's and women's roles in science, medicine, and engineering over the past 200 years with a focus on the present. What efforts are underway globally to transform research institutions so that both men's and women's careers can flourish? How have science and medicine studied and defined males and females? How can we harness the creative power of gender analysis to enhance knowledge and spark innovation?
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
HISTORY 243C:
People, Plants, and Medicine: Colonial Science and Medicine (HISTORY 343C)
Explores the global exchange of knowledge, technologies, plants, peoples, disease, and medicines. Considers primarily Africans, Amerindians, and Europeans in the eighteenth-century West but also takes examples from other knowledge traditions. Readings treat science and medicine in relation to voyaging, colonialism, slavery, racism, plants, and environmental exchange. Colonial sciences and medicines were important militarily and strategically for positioning emerging nation states in global struggles for land and resources.
Terms: Spr
| Units: 4-5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-EDP, WAY-SI
HISTORY 248D:
Histories of Race in Science and Medicine at Home and Abroad (AFRICAAM 122F, AFRICAST 122F, CSRE 122F)
This course has as its primary objective, the historical study of the intersection of race, science and medicine in the US and abroad with an emphasis on Africa and its Diasporas in the US. By drawing on literature from history, science and technology studies, sociology and other related disciplines, the course will consider the sociological and cultural concept of race and its usefulness as an analytical category. The course will explore how the study of race became its own ¿science¿ in the late-Enlightenment era, the history of eugenics--a science of race aimed at the ostensible betterment of the overall population through the systematic killing or "letting die" of humanity¿s "undesirable" parts, discuss how the ideology of pseudo-scientific racism underpinned the health policies of the French and British Empires in Africa, explore the fraught relationship between race and medicine in the US, discuss how biological notions of race have quietly slipped back into scientific projects in the 21st century and explore how various social justice advocates and scholars have resisted the scientific racisms of the present and future and/or proposed new paths towards a more equitable and accessible science.
Last offered: Spring 2018
| Units: 4
HISTORY 343C:
People, Plants, and Medicine: Colonial Science and Medicine (HISTORY 243C)
Explores the global exchange of knowledge, technologies, plants, peoples, disease, and medicines. Considers primarily Africans, Amerindians, and Europeans in the eighteenth-century West but also takes examples from other knowledge traditions. Readings treat science and medicine in relation to voyaging, colonialism, slavery, racism, plants, and environmental exchange. Colonial sciences and medicines were important militarily and strategically for positioning emerging nation states in global struggles for land and resources.
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
HRP 89Q:
Introduction to Cross Cultural Issues in Medicine
Preference to sophomores. Introduction to social factors that impact health care delivery, such as ethnicity, immigration, language barriers, and patient service expectations. Focus is on developing a framework to understand culturally unique and non-English speaking populations in the health care system.
Terms: Win
| Units: 3
| UG Reqs: GER:EC-AmerCul
HRP 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
HRP 212:
Cross Cultural Medicine
Developing interviewing and behavioral skills needed to facilitate culturally relevant health care across all population groups. Discussions focus on explicit and implicit cultural influences operating in formal and informal medical contexts.
Terms: Spr
| Units: 3
HRP 235:
Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EDUC 335, HUMBIO 26, MED 235)
The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students insights into understanding how to effectively develop, evaluate, and scale social ventures. Using TeachAIDS (an award-winning nonprofit educational technology social venture used in 78 countries) as a primary case study, students will be given an in-depth look into how the entity was founded and scaled globally. Guest speakers will include world-class experts and entrepreneurs in Philanthropy, Medicine, Communications, Education, and Technology. Open to both undergraduate and graduate students.
Terms: Win
| Units: 3-4
HRP 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. Prerequisite:Human Biology core or BIO 82 or consent of instructor. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
Terms: Win
| Units: 2-3
HRP 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
Instructors: ;
Asch, S. (PI);
Boothroyd, J. (PI);
Cullen, M. (PI);
Goodman, S. (PI);
Halpern-Felsher, B. (PI);
Leonard, M. (PI);
Magnus, D. (PI);
Popat, R. (PI);
Sainani, K. (PI);
Shah, N. (PI);
Stave, C. (SI);
Tsao, P. (SI)
HRP 250:
Understanding Evidence-Based Medicine: Hands-on experience (CHPR 205, MED 250)
How can one practice Evidence Based Medicine (EBM) and make evidence-based decisions for clinical practice and policy making? In this course we will teach the principles of EBM using examples from pivotal papers published in recent scientific literature in major journals addressing important clinical questions on diverse medical topics. We will probe a wide range of types of studies, targeted therapeutic or preventive interventions, and studies outcomes, including randomized controlled trials, observational studies, epidemiologic surveillance studies, systemic reviews, meta-analyses, mate-analyses of individual patient data, studies on the evaluation of diagnostic test and prognostic models, economic analyses studies, and guidelines. MD studies enroll for +/-. GR students enroll for Letter grade.
Terms: Win
| Units: 3
HRP 263:
Advanced Decision Science Methods and Modeling in Health (MED 263)
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 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: HRP 206, and at least 2 quarters of biostatistics and one of epidemiology, including clinical research design. Familiarity with logistic and linear regression modeling required.
Terms: Spr
| Units: 2
HRP 281:
Spanish for Medical Students (SPANLANG 122M)
Second quarter of three-quarter series.Goal is a practical and culturally appropriate command of spoken Spanish. Emphasis is on performing a physical examination. Topics include anatomy, general hospital procedures, reproductive health, emergency medicine, and essential doctor-patient phrases when dealing with Spanish-speaking patients. Series can be taken independently, depending on the level of prior knowledge. Undergraduates are welcome to enroll.
Terms: Win
| Units: 2
| Repeatable
2 times
(up to 3 units total)
HRP 296:
Current Topics in Bioethics
(Same as LAW 596) Explores the ethical, legal, and public policy issues arising from recent advances in biomedicine and the biosciences. Approaches to bioethical reasoning including casuistry, social justice, resource allocation, and individual rights in areas such as refusal of treatment conception. Topics include: the use of forensic genetics in criminal law, neuroscience and national security, race and ethnicity in genetic research,k experimentation on human subjects and prisoners, privacy of medical and genetic information in the information age, synthetic biology, and do-it-yourself medical and genetic testing. No prior knowledge in science, medicine, philosophy or related disciplines is required.
Last offered: Spring 2011
| 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. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Alsan, M. (PI);
Andrews, J. (PI);
Asch, S. (PI);
Assimes, T. (PI);
Baiocchi, M. (PI);
Baker, L. (PI);
Basu, S. (PI);
Bendavid, E. (PI);
Bhattacharya, J. (PI);
Bundorf, M. (PI);
Butwick, A. (PI);
Carmichael, S. (PI);
Chan, D. (PI);
Chertow, G. (PI);
Corso, I. (PI);
Cullen, M. (PI);
Felsher, D. (PI);
Fiorentino, D. (PI);
Friedman, G. (PI);
Garber, A. (PI);
Gesundheit, N. (PI);
Goldhaber-Fiebert, J. (PI);
Goldstein, M. (PI);
Goodman, S. (PI);
Haberland, C. (PI);
Halpern-Felsher, B. (PI);
Heidenreich, P. (PI);
Henderson, V. (PI);
Hlatky, M. (PI);
Hsing, A. (PI);
Ingelsson, E. (PI);
Ioannidis, J. (PI);
Johnstone, I. (PI);
Kessler, D. (PI);
King, A. (PI);
Kurian, A. (PI);
Kurina, L. (PI);
LaBeaud, D. (PI);
Lee, J. (PI);
Leonard, M. (PI);
Leppert, J. (PI);
Lu, Y. (PI);
Luby, S. (PI);
Macario, A. (PI);
Maldonado, Y. (PI);
Mello, M. (PI);
Miller, G. (PI);
Nelson, L. (PI);
Odden, M. (PI);
Owens, D. (PI);
Palaniappan, L. (PI);
Parsonnet, J. (PI);
Pershing, S. (PI);
Polyakova, M. (PI);
Popat, R. (PI);
Rehkopf, D. (PI);
Rogosa, D. (PI);
Rosas, L. (PI);
Rossin-Slater, M. (PI);
Sainani, K. (PI);
Salomon, J. (PI);
Sanders, L. (PI);
Shaw, G. (PI);
Shih, M. (PI);
Simard, J. (PI);
Stefanick, M. (PI);
Studdert, D. (PI);
Sun, E. (PI);
Turakhia, M. (PI);
Wang, C. (PI);
West, D. (PI);
Whittemore, A. (PI);
Wise, P. (PI);
Faroqi, L. (GP);
Ng, N. (GP)
HUMBIO 26:
Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EDUC 335, HRP 235, MED 235)
The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students insights into understanding how to effectively develop, evaluate, and scale social ventures. Using TeachAIDS (an award-winning nonprofit educational technology social venture used in 78 countries) as a primary case study, students will be given an in-depth look into how the entity was founded and scaled globally. Guest speakers will include world-class experts and entrepreneurs in Philanthropy, Medicine, Communications, Education, and Technology. Open to both undergraduate and graduate students.
Terms: Win
| Units: 3-4
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.
Terms: Spr
| Units: 1
HUMBIO 44:
Diagnostic Odysseys In Medicine (MED 244)
Medicine is rapidly evolving, with increasing emphasis on genetic testing, immunophenotyping and integration of technology to guide diagnosis. In this course, experts from Stanford and Silicon Valley will highlight exciting developments. Topics include the latest developments in genetics and genomics (including genome testing in clinical practice, direct to consumer testing, and frontiers in neurogenetics), immunophenotyping, utilization of databases to research diseases and the emerging field of machine learning and clinical decision support in optimizing diagnostic strategies. Students who wish to engage in a mentored multi-disciplinary team-based research project related to advanced diagnostic techniques can additionally enroll in MED 239.
Terms: Aut
| 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.
Terms: Aut
| Units: 3
| UG Reqs: WAY-AQR
HUMBIO 65:
Biosocial Medicine: The Social, Psychological, and Biological Determinants of Behavior and Wellbeing (EDUC 205, SOMGEN 215)
Explores how social forces, psychological influences, and biological systems combine to affect human behavior in early childhood, in the educational experience, and throughout the life course. Examines how behaviors are linked to well-being. Uses a flipped classroom model, in which a series of lectures are available for students to view on-line before class. In-class time then focuses on case studies from published research. For Ways credit eligibility, students must enroll in HUMBIO 65 for a letter grade.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
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 96SI:
Big problems, big solutions? tackling difficult issues in today's healthcare system.
It is impossible to innovate in healthcare without first understanding the context in which these innovations take place. The course aims to allow students an intimate setting to debate issues that plague healthcare today, and work with guest speakers (from Stanford Medicine, Stanford Biodesign, RockHealth to Apple Health and more!) to gain insight into what's actually being done about it. Some controversial topics highlighted include: Healthcare Legislation (especially in the context of the last tow administrations), Artificial Intelligence in Healthcare, Gene Therapy, and in-depth analysis of Failed Medical Devices and Innovations.
| Units: 1-2
HUMBIO 121E:
Ethnicity and Medicine (FAMMED 244)
Weekly lecture series. Examines the linguistic, social class, and cultural factors that impact patient care. Presentations promote culturally sensitive health care services and review contemporary research issues involving minority and underserved populations. Topics include health care inequities and medical practices of African Americans, Asians, Latinos, Native Americans, immigrants, and refugees in both urban and rural settings. 1 unit requires weekly lecture attendance, completion of required readings, completion of response questions; 2 units requires weekly lecture attendance and discussion session, completion of required readings and weekly response questions; additional requirement for 3 units (HUMBIO only) is completion of a significant term paper Only students taking the course for 3 units may request a letter grade. Enrollment limited to students with sophomore academic standing or above.This course must be taken for a minimum of 3 units to be eligible for Ways credit.
Terms: Spr
| Units: 1-3
| UG Reqs: WAY-EDP
HUMBIO 129S:
Global Public Health
The class is an introduction to the fields of international public health and global medicine. It focuses on resource poor areas of the world and explores major global health problems and their relation to policy, economic development and human rights. The course is intended for students interested in global health, development studies, or international relations, and provides opportunities for in-depth discussion and interaction with experts in the field. Prerequisite: Human Biology Core or Biology Foundations or equivalent or consent of the instructor.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
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: Human Biology core or Biology Foundations or equivalent or consent of instructor.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
HUMBIO 139S:
Sport and Exercise Medicine
Formerly HUMBIO 139E. 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. Prerequisite: Human Biology Core or Biology Foundations or equivalent or consent of instructor.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
HUMBIO 145L:
The Biology and Evolution of Language (ANTHRO 171, 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
HUMBIO 159:
Genes and Environment in Disease Causation: Implications for Medicine and Public Health (HRP 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. Prerequisite:Human Biology core or BIO 82 or consent of instructor. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
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 2018
| 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. Prerequisites: HumBio Core or PSYC 83 or instructor consent. Enrollment limited to 20 by application only. Application now closed.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SI
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. Upper division course with preference given to upper-classmen.
Terms: Spr
| 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.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-EDP, WAY-SI
HUMBIO 177:
Disability Literature (ENGLISH 108)
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 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.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
HUMBIO 180:
Human Skeletal Anatomy (ANTHRO 175, ANTHRO 275, BIO 174, BIO 274)
Study of the human skeleton (a. k. a. human osteology), as it bears on other disciplines, including medicine, forensics, archaeology, and paleoanthropology (human evolution). Basic bone biology, anatomy, and development, emphasizing hands-on examination and identification of human skeletal parts, their implications for determining an individual¿s age, sex, geographic origin, and health status, and for the evolutionary history of our species. Three hours of lecture and at least three hours of supervised and independent study in the lab each week.
Terms: Win
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
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 last segment of the Practice of Medicine series is an intensive, four-week learning experience to consolidate clinical skills from prior quarters, and a final preparation for transition to clerkships. An extensive series of workshops covers topics such as dermatology, ophthalmology, advanced clinical reasoning, advanced presentations, bedside skills, ethics, palliative medicine, advanced sexual history, electronic medical record, ekg interpretation, intravenous fluid and electrolyte management. Students practice clinical procedures with task trainers and on a cadaver. This quarter also includes a professionalism series to prepare students for entry into clinical practice. Special clinical practice sessions are held as a capstone to clinical skills preparation.
Terms: Spr
| Units: 5
INDE 207A:
Medical Mandarin I: Beginning
Develops conversational communication skills and essential medical vocabularies. Teaches in pinyin pronunciation system, which provides an accessible method of learning basic phrases. The foundations of taking a comprehensive patient history in Mandarin and doing medical interviews at individual hospital divisions, including making introductions, soliciting symptoms, explaining health concepts (e.g. diseases and prescriptions) as well as daily survival conversations. Main goals are to improve rapport with Chinese patients through Mandarin fluency in the medical setting and to promote understanding of Chinese culture in the context of health care as well as daily life. Students registering for 3 units participate in clinic visits and field activities.
Terms: Aut
| Units: 2-3
INDE 207B:
Medical Mandarin II: Intermediate
For students who already have a basic command of spoken Chinese. Conversational communication skills practiced in a more advanced setting, including more sophisticated assessment of patient history and different tasks such as giving medical instructions and doing labs and tests. Builds working vocabulary for organ system, disease assessment to conduct a full physical exam, and to describe treatment modalities for Chinese-speaking patients (diagnostic and therapeutic). Students registering for 3 units participate in clinic visits and field activities. Prerequisite: one year of college-level Chinese or instructor assessment of fluency.
Terms: Aut
| Units: 2-3
INDE 207C:
Medical Mandarin III: Advanced
Access advanced professional medical vocabulary, conduct medical research, and engage in discussions in Chinese. Aims at a proficiency level of medical interpreting or doing other independent work in Chinese. Students are also assisted in doing a project or projects related to a specific field of medicine. Students registering for 3 units participate in clinic visits, field activities or projects. Prerequisite: completion of Medical Mandarin II, or advanced Chinese proficiency.
Terms: Aut
| Units: 2-3
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 208A:
Medical Mandarin I: Beginning
Continuation of 207A. See description for 207A. Students participating in classroom and online instruction only register for 2 units. Students registering for 3 units participate in clinic visits and field activities as well.
Terms: Win
| Units: 2-3
INDE 208B:
Medical Mandarin II: Intermediate
Continuation of 207B. See description for 207B. Students participating in classroom and online instruction only register for 2 units. Students registering for 3 units participate in clinic visits and field activities as well.
Terms: Win
| Units: 2-3
INDE 208C:
Medical Mandarin III: Advanced
Access advanced professional medical vocabulary, conduct medical research, and engage in discussions in Chinese. Aims at a proficiency level of medical interpreting or doing other independent work in Chinese. Students are also assisted in doing a project or projects related to a specific field of medicine. 3 units Includes clinic visits and field activities. Prerequisite: completion of 207C, or advanced Chinese proficiency.
Terms: Win
| Units: 2-3
INDE 208D:
Professional Mandarin II
Continuation of INDE 207D. 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. Prerequisite: INDE 207D.
Terms: Win
| Units: 2-3
INDE 209A:
Medical Mandarin III: Beginning
Continuation of 207A/208A. See description for 207A. Students participating only in classroom and online instruction register for 2 units. Students registering for 3 units participate in clinic visits and field activities as well.
Terms: Spr
| Units: 2-3
INDE 209B:
Medical Mandarin III: Intermediate
Continuation of 207B/208B. See description for 207B. Students participating only in classroom and online instruction register for 2 units. Students registering for 3 units participate in clinic visits and field activities as well.
Terms: Spr
| Units: 2-3
INDE 209C:
Medical Mandarin III: Advanced
Access advanced professional medical vocabulary, conduct medical research, and engage in discussions in Chinese. Aims at a proficiency level of medical interpreting or doing other independent work in Chinese. Students are also assisted in doing a project or projects related to a specific field of medicine. 3 units Includes clinic visits and field activities. Prerequisite: completion of 208C or advanced Chinese proficiency.
Terms: Spr
| Units: 2-3
INDE 209D:
Professional Mandarin III
Continuation of INDE 208D. 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. Prerequisite: INDE 208D.
Terms: Spr
| Units: 2-3
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: Win
| 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: Spr
| 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.
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.nPrerequisites: Successful completion of Science of Medicine (SOM) I,II,III
Terms: Spr
| Units: 5
INDE 229:
Managing Difficult Conversations
(Same as GSBGEN 568) This elective 1- unit course is offered to all medical students, residents, and fellows, and to 2nd-year MBA students who aspire to improve their ability to deal effectively with difficult interpersonal situations. The course will be taught by William F. Meehan III, the Lafayette Partners Lecturer in Strategic Management, Stanford Graduate School of Business 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 will be case-based, will involve frequent student-to-student and student-to-instructor role-playing in authentic medical interactions and difficult interpersonal situations. Topic-specific experts often will be present to participate as class guests. Relevant principles of professionalism, leadership, and psychology underlie the course pedagogy. There will be eight classes held on Wednesdays beginning September 26th and concluding on November 14th. Each class will begin promptly at 12:30 and end shortly after 2. 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. For GSB students, 50% of the final grade will depend on classroom performance; the remainder will be based on a final written assignment of 3-5 pages. . GSB students will be graded on a Pass/Fail basis. The course will be ungraded for medical students, residents and fellows. All students will be expected to complete the written assignment. Class size will be limited to 35 students per the following: (1) a maximum of 15 MBA2 students and (2) a maximum of 20 medical students, residents, and fellows.
Terms: Aut
| Units: 1
INDE 230:
Topics in Scientific Management
Designed for postdocs and advanced graduate students. 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, and writing and securing grants.
Terms: Win
| Units: 1
INDE 234:
Introduction to Writing Research Proposals
Practical instruction in research proposal writing. Suitable for advanced graduate students. Substantial writing component. Enrollment by instructor approval only.
Terms: Win
| Units: 3
INDE 238:
Managing Difficult Conversations
(Crosslisted with GSBGEN 568) This elective 2-unit course is offered to all medical students, residents, and fellows, and to GSB students who aspire to improve their ability to deal effectively with difficult interpersonal situations. The course will be taught by William F. Meehan III, the Lafayette Partners Lecturer in Strategic Management, Stanford Graduate School of Business 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 will be case-based, will involve frequent student-to-student and student-to-instructor role-playing in authentic medical interactions and difficult interpersonal situations. Topic-specific experts often will be present to participate as class guests. Relevant principles of professionalism, leadership, and psychology underlie the course pedagogy. There will be seven classes held on Wednesdays beginning April 10th and concluding on May 22nd. 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. For GSB students, 50% of the final grade will depend on classroom performance; the remainder will be based on a final written assignment of 3-5 pages. GSB students will be graded on a Pass/Fail basis. The course will be ungraded for medical students, residents and fellows. All students will be expected to complete the written assignment. Class size will be limited to 40 students per the following: (1) a maximum of 20 GSB students and (2) a maximum of 20 medical students, residents, and fellows. MD student enrollment only in INDE 238, GSB students enroll in GSBGEN 568.
Terms: Spr
| Units: 2
INDE 239SI:
Analysis of Public Companies in the Life Sciences
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 240:
Humanistic Medicine: Engaging Difference by Design
In the changing healthcare landscape, maintaining a human connection with patients is more essential than ever. Humanistic medicine is defined by its focus on building a patient-provider relationship grounded in compassion and empathy. It¿s medicine practiced with sensitivity to diverse cultural backgrounds, values, and preferences. How do our own unique identities as healthcare practitioners intersect with those of our patients? Our colleagues? This course incorporates experiential activities with active discussion to explore the complex ways that identities intersect in medicine, starting with our own.
Terms: Spr
| Units: 1
INDE 257:
Global Health Storytelling
Global health storytelling is a hands-on workshop that teaches global health students the art of performing compelling stories. Participants will focus on seeking, structuring, and sharing stories culminating in a live performance in front of their peers. Through the workshop, students will learn the narrative structure of a story, practice active listening, examine the importance of body language and dramatic techniques, and understand the power of narrativizing medical research and clinical experiences.
Last offered: Winter 2018
| 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, pathogenesis, and clinical issues associated with infectious diseases. Patient cases springboard discussion on viral, bacterial, fungal, protozoal and helminthic pathogens. Online videos and self-assessments followed by interactive sessions and problem sets.
Terms: Win
| Units: 4
INDE 265:
Microbiology and Infectious Diseases III
Second course in a two-course series exploring microbiology, pathogenesis, and clinical issues associated with infectious diseases. Patient cases springboard discussion on microbiomes, diarrhea, hepatitis, STIs, helminths, zoonoses. and systemic diseases. Online videos and self-assessments followed by interactive sessions and problem sets.
Terms: Aut
| Units: 2
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.
| 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 size will be 10; however should add'l students want to enroll pls contact Dr. Drew Nevins at anevins@stanford.edu.
Terms: Aut, Spr
| Units: 1
INDE 290A:
Walk With Me: A Patient and Family Centered Exploration of Health & The Health Care System (PAS 280A)
This innovative course for first year medical student places patients, families, and caregivers front and center in the journey to explore health from a person-centered perspective, and better understand the challenges of managing optimal health in a complex health care system. The curriculum is organized around a monthly workshop series, which explores a different health systems science topic each month through lectures from experts from Stanford and the community, and from the perspectives of an individual patient or caregiver, or panel, with time to engage in discussion. Students are also paired with a patient partner with whom they meet monthly outside of class at a mutually convenient time at the school, medical center, or other location key to learning about the patient and caregiver journey, and to further explore together the impact of the monthly topic at the individual level. This course is a partnership of the School of Medicine¿s Stanford Healthcare Innovations and Experiential Learning Directive (SHIELD) program, the Stanford Health Care Patient & Family Partner Program, and the Stanford Division of Primary Care and Population Health.
Terms: Aut
| Units: 1
INDE 290B:
Walk With Me: A Patient & Family Centered Exploration of Health & The Health Care System (PAS 280B)
Continuation of monthly workshop series begun in INDE 290A, with new monthly topics. Students will continue to follow the journey of their patient partner, and gain further understanding of the challenges of managing optimal health in a complex health care system. This course is a partnership of the School of Medicine¿s Stanford Healthcare Innovations and Experiential Learning Directive (SHIELD) program, the Stanford Health Care Patient & Family Partner Program, and the Stanford Division of Primary Care and Population Health. Preference to given students to continuing from INDE 290. Director approval required.
Terms: Win
| Units: 1
INDE 290C:
Walk With Me: A Patient & Family Centered Exploration of Health & The Health Care System (PAS 280C)
Continuation of monthly workshop series begun in INDE 290A and INDE 290B, with new monthly topics. Students will continue to follow the journey of their patient partner and gain further understanding of the challenges of managing optimal health in a complex health care system. This course is a partnership of the School of Medicine¿s Stanford Healthcare Innovations and Experiential Learning Directive (SHIELD) program, the Stanford Health Care Patient & Family Partner Program, and the Stanford Division of Primary Care and Population Health. Preference given to students continuing from INDE 290A/B. Director approval required.
Terms: Spr
| Units: 1
INDE 291:
A Patient & Family Centered Exploration of Health & The Health Care System Practicum
This course is the clinical companion to INDE 290. Students are matched with a mentor at a clinical site where they will gain additional clinical insight into the challenges of working within a complex health care system, and an appreciation for the roles of the members of the interdisciplinary team. 1/2 day clinical immersion, two times monthly, by arrangement with clinical site mentor. Co-enrollment with INDE 290 required.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
INDE 292:
Exploration of The Health Care System : Clinical Partnership Development
For second year medical students who wish to continue their clinical partnership begun in INDE 291. 1/2 day clinical immersion, by arrangement. 2-unit option includes clinical quality improvement or other approved project. Prerequisite: INDE 291. Director approval required.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
3 times
(up to 6 units total)
INDE 295:
Bioethics and Anthropology Interdisciplinary Directed Individual Study
Supervised individualized study in bioethics and anthropology for a qualifying paper, research proposal, or project with an individual faculty member. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 3-5
INDE 297:
Reflections, Research, and Advances in Patient Care
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. Goals are: to discuss and reflect upon critical experiences in clerkships; to provide continuity of instruction in translational science topics across the curriculum; to reinforce and extend the study of behavioral, cultural, ethical, social and socioeconomic topics introduced in the Practice of Medicine course sequence; to expose students to recent advances in medical discoveries, emphasizing their application to clinical practice (translational medicine); and to develop research and critical thinking skills, acquiring new information in areas related to the Scholarly Concentrations. Components of this curriculum include Doctoring with CARE small groups, the Advances and Reflections in Medicine lecture/seminar series, and Scholarly Concentration breakout groups. The Friday afternoon lecture/seminars explore advances in biomedical sciences with applications to medical practice (translational medicine) as well as faculty career pathways, reflections on doctoring, and the context of medicine in society. All students in clinical clerkships must participate in all aspects of RRAP Days. Prerequisite: Concurrent enrollment in clinical clerkships.
