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EMED 101: Emergency Management Skills: Stanford Response Team Training

Addresses personal, community, and organizational response and resilience in emergencies. Learn disaster psychology and self care, personal risk assessment, situational awareness, and preparedness. Obtain the skills needed to deploy as a layperson member of a Community Emergency Response Team (CERT). Learn and practice first aid, light rescue, medical field operations, and experience team building exercises tailored to disaster response. Analyze emergency management concepts and approaches to learn about Stanford's response to a range of scenarios/case studies within the framework of country, state, and federal public health responses. Leave the course prepared to assist in emergency situations meaningfully and confidently.
Terms: Win, Spr | Units: 1

EMED 110: Basic Cardiac Life Support & First Aid

Provides fundamental knowledge and skills in managing illness and injury in the first few minutes until professional help arrives. Includes rescuer safety, recognition of emergency, general principles in care, medical and injury emergencies, CPR and AED for adult, child, infant. For those with general interest for community response or who have a duty to respond because of job responsibilities. Open to all. MD students take EMED 201.
Terms: Aut, Win, Spr, Sum | Units: 1 | Repeatable 2 times (up to 2 units total)
Instructors: ; Thompson, A. (PI)

EMED 111A: EMED 111A: Emergency Medical Responder Training (EMED 211A)

The Stanford Emergency Medical Responder (EMR) Program (EMED 111A) gives an introduction to those interested in EMS, and provides an overview of the knowledge and skills necessary to manage the scene of an emergency until more highly trained responders arrive.nnnThis theoretical and practical training is a prerequisite and will prepare you for the EMT Program in Winter and Spring quarters (EMED 111B/C). It also allows students to sit for the NREMT exam for First Responders/EMRs once the optional skills session has been successfully completed.nnnThe EMR Skills Session will be hosted for 20 hours over a weekend during the quarter. The exact date will be announced during Week 1 of the course. nnn***For those not present on campus, the Skills Session can be completed any quarter up to one year following completion of the class.***
Terms: Aut, Win, Spr | Units: 3-5

EMED 111B: Emergency Medical Technician Training (EMED 211B)

First of two-quarter Stanford Emergency Medical Technician (EMT) Program (EMED 111B/C). Students are trained to provide basic life support and to transport sick and injured patients to the hospital. Topics include patient assessment and 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).The EMT Skills Session will be hosted for 24 hours over a weekend during the quarter. The exact date will be announced during Week 1 of the course. Optional Friday lab before the EMT Skills Session. ***For those not present on campus, the Skills Session can be completed any quarter up to one year following completion of the class.*** Prerequisites: EMED 111A and application (see http://emt.stanford.edu), or consent of instructor. AHA or Red Cross healthcare provider CPR certification is also required, but can be obtained during the quarter. A one-time course fee of $100 will be assessed to cover required equipment and a uniform shirt. (Financial assistance may be available. Please contact instructor with any concerns.)
Terms: Win | Units: 3-5

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 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: Win, Spr | Units: 1-3 | UG Reqs: WAY-CE | Repeatable 4 times (up to 12 units total)
Instructors: ; Merritt, A. (PI)

EMED 122: BioSecurity and Pandemic Resilience (BIOE 122, EMED 222, PUBLPOL 122, PUBLPOL 222)

Overview of the most pressing biosecurity issues facing the world today, with a special focus on the COVID-19 pandemic. Critical examination of ways of enhancing biosecurity and pandemic resilience to the current and future pandemics. Examination of how the US and the world is able to withstand a pandemic or a bioterrorism attack, how the medical/healthcare field, government, and technology sectors are involved in biosecurity and pandemic or bioterrorism preparedness and response and how they interface; the rise of synthetic biology with its promises and threats; global bio-surveillance; effectiveness of various containment and mitigation measures; hospital surge capacity; medical challenges; development, production, and distribution of countermeasures such as vaccines and drugs; supply chain challenges; public health and policy aspects of pandemic preparedness and response; administrative and engineering controls to enhance pandemic resilience; testing approaches and challenges; promising technologies for pandemic response and resilience, and other relevant topics. Guest lecturers have included former Secretary of State Condoleezza Rice, former Special Assistant on BioSecurity to Presidents Clinton and Bush Jr. Dr. Ken Bernard, Chief Medical Officer of the Homeland Security Department Dr. Alex Garza, eminent scientists, public health leaders, innovators and physicians in the field, and leaders of relevant technology companies. Open to medical, graduate, and undergraduate students. No prior background in biology necessary. 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
Instructors: ; Trounce, M. (PI)

EMED 123N: Does Social Media Make Better Physicians?

