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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: not given this year | Units: 3 | UG Reqs: WAY-AQR, WAY-SMA | Grading: Letter (ABCD/NP)

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.
Terms: not given this year | Units: 4 | Grading: Letter (ABCD/NP)

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.
Terms: not given this year | Units: 4 | Grading: Letter (ABCD/NP)

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 82 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 | Grading: Letter or Credit/No Credit

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.
Terms: not given this year | Units: 4 | Grading: Letter (ABCD/NP)

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 82 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 | Grading: Letter or Credit/No Credit

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.
Terms: not given this year | Units: 4-5 | Grading: Letter (ABCD/NP)

AMSTUD 43Q: Body Politics: Health Activism in Modern America

¿Medicare for All¿ has become a rallying cry for those calling for reform of the American health care system. But this slogan is only the most recent political expression of the conviction that health care ought to be a right and not a privilege, part of an ongoing project to expand access to health care to all Americans. This course will examine key moments in the history of health care reform movements in the twentieth-century United States, considering the successes and failures of advocates, activists, and reformers who have sought to transform the medical system and secure equal access to care. Among the topics we will consider as we move through the century are proposals for a national health insurance program; the fight against racial discrimination in public health and medicine; the women¿s health movement; the disability rights movement; and efforts of AIDS activists to reshape the production of biomedical knowledge. Students will work throughout the quarter on a research-based project on a topic of interest to them, culminating in a final paper and presentation.
Terms: Spr | Units: 3-5 | Grading: Letter (ABCD/NP)

AMSTUD 106: Spectacular Trials: Sex, Race and Violence in Modern American Culture (CSRE 66)

This course will use the phenomenon of the spectacular trial as a framework for exploring the intersections of sex, race, and violence in the formation of modern American culture. Beginning in the late nineteenth century and continuing through the 1990s, we will focus our inquiry on a number of notorious cases, some associated with familiar names¿the ¿Scottsboro Boys,¿ Emmett Till, O.J. Simpson¿others involving once-infamous actors¿like Joan Little and Inez Garcia¿whose ordeals have receded into historical memory, considering a range of questions arising from this thematic nexus. For instance, in what ways are sexual transgressions racialized and gendered? What are the practical and theoretical ramifications of the seemingly inextricable conjunction of sex and violence in legal and popular discourse? And what insights might such spectacles afford when broached as an arena in which sexual meanings, identities, and practices are refracted and ultimately constructed? We will also examine the role of the pertinent professions in the evolution of these events, in particular how the interplay of law, medicine, psychiatry, and forensic science helped define the shifting boundaries of legality, and how print, radio, and television journalism operated not only in sensationalizing, but also in reflecting, modeling, and shaping prevailing attitudes and behaviors. Our study of this vital facet of our ¿society of the spectacle¿ will draw on a series of compelling secondary readings complemented by a diverse array of primary sources¿from contemporaneous pamphlets and newspaper accounts to photographs, letters, trial testimony, and psychological commentary¿that will enable class members to evaluate the strengths and weaknesses of different textual genres, experiment with alternative methods of fashioning historical interpretations, and contemplate the ways history might be employed to illuminate the persistent problems of racial bias, reflexive sexualization, and the packaging of trials as mass entertainment in the present day.
Terms: not given this year | Units: 5 | Grading: Letter or Credit/No Credit

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.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-SocSci, WAY-SI | Grading: Letter (ABCD/NP)

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-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Horn, M. (PI)

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.
Terms: not given this year | Units: 1-2 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)

ANES 206: 3D Printing and Biofabrication

Focus is on medical possibilities of 3D printing. Additive manufacturing, often termed 3D printing, uses automated techniques to produce physical objects using layer-by-layer construction methods. Biofabrication applies these same techniques to print physical objects from biological cells. Such techniques hold great promise to transform health and medicine to deliver more personalized care solutions for patients. This colloquium course explores the future of 3D printing and its impact on health and medicine. See http://medicinex.stanford.edu/anes206/. Students enrolling for 2 units prepare a final paper.
Terms: not given this year | Units: 1-2 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Satisfactory/No Credit
Instructors: ; Golianu, B. (PI)

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: not given this year | Units: 1-2 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)

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: not given this year | Units: 1 | Grading: Medical Satisfactory/No Credit

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 for credit | Grading: Medical School MD Grades

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 for credit | Grading: Medical School MD Grades

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 for credit | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 for credit | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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-ED, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: ; Garcia, A. (PI)

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.
Terms: Win | Units: 3-5 | UG Reqs: WAY-A-II, WAY-ED | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Mason, D. (PI)

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: not given this year | Units: 3-5 | Grading: Letter or Credit/No Credit