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 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
ITALIC 95W:
Immersion in the Arts: Living in Culture, Writing Section
ITALIC is a new residence-based program built around a series of big questions about the historical, critical and practical purposes of art and its unique capacities for intellectual creativity, communication, and expression. This year-long program fosters close exchanges among faculty, students and guest artists and scholars in class, over meals and during excursions to arts events. We trace the challenges that works of art have presented to categories of knowledge--history, politics, culture, science, medicine, law--by turning reality upside-down or inside-out, or just by altering one's perspective on the world. The arts become a model for engaging with problem-solving: uncertainty and ambiguity confront art makers and viewers all the time; artworks are experiments that work by different sets of rules. Students will begin to understand and use the arts to create new frameworks for exploring our (and others') experience.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: Writing 1
LAW 806L:
Policy Practicum: Alcohol Use Among Stanford Undergraduates
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 health, 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. Cross-listed with Psychiatry (PSYC 213).
Terms: Aut, Win
| Units: 2-3
LAW 807L:
Policy Practicum: The Opioid Epidemic: Developing New Law and Policy Tools
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.
| Units: 2
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).
Terms: Spr
| Units: 3
LAW 3009:
Health Law: Improving Public Health
(Formerly Law 762) This course examines how the law can be used to improve the public's health. The major 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 issues as they operate in a range of specific contexts in public health, including the control and prevention of infectious disease; preventing obesity; reducing tobacco use; ensuring access to medical care; reducing firearm injuries; and responding to public health emergencies. In 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. Cross-listed with Medicine (MED 237).
Last offered: Spring 2018
| 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
MATSCI 81N:
Bioengineering Materials to Heal the Body
Preference to freshmen. How scientists and engineers are designing new materials for surgeon to use in replacing body parts such as heart tissue or the spinal cord. How cells, in the body and transplanted stem cells, communicate with implanted materials. Real-world examples of materials developed for tissue engineering and regenerative medicine therapies. Students identify a clinically important disease or injury that requires a better material, research approaches to the problem, and debate possible engineering solutions.
Terms: Aut
| 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: Spr
| Units: 3
| UG Reqs: WAY-SMA
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.
Terms: Win
| Units: 1
| Repeatable
for credit
MED 1A:
Leadership in Multicultural Health
Designed for undergraduates serving as staff for the Stanford Medical Youth Science Summer Residential Program (SRP). Structured opportunitie to learn, observe, participate in, and evaluate leadership development, multicultural health theories and practices, and social advocacy. Utilizes service learning as a pedagogical approach to developing an understanding of the intersections between identity, power and privilege and disparities (health, education, environment), fostering knowledge and skills to become social advocates to address forms of inequities. Students explore approaches for identifying and tackling issues of equity (health and education) as well as learn fundamental skills necessary to implement activities for the Summer Residential Program.
Terms: Spr
| Units: 2
MED 1B:
Identity, Power and Privilege in Multicultural Health
An independent study service learning course designed to develop students' understanding of the intersection between identity, power, privilege, and disparities (health, education, environment). Students submit a written reflective term paper based on their experience as staff for the Summer Residential Program as well as their understanding of how constructs of identity, power and privilege impact low-income and underrepresented students in their pursuit of higher education. Prerequisite MED 1A.
Terms: Win
| Units: 1
MED 10Q:
Literature, Medicine and Empathy
In recent years, there has been a groundswell of interest in empathy as a key competency of the emotionally intelligent, and a primary motivator of moral behavior. But what is empathy, exactly? This seminar will seek to find out, exploring the concept through the lens of literature and medicine. nReading novels and exploring the philosophical beginnings of the term empathy, we will learn about the range of ways in which human beings have attempted to know and understand the other. Guided by research studies and our own experience, we will explore the critical question of whether empathy really does lead to altruism. We will consider why it can be so hard for human beings to walk in another's shoes and why we so often fail to do so. Through memoirs of suffering, we will learn about empathy in medicine and about what the latest studies in biology and neuroscience can teach us about how we relate to each other. Lastly, we will explore the dangers and limitations of empathy, reading scholarly circuits and discussing the role of empathy in life and society.
Last offered: Winter 2018
| Units: 3
MED 16SI:
Pathways in Global Health
The goal of this class is to introduce students to the diverse pathways that contribute to Global Health. From epidemiology, to climate change, everyone is impacted, and the ways we address global health problems is multifaceted. Each week, there will be different speakers from various departments such as in biology, anthropology, medicine who will talk about their careers and perspectives in global health. The class experience with be an interactive speaker series, where students will learn and develop ways they can contribute to global health.
Terms: Spr
| Units: 1
MED 23:
ASB The Cuisine of Change: Promoting Child Health and Combating Food Insecurity
Topics include obesity rates in America, the health and food education in our schools, the fundamentals of nutrition, the challenges of processed foods, the various lifestyle choices and fads surrounding healthy eating, and the complex ecology of food insecurity and welfare.
Last offered: Winter 2017
| Units: 1
MED 27SI:
Alternative Spring Break: Healthcare of Underserved Communities in Central California
Pre-field group directed reading for Alternative Spring Break: Healthcare of Underserved Communities in Central California.
Last offered: Winter 2018
| Units: 1
MED 28SI:
Alternative Spring Break: Health Accessibililty
Alternative Spring Break class. Pre-field course for students participating in the Health Accessibility Alternative Spring Break trip. Focuses on the Bay Area and the current state of the U.S. healthcare system, how it has developed, and how it can be transformed to ensure greater accessibility for all.
Terms: Win
| Units: 1
MED 50N:
Translational Research: Turning Science into Medicine
Investigates how scientific research informs how physicians take care of patients and how clinical research informs how scientific experiments are conducted. Topics include how these two processes have improved health and have resulted in innovation and scientic progress; specific human disease areas in allergy and immunology that affect all ages of patients globally, including food allergy; scientific concepts of research that helped in discovery of novel diagnostics and treatment of disease; ethical roles of physicians and scientists in conducting translational research in human disease.
Last offered: Winter 2018
| Units: 3
| UG Reqs: WAY-SMA
MED 50Q:
Respiration
Preference to sophomores. Topics include: the biological basis for use of oxygen for aerobic metabolism in animals, human lung physiology and pathophysiology, comparative physiology of respiration in fish, birds and mammals, new insights into mammalian lung development, current challenges in human respiratory health including air pollution and lung cancer. Student presentations on specific topics based on literature research developed in consultation with the instructor. Application required.
Last offered: Autumn 2017
| Units: 3
MED 51B:
Compassionate Presence at the Bedside: The Healer's Art
Students in this class must have already completed MED51Q. This quarter is a skill-based practicum. The skills component of this course is focused on communication and presence at the patient's bedside. Students will learn the theoretical aspects of respectful communication and cultural competence. They will then participate in a variety of immersive simulation activities including role-play, video enacting, class presentations, reflective exercises to understand the nuances of empathetic communication. The focus of the second quarter is to practice the art of communication honestly and compassionately with patients, learning empathy and cultivating the skill of being present at the bedside of a patient. Students will be assigned a panel of seriously ill patients and they do mentored house calls and provide support to patients and families as a volunteer. The idea here is that the knowledge and skills acquired in the first quarter will be utilized in real-life settings to practice compassionate and respectful communication strategies, learn how to be a cam, compassionate and healing presence at the bedside of seriously ill patients. We believe that medical school curricula do not have a strong focus on essential doctoring skills related to communication and a compassionate presence at the bedside. By offering this course to pre-med students, we believe that the doctors of the future will become skilled and compassionate healers.
Last offered: Winter 2018
| Units: 3
| Repeatable
10 times
(up to 30 units total)
MED 51Q:
Cultivate a Compassionate Presence: An Aging and End-of-Life Care Practicum
This is a Community Engaged Learning Course for undergraduate students. This course is designed to prepare students to critically examine values, attitudes, and contexts that govern perspectives toward and engagement of patients within the context of aging and end of life. The course prepares students to responsibly and reflectively interact with aging and seriously ill patients in a mentored setting. Using a bio-psycho-socio-spiritual-cultural framework, students learn about the history, evolution, principles and practice of geriatrics and palliative care. Students will be exposed to the challenges faced by patients from diverse backgrounds and and their caregivers. nThe class has a strong practicum aspect by which students will be trained to cultivate a compassionate and healing presence at the bedside of the patient. After completing formal volunteer training, each student will be assigned a small panel of patients. Students will work with an inter-disciplinary team, conduct regular house calls on patients in their panel, and write progress notes, which will become a part of the patients' electronic medical records. Through mentored fieldwork, students will learn the basic competencies of communicating with older adults from diverse backgrounds in a respectful and compassionate manner. Students will be taught to discuss their panel of patients in class every week using the standard medical clinical rounds approach. Weekly assignments will help students reflect on their interactions with the patients and lessons they learned. Our goal is to train future leaders in the fields of healthcare, law, sociology, public policy, and humanities in the vital area of aging and end-of-life care for diverse Americans.nPlease note: This IntroSem is a Cardinal Course. Students who enroll in MED 51Q will be working directly with patients. As a prerequisite for patient-care, all students (a) must complete TB testing, HIPAA training, patient safety training, and background check by December 20, 2018; (b) must be able to perform the physical activities required for patient care which includes the ability to frequently stand, walk, twist, bend, stoop, squat and occasionally lift, carry, push, and pull objects that weigh up to 40 pounds and assist patients into their wheelchairs and take them on walks. All tests required will be provided free of cost and have to be completed with specific agencies affiliated with Stanford. Failure to complete paperwork by December 20, 2018 will result in student being dropped from the class. Professor Periyakoil will send more specific directions after students are enrolled in MED 51Q.
Terms: Win
| Units: 4
MED 52Q:
What is a Human? Scientific and Mythological Approaches to Meaning
Reconciling our mythology and current scientific consensus is a worthwhile pursuit to establish a balanced, congruent personal philosophy toward life. nIn this sophomore seminar, we will first explore scientific perspectives on the origin and evolution of humans utilizing archaeology, genetics, and evolutionary psychology. With this framework secured, we will sample major religious texts such as Genesis, The New Testament, and Eastern texts. Throughout the course, each student will have opportunities to reflect deeply on his or her own personal worldview (past, present, and future) to tailor a personalized philosophy for life. This course will provide you with an overview of a fascinating subject that can impact progress on your life journey and career.
Terms: Aut
| Units: 3
MED 70Q:
Cancer and the Immune System
Preference to sophomores. Myths and facts surrounding the idea that the immune system is capable of recognizing malignant cells. The biological basis and function of effector arms of the immune system; how these mechanisms may be used to investigate the biological basis and potential therapy of cancer. How the immune system functions.
Last offered: Spring 2015
| Units: 2
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.
Terms: Win
| 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 86Q:
Seeing the Heart
Introduction to biomedical technology, science, clinical medicine, and public policy through cardiovascular imaging. Invasive and noninvasive techniques to detect early stage heart disease and to see inside the heart and blood vessels. Topics include: common forms of heart disease, how they develop, and why they affect so many people; imaging technologies such as ultrasound, CT, MRI, PET, and optical; a cost-effective public screening program. Field trips to Stanford Medical Center imaging centers.
Last offered: Winter 2015
| Units: 2
MED 87Q:
Women and Aging
Preference to sophomores. Biology, clinical issues, social and health policies of aging; relationships, lifestyles, and sexuality; wise women and grandmothers. Sources include scientific articles, essays, poetry, art, and film. Service-learning experience with older women. Service Learning Course (certified by Haas Center).
Last offered: Spring 2016
| Units: 5
| UG Reqs: GER:EC-Gender, WAY-EDP
MED 88Q:
Dilemmas in Current Medical Practice
Preference to sophomores. Social, political, scientific, and economic forces influencing medical practice. Spiraling costs, impaired access to health care, and disillusionment toward the health care system. Attempts by government and medical insurers to control costs through managed care and health maintenance organizations. Medical education and how it has affected the practice of medicine. Alternative health care, preventive medicine, and the doctor-patient relationship. The paradox of health in America: why do so many people who are healthy feel unhealthy? Mandatory observation of instructors in their medical practices.
Last offered: Autumn 2016
| Units: 3
MED 94Q:
Hormones, Health, and Disease
Preference to sophomores. The role of hormones in maintaining health; how abnormalities in hormones cause disease. Topics include: the pituitary, the master gland; thyroid hormones and metabolism; insulin and diabetes; adrenal steroids and hypertension; vitamin D, parathyroid hormone, and osteoporosis; sex hormones, birth control, pregnancy, and menopause; androgens, erectile dysfunction, and athletic performance; cholesterol, obesity, and cardiovascular risk. Recommended: background in human biology and physiology.
Last offered: Winter 2011
| Units: 2
MED 108Q:
Human Rights and Health
Preference to sophomores. History of human-rights law. International conventions and treaties on human rights as background for social and political changes that could improve the health of groups and individuals. Topics such as: 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. Possible optional opportunities to observe at community sites where human rights and health are issues. Guest speakers from national and international NGOs including Doctors Without Borders; McMaster University Institute for Peace Studies; UC Berkeley Human Rights Center; Kiva. PowerPoint presentation on topic of choice required.
Last offered: Spring 2018
| Units: 3
MED 110:
Patient Health Advocate
The "Patient Health Advocate" course is designed to introduce students to population health concepts in primary care, providing a clinical experience and an opportunity to contribute towards patient care. With guidance from faculty members, students will learn important preventive health care topics, gain skills in patient health coaching, and design and implement a quality improvement project to address a population health measure of their choice. Students will also be exposed to clinical care through clinic shadowing and pre-visit planning with resident physician mentors.nnPrerequisites: MED 143A/243A or equivalent
Terms: Win, Spr
| Units: 2
| Repeatable
2 times
(up to 4 units total)
MED 120N:
Cardiovascular Physiology in Normal and Disease States
Preference to freshmen. Introduces students to the anatomy, physiology, pathology and clinical aspects that comprise the discipline of cardiovascular medicine. Topics will include explanations of such pathologic states as heart attack, stroke, congestive heart failure, cardiac rhythm disturbances, and sudden cardiac death. Introduction to the underlying principles of diagnosis and treatment of heart disease are included in the syllabus.
Last offered: Spring 2017
| Units: 3
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.
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. Upper division course with preference given to upperclassmen.
Terms: Aut
| Units: 3-5
MED 129:
Health Care Systems Around the World (HUMBIO 129W)
This course will explore the role of health care systems in societies around the world, identifying the common challenges facing health care systems and how different institutional structures in different countries perform in response to these challenges. We will structure the course around general conceptual frameworks related to key health system institutions (including financing, insurance, provider payment, patient cost-sharing, and the regulation of medical technology). From this foundation, we will draw on the experience of individual countries (high and low income, with heavy chronic disease and infectious disease burdens) to illustrate the function of these institutions under real-world circumstances observed around the globe. Prerequisite: Human Biology Core or Biology Foundations or equivalent or consent of instructor.
Last offered: Autumn 2017
| Units: 4
MED 130:
Yesplus: Meditation practices for wellbeing
Meditation Practices for Wellbeing" is a 1-unit course that provides students with tools and strategies to develop a sustainable approach to their happiness and wellbeing. Students will learn breathwork and meditation based techniques to decrease stress and increase peace and focus in day to day life. Students will also study happiness-based research and participate in community building discussions, yoga, and mindfulness processes to learn how wellness can be sustained as a personal practice. Class meets 5 evenings throughout the quarter, along with a mandatory mini retreat during the third week (Thursday 7 - 10 pm, Friday 7 - 10 pm, Saturday 12 - 3 pm). Open to all students, including freshmen and those new to meditation. Enrollment limited to 25. Admission by application, details at first class. See yesplus.stanford.edu for more information.
Terms: Aut, Win
| Units: 1
MED 143C:
Patient Health Education in Community Clinics - Practicum (MED 243C)
Open to undergraduate, graduate, and medical students. For students currently volunteering in one of the course-affiliated clinic sites. Objective is to expand health education skills, discuss more complex health education topics, and reflect upon experiences in the clinic. Includes readings and online reflections. Pre-requisites: MED 143A/243A, Med 143B/243B.
Last offered: Spring 2015
| Units: 2
MED 147:
Methods in Community Assessment, Evaluation, and Research (CHPR 247, MED 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 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 158A:
From Foodies to Freegans: Food Popular Topics in the Silicon Valley
This is a discussion-based survey course to introduce the complexities of many "pop topics" in food, such as obesity, sustainability, and local vs. organic food. Course offered over two quarters; second part is MED 158B. The course focuses on Silicon Valley and is taught through a food justice lens. The goal is to provide knowledge and new frameworks for conceptualizing food that transform the way students think about, eat, and purchase food. Furthermore, course content is aligned with Community Engaged Learning (CEL) so that students have the opportunity to collaborate with local partners to complete community-based projects relevant to course topics. Coursework involves class participation, critical reflection, and three papers written for different audiences in the food space.
Last offered: Spring 2017
| Units: 2
| Repeatable
5 times
(up to 10 units total)
MED 158B:
From Foodies to Freegans Practicum
Students work toward making change in the food system. This course matches students with a community partner in the local area who is working to address food issues, broadly defined. There are many ways to make meaningful impact, including working at Second Harvest Food Bank as a Health Ambassador, or to assist with the Healthy Cornerstore initiatives or Garden to Table with the Hispanic Chamber of Commerce. Provides students with the opportunity to apply their academic area of concentration within a community-based context that fits their interests. Med 158A highly recommended but not required as a prerequisite.
Last offered: Spring 2015
| Units: 2
MED 159:
Oaxacan Health on Both Sides of the Border
Required for students participating in the Community Health in Oaxaca summer program. Introduction to the health literacy and health-seeking behaviors of Oaxacan and other Mexican migrants; the health challenges these groups face. Through discussion and reflection, students prepare for clinical work and community engagement in Oaxaca, while also gaining knowledge and insight to make connections between their experiences in Mexico and their health-related work with Mexican immigrants in the Bay Area. Service Learning Course (certified by Haas Center). Prerequisite: application and acceptance into the Community Health in Oaxaca Summer Program (http://och.stanford.edu/oaxaca.html).
Terms: Spr
| Units: 2
| Repeatable
for credit
MED 159A:
Service-Learning in Migrant Health
Examines the intersection of migration, poverty and health; provides opportunities for engagement directly with community partners working with Bay Area Mexican migrant populations. Weekly knowledge and skills-building sessions covering the process of migration; the demographic characteristics of the local migrant population; the health and socioeconomic status of local migrant populations; current initiatives to improve their quality of life and well-being. Service opportunities include participation in community organizing; health education seminars; and health screening activities. Prerequisite: intermediate/advanced level of Spanish language proficiency.
Last offered: Winter 2012
| Units: 2
MED 159B:
Service-Learning in Migrant Health
Second quarter of two-quarter series. Examines the intersection of migration, poverty and health; provides opportunities for engagement directly with community partners working with Bay Area Mexican migrant populations. Weekly knowledge and skills-building sessions covering the process of migration; the demographic characteristics of the local migrant population; the health and socioeconomic status of local migrant populations; current initiatives to improve their quality of life and well-being. Service opportunities include participation in community organizing; health education seminars; and health screening activities. Prerequisites: intermediate/advanced level of Spanish language proficiency, MED 159A.
Last offered: Spring 2016
| Units: 2
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 161A:
Community Health Advocacy
MED161 Community Health Advocacy is a three-quarter course series that provides students with knowledge and concrete skills for working with and advocating for underserved populations. Through coursework and placements in community health clinics and social service agencies, students will broaden and deepen their understanding of the structural determinants of health, how they impact underserved populations, and the various levels at which these challenges can ¿ and should ¿ be addressed. Students will participate in weekly activities that support the mission of their placement organization, engage in direct service with clients, and collaborate on the design and implementation of a capacity-building project. Weekly classroom sessions will serve as a forum for teaching and training, discussion of class readings and placement experiences, project development, and troubleshooting and support.
Terms: Aut
| Units: 2-3
MED 161B:
Community Health Advocacy
MED161 Community Health Advocacy is a three-quarter course series that provides students with knowledge and concrete skills for working with and advocating for underserved populations. Through coursework and placements in community health clinics and social service agencies, students will broaden and deepen their understanding of the structural determinants of health, how they impact underserved populations, and the various levels at which these challenges can ¿ and should ¿ be addressed. Students will participate in weekly activities that support the mission of their placement organization, engage in direct service with clients, and collaborate on the design and implementation of a capacity-building project. Weekly classroom sessions will serve as a forum for teaching and training, discussion of class readings and placement experiences, project development, and troubleshooting and support.
Terms: Win
| Units: 2-3
MED 161C:
Community Health Advocacy
MED161 Community Health Advocacy is a three-quarter course series that provides students with knowledge and concrete skills for working with and advocating for underserved populations. Through coursework and placements in community health clinics and social service agencies, students will broaden and deepen their understanding of the structural determinants of health, how they impact underserved populations, and the various levels at which these challenges can ¿ and should ¿ be addressed. Students will participate in weekly activities that support the mission of their placement organization, engage in direct service with clients, and collaborate on the design and implementation of a capacity-building project. Weekly classroom sessions will serve as a forum for teaching and training, discussion of class readings and placement experiences, project development, and troubleshooting and support.
Terms: Spr
| Units: 2-3
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 introduction to methods for providing culturally appropriate, high quality transitional medical care for undeserved 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.
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 undeserved 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.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
Instructors: ;
Caceres, W. (PI);
Montacute, T. (PI);
Osterberg, L. (PI);
Singh, B. (PI);
charon, m. (PI);
De Luna, J. (SI);
Hernandez, B. (SI);
Chen, A. (TA);
Duran, S. (GP);
Gallardo, P. (TA);
Hernandez, B. (GP);
Kim, Y. (GP);
Osborn, K. (GP);
Steiger, A. (GP)
MED 199:
Undergraduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Advani, R. (PI);
Ahmed, A. (PI);
Ahuja, N. (PI);
Akatsu, H. (PI);
Al-Ahmad, A. (PI);
Alizadeh, A. (PI);
Alsan, M. (PI);
Andrews, J. (PI);
Annes, J. (PI);
Arai, S. (PI);
Artandi, M. (PI);
Artandi, S. (PI);
Asch, S. (PI);
Ashley, E. (PI);
Assimes, T. (PI);
Ayoub, W. (PI);
Baiocchi, M. (PI);
Banerjee, S. (PI);
Barry, M. (PI);
Basaviah, P. (PI);
Basina, M. (PI);
Basu, S. (PI);
Behal, R. (PI);
Bendavid, E. (PI);
Benjamin, J. (PI);
Berube, C. (PI);
Bhalla, V. (PI);
Bhatt, A. (PI);
Bhattacharya, J. (PI);
Blackburn, B. (PI);
Blaschke, T. (PI);
Blayney, D. (PI);
Blish, C. (PI);
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);
Chertow, G. (PI);
Cheung, R. (PI);
Chi, J. (PI);
Cho-Phan, C. (PI);
Chu, G. (PI);
Chua, K. (PI);
Chung, L. (PI);
Clarke, M. (PI);
Clusin, W. (PI);
Colevas, A. (PI);
Colloff, E. (PI);
Contopoulos-Ioannidis, D. (PI);
Cooke, J. (PI);
Cooper, A. (PI);
Coutre, S. (PI);
Crapo, L. (PI);
Crump, C. (PI);
Cullen, M. (PI);
Das, A. (PI);
Dash, R. (PI);
Daugherty, T. (PI);
David, S. (PI);
Dawson, L. (PI);
Deresinski, S. (PI);
Desai, M. (PI);
Desai, T. (PI);
Dhillon, G. (PI);
Dorman, J. (PI);
Dosiou, C. (PI);
Downing, N. (PI);
DuBose, A. (PI);
Edwards, L. (PI);
Einav, S. (PI);
Fantl, W. (PI);
Farquhar, J. (PI);
Fathman, C. (PI);
Fearon, W. (PI);
Feldman, D. (PI);
Felsher, D. (PI);
Fisher, G. (PI);
Fitzgerald, P. (PI);
Ford, J. (PI);
Ford, P. (PI);
Fowler, M. (PI);
Frayne, S. (PI);
Friedland, S. (PI);
Fries, J. (PI);
Froelicher, V. (PI);
Gabiola, J. (PI);
Ganjoo, K. (PI);
Garcia, G. (PI);
Gardner, C. (PI);
Gardner, P. (PI);
Gavi, B. (PI);
Genovese, M. (PI);
Gerson, L. (PI);
Gesundheit, N. (PI);
Glaseroff, A. (PI);
Glenn, J. (PI);
Goldhaber-Fiebert, J. (PI);
Goldstein, M. (PI);
Goodman, S. (PI);
Goronzy, J. (PI);
Gotlib, J. (PI);
Gray, G. (PI);
Greenberg, H. (PI);
Greenberg, P. (PI);
Gregory, P. (PI);
Habtezion, A. (PI);
Hallenbeck, J. (PI);
Harman, S. (PI);
Harrington, R. (PI);
Harshman, L. (PI);
Haskell, W. (PI);
Heaney, C. (PI);
Heidenreich, P. (PI);
Henri, H. (PI);
Ho, D. (PI);
Hoffman, A. (PI);
Holman, H. (PI);
Holodniy, M. (PI);
Hopkins, J. (PI);
Horning, S. (PI);
Hsia, H. (PI);
Hunt, S. (PI);
Ioannidis, J. (PI);
Isom, R. (PI);
Jernick, J. (PI);
Ji, H. (PI);
Johnston, L. (PI);
Jones, E. (PI);
Kahn, J. (PI);
Kao, P. (PI);
Kastelein, M. (PI);
Katz, R. (PI);
Katzenstein, D. (PI);
Kenny, K. (PI);
Khatri, P. (PI);
Khazeni, N. (PI);
Khush, K. (PI);
Killen, J. (PI);
Kim, S. (PI);
Kohrt, H. (PI);
Kraemer, F. (PI);
Krishnan, E. (PI);
Kummar, S. (PI);
Kunz, P. (PI);
Kuo, C. (PI);
Kurian, A. (PI);
Kuschner, W. (PI);
Ladabaum, U. (PI);
Lafayette, R. (PI);
Laport, G. (PI);
Laws, A. (PI);
Lee, D. (PI);
Lee, J. (PI);
Lee, P. (PI);
Leung, L. (PI);
Levin, E. (PI);
Levitt, L. (PI);
Levy, R. (PI);
Levy, S. (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);
Lutchman, G. (PI);
Majeti, R. (PI);
McConnell, M. (PI);
McLaughlin, T. (PI);
Medeiros, B. (PI);
Meyer, T. (PI);
Miklos, D. (PI);
Miller, G. (PI);
Milstein, A. (PI);
Mitchell, B. (PI);
Mohabir, P. (PI);
Montoya, J. (PI);
Morioka-Douglas, N. (PI);
Musen, M. (PI);
Narayan, S. (PI);
Neal, J. (PI);
Negrin, R. (PI);
Nevins, A. (PI);
Nguyen, L. (PI);
Nguyen, M. (PI);
Nguyen, P. (PI);
Nicolls, M. (PI);
O' Callahan, P. (PI);
Okafor, P. (PI);
Osterberg, L. (PI);
Owens, D. (PI);
Palaniappan, L. (PI);
Pao, A. (PI);
Parnes, J. (PI);
Parsonnet, J. (PI);
Pasricha, P. (PI);
Pegram, M. (PI);
Periyakoil, V. (PI);
Petersen, J. (PI);
Pinto, H. (PI);
Pompei, P. (PI);
Popp, R. (PI);
Posley, K. (PI);
Price, E. (PI);
Prochaska, J. (PI);
Quertermous, T. (PI);
Raffin, T. (PI);
Rehkopf, D. (PI);
Relman, D. (PI);
Rizk, N. (PI);
Robinson, B. (PI);
Rockson, S. (PI);
Rohatgi, R. (PI);
Rosas, L. (PI);
Rosen, G. (PI);
Rosenberg, S. (PI);
Rudd, P. (PI);
Ruoss, S. (PI);
Rydel, T. (PI);
Scandling, J. (PI);
Schnittger, I. (PI);
Schoolnik, G. (PI);
Schroeder, J. (PI);
Shafer, R. (PI);
Shah, N. (PI);
Shah, S. (PI);
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);
Stafford, R. (PI);
Stefanick, M. (PI);
Stertzer, S. (PI);
Stevens, D. (PI);
Stockdale, F. (PI);
Strober, S. (PI);
Studdert, D. (PI);
Tai, J. (PI);
Tamura, M. (PI);
Tan, J. (PI);
Telli, M. (PI);
Tepper, R. (PI);
Tompkins, L. (PI);
Tremmel, J. (PI);
Triadafilopoulos, G. (PI);
Tsao, P. (PI);
Upadhyay, D. (PI);
Utz, P. (PI);
Vagelos, R. (PI);
Valantine, H. (PI);
Verghese, A. (PI);
Wakelee, H. (PI);
Wang, P. (PI);
Warvariv, V. (PI);
Weill, D. (PI);
Weinacker, A. (PI);
Weng, K. (PI);
Weng, W. (PI);
Weyand, C. (PI);
Wiedmann, T. (PI);
Winkelmayer, W. (PI);
Winkleby, M. (PI);
Winograd, C. (PI);
Winslow, D. (PI);
Winter, T. (PI);
Witteles, R. (PI);
Wu, J. (PI);
Wu, S. (PI);
Yabu, J. (PI);
Yang, P. (PI);
Yeung, A. (PI);
Yock, P. (PI);
Zamanian, R. (PI);
Zehnder, J. (PI);
Zei, P. (PI);
Zolopa, A. (PI);
Zulman, D. (PI);
de Jesus Perez, V. (PI);
Gardner, C. (SI);
Faroqi, L. (GP);
Preising, T. (GP);
Robinson, J. (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 204:
Access and Delivery of Essential Medicines to Poor and Underserved Communities
Student initiated lecture series. Guest speakers. Topics include: neglected diseases, underserved and impoverished markets, disease profiles of lower and middle income countries, pricing and distribution of biomedical end products, intellectual property in medicine and its effect on delivery of healthcare.