Scientific knowledge doubles every 90 days. Physicians must quickly learn about recent discoveries to remain current in their chosen specialties. How does tech help doctors stay up-to-date? Twitter, Snapchat, lnstagram, and Face book are used to teach physicians and their patients. Online learning systems have replaced most textbooks and social media platforms are now vehicles to disseminate new knowledge. This seminar will explore the best ways to use technology in medical education, with a focus on the application of social media as a key instructional tool. Students will learn about the different stages of education required to become a physician and explore some of the challenges to continuing medical education. Class assignments will include the creation of health education infographics, reading and drafting posts for medical biogs, and critical analysis of medical podcasts. The course will be particularly interesting to pre-medical students who have a background in blogging or pod casting, though such experiences or skills are not prerequisites for enrollment. Throughout the seminar, there will be an emphasis on the impact of digital scholarship. Students will have the opportunity to submit high-quality classwork for possible online publication on several medical education sites made available by the course instructor.
Terms: Win | Units: 3 | UG Reqs: WAY-CE | Repeatable 2 times (up to 6 units total)
Instructors: ; Gisondi, M. (PI)

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)
Instructors: ; Thompson, A. (PI)

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
Instructors: ; Wang, N. (PI)

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: Win, Spr | Units: 4 | Repeatable 3 times (up to 4 units total)
Instructors: ; Thompson, A. (PI)

EMED 134: The Impact of Climate Change on Human Health (EMED 234)

Climate change is one of the most pressing issues facing all subsequent generations of patients and physicians. This nweekly lunch seminar aims to introduce medical trainees to a variety of climate change topics and advanced clinical nskills specific to climate change. Course content will cover climate and disease, sustainable medicine, and advocacy. The course will feature speakers who are leaders in this emerging domain and patient perspectives of climate change. Each class session is designed to be interactive, with a mix of didactic lecture and small group discussion. Optional study materials will supplement each weekly topic for further study. Lunch provided for enrolled students.
Terms: Win | Units: 1-2 | Repeatable 2 times (up to 4 units total)

EMED 199: Undergraduate Research

Consists of Emergency Medicine focused studies and projects (including Research Projects) in progress. Possible topics include management of trauma patients, common medical and surgical emergencies in pediatric and adult populations, topics in disaster medicine, biosecurity and bioterrorism response, wilderness medicine, international medicine, and others. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum | Units: 1-18 | Repeatable for credit

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. This course is offered every quarter on medical school RRAP days and requires a permission code to enroll to allow us to balance students across the four available sessions. If you need to take this course, please email the head TA, Mike Dacre, at dacre@stanford.edu.
Terms: Aut, Win, Spr, Sum | Units: 1 | Repeatable 2 times (up to 2 units total)

EMED 211A: EMED 111A: Emergency Medical Responder Training (EMED 111A)

The Stanford Emergency Medical Responder (EMR) Program (EMED 111A) gives an introduction to those interested in EMS, and provides an overview of the knowledge and skills necessary to manage the scene of an emergency until more highly trained responders arrive.nnnThis theoretical and practical training is a prerequisite and will prepare you for the EMT Program in Winter and Spring quarters (EMED 111B/C). It also allows students to sit for the NREMT exam for First Responders/EMRs once the optional skills session has been successfully completed.nnnThe EMR Skills Session will be hosted for 20 hours over a weekend during the quarter. The exact date will be announced during Week 1 of the course. nnn***For those not present on campus, the Skills Session can be completed any quarter up to one year following completion of the class.***
Terms: Aut, Win, Spr | Units: 3-5

EMED 211B: Emergency Medical Technician Training (EMED 111B)

First of two-quarter Stanford Emergency Medical Technician (EMT) Program (EMED 111B/C). Students are trained to provide basic life support and to transport sick and injured patients to the hospital. Topics include patient assessment and 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).The EMT Skills Session will be hosted for 24 hours over a weekend during the quarter. The exact date will be announced during Week 1 of the course. Optional Friday lab before the EMT Skills Session. ***For those not present on campus, the Skills Session can be completed any quarter up to one year following completion of the class.*** Prerequisites: EMED 111A and application (see http://emt.stanford.edu), or consent of instructor. AHA or Red Cross healthcare provider CPR certification is also required, but can be obtained during the quarter. A one-time course fee of $100 will be assessed to cover required equipment and a uniform shirt. (Financial assistance may be available. Please contact instructor with any concerns.)
Terms: Win | Units: 3-5