ANTHRO 137A: Traditional Medicine in the Modern World

This class considers "traditional medicine" in contemporary times. We will survey major systems of traditional medicine while considering their broader social, cultural, and political contexts. The class will study the symbolic uses of traditional medicine, the role of traditional medicines in early modern medical knowledge, the place of indigenous knowledge in bioprospecting, health-seeking behavior and medical pluralism, and the WHO's approach to traditional medicine and how it has affected government health policies. The class emphasizes a critical approach to the concepts of tradition and modernity, and an understanding of traditional medicine as a changing, flexible, and globalized category of healing.
Terms: not given this year | Units: 3 | Grading: Letter or Credit/No Credit

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.
Terms: Spr | Units: 5 | UG Reqs: WAY-ED, WAY-ER | Grading: Letter (ABCD/NP)
Instructors: ; Fullwiley, D. (PI)

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.
Terms: not given this year | Units: 5 | Grading: Letter (ABCD/NP)

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.
Terms: not given this year | Units: 3 | Grading: Letter (ABCD/NP)

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.
Terms: not given this year | Units: 4 | Grading: Letter (ABCD/NP)

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.
Terms: not given this year | Units: 4-5 | UG Reqs: GER: DB-NatSci, WAY-SMA | Grading: Letter (ABCD/NP)

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 | Grading: Letter or Credit/No Credit
Instructors: ; Klein, R. (PI)

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: not given this year | Units: 1 | Repeatable for credit | Grading: Satisfactory/No Credit

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.
Terms: not given this year | Units: 5 | UG Reqs: GER:DB-SocSci, WAY-CE, WAY-ED | Grading: Letter or Credit/No Credit

ANTHRO 178B: History of Medicine

This seminar course will examine medical successes and failures to better understand the politics, economics, and sociality of medicine as a practice and a culture. Examples will be drawn from technical developments such as vaccines; methodological innovations such as randomized control trials; and the study of specific diseases such as yellow fever, cancer, hepatitis, and HIV/AIDS.
Terms: Win | Units: 3-5 | Repeatable for credit | Grading: Letter (ABCD/NP)
Instructors: ; Jain, S. (PI)

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.
Terms: not given this year | Units: 5 | Grading: Letter (ABCD/NP)

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.
Terms: not given this year | Units: 5 | Grading: Letter (ABCD/NP)

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.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-SocSci | Grading: Letter or Credit/No Credit

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.
Terms: not given this year | Units: 3-5 | Grading: Letter or Credit/No Credit

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.
Terms: not given this year | Units: 5 | Grading: Letter (ABCD/NP)

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.
Terms: Spr | Units: 5 | Grading: Letter (ABCD/NP)
Instructors: ; Fullwiley, D. (PI)

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.
Terms: not given this year | Units: 4-5 | Grading: Letter (ABCD/NP)

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 | Grading: Letter or Credit/No Credit
Instructors: ; Klein, R. (PI)

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: not given this year | Units: 1 | Repeatable for credit | Grading: Satisfactory/No Credit

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.
Terms: not given this year | Units: 5 | Grading: Letter (ABCD/NP)

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 | Grading: Letter (ABCD/NP)
Instructors: ; Garcia, A. (PI)

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.
Terms: not given this year | Units: 5 | Grading: Letter (ABCD/NP)

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.
Terms: not given this year | Units: 5 | Grading: Letter (ABCD/NP)

ANTHRO 340A: Fit: The Anthropology of Sports, Medicine, and Debility

Sport has long been a domain in which everyday people, medical professionals and political authorities have interfaced with the making of institutional definitions and social norms regarding fitness and debility. This course will challenge students to reflect on that interface through consideration of recent research findings within sociocultural anthropology and allied fields.
Terms: Win | Units: 5 | Grading: Letter (ABCD/NP)
Instructors: ; Kohrman, M. (PI)

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.
Terms: not given this year | Units: 5 | Grading: Letter (ABCD/NP)

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
Terms: not given this year | Units: 5 | Grading: Letter (ABCD/NP)

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.
Terms: not given this year | Units: 4-5 | Grading: Letter (ABCD/NP)

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 | Grading: Letter (ABCD/NP)
Instructors: ; Fullwiley, D. (PI)

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.
Terms: not given this year | Units: 5 | Grading: Letter or Credit/No Credit

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.
Terms: not given this year | Units: 3-5 | Grading: Letter or Credit/No Credit

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: not given this year | Units: 1 | Grading: Medical Option (Med-Ltr-CR/NC)

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.
Terms: not given this year | Units: 3 | UG Reqs: GER: DB-NatSci | Grading: Letter or Credit/No Credit

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 | Grading: Letter or Credit/No Credit
Instructors: ; Goeders, C. (PI)

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 | Grading: Letter or Credit/No Credit
Instructors: ; Kopito, R. (PI)

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 | Grading: Letter or Credit/No Credit

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 | Grading: Letter or Credit/No Credit
Instructors: ; Kao, P. (PI)

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: not given this year | Units: 3 | Grading: Letter (ABCD/NP)

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 | Grading: Letter or Credit/No Credit
Instructors: ; Klein, R. (PI)

BIO 193: Interdisciplinary Approaches to Human Health Research (BIOE 193, CHEM 193, CHEMENG 193)