Last offered: Autumn 2012
| Units: 1
| Repeatable
for credit
MED 206:
Meta-research: Appraising Research Findings, Bias, and Meta-analysis (CHPR 206, HRP 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 207:
History of Medicine
Begins with studying Shamanistic medicine, practiced by humans throughout the globe, for millennia. Covers magico-religious medicine developed in ancient Egypt, Mesopotamia and Greece; the 4th Century BC with Hippocrates beginning to separate medicine from religion and magic; the slow progress in ancient Rome, the medieval period, and during the Renaissance; and the acceleration in the pace of discoveries In the last few centuries, as medicine became more scientific, complex, and specialized as Pasteur developed the germ theory of disease, Darwin and Mendel publications begin the development of Evolution and of Genetics, Watson and Crick solved the mystery of DNA structure, organ transplants began, and imaging procedures such as CT and MRI came into being. Lectures are profusely illustrated, and, for the sake of comparison, two equally ancient systems of medicine, the traditional Chinese and the Vedic, are briefly reviewed.
Last offered: Winter 2018
| Units: 1
MED 209:
Health Law: Quality and Safety of Care
(Same as LAW 3002) (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.
Terms: Spr
| 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 by the SMS Quality Improvement Interest Group. This course will meet for three in-class sessions throughout the quarter, with students reviewing the online materials before each session. Dinner will be served. 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.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
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 213:
Compassion Cultivation for the Physician-in-Training
Provides mentored practice and growth in students' knowledge, skills and attitudes in compassion cultivation for one's self and others. Integrates traditional contemplative practices with contemporary psychology and scientific research on compassion.
Last offered: Autumn 2015
| Units: 1
MED 214:
PHS/Public Health Seminar Series
This course is open to all MD students as well as undergraduate and graduate students and not restricted to any major. Each session of the seminar will focus on a population based/public health related issue that has a broad multidisciplinary appeal. There will be a presentation as well as opportunity for discussion. Topics include environmental health, work-life, learning health systems, health disparities, immigration and health, aging, and other population health sciences based subjects. Faculty from across campus as well as distinguished speakers from across the country and internationally, who are experts in the field, will present at each session. The purpose of the course is in line with the mission of the Stanford Center for Population Health Sciences, which is to improve individual and population health by bringing together diverse disciplines and data to understand and address social, environmental, behavioral, and biological factors.nThis class can be repeated for credit. See http://med.stanford.edu/phs.html for more information on the Center for Population Health Sciences and the many resources it provides.
| Units: 1
| Repeatable
3 times
(up to 3 units total)
MED 215A:
Health Policy PhD Core Seminar I--First Year (HRP 201A)
Seminar series is the core tutorial for first-year Health Policy and Health Services Research graduate students. Major themes in fields of study including health insurance, healthcare financing and delivery, health systems and reform and disparities in the US and globally, health and economic development, health law and policy, resource allocation, efficiency and equity, healthcare quality, measurement and the efficacy and effectiveness of interventions. Blocks of session led by Stanford expert faculty in particular fields of study. 2 unit registration requires written responses to assigned reading questions.
Terms: Aut
| Units: 1-2
MED 215B:
Health Policy PhD Core Seminar II--First Year (HRP 201B)
Second in a three-quarter seminar series is the core tutorial for first-year Health Policy and Health Services Research graduate students. Major themes in fields of study including health insurance, healthcare financing and delivery, health systems and reform and disparities in the US and globally, health and economic development, health law and policy, resource allocation, efficiency and equity, healthcare quality, measurement and the efficacy and effectiveness of interventions. Blocks of session led by Stanford expert faculty in particular fields of study.
Terms: Win
| Units: 1-2
MED 215C:
Health Policy PhD Core Seminar III--First Year (HRP 201C)
Third in a three-quarter seminar series is the core tutorial for first-year Health Policy and Health Services Research graduate students. Major themes in fields of study including health insurance, healthcare financing and delivery, health systems and reform and disparities in the US and globally, health and economic development, health law and policy, resource allocation, efficiency and equity, healthcare quality, measurement and the efficacy and effectiveness of interventions. Blocks of session led by Stanford expert faculty in particular fields of study.
Terms: Spr
| Units: 1-2
MED 216:
Clinical Integration
The practice of clinical medicine requires the integration of several fields of knowledge including Embryology, Anatomy, Physiology, Pathology, Pharmacology, and Microbiology. In this exciting course, we will systematically review subjects such as Cardiology, Gastroenterology, Nephrology, Pulmonology, Endocrinology, Neurology, and Hematology/Oncology. I will provide power points and an outline as a reference point for the content. The majority of the classroom time will be spend with guided review of an excellent question bank. This will serve as an excellent review of the subjects after they have been formally taught during the M2 year. I have almost a decade of experience guiding students through the USMLE Step 1 exam with significant success. Utilizing my experience, I hope to help ¿connect the dots¿ in the above fields and prepare the student to think about ¿pathophysiology¿ as a guide to clinical reasoning.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
4 times
(up to 1 units total)
MED 217SI:
Being Mortal: Medicine, Mortality and Caring for Older Adults
Mortality is the inevitable, final outcome of human health. Though medical education focuses on treating illness and prolonging life, healthcare professionals in practice must face the fact that patients¿ lives cannot always be saved. This course will explore the difficult issues such as end-of-life planning, decision-making, and cost of care, that figure in hospitals, hospice, and assisted living centers. Guest speakers will include elderly care workers, medical writers and filmmakers, and physicians in geriatrics, oncology and palliative care, who will lead student discussions following their lectures. Upon finishing the course, students will learn how to better handle aging and death in their medical practice, in order to improve the quality of their patients¿ lives¿and that of their families¿ as well.
Terms: Aut, Spr
| Units: 1
MED 218SI:
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 219:
What Patients and Families Want You to Know About Becoming Their Doctor
Students will learn directly from patients and families about whole-person care, including topics such as compassion, challenging conversations, shared decision-making and end-of-life care. Patients, families, hospital staff and medical students will co-teach this course. The goal is to develop knowledge that enables students to keep the perspective and needs of patients, families, and personal caregivers as a primary focus, while operating within the complex reality of practicing medicine. By the end, students will have sharpened their ability to partner with patients and families as part of their care team and develop a more meaningful practice.
Terms: Aut
| Units: 1
MED 219SI:
Being Mortal II: Approaching Serious Illness
This elective offers an opportunity for MD and PA students to improve their ability to engage in effective and compassionate conversations with patients facing serious illnesses. The course will feature palliative care physicians, oncologists, spiritual care providers, and hospice staff, and provide students with early exposure to concepts in palliative medicine, hospice care, and end-of-life care, which are otherwise given little emphasis in the core curriculum. Students will learn practical skills in serious illness conversations with patients, through case-based sessions involving peer-to-peer, peer-to-instructor, and peer-to-patient role play. Relevant topics in leadership, psychology, sociology, and professionalism will also be covered. In addition, students taking the course for 2 credits will have the opportunity to participate in on-site visits to hospices, nursing facilities, assisted-living facilities, and adult day health care facilities. For more information please contact Henry Bair (hbair@stanford.edu) or Paul Horak (pwhorak@stanford.edu).
Terms: Win
| Units: 1-2
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.
Terms: Aut, Win, Spr
| Units: 2-3
| Repeatable
3 times
(up to 9 units total)
MED 222:
The Medical Malpractice System
Focus is on policy and law pertaining to the medical malpractice system in the U.S. Readings include a mix of articles from the medical, law and health policy literatures, as well as some legal cases. Includes problem-based learning and small group work.
Last offered: Spring 2015
| Units: 2
MED 223:
Cardiovascular and Pulmonary Sciences Seminar
The focus of MED223 is to fine tune critical thinking skills by analyzing original publications and understanding the current complexities of the cardiovascular system. Students will attend a lecture series presented by prominent external speakers on Tuesdays and learn new approaches and technology from Stanford faculty on Thursdays. Assigned reading will be discussed and interpreted in class (1-2 papers per class).
Terms: Aut, Win
| Units: 3
| Repeatable
for credit
MED 224:
Social Entrepreneurship and Innovation Lab (SE Lab) - Global & Planetary Health (HRP 224, PUBLPOL 224)
Social Entrepreneurship and Innovation Lab (SE Lab) - Global & Planetary Health is a new Collaboratory workshop for students/fellows to design/develop innovative social ventures/solutions addressing key challenges in public health and the environment, in support of the UN Sustainable Development Goals (SDGs 2030). SE Lab is open to students/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/advance development of your ideas/plans. Join SE Lab with an idea or simply the desire to join a team. Enrollment limited to 32. Instructor's permission required.
Terms: Win, Spr
| Units: 3
| Repeatable
3 times
(up to 3 units total)
MED 226:
Practical Approaches to Global Health Research (HRP 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.
Terms: Win
| Units: 3
MED 227:
Bedside Ultrasound
For preclinical or clinical medical students, and others with permission. Introduces students to diagnostic ultrasound at the bedside. The normal anatomy of the heart, abdomen, and pelvis pertinent to ultrasound is taught. Some pathology involving these areas is also introduced. As the students' proficiency increases, those electing to can visit the Pacific Free Clinic to be introduced to scanning patients. 1 unit for class attendance only 2 units for class attendance and observation in Stanford Echo Labs.
Last offered: Spring 2017
| Units: 1-2
| Repeatable
2 times
(up to 4 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.
Terms: Aut
| Units: 1
MED 229:
Introduction to Global Health
Provides an overview of global health and how it is similar to and different from public health and tropical medicine. Topics include the evolution, economics, politics of global health, major players in global health, and issues of geography, politics, humanitarianism, human rights, science, research, culture and disease.
Last offered: Spring 2017
| Units: 1
MED 230SI:
Perspectives on Cancer
Cancer consumes the lives of those associated with it: patients and their loved ones, their medical staff, and often the larger community. This course will address the broad impact of cancer from multiple fronts (medical, social, mental, etc.) by providing perspectives beyond the cut-and-dry scientific issue that the disease is often made out to be, enabling students to explore the "human-side" to the disease. In alternating weeks, students will participate in a Socratic seminar based on light reading about relevant topics and personally interact with guest speakers, who may include medical professional, cancer survivors and their loved ones, and activists. This course will meet weeks 2-9.
Terms: Spr
| Units: 1
MED 232:
Virtual Student Exchange in Global Health between Lebanon and Stanford
Timely topics in global health will be presented in a unique virtual student exchange with the joint participation of the Modern University for Business & Science in Beirut, Lebanon. The goal of this interactive series will be to encourage students to think about a broad range of topics in global health including coordinated responses to crises, ethical approaches to research and implementation work in low-income countries, and focused sessions on refugee health which will connect classrooms in Beirut and in Palo Alto. Complex humanitarian emergencies require cross-cultural collaboration, and this class will be structured to encourage working with overseas counterparts on the pressing Syrian refugee crisis. By integrating lectures, guest speakers, and a cross-cultural collaborative capstone project, students will gain an in-depth understanding of the global-health landscape and methods of addressing complex issues with partners abroad. Undergraduates must take this course for a letter grade and 3 units. MD students can enroll for 1-2 units, yet the course will require 2 units worth of work. Students enrolling in the course for a third unit will create a podcast related to a topic of their choice on refugee health. These students will participate in a weekly section to develop their podcast with the teaching team as well as learn from guest speakers different podcast communication skills. This extra section time will be announced based off of students' and the teaching teams' schedules. The student who makes the best podcast will travel to Beirut to meet and work with their counterparts for a week during winter break. This course will be limited to 20 students. Students will fill out an application after the first day of class to determine enrollment.
Terms: Aut
| Units: 1-3
| 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. Course only open to graduate and MD/MSPA students. Undergraduates are not eligible to enroll.
Terms: Aut, Spr
| Units: 4
MED 235:
Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EDUC 335, HRP 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 insights into understanding how to effectively develop, evaluate, and scale social ventures. Using TeachAIDS (an award-winning nonprofit educational technology social venture used in 78 countries) as a primary case study, students will be given an in-depth look into how the entity was founded and scaled globally. Guest speakers will include world-class experts and entrepreneurs in Philanthropy, Medicine, Communications, Education, and Technology. Open to both undergraduate and graduate students.
Terms: Win
| Units: 3-4
MED 236:
Economics of Infectious Disease and Global Health (HUMBIO 124E)
Introduction to global health topics such as childhood health, hygiene, drug resistance, and pharmaceutical industries from an economic development perspective. Introduces economic concepts including decision-making over time, externalities, and incentives as they relate to health. Prerequisite: Human Biology Core or Biology Foundations or equivalent or consent of the instructor.
Terms: Spr
| Units: 3
MED 237:
Health Law: Improving Public Health
(Same as Law 762) Examines how the law can be used to improve the public's health. Major themes explored include: 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? Investigates these issues in several contexts, including the control and prevention of infectious disease, laws aimed at preventing obesity and associated noncommunicable diseases, tobacco regulation, ensuring access to medical care, reproductive health, lawsuits against tobacco, food and gun companies, and public health emergencies.
Last offered: Spring 2018
| Units: 3
MED 238:
Leading and Managing Health Care Organizations: Innovation and Collaboration
Same as OB 348. 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: Spr
| Units: 3
MED 239:
Workshop For Ending Diagnostic Odysseys
Many patients referred to the Center for Undiagnosed Diseases have eluded diagnosis despite multi-specialty consultations and advanced testing. In this project-based course, teams of students will work together to study rare and novel diseases. Like Dr. House, students will attempt to solve these medical mysteries. Course directors and team facilitators will introduce methods and approaches successful in solving past cases. Teams are expected to report on their findings at the completion of each quarter. Interested students may pursue follow-up research as Med Scholars. Co-Enrollment in MED 244 is a pre-requisite for enrollment in the first quarter of MED 239.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
3 times
(up to 3 units total)
MED 240:
Sex and Gender in Human Physiology and Disease (FEMGEN 241, HUMBIO 140)
(HumBio students must enroll in 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. Prerequisite: Human Biology core or Biology Foundations or equivalent, or consent of instructor. HUMBIO students must enroll for 3 units.
Terms: Win
| Units: 2-3
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.
Terms: Win, Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
Instructors: ;
Caceres, W. (PI);
Montacute, T. (PI);
Singh, B. (PI);
charon, m. (PI);
Hernandez, B. (SI);
Chen, A. (TA);
Duran, S. (GP);
Gallardo, P. (TA);
Kim, Y. (GP);
Moffatt, C. (TA);
Osborn, K. (GP);
Steiger, A. (GP);
Yin, L. (TA)
MED 242:
Physicians and Human Rights
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 243C:
Patient Health Education in Community Clinics - Practicum (MED 143C)
Open to undergraduate, graduate, and medical students. For students currently volunteering in one of the course-affiliated clinic sites. Objective is to expand health education skills, discuss more complex health education topics, and reflect upon experiences in the clinic. Includes readings and online reflections. Pre-requisites: MED 143A/243A, Med 143B/243B.
Last offered: Spring 2015
| Units: 2
MED 244:
Diagnostic Odysseys In Medicine (HUMBIO 44)
Medicine is rapidly evolving, with increasing emphasis on genetic testing, immunophenotyping and integration of technology to guide diagnosis. In this course, experts from Stanford and Silicon Valley will highlight exciting developments. Topics include the latest developments in genetics and genomics (including genome testing in clinical practice, direct to consumer testing, and frontiers in neurogenetics), immunophenotyping, utilization of databases to research diseases and the emerging field of machine learning and clinical decision support in optimizing diagnostic strategies. Students who wish to engage in a mentored multi-disciplinary team-based research project related to advanced diagnostic techniques can additionally enroll in MED 239.
Terms: Aut
| Units: 1
MED 245:
Leadership in Medicine: Developing your Moral Identity
In this leadership course students will either view videos of well-known leaders being interviewed or watch a live interview of the leader by a professional communications officer 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, 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. Dinner will be provided.
Terms: Aut, Spr
| Units: 1
MED 246:
The Medical Interview for Spanish Speakers
Student led forum for practicing and learning medical Spanish related specifically to the medical interview. Prepares clinical students to interact more effectively with Spanish speaking patients in clinics. Classes are topical; each class includes a demonstration, medical vocabulary practice, and conversational practice on the topic of the day.
Last offered: Spring 2017
| Units: 1
| Repeatable
4 times
(up to 4 units total)
MED 247:
Methods in Community Assessment, Evaluation, and Research (CHPR 247, MED 147)
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: 2-5
MED 250:
Understanding Evidence-Based Medicine: Hands-on experience (CHPR 205, HRP 250)
How can one practice Evidence Based Medicine (EBM) and make evidence-based decisions for clinical practice and policy making? In this course we will teach the principles of EBM using examples from pivotal papers published in recent scientific literature in major journals addressing important clinical questions on diverse medical topics. We will probe a wide range of types of studies, targeted therapeutic or preventive interventions, and studies outcomes, including randomized controlled trials, observational studies, epidemiologic surveillance studies, systemic reviews, meta-analyses, mate-analyses of individual patient data, studies on the evaluation of diagnostic test and prognostic models, economic analyses studies, and guidelines. MD studies enroll for +/-. GR students enroll for Letter grade.
Terms: Win
| Units: 3
MED 251:
Measurement for Health Policy (HRP 232)
Conceptual, technical and empirical basis for measurement essential to health policy. Principles and good practice for designing measures fit for purpose. Practical application of measurement concepts and methods. Main emphasis on measuring levels of health in individuals and populations, combining mortality/longevity and quality of life/functioning. Additional topics include measurement of inequalities and health care quality. Examples and applications include high income and low/middle-income settings.
Terms: Win
| Units: 3
MED 252:
Outcomes Analysis (BIOMEDIN 251, HRP 252)
Methods of conducting empirical studies which use large existing medical, survey, and other databases to ask both clinical and policy questions. Econometric and statistical models used to conduct medical outcomes research. How research is conducted on medical and health economics questions when a randomized trial is impossible. Problem sets emphasize hands-on data analysis and application of methods, including re-analyses of well-known studies. Prerequisites: one or more courses in probability, and statistics or biostatistics.
Terms: Spr
| Units: 4
MED 253:
Building for Digital Health (CS 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 will 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/B, Recommended: CS193P/A, CS142, CS47, CS110.
| Units: 3
MED 254:
Engineering Better Health Systems: modeling for public health (HRP 234, HUMBIO 154A)
This course teaches engineering, operations research and modeling techniques to improve public health programs and systems. Students will engage in in-depth study of disease detection and control strategies from a "systems science" perspective, which involves the use of common engineering, operations research, and mathematical modeling techniques such as optimization, queuing theory, Markov and Kermack-McKendrick models, and microsimulation. Lectures and problem sets will focus on applying these techniques to classical public health dilemmas such as how to optimize screening programs, reduce waiting times for healthcare services, solve resource allocation problems, and compare macro-scale disease control strategies that cannot be easily evaluated through randomized trials. Readings will complement the lectures and problem sets by offering critical perspectives from the public health history, sociology, and epidemiology. In-depth case studies from non-governmental organizations, departments of public health, and international agencies will drive the course. Prerequisites: A course in introductory statistics, and a course in multivariable calculus including ordinarily differential equations. Open to upper-division undergraduate students and graduate students. Human Biology majors enroll in HUMBIO 154A. Prerequisite: MATH 51 or CME 100 and Human Biology Core or Bio 141 or BioHopk 174H
Terms: Aut
| Units: 4
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.
Terms: Aut, Win, Spr, Sum
| Units: 1
MED 255C:
The Responsible Conduct of Research for Clinical and Community Researchers
Engages clinical researchers in discussions about ethical issues commonly encountered during their clinical research careers and addresses contemporary debates at the interface of biomedical science and society. Graduate students required to take RCR who are or will be conducting clinical research are encouraged to enroll in this version of the course. Prequisite: research experience recommended.
Terms: Aut, Win, Spr
| Units: 1
MED 256:
Gene Expression Profiling in Cancer
This course will cover techniques used to query the expression of genes in tissue and how the information derived from those techniques can be used to answer questions in cancer biology. The focus will be on the transcriptome analysis (e.g. RT-qPCR, microarrays, RNA-seq, etc.) in the context of cancer biology experiments. Throughout the quarter, we will develop a pipeline to analyze high-throughput RNA-seq data. Finally we will go over differential gene expression analysis techniques and tools used to interpret lists of genes derived from such analysis.
Terms: Spr
| Units: 2-3
MED 256SI:
Race, Class and Global Health (CSRE 256SI)
This course's goal is to critically engage students in the socioeconomic and racial disparities in healthcare outcomes and encourage students to think broadly about the complex relationship between institutions, healthcare providers, socioeconomic status, and race/ethnicity. The topics will center on conceptual issues important for understanding how socioeconomic and minority status can lead to poor health outcomes examining how conscious and unconscious institutional biases affect treatment, care, and access, and addressing proposals for how to reduce disparities in health care. nThe focus of the course is broad. The first three weeks will center on public health issues due to global healthcare trends, including the results of disparities in the United States. These discussions will frame our sessions int he latter sic weeks, which will each consist of a case study of specific cases of disparities and response to such inequities worldwide, from India to Rwanda. nEach class's discussion will be guided by case studies. The readings will come from a variety of sources, including academic journals, more popular journals and magazines, books and government documents. Student will be expected to complete the readings and a reflection in advance of class each week. Each week will additionally include optional readings that will guide additional discussion.
Last offered: Spring 2017
| Units: 2
MED 258A:
Policy Advocacy in Community Health
In order to affect broad-based change in the health of populations, advocates must look upstream to the social and economic factors that impact health. Most powerful among these factors are the policies that shape our lives and the context in which we make individual and collective decisions. This course gives students the skills and tools to influence the policy process through various avenues, including legislative and media advocacy. Students select a current community health issue of interest and track relevant policy initiatives and media coverage of the issue to serve as the foundation for the application of real-time advocacy strategies. Prerequisites: MED 257A or consent of instructor.
Last offered: Winter 2016
| Units: 2
MED 262:
Economics of Health Improvement in Developing Countries (ECON 127)
Application of economic paradigms and empirical methods to health improvement in developing 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.
Terms: Spr
| Units: 5
MED 263:
Advanced Decision Science Methods and Modeling in Health (HRP 263)
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
MED 264:
Social Epidemiology
Preference to graduate students with prior coursework in Epidemiology. Focuses on understanding the theory and empirical evidence that shows support for the relationships between social environments and health. Covers four main topics: the historical development of social epidemiology, and a survey of the major theories in social epidemiology; the three main empirical approaches used to generate new knowledge in social epidemiology: traditional observational studies, quasi-experimental studies and experimental approaches; how the constructs of social class, race/ethnicity and gender are used in social epidemiology; new emerging empirical approaches within the field including the application of causal, machine learning and complex systems methods.
Last offered: Winter 2017
| Units: 2
MED 265:
Advanced Topics in the Economics of Health and Medical Care (HRP 257)
Emphasis is on research studies in health economics. Seminar style course focuses on Health Economics. To be taken with HRP 256. Students will be expected to read and present papers to the group and discuss concepts with faculty. Restricted to second year PhD students in economics & economics-related disciplines.
Last offered: Spring 2017
| Units: 2
| Repeatable
2 times
(up to 4 units total)
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:
Ideo, Presence & The Human Experience in Medicine
Presence. The Art and Science of Human Connection in Medicine is a new center, founded and lead by Dr. Abraham Verghese (http://med.stanford.edu/presence.html). This course partners with IDEO (https://www.ideo.com/) to bring design thinking to address the challenges of diagnostic error in medicine. Dr. Verghese and colleagues will outline the consequences of the lack of presence in the clinical encounter. IDEO's design thinking will be taught by Dr. Jayant Menon, Dr. Farzad Azimpour and Grace Hwang. Class participants will be divided into small groups and designated coaches. Each group will work with the course leadership to define a specific challenge and utilize the design thinking process to create deployable solutions. In class lectures and workshops will be held on campus on Tuesdays from 3.30-5 p.m., and IDEO (Forest Av, Palo Alto) based small group meetings will be held on Thursdays from 5.30-6.20pm. Admission is selective and requires all applicants submit an application before March 1, 2017. Applications can be found at https://goo.gl/forms/7mCI7vf8PbcdVG0m1 nQuestions should emailed to sonoot@stanford.edu
Last offered: Spring 2018
| Units: 3
MED 268:
Tackling Cross-Cultural Health Challenges: Emphasis on the Asian/Pacific Islander Community
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. (Light supper served).