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 214: Yoga and Wellness for Bioscience and Medical Students

Students will learn and practice yoga techniques and each session will end with a brief guided meditation. The meditation practice is designed for new and experienced meditators and excellent for the overthinking mind. Students will learn to identify signs and symptoms of stress, how anxiety manifests in the body and mind, and yoga and meditation techniques for relief. This course will include yoga and meditation instruction and reflection assignments to enable students to: (1) Develop physical fitness and motor skills, and (2) Understand and practice the behaviors that contribute to a healthy lifestyle.
Terms: Aut, Win | 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: Win, Spr | Units: 1-3 | Repeatable 4 times (up to 12 units total)
Instructors: ; Merritt, A. (PI)

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: 2 | Repeatable 2 times (up to 6 units total)

EMED 222: BioSecurity and Pandemic Resilience (BIOE 122, EMED 122, PUBLPOL 122, PUBLPOL 222)

Overview of the most pressing biosecurity issues facing the world today, with a special focus on the COVID-19 pandemic. Critical examination of ways of enhancing biosecurity and pandemic resilience to the current and future pandemics. Examination of how the US and the world is able to withstand a pandemic or a bioterrorism attack, how the medical/healthcare field, government, and technology sectors are involved in biosecurity and pandemic or bioterrorism preparedness and response and how they interface; the rise of synthetic biology with its promises and threats; global bio-surveillance; effectiveness of various containment and mitigation measures; hospital surge capacity; medical challenges; development, production, and distribution of countermeasures such as vaccines and drugs; supply chain challenges; public health and policy aspects of pandemic preparedness and response; administrative and engineering controls to enhance pandemic resilience; testing approaches and challenges; promising technologies for pandemic response and resilience, and other relevant topics. Guest lecturers have included former Secretary of State Condoleezza Rice, former Special Assistant on BioSecurity to Presidents Clinton and Bush Jr. Dr. Ken Bernard, Chief Medical Officer of the Homeland Security Department Dr. Alex Garza, eminent scientists, public health leaders, innovators and physicians in the field, and leaders of relevant technology companies. Open to medical, graduate, and undergraduate students. No prior background in biology necessary. Additional 1 unit for writing a research paper for 5 units total maximum.
Terms: Win | Units: 4-5
Instructors: ; Trounce, M. (PI)

EMED 231: Peer Mentoring for Medical and MSPA Students

This course meets for 5 total sessions, and covers topics including compassionate listening, problem solving, understanding imposter syndromes, role of emotions in decision making, implicit bias training, professionalism, and ethics and boundaries. Students will engage in dedicated interactive sessions to prepare them for common scenarios and potential approaches for resolution. Faculty mentors from the Office of Medical Student Wellness, Counseling and Psychological Services staff at the Vaden Health Center, and Ear4Peer (E4P) upperclass student team leaders will collaborate each week to lead the sessions. Students will also receive training on campus resources and appropriate channels for referring peers to professional services. This course is a pre-requisite for students interested in becoming an E4P. Prerequisites: Must be a currently enrolled medical or PA student
Terms: Aut, Win | Units: 1 | Repeatable 1 times (up to 3 units total)

EMED 234: The Impact of Climate Change on Human Health (EMED 134)

Climate change is one of the most pressing issues facing all subsequent generations of patients and physicians. This nweekly lunch seminar aims to introduce medical trainees to a variety of climate change topics and advanced clinical nskills specific to climate change. Course content will cover climate and disease, sustainable medicine, and advocacy. The course will feature speakers who are leaders in this emerging domain and patient perspectives of climate change. Each class session is designed to be interactive, with a mix of didactic lecture and small group discussion. Optional study materials will supplement each weekly topic for further study. Lunch provided for enrolled students.
Terms: Win | Units: 1-2 | Repeatable 2 times (up to 4 units total)
Instructors: ; Harter, P. (PI)