For undergraduate students participating in the Stanford ChEM-H Undergraduate Scholars Program. This course will expose students to interdisciplinary research questions and approaches that span chemistry, engineering, biology, and medicine. Focus is on the development and practice of scientific reading, writing, and presentation skills intended to complement hands-on laboratory research. Students will read scientific articles, write research proposals, make posters, and give presentations.
Terms: Win, Spr | Units: 1 | Repeatable for credit | Grading: Satisfactory/No Credit
Instructors: ; Sefton, E. (PI); Hope, J. (TA)

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 | Grading: Letter or Credit/No Credit
Instructors: ; Klein, R. (PI)

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 for credit | Grading: Satisfactory/No Credit
Instructors: ; Dinneny, J. (PI)

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 | Grading: Medical Satisfactory/No 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 | Grading: Letter or Credit/No Credit

BIOC 200: Applied Biochemistry

Enrollment limited to MD candidates. Fundamental concepts of biochemistry as applied to clinical medicine. Topics include vitamins and cofactors, metabolism of carbohydrates, lipids, amino acids and nucleotides, and the integration of metabolic pathways. Clinical case studies discussed in small-group, problem-based learning sessions.
Terms: Aut | Units: 2 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical Satisfactory/No 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.
Terms: Win | Units: 2-3 | Grading: Medical Option (Med-Ltr-CR/NC)

BIODS 220: Artificial Intelligence in Healthcare (BIOMEDIN 220, CS 271)

Healthcare is one of the most exciting application domains of artificial intelligence, with transformative potential in areas ranging from medical image analysis to electronic health records-based prediction and precision medicine. This course will involve a deep dive into recent advances in AI in healthcare, focusing in particular on deep learning approaches for healthcare problems. We will start from foundations of neural networks, and then study cutting-edge deep learning models in the context of a variety of healthcare data including image, text, multimodal and time-series data. In the latter part of the course, we will cover advanced topics on open challenges of integrating AI in a societal application such as healthcare, including interpretability, robustness, privacy and fairness. The course aims to provide students from diverse backgrounds with both conceptual understanding and practical grounding of cutting-edge research on AI in healthcare.
Terms: Win | Units: 3-4 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Yeung, S. (PI)

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 | Grading: Letter (ABCD/NP)

BIOE 193: Interdisciplinary Approaches to Human Health Research (BIO 193, CHEM 193, CHEMENG 193)

For undergraduate students participating in the Stanford ChEM-H Undergraduate Scholars Program. This course will expose students to interdisciplinary research questions and approaches that span chemistry, engineering, biology, and medicine. Focus is on the development and practice of scientific reading, writing, and presentation skills intended to complement hands-on laboratory research. Students will read scientific articles, write research proposals, make posters, and give presentations.
Terms: Win, Spr | Units: 1 | Repeatable for credit | Grading: Satisfactory/No Credit
Instructors: ; Sefton, E. (PI); Hope, J. (TA)

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: Aut | Units: 4 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

BIOE 229: Advanced Research Topics in Multi-modality Molecular Imaging of Living Subjects

Covers advanced topics and controversies in molecular imaging in the understanding of biology and disease. Lectures will include discussion on instrumentation, probes and bioassays. Topics will address unmet needs for visualization and quantification of molecular pathways in biology as well as for diagnosis and disease management. Areas of unmet clinical needs include those in oncology, neurology, cardiovascular medicine and musculoskeletal diseases. The aim is to identify important problems and controversies in a field and address them by providing background and relevance through review of the relevant primary literature, and then proposing and evaluating innovative imaging strategies that are designed to address the problem. The organization of lectures is similar to the thought process that is necessary for writing an NIH grant proposal in which aims are proposed and supported by background and relevance. The innovation of proposed approaches will be highlighted. An aim of the course is to inform students on how to creatively think about a problem and propose a solution focusing on the key elements of writing a successful grant proposal. Prerequisites: none.
Terms: not given this year | Units: 3-4 | Grading: Letter or Credit/No Credit

BIOE 236: Biophysical Mechanisms of Innate Immunity

This course teaches key biophysical aspects and mechanisms of the human innate immune system and its cellular and molecular effectors. We discuss the current understanding and hypotheses for how misregulation of innate immunity contribute to inflammatory and autoimmune conditions. Students and postdocs gain experience in the creative planning and writing of a technical paper on an intriguing topic in medicine using the primary literature as a resource, and practice giving lectures about the results of their research to their peers.
Terms: Win | Units: 3 | Grading: Letter or Credit/No Credit
Instructors: ; Barron, A. (PI)

BIOE 279: Computational Biology: Structure and Organization of Biomolecules and Cells (BIOMEDIN 279, BIOPHYS 279, CME 279, CS 279)