Terms: Spr
| Units: 1
MED 270:
Learning & Teaching of Science (EDUC 280, ENGR 295, PHYSICS 295, VPTL 280)
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.
Terms: Spr
| Units: 3
MED 271:
Global Biodesign: Medical Technology in an International Context (BIOE 371)
This course (BIOE371, MED271, OIT587) 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, presenting a need for health technology innovation that works across diverse global markets. Early in the quarter, faculty will provide an overview of the dynamic global health technology industry and how the position of the US is shifting relative to other geographies. Then, the course will explore four important regions; Europe, China, Japan, and India and key similarities and differences between them. Additionally, students will engage with expert guests from the industry in debating controversial topics affecting health technology innovation in these regions. Finally, students will have the opportunity to network and explore career paths in the broad field of global health technology innovation.
Terms: Aut
| 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 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 nearly 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 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 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 nearly 50 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Spr
| Units: 4
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 a 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 ten weeks, these speakers 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, health organizations, 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 mentors. On the final day of class, teams present to a panel of digital health experts and compete for project extension funding. Limited enrollment, by application only. Friday section will be used for team projects and for scheduled workshops.
Terms: Aut
| Units: 3
MED 274:
Design for Service Innovation (BIOE 372, HRP 274)
(Same as OIT 343/01) Open to graduate students from all schools and departments. An experiential project course in which students work in multidisciplinary teams to design new services to address the needs of medically patients. Project teams partner with "safety net" hospitals and clinics to find better ways to deliver care to the low income and uninsured patients these institutions serve. Students learn proven innovation processes from experienced GSB, d. school, and SoM faculty, interface with students from across the university, and have the opportunity to see their ideas translated into improvements in the quality and efficiency of healthcare in the real world. Prerequisite: admission to the course is by application only. Applications available at http://DesignForService.stanford.edu. Applications must be submitted by November 16, 2011.
Last offered: Winter 2012
| Units: 4
MED 275B:
Biodesign Fundamentals
MED 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. n nStudents 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. In the latter part of the course, students will go through the design cycle and build prototypes to their needs. The course will conclude with a pitch day where students will present and demonstrate their solution to a panel of judges, including prominent academics, industry professionals, and investors. Other topics that will be discussed include FDA regulation of medical technology, intellectual property, value proposition, and business model development. There will be guest speakers from Google X, IDEO, and more.
Terms: Spr
| Units: 4
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, Objected 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, Win, Spr
| 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 Heath 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 281:
How to Change the World (for the Better)
This unique course will enable students to learn from invited guests and develop a plan to "Change the World". As a group, Humankind has had a lasting impact on this planet but, on an individual basis, our impact can seem limited. However, many people from the sciences, humanities, engineering and business are making this world a better place on a large scale. How do they do this? Through a series of interviews with "World Changing" guest speakers from non-profits, business and government, we will explore how individuals can have a huge, positive influence on the state of the world. Throughout the term, students working in teams will incrementally develop a world-changing plan and make brief presentations reviewing their progress over each step of plan development (Motivation, What, Why, How, Who, Scale, Goals, Funding and Sustainability). Invited speakers will be interviewed for the first half of each session and the second half of each class meeting will allow students to present their progress and receive feedback from speakers, faculty and classmates. The class will culminate in a final presentation before a panel of experts. Students are welcome to bring "World Changing" problems they want to solve to the class.
Terms: Spr
| Units: 1
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 undeserved 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.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
Instructors: ;
Caceres, W. (PI);
Duran, S. (PI);
Montacute, T. (PI);
Osterberg, L. (PI);
Singh, B. (PI);
charon, m. (PI);
De Luna, J. (SI);
Hernandez, B. (SI);
Chen, A. (TA);
Duran, S. (GP);
Gallardo, P. (TA);
Hernandez, B. (GP);
Kim, Y. (GP);
Osborn, K. (GP);
Steiger, A. (GP)
MED 283:
Interpersonal Communication in Health Care (PSYC 283)
Communication is an unavoidable element of our everyday life that often goes unexamined. In this course, we will first examine the communication experiences in daily life with friends, family, significant others, peers, and coworkers. You will then engage with a variety of materials designed to enhance both your analytic and experiential knowledge about our everyday communication and how this relates to communication in health care. Analytic knowledge stems from your understanding of theoretical and written materials and others¿ experiences. Experiential knowledge will require you to apply what you have learned to your own communication experiences. In addition to mastering course concepts through readings, class discussions, and lectures, time in class will be devoted to applying these concepts through various activities.
| Units: 2-3
MED 285:
Global Leaders and Innovators in Human and Planetary Health
Are you interested in innovative ideas and strategies for addressing urgent challenges in human and planetary health? This invited lecture series, co-convened by faculty, fellows and students collaborating across several Stanford centers, invites the discussion of global problems, perspectives, and solutions in this fast-changing, vital domain. Guest faculty are leaders, innovators, and experts selected from organizations in diverse sectors such as: healthcare/medical innovation, foundations/venture capital, biotechnology/pharmaceuticals, social innovation/entrepreneurship health, tech/media and artificial intelligence (AI), human rights, global poverty/development, sustainable agriculture/hunger/nutrition. Registration open to all Stanford students and fellows. May be repeated for credit.
Terms: Aut
| Units: 1
| Repeatable
4 times
(up to 4 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: Spr
| Units: 3-4
MED 287:
Survey of Asian Health Issues (ASNAMST 287)
In this lecture series, students will explore Asian health topics. Specifically, the chronic disease risk and burden of Asians in the U.S. as a group is considered. Additionally, the necessity of the practice of disaggregation in the study and treatment of Asian Americans is emphasized. Topics will include cardiovascular disease, cancer, population health, precision health, pharmacogenomics and longevity in Asian-Americans. Class format is 30 minute lecture followed by 20 minutes for questions. No required readings. Opportunity to connect with guest speakers for research opportunities. Assignments will include short written reflections on lecture topics. This course is relevant for students interested in basic biology research, epidemiology, and public health policy, or clinical careers in medicine, psychology, or social work. Grading is satisfactory/no credit. All students are welcome, limit 25.
Terms: Spr
| Units: 1
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 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. nRecommended prerequisites: Medicine 300A, Pediatrics 300A, or Surgery 300A. nPrerequisite: EMED 201A
Terms: Aut, Win, Spr
| Units: 2
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);
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);
Chakravarty, E. (PI);
Chan, D. (PI);
Chan, G. (PI);
Chang, C. (PI);
Chang, S. (PI);
Chen, A. (PI);
Chertow, G. (PI);
Cheung, R. (PI);
Chi, J. (PI);
Cho-Phan, C. (PI);
Chu, G. (PI);
Chua, K. (PI);
Chung, L. (PI);
Clarke, M. (PI);
Clusin, W. (PI);
Colevas, A. (PI);
Colloff, E. (PI);
Contopoulos-Ioannidis, D. (PI);
Cooke, J. (PI);
Cooper, A. (PI);
Coutre, S. (PI);
Crapo, L. (PI);
Crump, C. (PI);
Cullen, M. (PI);
Das, A. (PI);
Dash, R. (PI);
Daugherty, T. (PI);
David, S. (PI);
Dawson, L. (PI);
Deresinski, S. (PI);
Desai, M. (PI);
Desai, T. (PI);
Dhillon, G. (PI);
Dorman, J. (PI);
Dosiou, C. (PI);
DuBose, A. (PI);
Edwards, L. (PI);
Einav, S. (PI);
Farquhar, J. (PI);
Fathman, C. (PI);
Fearon, W. (PI);
Feldman, D. (PI);
Felsher, D. (PI);
Fisher, G. (PI);
Fitzgerald, P. (PI);
Ford, J. (PI);
Ford, P. (PI);
Fowler, M. (PI);
Frayne, S. (PI);
Friedland, S. (PI);
Fries, J. (PI);
Froelicher, V. (PI);
Gabiola, J. (PI);
Ganjoo, K. (PI);
Garcia, G. (PI);
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);
Gray, G. (PI);
Greenberg, H. (PI);
Greenberg, P. (PI);
Gregory, P. (PI);
Habtezion, A. (PI);
Hallenbeck, J. (PI);
Harman, S. (PI);
Harrington, R. (PI);
Harshman, L. (PI);
Haskell, W. (PI);
Heaney, C. (PI);
Heidenreich, P. (PI);
Henri, H. (PI);
Ho, D. (PI);
Hoffman, A. (PI);
Holman, H. (PI);
Holodniy, M. (PI);
Hopkins, J. (PI);
Horning, S. (PI);
Hsia, H. (PI);
Hunt, S. (PI);
Ioannidis, J. (PI);
Isom, R. (PI);
Jernick, J. (PI);
Ji, H. (PI);
Johnston, L. (PI);
Jones, E. (PI);
Kahn, J. (PI);
Kao, P. (PI);
Kastelein, M. (PI);
Katz, R. (PI);
Katzenstein, D. (PI);
Kenny, K. (PI);
Khatri, P. (PI);
Khazeni, N. (PI);
Khush, K. (PI);
Killen, J. (PI);
Kim, S. (PI);
Kohrt, H. (PI);
Kraemer, F. (PI);
Krishnan, E. (PI);
Kummar, S. (PI);
Kunz, P. (PI);
Kuo, C. (PI);
Kurian, A. (PI);
Kuschner, W. (PI);
Ladabaum, U. (PI);
Lafayette, R. (PI);
Laport, G. (PI);
Lee, D. (PI);
Lee, J. (PI);
Lee, P. (PI);
Leung, L. (PI);
Levin, E. (PI);
Levitt, J. (PI);
Levitt, L. (PI);
Levy, R. (PI);
Levy, S. (PI);
Liang, D. (PI);
Liedtke, M. (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);
Montoya, J. (PI);
Morioka-Douglas, N. (PI);
Musen, M. (PI);
Narayan, S. (PI);
Neal, J. (PI);
Negrin, R. (PI);
Nevins, A. (PI);
Nguyen, L. (PI);
Nguyen, M. (PI);
Nguyen, P. (PI);
Nicolls, M. (PI);
O' Callahan, P. (PI);
Osterberg, L. (PI);
Owens, D. (PI);
Pao, A. (PI);
Parnes, J. (PI);
Parsonnet, J. (PI);
Pasricha, P. (PI);
Pegram, M. (PI);
Periyakoil, V. (PI);
Petersen, J. (PI);
Pinto, H. (PI);
Pompei, P. (PI);
Popp, R. (PI);
Posley, K. (PI);
Price, E. (PI);
Prochaska, J. (PI);
Quertermous, T. (PI);
Raffin, T. (PI);
Rehkopf, D. (PI);
Relman, D. (PI);
Rizk, N. (PI);
Robinson, B. (PI);
Rockson, S. (PI);
Rohatgi, R. (PI);
Rosas, L. (PI);
Rosen, G. (PI);
Rosenberg, S. (PI);
Rudd, P. (PI);
Ruoss, S. (PI);
Rydel, T. (PI);
Scandling, J. (PI);
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);
Stafford, R. (PI);
Stefanick, M. (PI);
Stertzer, S. (PI);
Stevens, D. (PI);
Stockdale, F. (PI);
Strober, S. (PI);
Studdert, D. (PI);
Tai, J. (PI);
Tamura, M. (PI);
Tan, J. (PI);
Telli, M. (PI);
Tepper, R. (PI);
Tompkins, L. (PI);
Tremmel, J. (PI);
Triadafilopoulos, G. (PI);
Tsao, P. (PI);
Upadhyay, D. (PI);
Utz, P. (PI);
Vagelos, R. (PI);
Valantine, H. (PI);
Verghese, A. (PI);
Wakelee, H. (PI);
Wang, P. (PI);
Warvariv, V. (PI);
Weill, D. (PI);
Weinacker, A. (PI);
Weng, K. (PI);
Weng, W. (PI);
Weyand, C. (PI);
Wiedmann, T. (PI);
Winkelmayer, W. (PI);
Winkleby, M. (PI);
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);
Osborn, K. (GP);
Preising, T. (GP);
Robinson, J. (GP)
MED 300A:
Internal Medicine Core Clerkship
Closed to visitors. 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 four weeks at either SUMC or PAVAMC, and four weeks at either SCVMC in San Jose or KPMC in Santa Clara. The resulting eight 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 8 weeks. Prereq: MED 208 or INDE 206. Periods Avail: 1-12, full-time for eight weeks. 18 students per period. Reporting Instructions: Varies depending on site assignment. Students will be notified prior to the first day. Units: 12. Call Code: 4. Director: John Kugler, M.D. (jkugler@stanford.edu). Other Faculty: Staff. Coord: Nancy D¿Amico (650-721-1640), 1215 Welch Road, Mod B, Space #37, MC 5418. (SUMC, PAVAMC, SCVMC, KPMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
| Repeatable
2 times
(up to 12 units total)
MED 302A:
Infectious Diseases Clerkship
Open to visitors. 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. Two-week rotations are possible, but four weeks is preferred. Prereq: Medicine 300A. Periods Avail: 1-12, full time for four weeks. A two-week rotation is also permissible. Maximum two students per period. Reporting Instructions: On the first day of the rotation, page the Stanford general infectious diseases fellow through the Stanford page operator: (650) 723-6661 at 8:00 am. 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. Units: 6. Call Code: 1. Director: Andrew Nevins, M.D. Other Faculty: Staff. Coord: Brenda Norrie (650-725-8338). (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 302B:
Infectious Diseases Clerkship
Open to visitors. 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. 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. Two-week rotations are possible, but four weeks is preferred. Course objectives and resources are provided at the beginning of the rotation. Prereq: Medicine 300A. Periods Avail: 1-12, full-time for four weeks. 2 students per period. Reporting Instructions: On the first day of the rotation, page the Palo Alto VA infectious diseases fellow through the Stanford page operator: (650) 723-6661 at 8:30 am. Units: 6. Call Code: 1.Director: David Relman, M.D. Other Faculty: A. Chary, M. Holodniy, J. Parsonnet, C. Renault, U. Singh, D. Winslow. Coord: Marian Askew (650-493-5000 x64209, marian.askew@va.gov.) (PAVAMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 302C:
Infectious Diseases Clerkship
Open to visitors. 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 director of the diagnostic microbiology laboratory will instruct students on diagnostic microbiology lab use and interpretation of results. 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. nPrereq: Medicine 300A. Periods Avail: 1-12, full-time for four weeks. 2 students per period. Reporting Instructions: Where: SCVMC, Room 6C095, 6th floor, Old Main Hospital, SCVMC; Time: 8:30 am. Units: 6. Call Code: 1. Director: Supriya Narasimhan, M.D., (408-885-5304). Other Faculty: J. Gupta, J. Kim, S. Narasimhan, A. Polesky, M. Ray, H. Sahni, J. Szumowski. Coord: Melanie Bozarth (408-885-5395; melanie.bozarth@hhs.sccgov.org). (SCVMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 303A:
Cardiology Clerkship - Inpatient/Outpatient Consult
Selective 1. Open to visitors. 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. Prereq: Medicine 300A. Periods Avail: 4-12, full-time for four weeks. 2 students per period. Reporting Instructions: Where: Dr. Rockson, CVRC CV-267; Time: 8:30 am. Units: 6. Call Code: 0. Director: Stanley Rockson, M.D. (650-725-7571). Other Faculty: Staff. Coord: Stanley Rockson, M.D. (650-725-7571). (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 303B:
Cardiology Clerkship
Selective 1. Open to visitors. Exposes the students to all areas of clinical cardiology. Students participate in four half-day ambulatory care cardiology clinics, 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 is required, they observe the procedure in the operating room. Students participate in daily didactic sessions covering all areas of basic cardiology and are present at daily coronary care unit/medical intensive care unit rounds. Each student also has the opportunity to participate in any other ongoing medical or surgical teaching conferences as time permits. Prereq: None. Periods Avail: 1-12, full-time for four weeks. 5 students per period. (Upon request, 2 students may be added). Reporting Instructions: Where: PAVAMC, Second Floor, Rm E2-426; Time: 7:30 am. Units: 6. Call Code: 0. Director: John Giacomini, M.D. nOther Faculty: V. Froelicher, P. Heidenreich, P. Milner, M. Hlatky, W. Fearon, K. Friday. Coord: Donna Harris (650-858-3932), PAVAMC (111C). (PAVAMC)
Terms: Aut, Win, Spr, Sum
| Units: 3-6
| Repeatable
2 times
(up to 6 units total)
MED 303C:
Cardiology Clerkship
Selective 1. Open to visitors. Students are part of a cardiology team that consults on hospitalized patients, sees outpatients in seven half day sessions weekly, and attends didactic conferences including noon conferences, weekly Medicine grand-round as well as Cardiology Cath conferences. 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. Prereq: Medicine 300A. Periods Avail: 1-12, full-time for four weeks by arrangement only. 2 students per period. Reporting Instructions: Where: Valley Specialty Center, 3rd Floor, Suite 340; Time: 9:00 a.m. Units: 6. Call Code: 0.Director: Susan Zhao, MD, FACC, Associate Chief, Division of Cardiology, SCVMC. Other Faculty: M. Aggarwal, H. Brewster, A. Deluna, H. Shiran, C. Smith, A. Swaminathan, E. Yu, S. Zhao. Coord: Sherry Hamamjy (408-885-4389, sherry.hamamjy@hhs.sccgov.org), Med Admin. (SCVMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 304A:
Cardiovascular Medicine Clerkship - Inpatients
Selective 2. Open to visitors. General cardiology rotation remains part of the bread and butter core of internal medicine inpatient rotations. Together with the CCU/heart failure (PGY II) and the cardiology consult service (VA and Stanford), these rotations form the foundation of the cardiology knowledge base for students. 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 from the clerkship director prior to applying for this clerkship. Please email your CV to Cassandra Hawthorne at casshaw@stanford.edu. Prereq: Medicine 300A. Periods Avail: 1-12, full-time for four weeks. 1 student per period (one additional student, requires approval from clerkship coordinator). Reporting Instructions: Where: General Cardiology Conference room (HD-116) on D-1 Ground for rounds; Time: 7:30 am. Units: 6. Call Code: 1. Director: John Schroeder, M.D. Other Faculty: R. Dash, W. Fearon, C. Haeffele, R. Harrington, K. Josan, A. Khandelwal, J. Knowles, D. Lee, N. Leeper, D. Liang, K. Mahaffey, D. Maron, V. Parikh, S. Rockson, F. Rodriguez, J. Spin, J. Wu, S. Wu, P. Yang. Coord: Cassandra Hawthorne (E-mail: casshaw@stanford.edu, Phone: (650) 723-5562). (SHC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 305A:
Hematology Clerkship
Open to visitors. 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. Prereq: Medicine 300A. nPeriods Avail: 1-12, full-time for four weeks. 2 students per period. Reporting Instructions: Where: F Ground, in basement of main hospital; Time: 7:45 am.; meet heme fellow and heme attending. Units: 6. Call Code: 0. Director: Michaela Liedtke, M.D. Other Faculty: L. Boxer, S. Coutre, J. Zehnder, C. Berube, J. Gotlib, B. Martin, L. Leung, B. Medeiros, M. Liedtke. Coord: Laura Wang (650-723-7078). (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 306A:
Endocrinology and Metabolism Clerkship
Selective 1. Open to visitors. Provides students with a comprehensive experience in clinical endocrinology by combining inpatient and outpatient experiences at SCVMC, Stanford (SHC), and PAVA. Students will attend 6-7 clinics per week at the three institutions. Each clinic has approximately 15 to 30 patients who are seen by students, residents, and fellows with faculty members in endocrinology. In addition, students will participate in inpatient endocrine consultation services at Stanford (SHC). 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. nPrereq: Medicine 300A. Periods Avail: 1-12, full-time for four weeks. 2 students per period. nReporting Instructions: Where: Valley Specialty Center, Rm. 2Q261; Time: 8:15 am on Monday. Units: 6. Call Code: 0. Director: Kaniksha Desai, M.D. Other Faculty: Staff. Coord: Christina Sabathia (650-736-8274), S025. (SHC, PAVAMC, SCVMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 308A:
Immunology/Rheumatology Clerkship
Open to visitors. A comprehensive clinical experience in rheumatology and clinical immunology. Students attend five weekly clinics in rheumatology, and clinical immunology, gaining familiarity with the evaluation of new patients and the longitudinal follow-up of complex rheumatological problems such as SLE and vasculitis and common rheumatological problems such as rheumatoid arthritis, gout and spondyloarthropathies. Inpatient consultations provide experience with management of the acute crisis. Journal clubs, noon conferences, and division rounds provide didactic teaching. The costs and benefits 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 Angie Aberia prior to applying for this clerkship. Please email requests to aberia@stanford.edu. Interested students 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 Angie at least 4 to 6 weeks prior to the start of the period that the student would like to enroll in. Prereq: Successful completion of a full medicine clerkship. Periods Avail: 1-12, full-time for four weeks. 1 student per period (More than one student only if reviewed & approved by clerkship director.) Reporting Instructions: Where: 1000 Welch Rd. Suite #203, see Angie Aberia (call one week prior to confirm); Time: 8:30 am. Units: 6. Call Code: 0. Director: Stanford Shoor, M.D. (650-725-5070). Other Faculty: C.G. Fathman, J. Fries, H. Holman, E. Lambert, S. Strober, L. Tarter, M. Genovese, W. Robinson, P. Utz, L. Chung, M. Lyon. Coord: Angelica R. Aberia (650-498-5630). (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
| Repeatable
2 times
(up to 12 units total)
MED 308C:
Immunology/Rheumatology Clerkship
Open to visitors. 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. The minimum clinical exposure necessary is two weeks full-time; four weeks full-time is preferable. Prereq: Medicine 300A. Periods Avail: 1-12, full-time for two or four weeks. 1 student per period. Reporting Instructions: Where: Check in with SCVMC Housestaff Office (Room 7C081), 751 S. Bascom Avenue, San Jose, between 8:00 and 8:30 am the first day of clerkship. Report to the Arthritis Clinic at Valley Specialty Center, 751 S. Bascom, 5th Floor; Time: 8:30 am. Units: 3 or 6. Call Code: 0. Director: Veronika Sharp, M.D. (408-885-6777). nOther Faculty: B. Amlani, J. Burkham, U. Marvi. Coord: Veronika Sharp, M.D., or secretary, Lupe Ibanez (408-885-6777). (SCVMC)
Terms: Aut, Win, Spr, Sum
| Units: 3-6
| Repeatable
2 times
(up to 6 units total)
MED 311D:
Advanced Medicine Clerkship
Selective 2. Closed to visitors. 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. Prereq: Medicine 300A. Periods Avail: 2-12, full-time for four weeks. 2 students per period. No adds or drops less than one week before start of each period. Reporting Instructions: Where: KPMC, Graduate Medical Education Office, Call 408-236-4921 for site location; Time: 7:00 am. Units: 6. Call Code: 5 (not overnight) nDirector: Sudhir S. Rajan, MD, FACP, FCCP. Other Faculty: Staff. Coord: Susan Krause (408-851-3836), KPMC, Santa Clara. (KPMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 312C:
Advanced Medicine Clerkship
Selective 2. Open to visitors. 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. Stephanie Chan prior to applying for this clerkship. Please email requests to Stephanie.Chan@hhs.sccgov.org. Interested students must send their transcript and evaluations from 2 core clerkships. These must be sent to Dr. Chan at least 4 to 6 weeks prior to the start of the period that the student would like to enroll in. nPrereq: Medicine 300A. Periods Avail: 1-12; full-time for four weeks. 6 students per period. Reporting Instructions: Where: 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. Units: 6. Call Code: 4. Director: Stephanie Chan, M.D. (408-885-7744). Other Faculty: Staff. Coord: Amy Luu (408-885-6300), amy.luu@sccgov.org. (SCVMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 313A:
Ambulatory Medicine Core Clerkship
Required Clerkship. Closed to visitors. The combined ambulatory/emergency medicine core clerkship will comprise two weeks of ambulatory clinics and two weeks of emergency medicine shifts, for a total of four weeks. All students will attend Monday morning ambulatory didactics, and a simulation exercise run by the EM Simulation faculty on two Monday afternoons. The remaining two Monday afternoons will be set aside as flexible time for students to complete their Emergency Medicine asynchronous learning modules. Students will present interesting case presentations and take their final exam on the last Friday of the rotation. During the ambulatory block, students will attend general medicine and subspecialty clinics Tuesday-Friday, as well as participate in one Cardinal Free Clinic shift. Sites include SUMC, PAVA, SCVMC, Kaiser Santa Clara, Kaiser Fremont, and community clinics. During the emergency medicine block, students will work seven shifts, which will be a mixture of days, evenings, and overnights in the SUMC ED. Holidays in the EMed portion of this clerkship are treated as work days. Students in the EMed block can/will work on holidays. Prereq: None. Periods Avail: 1-12, full-time for 4 weeks only. 10 students per period for P1-P2. 12 students per period for P3-P12. Reporting Instructions: Varies depending on site assignment. The students are notified prior to the first day of the clerkship. No student may miss more than two clerkship days. Units: 6 Call Code: 2 (No call, but one required weekend ambulatory clinic shift during the ambulatory block and a mixture of at least 2 overnights and/or weekend shifts during the EMED block). Director: Jacqueline Tai-Edmonds, M.D. and Nounou Taleghani, M.D., Ph.D. Other Faculty: J. Tai-Edmonds, N. Taleghani, and others. Coord: Maria Alfonso (650-497-6702), malfonso@stanford.edu.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 313A:
EMERGENCY DEPARTMENT
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The combined ambulatory/emergency medicine core clerkship will comprise of ambulatory clinics and emergency medicine shifts, for a total of three weeks All students will attend Monday morning ambulatory didactics, and a simulation exercise run by the EM Simulation faculty on two Monday afternoons. The remaining two Monday afternoons will be set aside as flexible time for students to complete their Emergency Medicine asynchronous learning modules. Students will present interesting case presentations and take their final exam on the last Friday of the rotation. During the ambulatory block, students will attend general medicine and subspecialty clinics Tuesday-Friday, as well as participate in one Cardinal Free Clinic shift. Sites include SUMC, PAVA, SCVMC, Kaiser Santa Clara, Kaiser Fremont, and community clinics. During the emergency medicine block, students will work seven shifts, which will be a mixture of days, evenings, and overnights in the SUMC ED. Holidays in the EMed portion of this clerkship are treated as work days. Students in the EMed block can/will work on holidays. No student may miss more than two clerkship days. PREREQUISITES: None. PERIODS AVAILABLE: 1-16, full-time for 3 weeks, 10 students per period for P1-P2, 12 students per period for P3-P16. CLERKSHIP DIRECTOR: Jacqueline Tai-Edmonds, M.D. and Nounou Taleghani, M.D., Ph.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 one required weekend ambulatory clinic shift during the ambulatory block and a mixture of at least 2 overnights and/or weekend shifts during the EMED block). OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC.