EMED 244: On the Path to Medical School

Student lead: This is a course for all prospective pre-medical students, including undergraduate and graduate students, who seek knowledge and guidance on their path to medical school, with an opt-in component to work alongside (remotely during Covid-19) doctors in the Emergency Room at Santa Clara Valley Medical Center. Discussions, presentations, and lectures will help students discover how to integrate service with pursuing medicine, whether the pre-medical path is right for them, and if so, how best to navigate the pre-med requirements. In addition, in collaboration with physician advisors and medical students, we have designed a series of presentations on topics including strategically approaching pre-medical classes and extracurriculars, studying for the MCAT, optimizing the medical school application, preparing for medical school interviews, and evidence-based pros and cons of careers in medicine and differences between specialties. This course is a one-stop-shop for getting all the information needed to become an efficient, successful pre-medical student while also gaining clinical experience as students consider whether medicine is right for them and navigate the path to medical school. Currently, to our knowledge, there are no classes directly targeted towards guiding students at every stage of the premed path in this way while also providing an active volunteer learning experience, and yet pre-meds are among the largest group of pre-professional students at Stanford. Due to COVID, our active volunteer component is on hold for the summer. Must be a member of SCOPE, please apply at https://scope.beagooddoctor.org/apply/
Terms: Aut, Win, Spr, Sum | Units: 1
Instructors: ; Weiss, E. (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 301A: Emergency Medicine Core Clerkship

VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: The clinical patient care components of this clerkship involves pairing the student, in both the Adult as well a Pediatric Emergency Department, with a senior Emergency Medicine resident, with the supervision of the Emergency Medicine Attending. The Emergency Department (ED) is a unique learning environment as patients often present undifferentiated. Through this exposure, medical students will develop an understanding of the initial approach, management, and treatment of the undifferentiated patient. Students will perform complaint-directed history and physical exams, develop an appropriate differential diagnosis, initiate management, and determine disposition of these patients. Students will work a mixture of days, evenings, overnights, weekends and holidays as part of their 3 week rotations. In addition to the shift work (approximately 10-12) they will participate in didactics, web based learning, simulation exercises and case presentations. The final exam is a multiple choice written exam. PREREQUISITES: None. PERIODS AVAILABLE: 1-16, full time for 3 weeks, 10 students per period. CLERKSHIP DIRECTOR: Moises Gallegos, M.D., moisesg@stanford.edu. CLERKSHIP COORDINATOR: Maria Alfonso, 650-497-6702, malfonso@stanford.edu and Kristen Kayser, 650-497-3058, kkayser@stanford.edu. REPORTING INSTRUCTIONS: Where: The students are notified prior to the first day of the clerkship; Time: TBA. CALL CODE: 0. OTHER FACULTY: Emergency Dept. Faculty. LOCATION: SUMC.
Terms: Aut, Win, Sum | Units: 5

EMED 308A: Bedside Ultrasound Clerkship

VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: 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 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 imaging formally reviewed by an US fellowship trained emergency medicine faculty. Images will be obtained during scan shifts during which students will scan appropriate patients and review images with the faculty member onsite. Students will attend Bedside US didactics offered by an US EM faculty member every Thursday morning, followed by quality assessment (QA) review of Ultrasound scans performed in the ED. Students will have access and be expected to participate in online and computer based learning that will be provided for them as well. A multiple choice test will be given at the end of the rotation. This clerkship requires prior approval by Clerkship Director. PREREQUISITES: None. PERIODS AVAILABLE: 4-16, full time for 3 weeks, 2 students per period. CLERKSHIP DIRECTOR: Dr. Nick Ashenburg, ashenburg@stanford.edu. CLERKSHIP COORDINATOR: Kendra Lee Stahl, 650-723-6576. REPORTING INSTRUCTIONS: Where: TBA; Time: 8:00 am. CALL CODE: 2. OTHER FACULTY: K. Anderson, Y. Duanmu, V. Lobo, M. Askgar. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum | Units: 5