Computational techniques for investigating and designing the three-dimensional structure and dynamics of biomolecules and cells. These computational methods play an increasingly important role in drug discovery, medicine, bioengineering, and molecular biology. Course topics include protein structure prediction, protein design, drug screening, molecular simulation, cellular-level simulation, image analysis for microscopy, and methods for solving structures from crystallography and electron microscopy data. Prerequisites: elementary programming background (CS 106A or equivalent) and an introductory course in biology or biochemistry.
Terms: Aut | Units: 3 | Grading: Letter or Credit/No Credit

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: Aut | Units: 3 | Grading: Letter (ABCD/NP)

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 for credit | Grading: Medical Satisfactory/No Credit

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, Win | Units: 1 | Repeatable for credit | Grading: Satisfactory/No 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 | Grading: Medical Satisfactory/No 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.
Terms: not given this year | Units: 3 | UG Reqs: WAY-AQR, WAY-SMA | Grading: Letter (ABCD/NP)

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 | Grading: Medical Satisfactory/No Credit
Instructors: ; Rubin, D. (PI); Yu, A. (TA)

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.
Terms: Sum | Units: 1 | Grading: Medical Satisfactory/No Credit

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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: Aut | Units: 4 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

BIOMEDIN 220: Artificial Intelligence in Healthcare (BIODS 220, CS 271)

Healthcare is one of the most exciting application domains of artificial intelligence, with transformative potential in areas ranging from medical image analysis to electronic health records-based prediction and precision medicine. This course will involve a deep dive into recent advances in AI in healthcare, focusing in particular on deep learning approaches for healthcare problems. We will start from foundations of neural networks, and then study cutting-edge deep learning models in the context of a variety of healthcare data including image, text, multimodal and time-series data. In the latter part of the course, we will cover advanced topics on open challenges of integrating AI in a societal application such as healthcare, including interpretability, robustness, privacy and fairness. The course aims to provide students from diverse backgrounds with both conceptual understanding and practical grounding of cutting-edge research on AI in healthcare.
Terms: Win | Units: 3-4 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Yeung, S. (PI)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

BIOMEDIN 260: Computational Methods for Biomedical Image Analysis and Interpretation (CS 235, RAD 260)

The latest biological and medical imaging modalities and their applications in research and medicine. Focus is on computational analytic and interpretive approaches to optimize extraction and use of biological and clinical imaging data for diagnostic and therapeutic translational medical applications. Topics include major image databases, fundamental methods in image processing and quantitative extraction of image features, structured recording of image information including semantic features and ontologies, indexing, search and content-based image retrieval. Case studies include linking image data to genomic, phenotypic and clinical data, developing representations of image phenotypes for use in medical decision support and research applications and the role that biomedical imaging informatics plays in new questions in biomedical science. Includes a project. Enrollment for 3 units requires instructor consent. Prerequisites: programming ability at the level of CS 106A, familiarity with statistics, basic biology. Knowledge of Matlab or Python highly recommended.
Terms: Spr | Units: 3-4 | Grading: Medical Option (Med-Ltr-CR/NC)

BIOMEDIN 279: Computational Biology: Structure and Organization of Biomolecules and Cells (BIOE 279, BIOPHYS 279, CME 279, CS 279)

Computational techniques for investigating and designing the three-dimensional structure and dynamics of biomolecules and cells. These computational methods play an increasingly important role in drug discovery, medicine, bioengineering, and molecular biology. Course topics include protein structure prediction, protein design, drug screening, molecular simulation, cellular-level simulation, image analysis for microscopy, and methods for solving structures from crystallography and electron microscopy data. Prerequisites: elementary programming background (CS 106A or equivalent) and an introductory course in biology or biochemistry.
Terms: Aut | Units: 3 | Grading: Letter or Credit/No Credit

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: Win | Units: 1 | Grading: Medical Satisfactory/No Credit

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).
Terms: not given this year | Units: 3 | Grading: Letter or Credit/No Credit

BIOPHYS 279: Computational Biology: Structure and Organization of Biomolecules and Cells (BIOE 279, BIOMEDIN 279, CME 279, CS 279)

Computational techniques for investigating and designing the three-dimensional structure and dynamics of biomolecules and cells. These computational methods play an increasingly important role in drug discovery, medicine, bioengineering, and molecular biology. Course topics include protein structure prediction, protein design, drug screening, molecular simulation, cellular-level simulation, image analysis for microscopy, and methods for solving structures from crystallography and electron microscopy data. Prerequisites: elementary programming background (CS 106A or equivalent) and an introductory course in biology or biochemistry.
Terms: Aut | Units: 3 | Grading: Letter or Credit/No Credit

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).
Terms: not given this year | Units: 3 | Grading: Letter or Credit/No Credit

BIOS 202: Hippocampal Field Potentials, an Introduction to CNS in Vitro Electrophysiology