Last offered: Autumn 1982
| Units: 0-60
MED 314A:
Advanced Medicine Clerkship
Selective 2. Open to visitors. 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 approval from Nancy D'Amico prior to applying for this clerkship. Please email requests to ndamico@stanford.edu. Interested students must send their CV and 2 letters of recommendation ¿ one from the clerkship director, and the other letter from an attending attesting to the student's clinical abilities (i.e. proficient H&P¿s and exam skills). These must be sent to Nancy at least 4 to 6 weeks prior to the start of the period that the student would like to enroll in. Prereq: Medicine 300A. Periods Avail: 1-12, full-time for four weeks. 5 students per period. Reporting Instructions: Students will be notified a week prior to the first day. Units: 6. Call Code: 4. Director: John Kugler, M.D. (jkugler@stanford.edu). Other Faculty: Staff. Coord: Nancy D¿Amico (650-721-1640), 1215 Welch Road, Mod B, Space #37, MC 5418. (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 317C:
Medical ICU Clerkship
Open to visitors. 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. Prereq: Anesthesia 306A or Medicine 300A. Periods Avail: 1-12, full-time for four weeks, longer by arrangement. 2 students per period. Reporting Instructions: Where: SCVMC, Valley Specialty Center, 5th Floor, Pulmonary Division Office; Time: 8:00 am. On the first day of their rotation, all medical students must sign-in at the Medical Staff Office Rm 7C054. Units: 6. Call Code: 4.Director: Vibha Mohindra, M.D. Other Faculty: C. Kirsch, J. Wehner, V. Mohindra, E. Hsiao, F. Kagawa, A, Friedenberg, W.Chen, A. Gohil. Coord: Eva Apolinar (408-885-2051), Building Q, Suite 5Q153, Valley Specialty Center. (SCVMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 318A:
Palliative Medicine
Selective 1. Open to visitors. The Palliative Care: In Context 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 may complete 2 weeks (either inpatient or outpatient) for elective credit. Students who complete a 4 week rotation will receive Selective I credit. Prereq: None. Periods Avail: Starting from P7 of 2018-19, 1-12, full-time for two or four weeks. 3 student per period. Reporting Instructions: TBA. Units: 6. Call Code: 0. Director: Kavitha Ramchandran, M.D. (kavitha@stanford.edu). Coord: Laura J Lundi (llundi@stanford.edu). (SUMC)
Terms: Win
| Units: 6
MED 321A:
Inpatient Medical Oncology Clerkship
Selective 2. Open to visitors. 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 internal medical problems in the setting of underlying malignant disease. Students work with the inpatient team composed of an attending, a medical oncology fellow, a medical resident and 3 medicine interns. Prereq: Medicine 300A. Periods Avail: 1-12, full-time for four weeks. 1 student per period. Reporting Instructions: Where: Stanford Hospital, F Ground (Oncology Fellow); Time: 8:00 am. Units: 6. 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.) Director: Sukhmani Kaur Padda, M.D. Other Faculty: Staff. Coord: Christina L. Kasson (650-725-5447, ckasson@stanford.edu). (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 322A:
Outpatient Medical Oncology Clerkship
Selective 1. Open to visitors. 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. nPrereq: Medicine 300A . Periods Avail: 1-12, full-time for four weeks. 3 students per period. Reporting Instructions: Where: Cancer Center, CC-2233; Time: 9:00 am. nUnits: 6. Call Code: 0. Director: Sukhmani Kaur Padda, M.D. Other Faculty: Staff. Coord: Christina L. Kasson (650-725-5447, ckasson@stanford.edu). (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 323A:
Trans-Disciplinary Breast Oncology
Selective 1. Closed to visitors. This one month 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. Prereq: Any core clerkship. Periods Avail: 1-12, full-time for four weeks. 1 student per period. Reporting Instructions: Where: Stanford Cancer Center CC-2241; Time: 8:30 am. Units: 6. Call Code: 5. Director: Melina Telli, M.D. Other Faculty: Staff.Coord: Kristin Schjaerve, kschjaer@stanford.edu, (650) 725-9057, 875 Blake Wilbur Dr. CC-2241. (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 325A:
Gastroenterology Clerkship
Open to visitors. Involves participation in inpatient consultations and outpatient clinics. Students are responsible for evaluating patients with major diseases of the liver and 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. Clinics are held on Mondays. Clinical conferences and journal clubs are held once weekly. Prereq: Medicine 300A. Periods Avail: 1-12, full-time for four weeks. 1 student per period. Reporting Instructions: Where: Endoscopy Unit, 300 Pasteur Dr, Basement Room H0262; Time: 8:30 am (Please ask for GI attending fellow). Units: 6. Call Code: 0. Director: Subhas Banerjee, M.D. (phone: 650-736-0431). Other Faculty: A. Aijaz, S. Banerjee, L. Becker, A. Cheung, J. Clarke, T. Daugherty, R. Dhanasekaran, D. Dronamraju, N. Fernandez-Becker, S. Friedland, G. Garcia, P. Garcia, J. Glenn, A. Goel, D. Grewal, J. Hwang, A. Kalra, K. Keyashian, R. Kim, R. Kumari, P. Kwo, U. Ladabaum, B. Limketkai, A. Lowe, D. Limsui, G. Lutchman, L. Neshatian, L. Nguyen, M. Nguyen, P. Okafor, W. Park, V. Pottathil, S. Sinha, I. Sonu, S. Streett. Coord: Abbey Hamilton (650-723-4519, abbeyh@stanford.edu). (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 325B:
Gastroenterology Clerkship
Open to visitors. 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. nPrereq: Medicine 300A. Periods Avail: 1-12, full-time for four or eight weeks. 1 student per period. Reporting Instructions: Where: PAVAMC, Bldg. 100, Endoscopy Suite; Time: 8:30 am. Units: 6. Call Code: 0.Director: Ramsey Cheung, M.D. nOther Faculty: R. Cheung, R. Soetikno, S. Matsui, B. Omary, S. Friedland. nCoord: Vivian Miller (493-5000 x65083), Rm. B2-130, Bldg.101, PAVAMC (111). (PAVAMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
| Repeatable
2 times
(up to 12 units total)
MED 325C:
Gastroenterology Clerkship
Open to visitors. 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 inpateint 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. Prereq: Medicine 300A. Periods Avail: 1-12, full-time for four weeks. 1 student per period. Reporting Instructions: Where: SCVMC, Valley Specialty Center, 5th Floor, GI Clinic; Time: 8:00 am. Units: 6. Call Code: 0. Director: Elizabeth Hwang, M.D. (408-793-2598). Other Faculty: A. Chen, S. Cummings, A. Davila, A. Ho, E. Hwang, A. Kamal, D. Lin, N. Shah, J. Williams. Coord: Louise Leprohon (408-885-7947), Louise.Leprohon@hhs.sccgov.org. (SCVMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
| Repeatable
2 times
(up to 12 units total)
MED 326A:
Hepatology Clerkship
Open to visitors. Involves participation in inpatient consultations for 2 weeks and outpatient clinics for 2 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. nPrereq: None. Periods Avail: 1-12, full-time for four weeks. 2 students per period. nReporting Instructions: Where: 750 Welch Road #210; Time: 8:30 am. Units: 6. Call Code: 0. Director: Mindie Nguyen, M.D., MAS (phone: 650-722-4478). Other Faculty: A. Ahmed, G. Lutchman, T. Daugherty, G. Garcia, P. Gregory, R. Kumari. Coord: Jeff Mathews (650-498-6084). (SUMC, PAVAMC, etc.)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 328A:
Addiction Medicine
Open to visitors. This clerkship will teach students the fundamentals of addiction medicine from the perspective of primary care and interdisciplinary coordination of care. Clinic exposure will include opportunities to interact with substance use disordered patients in a variety of settings that may include: Methadone Clinic at Menlo Park VA and Community Clinics through O¿Connor Family Medicine Clinic, Stanford Family Medicine Clinic, Los Altos Primary Care and Suboxone and Alcohol Use Disorder Support Groups at Hoover Pavilion. There may be opportunities to rotate in a smoking cessation group, as well as at Kaiser CDRP. Students will learn about outpatient detoxification from opioids and alcohol, relapse prevention medications for opioid and alcohol use disorders and the culture of substance use recovery. Please contact Coordinator listed below for pre-approval before signing up. Prereq: A minimum of 2 clerkship experiences that may include: Family or Internal Medicine, Pediatrics, Psychiatry, Surgery, OBGYN, Emergency, or Ambulatory (Urgent Care) Medicine. Periods Avail: 1-12, full time for 2 or 4 weeks. 2 students per period. Reporting Instructions: Where: TBA; Time: 8:00 am. Units: 3 or 6. Call Code: 0.Director: Chwen-Yuen Angie Chen, MD, FACP, FASAM (ChChen@stanfordhealthcare.org). Other Faculty: Staff Coord: Chwen-Yuen Angie Chen, MD, FACP, FASAM (ChChen@stanfordhealthcare.org). (SHC, etc.)
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 330A:
Pulomonary Medicine Clerkship
Open to visitors. 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 (that is, two weeks at the PAVAMC and two weeks at Stanford). These options are discussed and determined on the first day of the clerkship. Prereq: Medicine 300A. Periods Avail: 1-12, full-time for four weeks (half-time at SUH; half-time at PAVAMC). 2 students per period. Reporting Instructions: Where: H3147; Time: 8:45 am nUnits: 6. Call Code: 1. Director: Peter N. Kao, M.D, Ph.D. Other Faculty: R. Chitkara, T. Desai, G. Dhillon, J. Holty, P. Kao, K. Kudelko, W. Kuschner, J. Levitt, P. Mohabir, M. Nicolls, H. Paintal, A. Rogers, S. Ruoss, Y. Sung, R. Van Wert, A. Weinacker, R. Zamanian, C. Zone, V. de Jesus Perez. Coord: Ashvinder Khanna (650-723-1150), H3147. SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 330C:
Pulmonary Medicine Clerkship
Open to visitors. 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. Prereq: Medicine 300A and consent of instructor. Periods Avail: 1-12, full-time for four weeks. 1 student per period. Reporting Instructions: Where: Valley Specialty Center, 5th Floor, Room 5Q153; Time: 8:00 am. On the first day of their rotation, all medical students must sign-in at the Housestaff Office at SCVMC, Room 7C054. Units: 6. Call Code: 0. Director: Carl Kirsch, M.D. nOther Faculty: U. Barvalia, V. Chen, A. Gohil, E. Hsiao, V. Mohindra, J. Wehner. Coord: Angelica Segovia (408-885-2051), Building Q, Suite 5Q153, Valley Specialty Center. (SCVMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 331A:
Advanced Work in Pulmonary and Critical Care Medicine
Open to visitors. 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. Prereq: Medicine 330 and consent of instructor. Periods Avail: 1-12, full-time for 4 weeks only. 1 student per period. Reporting Instructions: Where: H3147; Time: 9:00 am. Units: 6. Call Code: 1. Director: Peter Kao, M.D. Other Faculty: R. Chitkara, T. Desai, G. Dhillon, J. Holty, P. Kao, K. Kudelko, W. Kuschner, J. Levitt, P. Mohabir, M. Nicolls, H. Paintal, A. Rogers, S. Ruoss, Y. Sung, R. Van Wert, A. Weinacker, R. Zamanian, C. Zone, V. de Jesus Perez. Coord: Ashvinder Khanna (650-723-6381), H3147. (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 334A:
Nephrology Clerkship
Open to visitors. 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 and see outpatients in the nephrology clinic once a week. They are taught to evaluate and manage a wide variety of acute and chronic disturbances of renal function, as well as hypertension, and fluid and electrolyte disorders. 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. Students learn a systematic approach to patients with fluid, electrolyte, and acid-base abnormalities. Prereq: Medicine 300A, Surgery 300A or Pediatrics 300A are preferred but not required. Periods Avail: 1-12, full-time for four weeks. 2 students per period. Reporting Instructions: Where: 777 Welch Road Suite DE Palo Alto, CA 94304; Time: 8:30 am. Please email Erica Dillingham at edilling@stanford.edu or Shuchi Anand at sanand2@stanford.edu the week before you start. Units: 6. Call Code: 0.Director: Shuchi Anand, M.D., M.S. (650-723-6961). 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. Coord: Erica Dillingham (edilling@stanford.edu, 650-498-9446), 777 Welch Road Suite DE Palo Alto, CA 94304. (SUMC, PAVAMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 334C:
Nephrology Clerkship
Open to visitors. 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. Prereq: Medicine 300A. Periods Avail: 1-12, full-time for four weeks. 2 students per period. 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. Units: 6. Call Code: 0. Director: Anjali Bhatt Saxena, M.D. Other Faculty: A. Saxena, J. Lugovoy, A. Jobalia, B. Young, N. Pham, F. Luo, staff. Coord: Mary Jane Monroe (408-885-7019). (SCVMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 338A:
HIV Outpatient Elective
Closed to visitors. This clerkship provides medical students with an elective course of 2-4 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, the Stanford affiliated Positive Care Clinic, and the San Mateo County Health System. 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 electronic medical record and infection control requirements have been obtained. This clerkship requires prior approval by Clerkship Director. Prereq: MED 208 or INDE 206 and completion of Internal Medicine core clerkship. Periods Avail: 3-12, full-time for two or four weeks. 1 student per period. Reporting Instructions: Where: Dr. Levy will send the student a schedule, curriculum and orientation materials prior to starting the rotation of clinics and physicians. Units: 6. Call Code: 0. Director: Vivian Levy, M.D. (vlevy@stanford.edu or 650-573-3987) Other Faculty: Staff nCoord: Vivian Levy, M.D. (vlevy@stanford.edu or 650-573-3987) (SUMC, PAVAMC, etc.)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 339B:
Advanced Medicine Clerkship
Selective 2. Closed to visitors. Intended for clinically experienced students who seek an advanced experience similar to an internship. Prereq: Medicine 300A. Periods Avail: 1-12, full-time for four weeks. 5 students per period. Reporting Instructions: Where: First Monday of rotation, Bldg 101; Time: 08:30 a.m. Units: 6. Call Code: 4. Director: Arlina Ahluwalia, M.D. (493-5000 x66759) Other Faculty: Staff. Coord: Alix Hayashida (493-5000 x64944), Bldg. 5, 3rd Fl Rm C-367. (PAVAMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 342A:
Geriatric Medicine Clerkship
Selective 1. Open to visitors. This clinical experience introduces students to the principles of effective geriatric care in both inpatient and outpatient settings. Geriatric 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 in Palo Alto. The rotation emphasizes the evaluation and management of patients with multiple chronic conditions, such as diabetes, congestive heart failure, hypertension, urinary incontinence, mental status changes, functional impairments and gait problems. This clerkship requires written approval by Clerkship Director before you can enroll. Please contact Dr. Philip Choe at Philip.Choe@va.gov to check for availability of spots in the clerkship. Prereq: MED 208 or INDE 206. Periods Avail: 1-12, full-time for four weeks. 1 student per period. Reporting Instructions: Where: Arrange with clerkship coordinator; Time: Arrange with clerkship coordinator. Units: 6. Call Code: 0. Director: Philip Choe, D.O. (650-493-5000 x64740). Other Faculty: Staff. Coord: Philip Choe, D.O. (SUMC, PAVAMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 343B:
Palliative Care Clerkship
Selective 1. Open to visitors. 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 four 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. 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 Avail: 1-12, for 4 weeks. 1 student per period. Reporting Instructions: Please email Dr. Periyakoil (periyakoil@stanford.edu) at least two weeks before your start date so that she can introduce you to the team, help create your training plan and give you detailed instructions of where to report, how to structure your days to maximize learning. Where: This will depend on the start day of the rotation as training activities vary by the day. Time: 8:00 am. Units: 6. Call Code: 0. Director: VJ Periyakoil, M.D. (periyakoil@stanford.edu). Other Faculty: Staff. Coord: VJ Periyakoil, M.D. (650-497-0332, periyakoil@stanford.edu). (SUMC, PAVAMC, SCVMC)
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 344A:
Clinical Elective in Quality Improvement, Patient Safety, and Organizational Change
Open to visitors. 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. nPrereq: None. Periods Avail: 1-12, full-time for four weeks. 3 students per period. nReporting Instructions: Where: 700 Welch Road, Suite 310B, Palo Alto, CA 94304; Time: TBA. Units: 6. Call Code: 0. Director: Lisa Shieh, M.D., Ph.D, FHM (650-724-2917, lshieh@stanford.edu) Other Faculty: K. Hooper, L. Shieh. Coord: Lisa Shieh, M.D., Ph.D, FHM (650-724-2917, lshieh@stanford.edu) (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 347A:
Stanford Perioperative Medicine Roataion
Closed to visitors. The Stanford Perioperative Medicine elective is a two-week inpatient rotation that will provide the students a clinical immersive experience in co-management of surgical patients with clinical and didactic teaching. The students will rotate with Orthopedics and Neurosurgery co-management hospitalists. They will be expected to perform thorough histories and physical examinations of patients in inpatient setting and then formulate and implement treatment plans. This rotation will expose the students to learn effective ways to perform preoperative optimization, learn evidence based clinical practices to prevent and treat post operative complications and get involved in quality improvement projects pertaining to perioperative medicine. The students will learn about various medical and surgical conditions and understand how to effectively manage them. A learning session with the Anesthesiology department will be incorporated in the schedule during the rotation. Prereq: None. Periods Avail: 1-12, full time for two weeks, 2 students per two week period. Reporting Instructions: Student to report at 8 am on first day of the rotation at Stanford hospital Floor G, nursing station. Units: 3. Call Code: 0. Director: Sarita Khemani, M.D. Other Faculty: Stanford Medicine faculty and residents from multiple disciplines. Coord: Sarita Khemani, M.D. (650) 906-5070; skhemani@stanford.edu. (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 3
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);
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, 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);
Coutre, S. (PI);
Crapo, L. (PI);
Crump, C. (PI);
Cullen, M. (PI);
Czechowicz, A. (PI);
Das, A. (PI);
Dash, R. (PI);
Daugherty, T. (PI);
David, S. (PI);
Davis, K. (PI);
Dawson, L. (PI);
Deresinski, S. (PI);
Desai, M. (PI);
Desai, T. (PI);
Dhillon, G. (PI);
Diver, E. (PI);
Dorman, J. (PI);
Dosiou, C. (PI);
DuBose, A. (PI);
Edwards, L. (PI);
Einav, S. (PI);
Farquhar, J. (PI);
Fathman, C. (PI);
Fearon, W. (PI);
Feldman, D. (PI);
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);
Fries, J. (PI);
Froelicher, V. (PI);
Gabiola, J. (PI);
Ganjoo, K. (PI);
Garcia, G. (PI);
Gardner, C. (PI);
Gardner, P. (PI);
Gavi, B. (PI);
Genovese, M. (PI);
Gerson, L. (PI);
Gesundheit, N. (PI);
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);
Gray, G. (PI);
Greenberg, H. (PI);
Greenberg, P. (PI);
Gregory, P. (PI);
Habtezion, A. (PI);
Hallenbeck, J. (PI);
Harman, S. (PI);
Harrington, R. (PI);
Harshman, L. (PI);
Haskell, W. (PI);
Heaney, C. (PI);
Heidenreich, P. (PI);
Henri, H. (PI);
Ho, D. (PI);
Hoffman, A. (PI);
Holman, H. (PI);
Holodniy, M. (PI);
Hopkins, J. (PI);
Horning, S. (PI);
Hsia, H. (PI);
Hunt, S. (PI);
Ioannidis, J. (PI);
Isom, R. (PI);
Jagannathan, P. (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);
Katzenstein, D. (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);
Kohrt, H. (PI);
Kraemer, F. (PI);
Kraus, E. (PI);
Krishnan, E. (PI);
Kummar, S. (PI);
Kunz, P. (PI);
Kuo, C. (PI);
Kurian, A. (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);
Levy, S. (PI);
Liang, D. (PI);
Liedtke, M. (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);
Luo, L. (PI);
Lutchman, G. (PI);
Ma, M. (PI);
Mahajan, V. (PI);
Mahoney, M. (PI);
Majeti, R. (PI);
Mariano, E. (PI);
McConnell, M. (PI);
McLaughlin, T. (PI);
Medeiros, B. (PI);
Meyer, T. (PI);
Miklos, D. (PI);
Miller, G. (PI);
Milstein, A. (PI);
Mitchell, B. (PI);
Mohabir, P. (PI);
Montoya, J. (PI);
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, 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);
Periyakoil, V. (PI);
Petersen, J. (PI);
Pinto, H. (PI);
Pompei, P. (PI);
Popp, R. (PI);
Posley, K. (PI);
Price, E. (PI);
Prochaska, J. (PI);
Qi, S. (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);
Rohatgi, R. (PI);
Rosas, L. (PI);
Rosen, G. (PI);
Rosenberg, S. (PI);
Rudd, P. (PI);
Ruoss, S. (PI);
Rydel, T. (PI);
Scandling, J. (PI);
Schnittger, I. (PI);
Schoolnik, G. (PI);
Schroeder, J. (PI);
Schulman, K. (PI);
Shafer, R. (PI);
Shah, N. (PI);
Shah, S. (PI);
Shah, MD (SHC Chief of Staff), J. (PI);
Sharp, C. (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);
Spiekerkoetter, E. (PI);
Srinivas, S. (PI);
Stafford, R. (PI);
Stefanick, M. (PI);
Stertzer, S. (PI);
Stevens, D. (PI);
Stockdale, F. (PI);
Strober, S. (PI);
Studdert, D. (PI);
Svec, D. (PI);
Tabor, H. (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);
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);
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);
Cullen, M. (SI);
Preising, T. (GP);
Robinson, J. (GP)
MED 397A:
MD Capstone Experience: Preparation for Residency
Closed to visitors. This 1-week clerkship provides senior medical students an opportunity to review and acquire a wide variety of knowledge and skills that are essential to preparing them for their first-year of residency and working 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. The curriculum will consist of a common core curriculum, as well as additional learning opportunities specifically tailored to individual specialties. For those students who are not enrolled for the quarter in which the Capstone Clerkship is offered, please contact Brian Herman at bherman8@stanford.edu to register. Prereq: Completion of required core clerkships. Periods Avail: P11A (5/6/19-5/12/19) or P11B (5/20/19-5/26/19) for 2018-19; P11A (5/4/20-5/10/20) or P11B (5/18/20-5/24/20) for 2019-20; P11A (5/3/21-5/9/21) or P11B (5/17/21-5/23/21) for 2020-21, full-time for 1 week. 30 students maximum per period. Reporting Instructions: Course coordinator will send out reporting instructions with syllabus before the start of the clerkship. nUnits: 1. Call Code: 2 - You will be asked to do one evening session, but no overnight session. You also will be asked to return pages at night while at home. Director: Jeff Chi, M.D. and John Kugler, M.D. Other Faculty: Stanford Medicine faculty and residents from multiple disciplines. Coord: Brian Herman (650) 725-4677; bherman8@stanford.edu. (SUMC)
Terms: Aut, Spr
| Units: 1
MED 398A:
Clinical Elective in Medicine
Closed to visitors. 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. Prereq: MED 208 or INDE 206. Periods Avail: 1-12. Reporting Instructions: Where: TBA (designated faculty preceptor); Time: TBA Units: 1 to 12. Call Code: 0 (varies according to preceptor) Director: John Kugler, M.D. (jkugler@stanford.edu). Other Faculty: Staff. Coord: Nancy D¿Amico (650-721-1640), 1215 Welch Road, Mod B, Space #37, MC 5418. (SUMC, PAVAMC, SCVMC, KPMC)
Terms: Aut, Win, Spr, Sum
| Units: 3-6
| 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: ;
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);
Bollyky, P. (PI);
Bouvier, D. (PI);
Boxer, L. (PI);
Braddock, C. (PI);
Brinton, T. (PI);
Brown, W. (PI);
Bulow, K. (PI);
Carlson, R. (PI);
Cartwright, C. (PI);
Chan, D. (PI);
Chan, G. (PI);
Chang, C. (PI);
Chang, S. (PI);
Chen, A. (PI);
Chertow, G. (PI);
Cheung, R. (PI);
Chi, J. (PI);
Cho-Phan, C. (PI);
Chu, G. (PI);
Chua, K. (PI);
Chung, L. (PI);
Clarke, M. (PI);
Clusin, W. (PI);
Colevas, A. (PI);
Colloff, E. (PI);
Contopoulos-Ioannidis, D. (PI);
Cooke, J. (PI);
Cooper, A. (PI);
Coutre, S. (PI);
Crapo, L. (PI);
Crump, C. (PI);
Cullen, M. (PI);
Das, A. (PI);
Dash, R. (PI);
Daugherty, T. (PI);
David, S. (PI);
Dawson, L. (PI);
Deresinski, S. (PI);
Desai, M. (PI);
Desai, T. (PI);
Dhillon, G. (PI);
Dorman, J. (PI);
Dosiou, C. (PI);
DuBose, A. (PI);
Einav, S. (PI);
Farquhar, J. (PI);
Fathman, C. (PI);
Fearon, W. (PI);
Feldman, D. (PI);
Felsher, D. (PI);
Fisher, G. (PI);
Fitzgerald, P. (PI);
Ford, J. (PI);
Ford, P. (PI);
Fowler, M. (PI);
Frayne, S. (PI);
Friedland, S. (PI);
Fries, J. (PI);
Froelicher, V. (PI);
Gabiola, J. (PI);
Ganjoo, K. (PI);
Garcia, G. (PI);
Gardner, C. (PI);
Gardner, P. (PI);
Gavi, B. (PI);
Genovese, M. (PI);
Gerson, L. (PI);
Gesundheit, N. (PI);
Glaseroff, A. (PI);
Glenn, J. (PI);
Goldhaber-Fiebert, J. (PI);
Goldstein, M. (PI);
Goodman, S. (PI);
Goronzy, J. (PI);
Gotlib, J. (PI);
Gray, G. (PI);
Greenberg, H. (PI);
Greenberg, P. (PI);
Gregory, P. (PI);
Habtezion, A. (PI);
Hallenbeck, J. (PI);
Harman, S. (PI);
Harrington, R. (PI);
Harshman, L. (PI);
Haskell, W. (PI);
Heaney, C. (PI);
Heidenreich, P. (PI);
Henri, H. (PI);
Ho, D. (PI);
Hoffman, A. (PI);
Holman, H. (PI);
Holodniy, M. (PI);
Hopkins, J. (PI);
Horning, S. (PI);
Hsia, H. (PI);
Hunt, S. (PI);
Ioannidis, J. (PI);
Isom, R. (PI);
Jernick, J. (PI);
Ji, H. (PI);
Johnston, L. (PI);
Jones, E. (PI);
Kahn, J. (PI);
Kao, P. (PI);
Kastelein, M. (PI);
Katz, R. (PI);
Katzenstein, D. (PI);
Kenny, K. (PI);
Khatri, P. (PI);
Khazeni, N. (PI);
Khush, K. (PI);
Killen, J. (PI);
Kim, S. (PI);
Kohrt, H. (PI);
Kraemer, F. (PI);
Krishnan, E. (PI);
Kummar, S. (PI);
Kunz, P. (PI);
Kuo, C. (PI);
Kurian, A. (PI);
Kuschner, W. (PI);
Ladabaum, U. (PI);
Lafayette, R. (PI);
Laport, G. (PI);
Lee, D. (PI);
Lee, J. (PI);
Lee, P. (PI);
Leung, L. (PI);
Levin, E. (PI);
Levitt, J. (PI);
Levitt, L. (PI);
Levy, R. (PI);
Levy, S. (PI);
Liang, D. (PI);
Liedtke, M. (PI);
Lindsay, A. (PI);
Lorig, K. (PI);
Lowe, A. (PI);
Lowsky, R. (PI);
Luby, S. (PI);
Lutchman, G. (PI);
Majeti, R. (PI);
McConnell, M. (PI);
McLaughlin, T. (PI);
Medeiros, B. (PI);
Meyer, T. (PI);
Miklos, D. (PI);
Miller, G. (PI);
Milstein, A. (PI);
Mitchell, B. (PI);
Mohabir, P. (PI);
Montoya, J. (PI);
Morioka-Douglas, N. (PI);
Musen, M. (PI);
Narayan, S. (PI);
Neal, J. (PI);
Negrin, R. (PI);
Nevins, A. (PI);
Nguyen, L. (PI);
Nguyen, M. (PI);
Nguyen, P. (PI);
Nicolls, M. (PI);
O' Callahan, P. (PI);
Osterberg, L. (PI);
Owens, D. (PI);
Pao, A. (PI);
Parnes, J. (PI);
Parsonnet, J. (PI);
Pasricha, P. (PI);
Pegram, M. (PI);
Periyakoil, V. (PI);
Petersen, J. (PI);
Pinto, H. (PI);
Pompei, P. (PI);
Popp, R. (PI);
Posley, K. (PI);
Price, E. (PI);
Prochaska, J. (PI);
Quertermous, T. (PI);
Raffin, T. (PI);
Rehkopf, D. (PI);
Relman, D. (PI);
Rizk, N. (PI);
Robinson, B. (PI);
Rockson, S. (PI);
Rohatgi, R. (PI);
Rosas, L. (PI);
Rosen, G. (PI);
Rosenberg, S. (PI);
Rudd, P. (PI);
Ruoss, S. (PI);
Rydel, T. (PI);
Scandling, J. (PI);
Schnittger, I. (PI);
Schoolnik, G. (PI);
Schroeder, J. (PI);
Shafer, R. (PI);
Shah, N. (PI);
Shah, S. (PI);
Sharp, C. (PI);
Shen, K. (PI);
Shieh, L. (PI);
Shizuru, J. (PI);
Shoor, S. (PI);
Sikic, B. (PI);
Singh, B. (PI);
Singh, U. (PI);
Skeff, K. (PI);
Spiekerkoetter, E. (PI);
Srinivas, S. (PI);
Stafford, R. (PI);
Stefanick, M. (PI);
Stertzer, S. (PI);
Stevens, D. (PI);
Stockdale, F. (PI);
Strober, S. (PI);
Studdert, D. (PI);
Tai, J. (PI);
Tamura, M. (PI);
Tan, J. (PI);
Telli, M. (PI);
Tepper, R. (PI);
Tompkins, L. (PI);
Tremmel, J. (PI);
Triadafilopoulos, G. (PI);
Tsao, P. (PI);
Upadhyay, D. (PI);
Utz, P. (PI);
Vagelos, R. (PI);
Valantine, H. (PI);
Verghese, A. (PI);
Wakelee, H. (PI);
Wang, P. (PI);
Warvariv, V. (PI);
Weill, D. (PI);
Weinacker, A. (PI);
Weng, K. (PI);
Weng, W. (PI);
Weyand, C. (PI);
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);
Preising, T. (GP);
Robinson, J. (GP)
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
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.