EMED 313A: Emergency Medicine Clerkship

VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Overall Description: During this 3-week, dual-site selective, medical students will develop critical skills in the rapid evaluation and management of undifferentiated and acutely ill patients at the new, state of the art Stanford University Medical Center (SUMC). Students will also be paired with a faculty coach in order to maximize educational opportunities and feedback over the three weeks. With this high level of mentorship and guidance, learners will gain confidence assessing and resuscitating the incredible spectrum of patients presenting at each of these clinical sites. Clinical Duties: Students will work 10-11, 8-hour clinical shifts during the rotation. Rotators will have the opportunity to play an integral role on the care team, learning to take full responsibility in ensuring their patients receive high quality emergency care. Students will lead the initial assessment of each patient, performing 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 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. A student-only simulation experience held at Stanford's innovative Center for Immersive and Simulation Based Learning early in the rotation will help faculty and students develop specific learning plans. The rotation culminates in a final written exam. Visiting students ONLY accepted periods 1-8, 16, pre-approval is required only for visiting students (PLEASE NOTE: **Due to policies around COVID-19, we will not be taking visiting students in the 2020-2021 academic year.**Pre-approval dates: Periods 1-4 (March 19-23), Period 4-8 (June 19-23), and Period 16 (December 1-5). Please contact clerkship coordinator Maria Alfonso (malfonso@stanford.edu) to inquire about pre approval process and materials needed for submission. PREREQUISITES: Completed all core clerkships in medicine, surgery, OB/GYN, and pediatrics. Stanford medical students must complete MED 313A. Exceptions only at the discretion of the clerkship director on a case by case basis. PERIODS AVAILABLE: Periods 1-8 and 15-16 only for 2020-21, Periods 1-8 and 16 only. Closed Periods 9-15 for 2021-22. Full-time for 3 weeks, 10 students per period. CLERKSHIP DIRECTOR: William Dixon, MD at wdixon@stanford.edu. CLERKSHIP COORDINATOR: Maria Alfonso (malfonso@stanford.edu). REPORTING INSTRUCTIONS: Where: 900 Welch Road Suite 350; Time: TBA. Coordinator will email details one week prior to the first day of the rotation block. CALL CODE: 2 (No call, but a mixture of at least 3 overnights and/or weekend shifts during the EMED block.) OTHER FACULTY: Emergency Dept. Faculty. LOCATION: SUMC, KPMC.
Terms: Aut, Win, Spr, Sum | Units: 5

EMED 313D: Emergency Medicine Clerkship

VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: This rotation focuses on the clinical practice of Emergency Medicine. The 3 week rotation consists of 10 clinical shifts in the emergency department. There are no required supplemental didactic sessions. Orientation will occur on the first day of the rotation in the Kaiser GME office (Dept. 384 MOB, Susan Krause). Faculty will orient medical students to the Emergency Department after your meeting in the GME office. Clinical shifts will consist of approximately 10 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. PREREQUISITES: Surgery 300A, Medicine 300A, Obstetrics & Gynecology 300A and Pediatric 300A, passing score USMLE I (and II if taken) on first attempt. PERIODS AVAILABLE: 1-16, full time for 3 weeks, 2 students per period. No students may be added less than 3 weeks prior to the start of each rotation. CLERKSHIP DIRECTOR: Alice Chao, M.D. CLERKSHIP COORDINATOR: Susan Krause, 408-851-3836. REPORTING INSTRUCTIONS: Where: GME office, Homestead Medical Office Building at 710 Lawrence Expressway, Dept 384; Time: TBA. CALL CODE: 2. OTHER FACULTY: Staff. LOCATION: KPMC.
Terms: Aut, Win, Spr, Sum | Units: 5

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

EMED 398A: CLINICAL ELECTIVE IN EMERGENCY MEDICINE

VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an opportunity for a student in the clinical years to have an individualized clinical experience in one of the fields of Emergency Medicine. The quality and duration of the elective will be decided by both the student and a faculty preceptor in the Department of Emergency Medicine. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: Core clerkships in Emergency Medicine, Internal Medicine, Surgery, and Pediatrics. Passing score on USMLE I. PERIODS AVAILABLE: 1-16, full time for 3 weeks, 6 students per period. CLERKSHIP DIRECTOR: N. Nounou Taleghani MD, PhD. at Nounou@stanford.edu. CLERKSHIP COORDINATOR: Maria Alfonso, 650-497-6702, malfonso@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA; Time: TBA. CALL CODE: 0. OTHER FACULTY: Emergency Department Faculty. LOCATION: SUMC
Terms: Aut, Win, Spr, Sum | Units: 5 | Repeatable 3 times (up to 15 units total)
Instructors: ; Lowe, J. (PI)

EMED 398W: Clinical Elective in Emergency Medicine

Terms: Aut, Win, Spr, Sum | Units: 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)
Instructors: ; Quinn, J. (PI); Yang, S. (PI)
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