Enrollment limited to graduate students in the School of Medicine; undergraduates may enroll with instructor consent. Introduces students to theory and practice of in vitro CNS electrophysiology. Lectures cover basic electrical and electrode theory, hippocampal anatomy, interpretation of these potentials, common pitfalls and misinterpretations, design of experiments using field potentials and other related topics. Practicum is hands on training in obtaining, recording and interpreting field potentials from in vitro hippocampal slices. Students develop skills in data collection, analysis and evaluation, art and design of electrophysiological studies of the brain.
Terms: not given this year | Units: 1-3 | Grading: Letter or Credit/No Credit

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."
Terms: not given this year | Units: 1 | Grading: Medical Option (Med-Ltr-CR/NC)

BIOS 234: Personalized Genomic Medicine

Focuses on next-generation sequencing and its implications for personalized genomic medicine. Students gain hands-on experience with popular DNA sequence analysis tools as well as a practical understanding of the underlying algorithms and biomedicine.
Terms: not given this year | Units: 1 | Grading: Medical Option (Med-Ltr-CR/NC)

BIOS 251: Biotechnology in the Natural World (SBIO 251)

Life can be found in some of the strangest and most inhospitable places of Earth. Whether in hot springs, oceanic depths, or dense rainforests, living organisms must be natural specialists to survive. This course explores a selection of strange and ingenious biomolecules that natural organisms have evolved in order to survive. Lectures will cover historical background as well as detailed investigations of the structure and function of selected biomolecules of interest. The majority of each lecture and discussion will focus on the adaptation of those molecules for fundamental and innovative approaches in modern biotechnology, especially in medicine and biophotonics. Key biophysical and biochemical techniques will be discussed as they are encountered within primary literature.
Terms: not given this year | Units: 1 | Grading: Medical Satisfactory/No Credit

BIOS 285: Rodent Animal Models: Selection, Detection, Dissection, Inspection

This 2-week mini-course will discuss pragmatic approaches to rodent utilization with the aim of empowering graduate students across multiple disciplines to maximize rodent-derived data and minimize the redundant use of animals in biomedical research. Topics will include an introduction to clinical models, practical aspects of rodent blood collection and interpretation, algorithmic approaches to tissue collection for research applications, and an introduction to rodent histopathology, immunohistochemistry, and immunofluorescence. Course instructors include board-certified laboratory animal medicine clinicians and comparative pathologists that are expert h these topics. This course is open to graduate students with or without prior rodent experience.
Terms: Aut | Units: 1 | Grading: Medical Satisfactory/No Credit

CHEM 10: Exploring Research and Problem Solving Across the Sciences

Development and practice of critical problem solving and study skills using a wide variety of scientific examples that illustrate the broad yet integrated nature of current research. Students will build a problem solving tool-kit and apply chemical and mathematical concepts to solve problems related to energy, climate change, water resources, medicine, and food & nutrition. Note: course offered in August prior to start of fall quarter, and only Leland Scholar Program participants will register.
Terms: Aut | Units: 1 | Grading: Satisfactory/No Credit

CHEM 31M: Chemical Principles: From Molecules to Solids (MATSCI 31)

A one-quarter course for students who have taken chemistry previously. This course will introduce the basic chemical principles that dictate how and why reactions occur and the structure and properties of important molecules and extended solids that make up our world. As the Central Science, a knowledge of chemistry provides a deep understanding of concepts in fields ranging from materials and environmental science and engineering to pharmacology and metabolism. Discussions of molecular structure will emphasize bonding models including Lewis structures, resonance, valence bond theory, and molecular orbital theory. Lectures will reveal the chemistry of materials of different dimensionality, with emphasis on symmetry, bonding, and electronic structure of molecules and solids. We will also discuss the kinetics and thermodynamics that govern reactivity and dictate solubility and acid-base equilibria. A two-hour weekly laboratory section accompanies the course to introduce laboratory techniques and reiterate lecture concepts through hands-on activities. Specific discussions and laboratories will emphasize the structure, properties, and applications of molecules used in medicine, perovskites and organic dyes used in solar cells, and the dramatically different properties of materials made with only carbon atoms: diamond, graphite, graphene. There will be three lectures, one two-hour laboratory session, an optional 80-minute problem solving session each week. The course will assume familiarity with stoichiometry, unit conversions, and gas laws. Students earning an AP chemistry score of 4 should take CHEM 31M. Students earning an AP score of 5 are welcome to take CHEM 31M, as a refresher, or will receive credit for CHEM 31M. Students who have taken AP chemistry, but scored a 3 or lower, are welcome to take the placement test to place into CHEM 31M. CHEM 31M cannot be used to replace grades earned in CHEM 31X because previously given the courses are not equivalent.
Terms: Aut | Units: 5 | UG Reqs: GER: DB-NatSci, WAY-SMA | Grading: Letter or Credit/No Credit

CHEM 121: Organic Chemistry of Bioactive Molecules

(Formerly CHEM 35) 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 or corequisite CHEM 100.
Terms: Aut, Spr, Sum | Units: 5 | UG Reqs: GER: DB-NatSci | Grading: Letter or Credit/No Credit