Terms: Aut
| Units: 2
MS&E 252:
Decision Analysis I: 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. Socratic instruction; computational problem sessions. 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. Principles are applied to decisions in business, technology, law, and medicine. See 352 for continuation.
Terms: Aut
| Units: 3-4
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
Topics include molecular, genetic, behavioral, electrophysiological, imaging, and computational approaches used in the field of neuroscience. Presentations and discussions led by senior graduate students, assigned readings from the primary neuroscience literature, and optional laboratory demonstrations. Intended for graduate students 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 222:
Dance, Movement and Medicine: Immersion in Dance for PD (DANCE 100)
Combining actual dancing with medical research, this Cardinal Course investigates the dynamic complementary relationship between two practices, medicine and dance, through the lens of Parkinson's disease (PD), a progressive neurological disease that manifests a range of movement disorders. "Dance for PD" is an innovative approach to dancing --and to teaching dance --for those challenged by PD. Course format consists of: 1. Weekly Lecture/Seminar Presentation: Partial list of instructors include Ms. Frank, Dr. Bronte-Stewart and other Stanford medical experts & research scientists, David Leventhal (Director, "Dance for PD") and Bay Area "Dance for PD" certified master teachers, film-maker Dave Iverson, Damara Ganley, and acclaimed choreographers Joe Goode, Alex Ketley, Judith Smith (AXIS Dance). 2. Weekly Dance Class: Stanford students will fully participate as dancers, and creative partners, in the Stanford Neuroscience Health Center's ongoing "Dance for Parkinson's" community dance class for people with PD. This Community Engaged Learning component provides opportunity to engage meaningfully with people in the PD community. Dancing together weekly, students will experience firsthand the embodied signature values of "Dance for PD" classes: full inclusion, embodied presence, aesthetic and expressive opportunity for creative engagement, and community-building in action. A weekly debriefing session within Friday's class time will allow students to integrate seminar material with their movement experiences.nnNO PRE-REQUISITES: No prior dance experience required. Beginners are welcome.
Last offered: Winter 2018
| Units: 1-2
| Repeatable
for credit
NENS 308A:
Adult Neurology Clerkship
Selective 2. Open to visitors. 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 ward and/or inpatient consult service, where they will be evaluating often undifferentiated patients with neurologic symptoms and will have increased independence as a student member of the team. In addition to this advanced clinical and professional role, the student will have an opportunity to be a near-peer mentor 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 Neurosciences and is a 4 week rotation in which the schedule 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. In addition, prior approval by Clerkship Director is required. Visiting students wishing to do this clerkship must receive prior approval from Clerkship Director before submitting an application. Prereq: A prior Neurology clerkship and advance approval by the Clerkship Director. Periods Avail: 1-12, full-time for four weeks. 1 student per period. Reporting Instructions: TBA. Units: 6. Call Code: 1 (No call, but rounds on weekends), Director: Veronica Santini, M.D., M.A. (954-632-8899, santiniv@stanford.edu) Other Faculty: Neurology, Neurosurgery and Neuro Pediatrics. Coord: Christine Hopkins (650-498-3056, chopkins@stanford.edu) (SUMC)
Terms: Aut, Win, Spr, Sum
| 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 Yasser El-Sayed, MD. TAs: Jill Anderson (janders5@stanford.edu) and Jenny Tiskus (tiskus@stanford.edu).
Terms: Spr
| Units: 3
OBGYN 307A:
Maternal-Fetal Medicine Clerkship
Selective 2. Open to visitors. 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 through Gloria King, Residency Administrator, prior to applying for this clerkship. Please e-mail requests to gking1@stanford.edu. Interested students must send their CV, USMLE score(s), current transcript and a letter of recommendation from the Ob/Gyn Clerkship Director attesting to clinical abilities (i.e. proficient H&Ps and exam skills). These must be sent at least 4-6 weeks prior to the start of the period in which the student would like to enroll. Prereq: Gynecology 300A, C, or D. Periods Avail: 1-12, full-time for two weeks or four weeks (4 weeks recommended). 1 student per period. Reporting Instructions: Where: F2 Conference Room, LPCH; (OB faculty member on rounds); Time: 8:00 am. Units: 3. Call Code: 2 (optional) Director: Yasser Yehia El-Sayed, M.D. Other Faculty: Staff. Coord: Jacquie Laskey (650-725-8623), HH333. (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 3-6
| Repeatable
2 times
(up to 6 units total)
OIT 344:
Design for Service Innovation
Design for service innovation is an experiential course in which students work in multidisciplinary teams to design new services (including but not limited to web services) that will address the needs of an underserved population of users. Through a small number of lectures and guided exercises, but mostly in the context of specific team projects, students will learn to identify the key needs of the target population and to design services that address these needs. Our projects this year will focus on services for young adult survivors of severe childhood diseases. For the first time ever, children who have cystic fibrosis, rheumatoid arthritis, major cardiac repairs, organ transplants, genetic metabolic disorders, and several forms of cancer are surviving. The first wave of these survivors is reaching young adulthood (ages 18-25). Many aspects of the young adult world are not yet user-friendly for them: applying to and then entering college, adherence to required medication and diet, prospects for marriage and parenthood, participation in high school or college sports, driving, drinking, drugs, and more. Our aspiration is to develop services to improve these young adults? options for a fulfilling and satisfying life. The course is open to graduate students from all schools and departments: business (MBA1, MBA2, PhD, Sloan), Medicine (medical students, residents, fellows and postdocs), engineering (MS and PhD), humanities, sociology, psychology, education, and law. Students can find out more about this course at: http://DesignForService.stanford.edu; GSB Winter Elective BBL Jan 10th, 12 noon - 1 pm; D-School Course Exposition Feb 3rd, time TBA. Admission into the course by application only. Applications will be available at http://DesignForService.stanford.edu on Jan 13th. Applications must be submitted by Feb 4th midnight. Students will be notified about acceptance to the course by Feb 7th . Accepted students will need to reserve their slot in the course by completing an online privacy training course. Details about online training will be provide to accepted students. The training is related to the protection of our partners' privacy. Application Deadline: Noon, Feb 4th.
Last offered: Spring 2011
| Units: 4
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 2019), 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 2019), 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 40 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 2019), 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 2019), 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 40 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: Aut, Win
| 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 acupuncture. Students enrolling for 2 units use a fitness and lifestyle monitoring wristband and prepare a report on your results.
Terms: Win
| Units: 1-2
| Repeatable
for credit
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 acupuncture. Students enrolling for 2 units use a fitness and lifestyle monitoring wristband and prepare a report on your results.
Terms: Win
| Units: 1-2
| Repeatable
for credit
ORTHO 303C:
Clinical Clerkship in Rehabilitation Medicine
Selective 1. Open to visitors. 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.nThe 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. Prereq: Medicine 300A. Will accept third and fourth year students. Periods Avail: 1-12, full time for four or eight weeks. Space is limited. 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. Units: 6 or 12. Call Code: 0. Director: James Crew, M.D. Other Faculty: J. Crew, K. Shem, S. McKenna, M. Mian, E. Chaw, T. Duong, H. Huie, E. Huang, R. Wang, P. Varma. Coordinator: Teresa Goodman (408) 885-2030
Terms: Aut, Win, Spr, Sum
| Units: 6
| Repeatable
2 times
(up to 12 units total)
ORTHO 304A:
Physical Medicine and Rehabilitation Clerkship
Selective 1. Open to visitors. Typically students spend time at the Palo Alto VA doing both inpatient and outpatient PM&R, and often we can accommodate preferences for exposure to a given VA PM&R service. The polytrauma rehabilitation center is one of five national centers that treat active duty military patients. Students may also request time at the VA¿s dedicated spinal cord injury inpatient service, at outpatient musculoskeletal clinics, at the electromyography clinic and at prosthetics clinic. Often, we can facilitate time on the Stanford inpatient PM&R consultation service or at Santa Clara Valley Medical Center on inpatient and/or outpatient. Sometimes we can arrange for a half day of at the Stanford Redwood City clinics observing interventional spine or sports. For Stanford students, this rotation may fulfill your selective 1 or elective requirements. Please note: Visiting students must obtain approval before applying for this clerkship. To request approval, please contact Erin Nelligan at erin8@stanford.edu. We are often able to accommodate visiting students whose medical school calendars don¿t align with the Stanford calendar, so please let Erin Nelligan know if you wish to rotate off-cycle. Prereq: None. Periods Avail: 1-12, full-time for two or four weeks. 3 students per period. Reporting Instructions: Where: Outpatient Clinic; Time: 8:30 am. Units: 3 or 6. Call Code: 2 (Weekend and overnight call) Director: Theodore Scott, M.D. Other Faculty: L. Huynh, N. Karandikar, R. Klima, E. Kraus, J. Levin, M. Smuck, M. Timmerman, M. Kim. Coord: Erin Nelligan (650) 721-7627, Stanford Medicine Outpatient Center. (SUMC, PAVAMC, SCVMC)
Terms: Aut, Win, Spr, Sum
| Units: 3-6
| Repeatable
2 times
(up to 6 units total)
ORTHO 306A:
Orthopedics Clerkship
Selective 1. Closed to visitors. Students will rotate two weeks at Stanford and two weeks at either Palo Alto Veterans Administration (PAVA) or Santa Clara Valley Medical Center (SCVMC). This clerkship teaches students (1) how to take the basic orthopedic history and perform a physical examination of the musculoskeletal system; (2) how to diagnose and treat common adult orthopedic 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 orthopedic 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. Prereq: Surgery 300A. nPeriods Avail: 1-12, full-time for four weeks. 12 students per period. Reporting Instructions: Stanford Hospital, Location to be provided; Time: 7:00 am. Units: 6. Call Code: 4. Director: Steven L. Frick, M.D. Other Faculty: T. Alamin, D. Amanatullah, R. Avedian, M. Bellino, J. Bishop, I. Cheng, E. Cheung, L. Chou, C. Chu, J. Costouros, J. Dragoo, G. Fanton, S. Frick, J. Gamble, N. Giori, S. Goodman, S. Hu, J. Huddleston, M. Imrie, A. Ladd, D. Lowenberg, W. Maloney, T. McAdams, D. Mohler, A. Palanca, S. Pun, L. Rinsky, M. Safran, K. Wood, J. Yao, J. Young. Coord: Sue Gokey Gonzalez (650-721-7616), Stanford Medicine Outpatient Center, 450 Broadway Street - MC 6342, Redwood City, CA 94063. (SUMC, SCVMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
ORTHO 318A:
Sub-Internship in Orthopedics
Selective 2. Open to visitors. Students will rotate two weeks at Stanford University and two weeks at 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 Orthopedics clerkship. Students 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 orthopedic history, perform physical examination of the musculoskeletal system, improve their ability to manage complex patient presentations including diagnosing and treating common adult and pediatric orthopedic 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. Effort is made to accommodate student requests to be on a particular service. Students participate in daily care, take night call, and writes notes. The main O.R. and some conferences are located at the Stanford University Medical Center (SUMC). 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 Residency Program Director, and will be interviewed for the Stanford Orthopaedic Residency program. 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. Prereq: Successful completion of Ortho 306A and for visiting students, successful completion of your schools equivalent of an introductory orthopaedic course. Periods Avail: 1-12, full-time for four weeks. 12 students per period. Reporting Instructions: Stanford Hospital ¿ location to be provided. Time: 7:00 a.m. Units: 6. Call Code: 4. Director: Steven L. Frick, M.D. Other Faculty: T. Alamin, D. Amanatullah, R. Avedian, M. Bellino, J. Bishop, I. Cheng, E. Cheung, L. Chou, C. Chu, J. Costouros, J. Dragoo, G. Fanton, S. Frick J. Gamble, N. Giori, S. Goodman, S. Hu, J. Huddleston, , M. Imrie, A. Ladd, D. Lowenberg, W. Maloney, T. McAdams, D. Mohler, A. Palanca, S. Pun, L. Rinsky, M. Safran, K. Wood, J. Yao, J. Young. Coord: Sue Gokey Gonzalez (650-721-7616), Stanford Medicine Outpatient Center, 450 Broadway Street - MC 6342, Redwood City, CA 94063. (SUMC, SCVMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
ORTHO 398A:
Clinical Elective in Orthopedic Surgery
Closed to visitors. Provides an opportunity for a student in the clinical years to have a clinical experience in Orthopedic Surgery, of a quality and duration to be decided upon by the student and a faculty preceptor in the Department of Orthopedic 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. Prereq: MED 208 or INDE 206. Periods Avail: 1-12. Reporting Instructions: Where: TBA (designated faculty preceptor); Time: TBA nUnits: 1 to 12. Call Code: 2 (varies according to preceptor) Director: Steven L. Frick, M.D. nOther Faculty: Staff Coord: Sue Gokey Gonzalez (650-721-7616), Stanford Medicine Outpatient Center, 450 Broadway Street - MC 6342, Redwood City, CA 94063. (SUMC, LPCH, SCVMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
| Repeatable
3 times
(up to 18 units total)
OSPCPTWN 43:
Public and Community Health in Sub-Saharan Africa
Introduction to concept of public health as compared with clinical medicine. Within a public health context, the broad distribution of health problems in sub-Saharan Africa as compared with U.S. and Europe. In light of South Africa's status as a new democracy, changes that have occurred in health legislation, policy, and service arenas in past 16 years. Topics include: sector health care delivery, current distribution of infectious and chronic diseases, and issues related to sexual and reproductive health in South Africa. Site visits to public sector health services and health related NGOs.
Terms: Win, Spr, Sum
| Units: 4
| UG Reqs: GER:EC-GlobalCom
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. Disciple-specific topics include: Biochemistry: thermodynamics, enzyme kinetics, vitamins and cofactors, metabolism of carbohydrates, lipids, amino acids and nucleotides, and the integration of metaboloic 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.
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 limited to Master of Science in Physician Assistant Studies students.Prerequisites: PAS 202.
| 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 us on the structure, function, disease and corresponding therapeutics of several "primary care" topics, particularly the musuloskeletal and dermatologic systems. In addition, basic neurology otorhinolargyngology, and ophthalmology will be covered.
Terms: Win
| Units: 10
PAS 213:
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 213, the focus is on the structure, function, disease, and corresponding therapeutics of the pulmonary and cardiovascular systems.
Terms: Spr
| Units: 10
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, Gastroenterology, Endocrine and Reproductive Health 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 pharmaceutical therapies related to subjects covered in the Principles of Clinical Medicine I course. In addition to general pharmacokinetic principles, the first segment of the course will cover the use of drugs applied to the skin and topical and systemically administered drugs for dermatologic diseases. Pharmacology of the autonomic nervous system, both sympathetic and parasympathetic divisions, will be overviewed in addition to gaining an understanding of how drug manipulation on cholinergic and adrenergic receptors modulate nerve activity. The course will conclude with an examination of drugs acting on the allergenic and pathogenic pathways as they pertain to ENT conditions.
Terms: Win
| Units: 2
PAS 223:
Clinical Therapeutics II
This course will provide students a detailed comprehension of drug mechanisms and clinical drug therapies for cardiovascular and pulmonary diseases as covered in the Principles of Clinical Medicine II course. The course will examine anti-hypertensive agents, drugs used for cardiovascular therapies. Clinical treatment for common pulmonary diseases including emphysema and asthma, in addition to the pharmacology of medications including bronchodilators and anti-inflammatory drugs will be discussed.
Terms: Spr
| Units: 2
PAS 224:
Clinical Therapeutics III
This is the third course of a 4-part series focused on pharmacology and clinical therapeutics with topics related to subjects covered in the Principles of Clinical Medicine III course. Topics will include renal, gastrointestinal, endocrine, and men¿s/women¿s health. The pharmacology component will focus on mechanism of action, clinical use, contraindications, adverse reactions, and clinically significant drug interactions of various drug classes. The clinical therapeutics component will focus on medical management of diseases with an emphasis on patient specific drug management.
Terms: Aut
| Units: 2
PAS 225:
Clinical Therapeutics IV
This is the fourth course of a 4-part series focused on pharmacology and clinical therapeutics with topics related to subjects covered in the Principles of Clinical Medicine IV course. Topics will include neurology, psychiatry, oncology, and rheumatology. The pharmacology component will focus on mechanism of action, clinical use, contraindications, adverse reactions, and clinically significant drug interactions of various drug classes. The clinical therapeutics component will focus on medical management of diseases with an emphasis on patient specific drug management.
Terms: Win
| Units: 2
PAS 280A:
Walk With Me: A Patient and Family Centered Exploration of Health & The Health Care System (INDE 290A)
This innovative course for first year medical student places patients, families, and caregivers front and center in the journey to explore health from a person-centered perspective, and better understand the challenges of managing optimal health in a complex health care system. The curriculum is organized around a monthly workshop series, which explores a different health systems science topic each month through lectures from experts from Stanford and the community, and from the perspectives of an individual patient or caregiver, or panel, with time to engage in discussion. Students are also paired with a patient partner with whom they meet monthly outside of class at a mutually convenient time at the school, medical center, or other location key to learning about the patient and caregiver journey, and to further explore together the impact of the monthly topic at the individual level. This course is a partnership of the School of Medicine¿s Stanford Healthcare Innovations and Experiential Learning Directive (SHIELD) program, the Stanford Health Care Patient & Family Partner Program, and the Stanford Division of Primary Care and Population Health.
Terms: Aut
| Units: 1
PAS 280B:
Walk With Me: A Patient & Family Centered Exploration of Health & The Health Care System (INDE 290B)
Continuation of monthly workshop series begun in INDE 290A, with new monthly topics. Students will continue to follow the journey of their patient partner, and gain further understanding of the challenges of managing optimal health in a complex health care system. This course is a partnership of the School of Medicine¿s Stanford Healthcare Innovations and Experiential Learning Directive (SHIELD) program, the Stanford Health Care Patient & Family Partner Program, and the Stanford Division of Primary Care and Population Health. Preference to given students to continuing from INDE 290. Director approval required.
Terms: Win
| Units: 1
PAS 280C:
Walk With Me: A Patient & Family Centered Exploration of Health & The Health Care System (INDE 290C)
Continuation of monthly workshop series begun in INDE 290A and INDE 290B, with new monthly topics. Students will continue to follow the journey of their patient partner and gain further understanding of the challenges of managing optimal health in a complex health care system. This course is a partnership of the School of Medicine¿s Stanford Healthcare Innovations and Experiential Learning Directive (SHIELD) program, the Stanford Health Care Patient & Family Partner Program, and the Stanford Division of Primary Care and Population Health. Preference given to students continuing from INDE 290A/B. Director approval required.
Terms: Spr
| Units: 1
PAS 294:
PAs in Healthcare IV: Leadership, Advocacy, and Preparation for Practice
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, 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 Capstone research project will also occur during this course.
Terms: Spr, Sum
| 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: 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: Spr, Sum
| Units: 6
PAS 303:
Primary Care 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: Spr, Sum
| Units: 6
PAS 304:
Primary Care 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: 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: Spr, Sum
| Units: 6
PAS 336:
Behavioral Medicine
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: Spr, Sum
| Units: 6
PATH 300A:
Autopsy Pathology Clerkship
Closed to visitors. Students gain increased exposure to and understanding of the morphology of disease and clinical pathological correlations. Students on the SUMC service perform autopsies, write reports, attend and present at intra- and interdepartmental conferences. Prereq: Science of Medicine 221 or an equivalent course at another institution. Periods Avail: 1-12, full-time for four weeks. 2 students per period. Reporting Instructions: Where: L236; Time: 9:00 am. Units: 6. Call Code: 0. Director: Donald Regula, M.D. Other Faculty: Staff.Coord: Donald Regula, M.D. (650-723-5258, regula@stanford.edu), Room L-226. (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
PATH 302A:
Surgical Pathology Clerkship
Open to visitors. The purpose of this clerkship is to acquaint students with the activities of the surgical pathology laboratory, as well as to provide the opportunity for exposure to subspecialty pathology and/or autopsy, according to the student's interest. For students contemplating a career in pathology, this clerkship provides an excellent opportunity to develop basic skills in histologic diagnosis and gross room technique. Students interested in other fields will learn how pathology interfaces with other areas in medicine, as well as the basic sciences. It is possible to tailor the rotation to address special interests of the individual student; for example, a student may wish to spend two weeks on surgical pathology, one week in a subspecialty field (e.g., cytopathology, dermatopathology, neuropathology, hematopathology) and one week on autopsy. Alternatively, the entire four weeks may be spent on surgical pathology, if desired. When on the surgical pathology service, students are expected to attend intraoperative frozen sections, perform gross room duties, dictate descriptions of specimens, and to examine and interpret the histologic sections under the supervision of a faculty member. Attendance at surgical pathology conferences is an essential part of the clerkship. Please note: Visiting students must obtain approval from Kerry Keating prior to applying for this clerkship. Please email requests to keatingk@stanford.edu. Prereq: A knowledge of organ pathology and special pathology. Periods Avail: 1-12, full-time for four weeks. 2 students per period. nReporting Instructions: Where: H2110, Surgical Pathology Office; Time: 8:00 am. nUnits: 6. Call Code: 2 (weekend review of cases for Monday morning signout) Director: Teri Longacre, M.D. (650-723-7211 or 650-498-6460). Other Faculty: G. Berry, T. Longacre, M. Van de Rijn, C. Kong, J. Higgins, N. Kambham, E. Schwartz, D. Bingham, H. Vogel, R. Sibley, K. Hazard, E. Zambrano, A. Folkins. nCoord: Phyllis Bettencourt (650-498-6460, phyllis2@stanford.edu). (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
| Repeatable
2 times
(up to 12 units total)
PATH 304A:
Clinical Pathology Laboratories Clerkship
Open to visitors. The purpose of this clerkship is to acquaint students with the activities of the clinical pathology laboratories, as well as to provide an opportunity for concentration in an area of clinical pathology according to the student's interest. This clerkship provides an excellent opportunity for an overview of the clinical laboratory's assays that are important for the diagnosis and treatment of disease. Rotations through hematology, coagulation, transfusion medicine, chemistry/immunology, biochemical genetics, cytogenetics, microbiology/virology, and molecular diagnostics are arranged according to the student's interest. Please note: Visiting students must obtain approval from Kerry Keating prior to applying for this clerkship. Please email requests to keatingk@stanford.edu. Prereq: Human Health and Disease or its equivalent at another institution. Must have passed part I of the boards. Periods Avail: 1-12, full-time for four weeks. Up to 4 students per period. Reporting Instructions: Where: H-1402; Time: 8:30 am. Units: 6. Call Code: 0. Director: Lawrence Tim Goodnough, M.D. Other Faculty: T. Cowan, T. Cherry, J. Zehnder, N. Banaei, Y. Natkunam, B. Pinsky, R. Bowen, C. Ponder, J. Kurzer. Coord: Kerry Keating (650-497-4852, keatingk@stanford.edu). (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
PE 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.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
8 times
(up to 8 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 246SI:
Diverse Perspectives on Disabilities
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.
Terms: Spr
| 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 Yasser El-Sayed, MD. TAs: Jill Anderson (janders5@stanford.edu) and Jenny Tiskus (tiskus@stanford.edu).
Terms: Spr
| Units: 3
PEDS 301A:
Medical Genetics Clerkship
Open to visitors. 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 the General Genetics Clinic, Metabolic Genetics Clinic, Down Syndrome clinic and Cleft & Craniofacial Center. Students are also encouraged to participate in the activities of the inpatient consult service. By special arrangement students may also observe in the Neurogenetics Clinic, Neurometabolic Clinic, Adult Cancer Genetic Risk-Assessment Clinic, Connective Tissue Disorder clinic, Differences of Sexual Development, or the Prenatal Genetic Counseling. For students with a particular interest in diagnostics and/or molecular pathology, additional time in biochemical genetics, cytogenetics and/or molecular genetics laboratories may be arranged. At the conclusion of the rotation students will deliver a presentation on a topic of their interest in genetic medicine. Visiting students wishing to do this clerkship must receive prior approval from the Clerkship Director before submitting their applications. Please email CV and a Statement of Interest to Dr. Heather Byers at hbyers@stanford.edu. Prereq: Pediatrics 300A or permission of director. nPeriods Avail: 2-12, full-time for two or four weeks. 1 student per period. Reporting Instructions: Where: A071 or 730 Welch Road, Mary L. Johnson Clinic, Medicine Specialties at 8:00 am. Call Susan Schelley (650-725-6562) 1 week prior to arrival to review reporting instructions. Units: 6. Call Code: 0. Director: Heather Byers, M.D. (650-723-5303, hbyers@stanford.edu). Other Faculty: J. Bernstein, G. Enns, N. Gomez-Ospina, L. Hudgins, C. Lee, M. Manning, D. Matalon, D. Stevenson. nCoord: Susan Schelley (650-725-6562, schelley@stanford.edu), SUMC A071. (LPCH)
Terms: Aut, Win, Spr, Sum
| Units: 6
| Repeatable
2 times
(up to 12 units total)
PEDS 303A:
Pediatric Cardiology Clerkship
Open to visitors. 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 clinic, the wards, and the ICUs of the Lucile Packard Children¿s Hospital. The program emphasizes history-taking, physical examination, and interpretation of electrocardiograms and X-rays. Rotations include exposure to echocardiography, cardiac catheterization, and electrophysiologic studies. 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. Prospective applicants should visit http://med.stanford.edu/clerkships/apply.html to begin the application process. nPrereq: 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 Avail: Periods 1-12, full-time for four weeks. 1 student per period; additional students must be approved by the Clerkship Director. Reporting Instructions: Students will receive reporting instructions via e-mail approximately 1 week prior to the beginning of their clerkship. Units: 6. Call Code: 0. Director: Inger Olson, M.D. (650-723-7913). Other Faculty: Stanford Pediatric Cardiology faculty. nCoord: Emiliya Umrykhina (650-36-7419, emiliyau@stanford.edu), 750 Welch Road #325, Palo Alto, CA 94304-5731. (LPCH)
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 312A:
Pediatric Infectious Disease Clerkship
Open to visitors. 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. Prereq: Pediatrics 300A and Medicine 300A. Periods Avail: 1-12, full-time for four weeks. 1 student per period. nReporting Instructions: Where: Stanford University Hospital, Peds ID Division Offices, Room G312; Time: 8:30 am. Contact Dr. Vu at davidvu@stanford.edu prior to start date. Units: 6. Call Code: 0 (no call or rounding on weekends). nDirector: David M. Vu, M.D. (650-498-9118, davidvu@stanford.edu). 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. nCoord: Kim Vo (650-736-2005, ktvo@stanford.edu). (LPCH)
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 313A:
Neonatal Intensive Care Subinternship
Selective 2. Open to visitors. 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. Students must obtain approval from Meghan Stawitcke prior to registering for this clerkship. Please email requests to meghans4@stanford.edu. Additional information for visiting students: Visiting students must have completed an inpatient pediatrics rotation prior to starting this clerkship. Approval from the clerkship director at the home institution is required prior to enrollment. Please contact Meghan Stawitcke (meghans4@stanford.edu) for information about the approval process. Website for Visiting Student:http://med.stanford.edu/clerkships.html Prereq: Peds 300A and Anesthesia 306A/P. Periods Avail: 1-12, full-time for four weeks. 1 student per period. NOTE: enrollment is coordinated with Anes306P and capped at no more than 2 students in the NICU per period. Reporting Instructions: Where: Intensive Care Nursery (Attending Physician or on-service Fellow); Time: 8:30 am. Units: 6. Call Code: 2 - Call is every 4th night until 11pm, no overnight call. Director: Lisa Charo Bain, M.D. (lisa.c.bain@gmail.com). Other Faculty: LPCH NICU faculty. Coord: Meghan Stawitcke (650-724-9954). (LPCH)
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 315A:
Adolescent Medicine
Selective 1. Open to visitors. This one month elective has a focus on the health of adolescents and young adults. During this elective, you will rotate through an outpatient eating disorder clinic and an inpatient eating disorder unit. This is an excellent opportunity to participate in a multi-disciplinary, nationally recognized program for the care of adolescents with eating disorders. You will also participate in a novel inpatient reproductive health consult service for adolescents. Additionally, there may be opportunities to rotate through primary care teen clinics and community outreach teen clinics. A requirement of the rotation is to prepare a twenty minute talk on a topic of interest in adolescent medicine. The talk will be given during the last week of the rotation. Biweekly teaching conferences by faculty supplement the curriculum. Clinics are located at several different locations, so access to transportation, ideally with a car, is highly recommended. Prereq: Pediatrics 300A. Periods Avail: 1-8, 10-12, full-time for four weeks. 1 student per period. Reporting Instructions: Review schedule sent via e-mail by coordinator prior to clerkship. Units: 6. Call Code: 0.Director: Katherine Hill, M.D. Other Faculty: J. Carlson, N. Golden, R. Goldstein, C. Kapphahn, M. Vo. nCoord: Ana Valdez-Fraser (650-736-9557). (LPCH)
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 336E:
Subinternship in Community Hospital Pediatrics
Selective 2. Open to visitors. 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 will work directly with attendings caring for well newborns, infants in a Level 2 NICU, hospitalized children, and will also consult on children in the emergency department. Significant autonomy will be provided to students demonstrating capacity. Watsonville Community Hospital is in Santa Cruz County. Housing is provided in Capitola but students need a car. Weekends are duty-free. Students interested in enrolling should contact the clerkship director or coordinator to discuss timing. Students wishing to do this clerkship must receive prior approval from Clerkship Director before registering. Prereq: Pediatrics 300A. Periods Avail: 1-12, full-time for four weeks. 1 student per period. Reporting Instructions: Where: Watsonville Community Hospital Main Lobby, 75 Nielson Street, Watsonville, CA 95076; Time: 7:00 am Units: 6. Call Code: 2 (one night per week in-hospital) Director: Eric Foote, M.D. (eric.foote@stanford.edu) Other Faculty: D. Finnigan, N. McNamara, C. Powell, D. Takahashi. Coord: Theresa Kramer (650-498-2679, tckramer@stanford.edu) (Watsonville Community Hospital)
Terms: Aut, Win, Spr, Sum
| Units: 6
PHIL 175A:
Ethics and Politics of Public Service (CSRE 178, ETHICSOC 133, PHIL 275A, POLISCI 133, PUBLPOL 103D, URBANST 122)
Ethical and political questions in public service work, including volunteering, service learning, humanitarian assistance, and public service professions such as medicine and teaching. Motives and outcomes in service work. Connections between service work and justice. Is mandatory service an oxymoron? History of public service in the U.S. Issues in crosscultural service work. Integration with the Haas Center for Public Service to connect service activities and public service aspirations with academic experiences at Stanford.
Last offered: Spring 2018
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-EDP, WAY-ER
PHIL 275A:
Ethics and Politics of Public Service (CSRE 178, ETHICSOC 133, PHIL 175A, POLISCI 133, PUBLPOL 103D, URBANST 122)
Ethical and political questions in public service work, including volunteering, service learning, humanitarian assistance, and public service professions such as medicine and teaching. Motives and outcomes in service work. Connections between service work and justice. Is mandatory service an oxymoron? History of public service in the U.S. Issues in crosscultural service work. Integration with the Haas Center for Public Service to connect service activities and public service aspirations with academic experiences at Stanford.
Last offered: Spring 2018
| Units: 3-5
POLISCI 133:
Ethics and Politics of Public Service (CSRE 178, ETHICSOC 133, PHIL 175A, PHIL 275A, PUBLPOL 103D, URBANST 122)
Ethical and political questions in public service work, including volunteering, service learning, humanitarian assistance, and public service professions such as medicine and teaching. Motives and outcomes in service work. Connections between service work and justice. Is mandatory service an oxymoron? History of public service in the U.S. Issues in crosscultural service work. Integration with the Haas Center for Public Service to connect service activities and public service aspirations with academic experiences at Stanford.
Last offered: Spring 2018
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-EDP, WAY-ER
POLISCI 133Z:
Ethics and Politics in Public Service (CSRE 133P, PUBLPOL 103Z, URBANST 122Z)
This course examines 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 and teaching. 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: 4
| UG Reqs: WAY-ER
POLISCI 247G:
Governance and Poverty
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: 5
| UG Reqs: WAY-SI
POLISCI 347G:
Governance and Poverty
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 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 2018
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
| Repeatable
2 times
(up to 10 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).
Terms: Spr
| Units: 4
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.
Terms: Aut
| 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, immunological, 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.
| Units: 2
| Repeatable
4 times
(up to 8 units total)
PSYC 223:
Topics in Neurodiversity: Introduction and Advocacy
Topics in Neurodiversity is a quarter course that provides students with the foundation, knowledge, and essential skills for understanding, engaging with, and advocating for the neurodiverse population. Through a combination of academic learning and community engagement students will deepen their understanding about the experiences of and long-term outcomes for neurodiverse individuals in myriad realms including education, employment, law, medicine, social and more. Students will be guided in developing a person-centered, strengths-based and inquiry oriented approach to facilitate direct engagement with neurodiverse individuals and to inform neurodiversity advocacy activities. This course is open to both undergraduate and graduate students.
Terms: Win
| Units: 3
| Repeatable
2 times
(up to 6 units total)
PSYC 226:
Asian-American Culture and Medicine
In this lunch talk series, students will explore the interaction of Asian-American culture and the practice of medicine, through personal and professional perspectives and narractives of physicians and others in healthcare. Topics will vary form year to year, including Asian-American influences on providers, medical trainees, patients, populations, the doctor-patient relationship, and diseases. A particular emphasis will be placed on mental health and the psychology of Asian-American culture. Of note, this course may touch on sensitive topics in mental health including suicide, psychosis, addiction, child abuse, sexual assault, violence, and mental disorders. Priority will be given to MD students. Students not in the MD program must obtain approval of the instructor to enroll.
Terms: Win
| Units: 1
| Repeatable
for credit
(up to 99 units total)
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, Sum
| Units: 3
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).
Terms: Spr
| Units: 4
PSYC 249SI:
Psyched: Psychiatry Careers and Mental Health Perspectives for Medicine
In this lunch talk series, students will explore psychiatry and behavioral science topics relevant to medicine through the personal perspectives of various psychiatrists and other specialists in behavioral health from a variety of practice settings. Some examples of topics have been advances in specialized areas (e.g., child and adolescent psychiatry, psychotherapy, legal issues, mood & anxiety disorders, community outreach, eating disorders), the interplay between social issues and mental healthcare, and the nature of psychiatric work and work/life balance. Of note, 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. Students not in the MD program must obtain approval of the instructor to enroll. Please email Alan Louie <louiemd@stanford.edu >
Terms: Aut
| Units: 1
| Repeatable
for credit
(up to 99 units total)
PSYC 277SI:
Behavioral Science Perspectives in Medicine
In this lunchtime discussion series, students will explore psychiatry and behavioral science topics relevant to medicine through the personal perspectives of attending psychiatrists and other specialists in behavioral health from a variety of practice settings. Some examples of topics in the winter quarter are advances in interventional psychiatry, the interplay between social issues and mental healthcare, and other matters affecting the modern practice of psychiatry. Of note, 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. Students not in the MD program must obtain approval of the instructor to enroll.
Last offered: Winter 2017
| Units: 1
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 2018
| Units: 3-5
| Repeatable
2 times
(up to 10 units total)
PSYC 300A:
Psychiatry Core Clerkship
Required Clerkship. Closed to visitors. 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, interviewing seminars taught by voluntary clinical faculty, and attendance at Grand Rounds. Students are assigned to patient care settings at one of the six affiliated sites: a comprehensive medical psychiatry unit (G2), an inpatient general psychiatry ward (H2), a geriatric psychiatry unit, the consult-liaison service at Stanford Hospital, an inpatient research psychiatric ward specializing in the study of schizophrenia or an acute locked psychiatric ward at the PAVA. 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. They receive a course syllabus, several study guide books and a psychopharmacology textbook. Students are encouraged to visit the Psychiatry clerkship site on Coursework which contains all information, the syllabus and teaching materials. Students are expected to complete five cases on the CaseTool site and to record cases seen by diagnostic category. 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. Prereq: INDE 205. Periods Avail: 1-12, full-time for four weeks. 10 students per period (minimum of 3 students per period). Reporting Instructions: Where: 401 Quarry Rd., 2nd Floor, Room 2213; Time: 8:00 am. Units: 6 Call Code: 2, call once per week for the first 3 weeks or 3 nights total during 4 week clerkship period. Director: Charles DeBattista, M.D. (650-723-8324). Coord: Quynh Dang (650-725-2769), 401 Quarry Rd, Rm. 2204.
Terms: Aut, Win, Spr, Sum
| Units: 6
PSYC 308E:
Trauma Psychiatry
Open to visitors. 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 who are receiving ambulatory-type treatments in an intensive, multidisciplinary setting. Students will have direct patient responsibility, provide evidence-based psychopharmacologic and psychotherapeutic care and longitudinal management, and facilitate recovery. Students will gain perspective on trauma in our world and the importance of sensitive and effective treatment for this all too common condition (7.8% lifetime prevalence). Please note: Visiting students must obtain approval from Ms. Quynh Dang prior to applying for this clerkship. Please email requests to qdang@stanford.edu. Periods Avail: 1-12, full-time for four weeks. 1 student per period. Reporting Instructions: Where: Trauma Recovery Program, Menlo Park VA, Building 351; Time: 8:30 a.m. Units: 6. Call Code: 0. Director: Tasha Souter, M.D. Coord: Quynh Dang (650-725-2769), 401 Quarry Rd, Rm. 2204. (MPVAMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
PSYC 333A:
Sleep Medicine for Medical Students
Closed to visitors, 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. PLEASE NOTE: Visiting students must obtain approval from Dr. Kushida prior to applying for this clerkship. Please email requests to clete@stanford.edu. Periods Avail: 2-12, full-time for 2 weeks or 4 weeks. 1 student per period. Reporting Instructions: Clete Kushida, M.D., Ph.D. or Christian Guilleminault, M.D., Sleep Medicine Center at the Stanford Medicine Outpatient Center, 450. Broadway Street, Redwood City, Pavilion B, 2nd Floor, Control Room, Time: 8:00 am M-F. Units: 3 or 6. Call Code: 0. Director: Clete Kushida, M.D. & Christian Guilleminault, M.D. Coord: Clete Kushida, M.D. (650-721-7560). (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 3-6
PSYC 353A:
Psychosomatic Medicine (Psychiatry Consultation Service) Clerkship (SHC)
Open to visitors. 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. Prereq: Psychiatry 300A. Periods Avail: 1 -12, full-time for four weeks. 1 student per period. Reporting Instructions: Where: Stanford Hospital - page one of the residents on service. Quynh will provide the resident information: Time: 8:00 am. Units: 6. Call Code: 0. Director: Jose Maldonado, M.D. (650-725-5599). Other Faculty: A. Ament, F. Hussain, S. Lahijani, M. Schmajuk, Y. Sher. Coord: Quynh Dang (650-725-2769), 401 Quarry Rd, Rm. 2204. (SHC)
Terms: Aut, Win, Spr, Sum
| Units: 3-6
| Repeatable
2 times
(up to 12 units total)
PSYC 398A:
Advanced Clinical, Research Elective in Psychiatry
Open to visitors. 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 to eight 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. Prereq: Psychiatry 300A and Medicine 300A, consent of the designated faculty preceptor; and approval by Advisor. Periods Avail: 1-12. Reporting Instructions: Where: TBA (designated faculty preceptor);Time: TBA. Units: 1-12. Call Code: 2. Director: Charles DeBattista, M.D. (650-723-8324). Coord: Quynh Dang (650-725-2769), 401 Quarry Rd, Rm. 2204. (SUMC, PAVAMC, SCVMC)
Terms: Aut, Win, Spr, Sum
| Units: 3-6
| 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: Autumn 2016
| Units: 3
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: Winter 2018
| Units: 3
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.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
PUBLPOL 103D:
Ethics and Politics of Public Service (CSRE 178, ETHICSOC 133, PHIL 175A, PHIL 275A, POLISCI 133, URBANST 122)
Ethical and political questions in public service work, including volunteering, service learning, humanitarian assistance, and public service professions such as medicine and teaching. Motives and outcomes in service work. Connections between service work and justice. Is mandatory service an oxymoron? History of public service in the U.S. Issues in crosscultural service work. Integration with the Haas Center for Public Service to connect service activities and public service aspirations with academic experiences at Stanford.
Last offered: Spring 2018
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-EDP, WAY-ER
PUBLPOL 103Z:
Ethics and Politics in Public Service (CSRE 133P, POLISCI 133Z, URBANST 122Z)
This course examines 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 and teaching. 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: 4
| UG Reqs: WAY-ER
PUBLPOL 129:
Conversations on the Indian Economy
This course is intended to give students the opportunity to engage with Stanford faculty, across the University's different schools, who undertake research related to the modern Indian economy, including professors from the Humanities and Sciences, Engineering, GSB and schools of medicine, as well as from different research centers across the University. In addition, the course will feature conversations with several members of the Silicon Valley Community, as well as from India. The format is intended to promote discussion and debate, and to provide students an opportunity to learn about new developments and initiatives regarding India. Class meetings will be in the form of round-table interactions and exchanges.
Last offered: Winter 2018
| Units: 1
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.
Terms: Aut
| Units: 4-5
PWR 1LF:
Writing & Rhetoric 1: The New Normal: The Rhetoric of Disability
In this class we will move beyond definitions of disability as "abnormality" or "deviance" to 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 more information about PWR 1, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-1. For full course descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Aut
| Units: 4
| UG Reqs: Writing 1
PWR 1PF:
Writing & Rhetoric 1: Body Rhetoric East and West: Gender, Sport, Art, and Medicine
Rhetorical analysis of readings, research, and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. For more information about PWR 1, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-1. For full course descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Last offered: Spring 2018
| Units: 4
| UG Reqs: Writing 1
PWR 1TD:
Writing & Rhetoric 1: Anatomy of a Discipline: Rhetorics of Health, Illness, and Medicine
Rhetorical analysis of readings, research, and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. For more information about PWR 1, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-1. For full course descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Last offered: Spring 2018
| Units: 4
| UG Reqs: Writing 1
PWR 2SPB:
Writing & Rhetoric 2: Hope, Health, and Healing: The Rhetoric of Medicine
Prerequisite: PWR 1. Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. For more information about PWR 2, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-2. For full course descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Win
| 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.
Terms: Spr
| Units: 4
| 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 206:
Mixed-Reality in Medicine
Mixed reality uses transparent screens to place virtual objects in the user's field of vision such that they can be aligned to and interact with actual objects, which has tremendous potential for medical applications. This 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 would compete two projects (1) developing new mixed-reality technology and (2) 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). 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)
Physics and Engineering Principles of Multi-modality Molecular Imaging of Living Subjects (RAD 222A)nFocuses 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)
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
Selective 1. Open to visitors. This is the core radiology clerkship designed for students going into any medical subspecialty, including radiology. The four-week course has traditionally been lecture-based and provides a framework for understanding the role of various medical imaging modalities in diagnosis and management of a broad range of medical disorders. Emphasis is placed on learning the benefits and drawbacks of radiography, ultrasound, computed tomography, magnetic resonance imaging, nuclear medicine studies, and basic interventional techniques for application to clinical practice. Core concepts that apply across medical subspecialties, including radiation exposure, the utilization (and risks) of radiographic contrast agents, and effective ordering of imaging studies are covered. Students are taught by radiology faculty, fellows, and residents including sessions focused on essential topics in chest, abdominal, neurological, and musculoskeletal imaging. Sessions on pediatric imaging, breast imaging and obstetric ultrasound are also included. Students will be increasingly involved in patient management by becoming actively engaged in radiology reading rooms. Students will have the opportunity to take on the role of a junior resident by preliminarily interpreting and dictating basic radiology studies in selected radiology sections (e.g. chest, abdominal, musculoskeletal, etc.). Two quizzes are administered during the course and must be passed for credit. No credit will be given if student has more than 2 unapproved absences from scheduled sessions. This clerkship is limited to Stanford students only. A basic radiology textbook, online radiology texts and other web based materials will be made available to all participants. Prereq: Medicine 300A, Pediatrics 300A, or Surgery 300A strongly advised. Periods Avail: 4, 5, 8, and 9, full-time for four weeks. 22 students per period. Reporting Instructions: Where: Varies ¿ P080, P083, P265, H2211 (instructions on Radiology 301A website, Canvas); Time: Check schedule. Units: 6. Call Code: 2 Optional Shadow Call with Radiology Resident Director: Christopher Beaulieu, M.D., Ph.D. Other Faculty: Radiology faculty, fellows, and residents Coord: Ann Vo (650-497-5407, annvo@stanford.edu). (SUMC)
Terms: Aut, Win
| Units: 6
RAD 302A:
Nuclear Medicine Clerkship
Open to visitors. Acquaints students with the basic principles of nuclear medicine, the instrumentation used, 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, 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, and special conferences. Please note: Visiting students must obtain approval from the Department prior to applying for this clerkship. Please email requests to Sofia Gonzales (sofias@stanford.edu). Prereq: Medicine 300A. Periods Avail: 1-12, full-time for four weeks. 1 student per period. Reporting Instructions: Where: Nuclear Medicine Clinic, Second Floor, C21; Time: 8:30 am. Units: 6. Call Code: 0. Director: Andrei Iagaru, M.D. Other Faculty: C. Aparici, G. Davidzon, B. Franc, F. Moradi. Coord: Sofia Gonzales (650-724-9139), Room H2200. (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
RAD 303A:
Specialty Clerkship in Diagnostic Radiology
Open to visitors. Provides subspecialty radiology reading room experience for students considering a career in radiology or other specialties. Students work alongside residents, fellows, and faculty to actively interpret and communicate diagnostic radiology studies. Up to 12 students can be accommodated per session, with a maximum of two students on each subspecialty service at a time. Typically, students spend two weeks in each of two subspecialties. (Full month subspecialty rotations and interventional radiology are listed elsewhere in the course catalog.) For Rad 303A, subspecialty rotations include: Chest (primarily ICU radiographs and CT), Cardiovascular (inpatient and outpatient CT and MRI), Abdominal CT (primarily inpatient and emergency), Abdominal US (primarily inpatient and emergency), GI Fluoroscopy, Musculoskeletal (primarily radiography), Neuroradiology (inpatient and emergency), Body MRI, Pediatric Imaging, Breast Imaging, and Nuclear Medicine. Similar rotations are also possible at the Palo Alto Veterans Administration Medical Center. Visiting students wishing to do this clerkship must receive prior approval from the Clerkship Coordinator before applying. Stanford students are asked to inform the clerkship coordinator of enrollment for coordination with subspecialty services. Periods Avail: 1-12, full-time for 2 or 4 weeks. 12 students per period. nReporting Instructions: Where: TBA (call 4-8 weeks prior); Time: TBA. Units: 6 (72). Call Code: 2 Shadow Call with Radiology Resident. Director: Christopher Beaulieu, M.D., Ph.D. Coord: Ann Vo (650-497-5407, annvo@stanford.edu). (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 3-6
| Repeatable
2 times
(up to 6 units total)
RAD 305A:
Interventional Radiology Clerkship
Open to visitors. 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. Subsequently, the ACGME approved the formation of a new IR residency training program (http://www.sirweb.org/clinical/IR_DR_cert.shtml), which has begun at Stanford. 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 pediatric interventions. This elective provides students experience in basic IR skills such as vascular access, placement of venous access catheters and ports, and image-guided biopsies and drain placement. Students are encouraged to take part in more advanced procedures such as chemoembolization, radioembolization, and TIPS. Our service operates 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 Director before applying. Prereq: Surgery 300A. Medicine 300A and Radiology 301A recommended but not required. Periods Avail: 2-12, full-time for 2 or 4 weeks. Maximum 3 students per period. Reporting Instructions: Where: H3652; Time: 7:30 am. Units: 3 or 6. Call Code: 0 Director: David S. Wang, M.D. Other Faculty: L. Hofmann, D. Hovsepian, G. Hwang, N. Kothary, W. Kuo, J. Louie, D. Sze. Coord: Ann Vo (650-497-5407, annvo@stanford.edu). (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 3-6
| Repeatable
2 times
(up to 6 units total)
RAD 398A:
Clinical Elective in Diagnostic Radiology & Nuclear Medicine
Closed to visitors. 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. Prereq: None for Diagnostic Radiology; Medicine 300A for Nuclear Medicine. Consent of the designated faculty preceptor and approval by Advisor. Periods Avail: 1-12. Reporting Instructions: Where: TBA (designated faculty preceptor); Time: TBA. Units: 1 to 12. Call Code: 2 (varies with preceptor). Director: Christopher Beaulieu, M.D., Ph.D. Coord: Ann Vo (650-497-5407, annvo@stanford.edu). (SUMC, LPCH)
Terms: Aut, Win, Spr, Sum
| Units: 3-6
| Repeatable
3 times
(up to 18 units total)
RADO 300A:
Radiation Oncology Clerkship
Selective 1. Open to visitors. The Stanford Department of Radiation Oncology welcomes 3rd and 4th year medical students interested in a 4-week rotation. Located in a NCI designated cancer center at the heart of Silicon Valley, our clerkship offers excellent clinical training for the development of future leaders of our field. Each rotation consists of a 4-week block that adheres to the Stanford University School of Medicine rotation schedule. During this rotation, the medical student will be assigned to one faculty member each day with whom he or she will see patients with in clinic. The first two weeks consist of multidisciplinary teams and tumor boards; exposing students to the entire spectrum of radiation oncology. The last two weeks of the rotation will consist of personalized, intensive work with faculty members in fields of interest to the student. Students will attend weekly lectures with the residents on different radiation oncology topics and in addition, will have student specific lectures on general radiation oncology topics such as treatment planning. During the clerkship, students will be expected to work-up patients, perform physical exams, and present cases to faculty. Students will also be exposed to treatment planning, simulations, and treatment deliveries throughout the rotation. At the end of the clerkship, students will be expected to give a 10-minute presentation on a topic of their choosing. For students interested in pursuing additional experience within our department, an advanced elective (RADO 398A) is available following the completion of the first rotation. Prereq: Med 300A and/or Surg 300A. Periods Avail: 1-5, 8-12, full-time for four weeks. 3 students per period. Reporting Instructions: Where: Contact Jessica Frank at Jefrank@stanford.edu (650-724-7673) for time and location. Units: 6. Call Code: 0. Director: Erqi Pollom, M.D., MS. Coord: Jessica Frank (650-724-7673; jefrank@stanford.edu). (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
| Repeatable
2 times
(up to 12 units total)
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.