CHEM 141: The Chemical Principles of Life I

This is the first course in a two-quarter sequence (Chem 141/143), which will examine biological science through the lens of chemistry. In this sequence students will gain a qualitative and quantitative understanding of the molecular logic of cellular processes, which include expression and transmission of the genetic code, enzyme kinetics, biosynthesis, energy storage and consumption, membrane transport, and signal transduction. Connections to foundational principles of chemistry will be made through structure-function analyses of biological molecules. Integrated lessons in structural, mechanistic, and physical chemistry will underscore how molecular science and molecular innovation have impacted biology and medicine. Prerequisites: CHEM 121 (formerly 35), MATH 21 or equivalent.
Terms: Win | Units: 4 | Grading: Letter or Credit/No Credit

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 | Grading: Letter or Credit/No Credit

CHEM 193: Interdisciplinary Approaches to Human Health Research (BIO 193, BIOE 193, CHEMENG 193)

For undergraduate students participating in the Stanford ChEM-H Undergraduate Scholars Program. This course will expose students to interdisciplinary research questions and approaches that span chemistry, engineering, biology, and medicine. Focus is on the development and practice of scientific reading, writing, and presentation skills intended to complement hands-on laboratory research. Students will read scientific articles, write research proposals, make posters, and give presentations.
Terms: Win, Spr | Units: 1 | Repeatable for credit | Grading: Satisfactory/No Credit
Instructors: ; Sefton, E. (PI); Hope, J. (TA)

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 | Grading: Medical Satisfactory/No 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 | Grading: Satisfactory/No Credit
Instructors: ; Frank, C. (PI)

CHEMENG 193: Interdisciplinary Approaches to Human Health Research (BIO 193, BIOE 193, CHEM 193)

For undergraduate students participating in the Stanford ChEM-H Undergraduate Scholars Program. This course will expose students to interdisciplinary research questions and approaches that span chemistry, engineering, biology, and medicine. Focus is on the development and practice of scientific reading, writing, and presentation skills intended to complement hands-on laboratory research. Students will read scientific articles, write research proposals, make posters, and give presentations.
Terms: Win, Spr | Units: 1 | Repeatable for credit | Grading: Satisfactory/No Credit
Instructors: ; Sefton, E. (PI); Hope, J. (TA)

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 | Grading: Medical Satisfactory/No 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: Win | Units: 3 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Satisfactory/No Credit

CHPR 230: Sexual Function and Diversity in Medical Disciplines (FEMGEN 230, SOMGEN 230)

This course is a 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 gy, 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 in CHPR 230 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: Win | Units: 2-3 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Stefanick, M. (PI)

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 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Stefanick, M. (PI)

CHPR 270: Prevention Across Surgical and Other Medical Disciplines

This course is coordinated seminar series that presents evidence-based health promotion and disease prevention guidelines by clinical and translational research and population health science faculty of clinical departments other than Medicine (the focus of CHPR 260) of the Stanford School of Medicine, including; Anesthesiology & Perioperative, & Pain Medicine, Cardiothoracic Surgery, Dermatology, Emergency Medicine, Neurology & Neurological Sciences, Neurosurgery, Obstetrics & Gynecology, Ophthalmology, Orthopaedic Surgery, Otolaryngology, Pathology, Pediatrics, Psychiatry & Behavioral Sciences, Radiation Oncology, Radiology, Surgery and Urology, CHPR master's program students must enroll for a letter grade and priority for enrollment will be given to current CHPR students. Prerequisites: CHPR 201 or HUMBIO 126/CHPR 226 or equivalent or consent of instructor.
Terms: Spr | Units: 3 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Stefanick, M. (PI)

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 | Grading: Letter or Credit/No Credit
Instructors: ; Gardner, N. (PI)

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: not given this year | Units: 3-4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-SI | Grading: Letter or Credit/No Credit

CLASSICS 123: Ancient Medicine

Contemporary medical practice traces its origins to the creation of scientific medicine by Greek doctors such as Hippocrates and Galen. Is this something of which modern medicine can be proud? The scientific achievements and ethical limitations of ancient medicine when scientific medicine was no more than another form of alternative medicine. Scientific medicine competed in a marketplace of ideas where the boundaries between scientific and social aspects of medicine were difficult to draw.
Terms: Win | Units: 3-4 | UG Reqs: GER:DB-Hum, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Netz, R. (PI)

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.
Terms: not given this year | Units: 3-4 | UG Reqs: GER:DB-Hum | Grading: Letter (ABCD/NP)

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 | Grading: Letter or Credit/No Credit
Instructors: ; Khayms, V. (PI)

CME 279: Computational Biology: Structure and Organization of Biomolecules and Cells (BIOE 279, BIOMEDIN 279, BIOPHYS 279, CS 279)