Terms: Win
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
SOC 114:
Economic Sociology (SOC 214)
(Graduate students register for 214.) The sociological approach to production, distribution, consumption, and markets, emphasizing the impact of norms, power, social structure, and institutions on the economy. Comparison of classic and contemporary approaches to the economy among the 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, capitalism in non-Western societies, and the transition from state socialism in E. Europe and China.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-SI
SOC 152:
The Social Determinants of Health (SOC 252)
Our social and physical environments are widely recognized as playing a central role in shaping patterns of health and disease within and across populations. Across disciplines, a key question has been: How does the social environment ¿gets under the skin to influence health? In this course, we will explore how social scientists, epidemiologists, public health experts, and physicians tackle this question. Reflecting both qualitative and quantitative approaches, we will draw on literatures in social science, public health, and medicine to understand the processes through which our environments shape health outcomes. We will examine a number of key social determinants of health, wellness and illness. These determinants include socioeconomic status, gender. race/ethnicity, religious affiliation, neighborhoods, environments, social relationships, and health care. We will also discuss a host of mechanisms through which these factors are hypothesized to influence health, such as stress, lifestyle, and access to health resources. An overall theme will be how contextual factors that adversely affect health are inequitably distributed and thereby fuel health disparities. Through all of this, we will assess the promise of public policy, planning and research for generating more equitable health outcomes across society.
Last offered: Spring 2018
| Units: 4
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-SI
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.nnStudents 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.nnThe 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
Terms: Win, Spr
| Units: 4
| Repeatable
for credit
SOC 214:
Economic Sociology (SOC 114)
(Graduate students register for 214.) The sociological approach to production, distribution, consumption, and markets, emphasizing the impact of norms, power, social structure, and institutions on the economy. Comparison of classic and contemporary approaches to the economy among the 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, capitalism in non-Western societies, and the transition from state socialism in E. Europe and China.
Terms: Aut
| Units: 4
SOC 252:
The Social Determinants of Health (SOC 152)
Our social and physical environments are widely recognized as playing a central role in shaping patterns of health and disease within and across populations. Across disciplines, a key question has been: How does the social environment ¿gets under the skin to influence health? In this course, we will explore how social scientists, epidemiologists, public health experts, and physicians tackle this question. Reflecting both qualitative and quantitative approaches, we will draw on literatures in social science, public health, and medicine to understand the processes through which our environments shape health outcomes. We will examine a number of key social determinants of health, wellness and illness. These determinants include socioeconomic status, gender. race/ethnicity, religious affiliation, neighborhoods, environments, social relationships, and health care. We will also discuss a host of mechanisms through which these factors are hypothesized to influence health, such as stress, lifestyle, and access to health resources. An overall theme will be how contextual factors that adversely affect health are inequitably distributed and thereby fuel health disparities. Through all of this, we will assess the promise of public policy, planning and research for generating more equitable health outcomes across society.
Last offered: Spring 2018
| Units: 4
SOMGEN 130:
Sexual Diversity and Function Across Medical Disciplines
Focus is on the development of personal and professional skills to address medical and health issues related to human sexuality across a broad and diverse range of ages, gender, sexual orientation, sexual practices, and sexual function. Guest lectures will cover sexual issues from multiple medical disciplines and health perspectives of children (pediatric), adolescents, and young, middle-aged and older (geriatric) adults (geriatric). Consideration of sociocultural (predominantly U.S) norms is explored, including religious values and taboos, and sexual practices ranging from ¿stereotypically normal¿ to asexuality, celibacy, polyamory, and kink, etc. Emphasis is given to medical issues, e.g. the impact of specific medications, hormonal therapies, medical procedures, disabilities such as spinal cord injury, and treatments on sexual function and other issues that one might encounter in a general or specialty medical setting. Each week will include an 80-minute (Tuesday) class with a pair of related lectures, lecture, or video followed by class discussion, or student presentations, and a 50-minute ¿Queer Medicine¿ (Thursday) class organized by a Stanford Medical student, with overall direction by Marcia Stefanick, Professor of Medicine (SCRP, Ob/Gyn) Director of the Stanford Women¿s Health and Sex Differences in Medicine (WSDM, ¿wisdom¿) Center.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
SOMGEN 150Q:
Challenging Sex and Gender Dichotomies in Biology and Medicine
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: Aut
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
SOMGEN 160:
Flip the Script
This course is a sexual assault resistance education course designed specifically for university women. The course is based on theory, research evidence, and best practices for helping women resist acquaintance sexual assault. The course consists of four core components in which information is provided and skills are taught and practiced, with the goal of being able to asses risk, overcome barriers in acknowledging danger, and engage in effective verbal and physical self-defense. The social script we too often hear says:nWomen should live in constant fear of sexual violence. nWomen must sacrifice their freedom to dress how they want, go where they want, and socialize how they want to avoid sexual assault. nIf a woman is sexually assaulted, she is at least partially to blame. nIt is a man's responsibility to initiate the sexual activity that he wants. nnDo you think this social script is wrong? We sure do. Let's flip the script. nnThis class will have one lecture during the first week of classes (specific time and class location will be set by your section instructor). Then this course will break into sections.
Terms: Win, Spr
| Units: 1
SOMGEN 203:
Literature and Writing for Military Affiliated Students
Focus is on military literature and workshopping students' writing about their military experiences. Texts and guest faculty and writers vary each quarter. Dinner and course materials provided free for all students.
Terms: Aut, Spr
| Units: 1
| Repeatable
2 times
(up to 2 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.
Terms: Win
| Units: 1
SOMGEN 207:
Theories of Change in Global Health
Open to graduate students studying in any discipline whose research work or interest engages global health. Upper-class undergraduates who have completed at least one of the prerequisite courses and who are willing to commit the preparatory time for a graduate level seminar class are welcome. The course undertakes a critical assessment of how different academic disciplines frame global health problems and recommend pathways toward improvements. Focuses on evaluating examples of both success and failure of different theories of change in specific global health implementations. Prerequisites: ECON 118, CEE 265D, HUMBIO 129S or HUMBIO 124C.
Last offered: Spring 2018
| Units: 3-4
SOMGEN 208:
Preparation and Practice: Law
Focus is on everyday activities of patent practitioners (patent agents, patent associates, and patent partners) and applying skills learned in medical, biosciences and physical sciences graduate studies to careers in Patent Law. Topics include: applying for positions, the importance of IP protection, licensing, overview of the patent process, drafting applications and litigation. Seminar lead by leaders from Morrison and Foerster.
Terms: Aut
| Units: 2
SOMGEN 209:
Preparation & Practice: Consulting
This course combines guest lectures with case study and hands-on projects to examine the necessary skills and practical steps necessary to provide businesses with strategic advice and facilitate organizational change. Students will interface with expert practitioners to gain practical insight into the mechanics and practices of the consulting field, and the variety of roles and responsibilities available to them. They will also be exposed to key players and business concepts from myriad industries.
Terms: Aut
| Units: 1
SOMGEN 211:
Preparation and Practice: Science Policy
Through tailored lecture, case study, and a practical final project, academic and professional leaders will help you gain insight into the science policy industry and the skills necessary to succeed within the various positions and levels available within it. This course aims to demystify the U.S. science policy process and teach both how policy affects scientific funding and administration, and how science is used to create and influence the creation of law and policy in the U.S. This course will be taught i two parts. The first part, to be completed prior to the first class outlines the basic structure of the US government, and fundamental issues in US political system, and refresh students who haven't encountered basic civics since high school, this introductory material will cover the structure of the US government, the governance of key agencies, broad concepts of federalism and shared federal and power, the political party system, and a brief and general modern history of the role of science in policy making. The short class online class will acquaint students with the structure of law, regulations and other appropriate policy documents. This online class will be available asynchronously two weeks prior to the live course. A faculty member will moderate this course and give feedback to students on short assignments designed to ensure they understand basic concepts and are prepared for the live class. nThe second part, taught over five days in 3-hour in-class sessions, will review four key concepts: 1) who's who and how they work. The structure and function of the executive branch and its control over science-based agencies, and the legislative oversight and budgeting of these agencies. 2) The policy making process. The policy making process, and the role of science in creating policy. This section will include broad overviews of the legislative process, competing political theory, and risk/assessment/risk management models, as well as discussion of the role of scientists as agency employees and officials, and scientists as experts, interested parties and reviewers. 3) Government funding science. the funding of science by government, including the mechanisms, processes and dominant theories of science funding, as well as the practical and political tensions around science funding, and the reporting and accountability standards to which recipients are subject. 4) Issues, theories and trends in science and policy. The ecology of innovation and policy in the US. Sometimes referred to as the emerging "science of science policy". This final section will review a variety of cross-cutting issues in science policy development, including innovation theory, the role of uncertainty, and a discussion of the government's role as a developer and repository of science data, and other current topics in the relationship between science and government.
Terms: Win, Spr
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
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 215:
Biosocial Medicine: The Social, Psychological, and Biological Determinants of Behavior and Wellbeing (EDUC 205, HUMBIO 65)
Explores how social forces, psychological influences, and biological systems combine to affect human behavior in early childhood, in the educational experience, and throughout the life course. Examines how behaviors are linked to well-being. Uses a flipped classroom model, in which a series of lectures are available for students to view on-line before class. In-class time then focuses on case studies from published research. For Ways credit eligibility, students must enroll in HUMBIO 65 for a letter grade.
Terms: Spr
| Units: 3
SOMGEN 216:
Medical Etymology
A survey of medical eymology and terminology that parallels preclinical medical education. Topics focus on Greek and Latin roots and their appearances in the medical lexicon.
Terms: Spr
| Units: 1
SOMGEN 218:
Walk With Us: An Interprofessional Education Experience
The health of patients, families, and communities is improved through interprofessional teamwork. High qualify care and safe patient outcomes are achieved when professionals from many disciplines work collaboratively and synergistically towards common goals, yet interprofessional education has not been historically offered in professional education. The purpose of this medical student elective is to pair medical students with interprofessional colleagues working in a wide variety of practice settings with real patients. These observational experiences will be based off the Medical Student Pre-Clerkship Curriculum so that the areas selected for the week will be matched to the weekly observational experience.
Terms: Aut, Win, Spr
| Units: 3
| Repeatable
5 times
(up to 15 units total)
SOMGEN 219:
Introduction to 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. Lunch is provided.
Terms: Win
| Units: 1
| Repeatable
for credit
(up to 99 units total)
SOMGEN 225:
Winning Writing
The lessons that help New York Times journalists write more powerfully and persuasively can help doctors too. In five sessions we will study techniques for writing better. And we will practice. Students will receive constructive feedback in class (for those who want to volunteer their work for the group to read) and afterward (for those who prefer private critiques). Each session will address a different area of writing: 1) the basics, including emails and memos, 2) writing effectively about yourself, 3) giving feedback, 4) patient progress notes, 5) opinion pieces for a large audience.The instructor, Glenn Kramon, is an editor who has helped New York Times reporters win 10 Pulitzer Prizes. He has taught a similar course at the Stanford Graduate School of Business for three years.
Terms: Aut
| Units: 1
SOMGEN 227:
Career Exploration Opportunities (CEO) Internship Development
Restricted to graduate students (year 3 and onward) and postdocs in Stanford Biosciences program. Focus is on career exploration and securing internship opportunities. Covers career exploration tools and exercises to help students and postdocs clarify academic and professional priorities, and empower them to take charge of their careers through hands-on internship experiences fitting their skills, interests, and values. Topics include identifying and planning for career of choice, targeting employers, securing an offer and pathways to on-the-job success. Guest speakers include company representatives and recruiters.
Terms: Win, Spr
| Units: 1
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 230:
Sexual Function and Diversity in Medical Disciplines (CHPR 230, FEMGEN 230, FEMGEN 230X)
(Same as FEMGEN 230). 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. For third unit, graduate students attend INDE 215 Queer Health & Medicine and complete assignments for that section. For third unit and WAYs, undergrads enroll in SOMGEN 130. Prerequisites: CHPR 201 or HUMBIO 126/CHPR 226 or equivalent or consent of instructor.
Terms: Spr
| Units: 2-3
SOMGEN 237:
Health Impact of Sexual Assault and Relationship Abuse across the Lifecourse (FEMGEN 237)
Cross-listed with HUMBIO 28 and AFRICAAM 28. 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. HumBio students must enroll in HUMBIO 28 or AFRICAAM 28 for 3 units. For Ways eligibility, undergraduates must enroll in HUMBIO 28 or AFRICAAM 28 for 3 units and must be taken as a letter grade. Medical and graduate students may enroll for 1 to 3 units.
Terms: Aut
| Units: 1-3
SOMGEN 239:
Preparation and Practice for Biotechnology Business and Finance
Open to School of Medicine graduate students, medical students, residents and fellows. Focus on the process of new company development and skills for success in biotechnology business, entrepreneurship and finance, including management/leadership skill development, awareness of business terminology and theory. Topics include: financial analysis, feasibility, IP, case practice.
Terms: Spr, Sum
| Units: 2
| Repeatable
5 times
(up to 10 units total)
SOMGEN 260:
Preparing for Community, Health and Learning through Service in Sri Lanka
Preparation course for students attending the Bing Overseas Study Program in Sri Lanka. Focuses on specific topics relevant to Sri Lanka, including: water issues, effects of war and natural disaster on population health, maternal and child health, and etiquette and basic language skills for visitors. Explores the Sarvodaya model of development together with the World Health Organization's Sustainable Development Goals. Required for BOSP students; open to all students interested in Sri Lanka and global health.
Terms: Aut
| Units: 1
| Repeatable
for credit
(up to 99 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 pivotal crises. What confluence of attitude, strategy, and events allows them to prevail? Contexts will include entrepreneurship and early stage investing, spread of higher value care delivery innovations, health care delivery system management, and private and public policy making to reward value. Guest faculty will include nationally recognized leaders and change agents, who will invite students to recommend alternative approaches to managing pivotal challenges. The course is open to any member of the Stanford community aspiring to lead higher value in health care delivery including graduate students, undergraduates, and postdoctoral candidates, as well as medical center residents and clinical fellows. May be repeated for credit
Terms: Aut
| Units: 1
| Repeatable
4 times
(up to 4 units total)
SOMGEN 282:
The Startup Garage: Design (CHEMENG 482)
(Same as STRAMGT 356) The Startup Garage is an experiential lab course that focuses on the design, testing and launch of a new venture. Multidisciplinary student teams work through an iterative process of understanding user needs, creating a point of view statement, ideating and prototyping new product and services and their business models, and communicating the user need, product, service and business models to end-users, partners, and investors. In the autumn quarter, teams will: identify and validate a compelling user need and develop very preliminary prototypes for a new product or service and business models. Students form teams, conduct field work and iterate on the combination of business model -- product -- market. Teams will present their first prototypes (business model - product - market) at the end of the quarter to a panel of entrepreneurs, venture capitalists, angel investors and faculty.
Terms: Aut
| Units: 4
SOMGEN 284:
The Startup Garage: Testing and Launch (CHEMENG 484)
This is the second quarter of the two-quarter series. In this quarter, student teams expand the field work they started in the fall quarter. They get out of the building to talk to potential customers, partners, distributors, and investors to test and refine their business model, product/service and market. This quarter the teams will be expected to develop and test a minimally viable product, iterate, and focus on validated lessons on: the market opportunity, user need and behavior, user interactions with the product or service, business unit economics, sale and distribution models, partnerships, value proposition, and funding strategies. Teams will interact with customers, partners, distributors, investors and mentors with the end goal of developing and delivering a funding pitch to a panel of entrepreneurs, venture capitalists, angel investors and faculty.
Terms: Win
| Units: 4
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)
SPANLANG 122M:
Spanish for Medical Students (HRP 281)
Second quarter of three-quarter series.Goal is a practical and culturally appropriate command of spoken Spanish. Emphasis is on performing a physical examination. Topics include anatomy, general hospital procedures, reproductive health, emergency medicine, and essential doctor-patient phrases when dealing with Spanish-speaking patients. Series can be taken independently, depending on the level of prior knowledge. Undergraduates are welcome to enroll.
Terms: Win
| Units: 2
| Repeatable
2 times
(up to 3 units total)
STATS 211:
Meta-research: Appraising Research Findings, Bias, and Meta-analysis (CHPR 206, HRP 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 248:
Clinical Trial Design in the Age of Precision Medicine and Health (BIODS 248)
Traditional designs for Phase I, II, and III clinical trials for medical product approval and Phase IV postmarketing studies for safety evaluation cost too much and take too much time in the era of precision medicine and precision health. This course introduces innovative designs that have been developed for affordable clinical trials, which can be completed within reasonable time constraints and which have been encouraged by regulatory agencies. Prerequisities STATS 200 or equivalent; working knowledge of clinical trials.
Terms: Aut
| Units: 2-4
STATS 248P:
Clinical Trial Design in the Age of Precision Medicine and Health
For SCPD students; others see STATS 248
Terms: Aut
| Units: 3
STEMREM 200:
Stem Cell Intensive
Open to first year Stem Cell Biology and Regenerative Medicine graduate students or consent of Instructor. Hands-on, five-day immersion to learn 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, and basic microscopy.
Terms: Aut, Spr
| Units: 1
STEMREM 201A:
Stem Cells and Human Development: From Embryo to Cell Lineage Determination
For graduate, medical, 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; and cancer stem cells, with emphasis on unresolved issues in the field.
Terms: Aut
| Units: 1-3
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 or business plan based on biological or clinical concepts learned during the quarter.
Terms: Win
| Units: 3-5
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
For graduate, medical and undergraduate students. 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
6 times
(up to 6 units total)
STEMREM 280:
Stem Cell Biology and Regenerative Medicine Journal Club
For graduate, medical and undergraduate students. 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
6 times
(up to 12 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);
Dunkin-Hubby, L. (GP);
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 within Stanford who bring expertise of particular relevance to the idea being pursued. 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 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, and finding as they relate to the process of new venture creation. The teaching method is primarily learning by doing (LBD) through a structured process, supported by relevant lectures and exercises. Extensive field research and prototype product development are integral to the course. Learning is further enhanced through meetings with the instructor, coaching by experienced mentors and review by peers. Since admittance to S321/S321 is by team and the quality of their idea, team formation for S321 takes place during the autumn quarter. Informal student meetings/mixers will be held to facilitate team formation and idea generation. Each team of 3-4 students should preferably consist of 1 or more MSx students and graduate students from the MBA program or other Schools - Engineering, Medicine, Law, Science, and Education - to bring diversity and depth to the team. In the Spring Quarter teams are admitted to S322 from S321 and other experiential Stanford GSB and Engineering classes based on quality of their venture, research and team. The application-selection process is described on the S321/S322 website.
Terms: Win
| 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 within Stanford who bring expertise of particular relevance to the idea being pursued. 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 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, and finding as they relate to the process of new venture creation. The teaching method is primarily learning by doing (LBD) through a structured process, supported by relevant lectures and exercises. Extensive field research and prototype product development are integral to the course. Learning is further enhanced through meetings with the instructor, coaching by experienced mentors and review by peers. Since admittance to S321/S321 is by team and the quality of their idea, team formation for S321 takes place during the autumn quarter. Informal student meetings/mixers will be held to facilitate team formation and idea generation. Each team of 3-4 students should preferably consist of 1 or more MSx students and graduate students from the MBA program or other Schools - Engineering, Medicine, Law, Science, and Education - to bring diversity and depth to the team. In the Spring Quarter teams are admitted to S322 from S321 and other experiential Stanford GSB and Engineering classes based on quality of their venture, research and team. The application-selection process is described on the S321/S322 website.
Terms: Spr
| Units: 3
STS 123:
Making of a Nuclear World: History, Politics, and Culture
Nuclear technology has shaped our world through its various applications (e.g., weapons, energy production, medicine) and accidents and disasters (e.g., Chernobyl, Three Mile Island, Fukushima). This course will examine the development of nuclear technology and its consequences to politics and culture at the global, national, regional and local levels from interdisciplinary perspectives. Some of the key questions addressed are: How did different countries and communities experience and respond to the 1945 bombings of Hiroshima and Nagasaki? How did such experiences affect the later development of the technology in different national contexts? How have nuclear tests and disasters change the ways in which risks are understood and managed globally and locally? What kinds of political activism, international arrangements, and cultural tropes and imageries emerged in response to nuclear technology? We explore these questions through key works and recent studies in history, anthropology, sociology, and science and technology studies, as well as through films and literature.
Terms: Sum
| Units: 4
| UG Reqs: WAY-ER, WAY-SI
SURG 100C:
Virtual and Real: Clinical Anatomy and Sports Injuries
This undergraduate course is designed to give students who have completed SURG 100a and /or SURG 1 OOb, the opportunity to expand their knowledge of specific sports injuries through research and through the creation and deliverance of a grand rounds (45-60 minute) presentation. Students, with guidance by faculty, will work in groups and will each choose a specific sports injury to study. Students will be encouraged to use resources such as cadaver specimens, radiographs, CT scans, MRls, the 30 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 eightweek period. In the first week, students will be divided into groups, research potential sports injuries and decide on a specific sports injury to study. The second class will focus on each group developing a presentation outline and receive approval by faculty. In sessions three through six, students, under faculty supervision, will research and prepare their presentation, which will be presented to the entire class during weeks seven and eight. Sufficient time will be allotted for thorough discussion after each presentation.
| Units: 3
SURG 301A:
Dental Medicine and Surgery Clerkship
Open to visitors. Stanford Plastic Surgery¿s Dental Section offers a 2-week clerkship for 3rd and 4th year medical and dental students interested in learning more about dental medicine and surgery. 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 one-week rotations that take place in Stanford Hospital and the Dental Medicine and Surgery/Oral and Maxillofacial Surgery Clinic. Students will meet and work with faculty from these sites. The students will work as members of the clinical teams and participate in the clinical care of dental surgery patients. Prereq: Dental or medical school student in 3rd or 4th year. Periods Avail: 7-12, full-time for two weeks. 2 students per period. Reporting Instructions: Where: Meet with Dr. Gaudilliere or designated dental faculty to touch base at 1st floor of Blake Wilbur at 7 am. Two week schedule will be distributed prior to first day of clerkship. Units: 3. Call Code: 3 - Call every third night Director: Dyani Gaudilliere, DMD, MPH, dyani.gaudilliere@stanford.edu, (650) 387-1431. Coord: Regina Cramer, (650) 497-36920. (SUMC)
Terms: Aut, Win, Spr, Sum
| Units: 3
SURG 311C:
Clerkship at the Burn Center
Selective 2. Open to visitors. Provides integrated patient care, from intensive care to outpatient care. Acute, rehabilitative, and reconstructive phases are seen and treated. Students work directly with a PGY-3 plastic surgery resident and the ICU nursing staff. This rotation is designed for the student with career goals in general or plastic surgery, emergency medicine, or intensive care work (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. Periods Avail: 1-12, full-time for four weeks. 1 student per period (would consider 2). Reporting Instructions: Where: SCVMC, Plastic Surgery Office [Visitors must sign-in on the first day of rotation @ VSC Registration Desk 410]; Time: 8:00 am. Units: 6. 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. Director: Yvonne Karanas M.D. Other Faculty: Yvonne Karanas M.D. Coord: Desiree Fuentez (408-885-5315), SCVMC, 751 S. Bascom Avenue, Building Q, Suite 4Q265, San Jose, CA 95128. (SCVMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
SURG 340B:
Critical Care Clerkship
Open to visitors. 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. Prereq: Anesthesia 306A or Medicine and Surgery core clerkships. Periods Avail: 1-12, full-time for four weeks. 1 student per period. Reporting Instructions: Where: PAVAMC, MSICU, 3rd Floor; Time: 8:00 am. Units: 6. Call Code: 4. Director: Juliana Barr, M.D. (650-493-5000 x64452), Building 1, Room F315, PAVAMC (112A). Other Faculty: E. Bertaccini, R. Chitkara, G. Lighthall, W. Kuschner, G. Krishna, J. Olsson. Coord: Bernadette F. Carvalho (berniec@stanford.edu). (PAVAMC)
Terms: Aut, Win, Spr, Sum
| Units: 6
THINK 48:
Reading the Body: How Medicine and Culture Define the Self
How have our perceptions of what is considered normal/abnormal; beautiful/ugly; infected/uninfected changed over time? How do these changing medical and cultural representations of the body reflect larger societal shifts? How does illness change our perceptions of our bodies and our identities? Viewed through the lens of medicine, the body is a text that offers clues to health and illness, yet clinical readings are never entirely objective. Culture informs and distorts how we discern, accept, reject, and analyze our bodies. Looking at literary, medical, ethical, and anthropological texts, we ask how representations of the body affects the way we experience illness, embody gender and racial identities, and understand our rights (or lack of rights) to control our own bodies. We will critically examine our perceptions about the body and debate some of the most complex and sensitive issues surrounding the body, from the ethics of medical research trials to end of life decisions.
Terms: Spr
| Units: 4
| UG Reqs: College, THINK, WAY-EDP
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.
Terms: Win
| Units: 4
| UG Reqs: College, THINK, WAY-A-II
UAR 43:
LSP: Exploring Research, Writing, and Problem Solving at Stanford
This course is offered in August prior to start of fall quarter for participants of the Leland Scholars Program. This course is comprised of two parallel tracks: one focused on the development and practice of critical problem solving and study skills using wide variety of chemistry examples that illustrate the broad yet integrated nature of science; a second focused on providing an introduction to rhetorical thinking, academic writing, college-level research, and crafting well-reasoned arguments. Based on skills developed in both tracks, students will work in teams to research and present on a current issue revolving around one of five central themes: energy, climate change, water resources, medicine, and food & nutrition exploring their issue from chemical, socioeconomic and cultural perspectives.
Terms: Aut
| Units: 3
URBANST 122:
Ethics and Politics of Public Service (CSRE 178, ETHICSOC 133, PHIL 175A, PHIL 275A, POLISCI 133, PUBLPOL 103D)
Ethical and political questions in public service work, including volunteering, service learning, humanitarian assistance, and public service professions such as medicine and teaching. Motives and outcomes in service work. Connections between service work and justice. Is mandatory service an oxymoron? History of public service in the U.S. Issues in crosscultural service work. Integration with the Haas Center for Public Service to connect service activities and public service aspirations with academic experiences at Stanford.
Last offered: Spring 2018
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-EDP, WAY-ER
URBANST 122Z:
Ethics and Politics in Public Service (CSRE 133P, POLISCI 133Z, PUBLPOL 103Z)
This course examines 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 and teaching. 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: 4
| UG Reqs: WAY-ER
UROL 200SI:
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