Computational techniques for investigating and designing the three-dimensional structure and dynamics of biomolecules and cells. These computational methods play an increasingly important role in drug discovery, medicine, bioengineering, and molecular biology. Course topics include protein structure prediction, protein design, drug screening, molecular simulation, cellular-level simulation, image analysis for microscopy, and methods for solving structures from crystallography and electron microscopy data. Prerequisites: elementary programming background (CS 106A or equivalent) and an introductory course in biology or biochemistry.
Terms: Aut | Units: 3 | Grading: Letter or Credit/No Credit

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).
Terms: not given this year | Units: 3 | Grading: Letter or Credit/No Credit

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 dr.yasmin@stanford.edu (Meets Earth Systems WIM requirement.)
Terms: Win | Units: 4-5 | Grading: Letter or Credit/No Credit
Instructors: ; Yasmin, S. (PI)

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 dr.yasmin@stanford.edu (Meets Earth Systems WIM requirement.)
Terms: Win | Units: 4-5 | Grading: Letter or Credit/No Credit
Instructors: ; Yasmin, S. (PI)

COMPMED 11SC: Life in the Zoo: Behavior, Welfare and Enrichment

What makes for a good life in a zoo? For that matter, what makes a good zoo? The psychological and physical wellbeing of the animals? The contribution to research, conservation, and education? The guest experience? Students will learn first-hand how animal welfare science provides an evidence-based approach to optimize and balance each of these demands so that "good welfare is good business." Through a unique experience at San Francisco Zoo students will learn how to apply principles of animal behavior to design environmental enrichments which benefit both the animals and the complex mission of a zoo. Students will be guided through the process of assessing an exhibit from the point of view of the animal's behavior and wellbeing, educational opportunities, and guest experience; developing an enrichment plan; designing and building enrichments for the animals; interacting with the public as docents; and assessing the overall effectiveness of a new enrichment; before finally presenting their work at a "mini-conference." The course will be taught with an emphasis on self-guided learning, student-led class time, hands-on experience, and service-learning. Most days will begin with students presenting what they have learned the previous day to the class, followed by student-led discussion, preparation time for the day's activities, and then time out in the zoo. The course will be taught by Dr. Garner (whose introductory seminar in Animal Behavior is strongly recommended, though not required) and Dr. Watters (Vice President of Animal Wellness and Animal Behavior, San Francisco Zoological Society). [This is a SOPHOMORE COLLEGE course. Visit soco.stanford.edu for full details.]
Terms: Sum | Units: 2 | Grading: Letter (ABCD/NP)
Instructors: ; Garner, J. (PI)

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 | Grading: Letter or Credit/No Credit
Instructors: ; Cherpes, T. (PI)

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 | Grading: Letter or Credit/No Credit
Instructors: ; Garner, J. (PI)

COMPMED 81Q: Aardvarks to Zebras: The A to Z of Animal Anatomy

Preference to sophomores.Ever wonder what cats and narwhals have in common? Maybe you haven't, but despite their seemingly different lifestyles and habitats (i.e. sleeping on couches versus swimming in oceans), they are both mammals! In this seminar, students will gain an appreciation for basic mammalian anatomic and physiologic principles that span across multiple species while emphasizing key differences that render each species unique. Through student projects, we will explore evolutionary adaptations that have driven the success of a variety of species within the context of their natural environments. In addition to a weekly lecture, weekly laboratory sessions will reinforce anatomic principles through a combination of rodent cadaver dissection, organ and bone specimens, and use of virtual reality demonstrations. Furthermore, students will have the opportunity to visit Año Nuevo State Park to experience a guided viewing of northern elephant seals within their natural habitat. Students with a passion for science will gain a fundamental understanding of anatomy that is applicable to future careers in medicine, biomedical research, veterinary medicine, and ecology/conservation.
Terms: Win | Units: 3 | UG Reqs: GER: DB-NatSci, WAY-SMA | Grading: Letter or Credit/No Credit
Instructors: ; Casey, K. (PI)

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: Win | Units: 2 | Grading: Letter or Credit/No Credit
Instructors: ; Green, S. (PI)

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 | Grading: Letter or Credit/No Credit
Instructors: ; Felt, S. (PI)

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 | Grading: Letter or Credit/No Credit
Instructors: ; Albertelli, M. (PI)

COMPMED 87Q: Laboratory Mouse in Biomedical Research

Preference to sophomores. This course focuses on the laboratory mouse, a widely used and important biomedical research model. We will explore the natural history and origin of the laboratory mouse; the ethics and regulations on the use of mice in research; the characteristics and nomenclature of commonly used mouse strains; the anatomy, physiology, and husbandry of laboratory mice; common mouse diseases and their effects on research; mouse coat color genetics and its relevance to human diseases; immunodeficient mouse models and their uses in biomedical research; and the technology for genetically engineering laboratory mice (e.g., transgenic mice). The laboratory component of the course uses live or dead mice to provide hands-on experience with mouse handling; necropsy; anesthesia and surgery; identification methods; and techniques commonly used in biomedical research. Enrollment limited to 14 students.
Terms: Aut | Units: 3 | UG Reqs: GER: DB-NatSci, WAY-SMA | Grading: Letter or Credit/No Credit
Instructors: ; Nagamine, C. (PI)

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 | Grading: Letter or Credit/No Credit
Instructors: ; Pacharinsak, C. (PI)

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.
Terms: Aut | Units: 4 | Grading: Medical Option (Med-Ltr-CR/NC)

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.
Terms: Spr | Units: 2-3 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Satisfactory/No Credit
Instructors: ; Albertelli, M. (PI)

COMPMED 114: Introduction to Veterinary/Medical Teminology

The Introduction to Veterinary Medical Terminology course will introduce students to medical terminology used in the veterinary profession and in biomedical research. This course is designed with the preveterinary student in mind, although pre-medical students and students in other fields are welcome. Upon successful completion of the course, students will be able to review, comprehend, and communicate basic medical reports and clinical assessments. Students can expect to complete 2-4 hours of online reading per week, to meet 1 hour per week to review cases, selected medical TV shows or movies, and will complete a short term paper on a disease condition.
Terms: Spr | Units: 2 | Grading: Medical Option (Med-Ltr-CR/NC)

COMPMED 123: Immunology of Infectious Disease

Course utilizes active learning techniques to explore essential elements of the mammalian host response to infection. Focusing on overriding principles rather than rote learning, course delivers pragmatic understanding of this response. Topics include pathogenesis of clinically relevant pathogens, vital immune system cells and tissues, and how innate and adaptive immunity responses are coordinated to control infection. Integrated into this active learning experience are human and veterinary medicine clinical cases that provide an exciting way for participants to re-enforce understanding of these basic concepts of host defense and challenge their problem-solving abilities. UG prerequisites: Cell Biology or consent of instructor.
Terms: Spr | Units: 2 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Cherpes, T. (PI)

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 | Grading: Letter or Credit/No Credit

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 | Grading: Letter or Credit/No Credit

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 | Units: 2 | Repeatable for credit | Grading: Medical Satisfactory/No Credit
Instructors: ; Hestrin, S. (PI)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 for credit | Grading: Medical Satisfactory/No Credit
Instructors: ; Huss, M. (PI)

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.
Terms: not given this year | Units: 3 | Grading: Medical Option (Med-Ltr-CR/NC)

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.
Terms: Aut | Units: 4 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Units: 1 | Repeatable for credit | Grading: Medical Satisfactory/No Credit
Instructors: ; Nagamine, C. (PI)

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: not given this year | Units: 3 | Grading: Medical Option (Med-Ltr-CR/NC)

COMPMED 210A: Form and Funkiness of Lab Animals I: Anatomy and Histology

Have you ever wondered what dermatitis looks like on a histology slide? Does wondering about what a pancreas really looks like keep you up at night? Wonder no more! This course focuses on the anatomy and histology of laboratory animal species, with a focus on the laboratory mouse. Topics covered include: tissue dissection, tissue preparation for histology (collection, fixation, trimming and orientation), and identification of normal anatomy and histology through brightfield microscopy. This course involves dissection laboratories, and previous participation in the VSC Mouse Handling Workshop is recommended.
Terms: Win | Units: 3 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Vilches-Moure, J. (PI)

COMPMED 210B: Form and Funkiness of Lab Animals II: Introduction to Pathological Priciciples

Have you ever ever wondered what dermatitis looks like on a histology slide? Have you ever lost sleep thinking about what an infarct really is? Well, it's your lucky quarter! This course focuses on the microscopic assessment of tissue pathology, with a focus on the laboratory mouse. Topics covered include: cell injury and cell death, inflammation, healing, and neoplasia. Common diseases of the laboratory house will also be covered. Prerequisites: COMPMED210A (Form and Funkiness of Laboratory Animals I: Anatomy and Histology).
Terms: Spr | Units: 3 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Vilches-Moure, J. (PI)

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.
Terms: Aut | Units: 2 | Grading: Medical Satisfactory/No Credit
Instructors: ; Garner, J. (PI)

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.
Terms: not given this year | Units: 3 | Grading: Medical Option (Med-Ltr-CR/NC)

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.
Terms: not given this year | Units: 2-3 | Grading: Medical Option (Med-Ltr-CR/NC)

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 for credit | Grading: Medical Option (Med-Ltr-CR/NC)

COMPMED 290: Laboratory Animal Science Professional Development and Career Exploration

Focus is on career development for graduate students and trainees enrolled in a trainee program in the Department of Comparative Medicine. Seminar topics include career pathways in laboratory animal science, resume preparation, manuscript preparation and authorship, life in academics, life in industry and biopharma, regulatory agencies, veterinary and medical school. Speakers include faculty, speakers from industry and pharmaceutical companies, veterinary school and medical school graduates, regulatory and compliance professionals, research scientists, and animal research program/laboratory managers. Students may choose to shadow veterinary clinical faculty or rotate through basic science laboratory, by special arrangement. The objective is to introduce students to the multiple career pathways available to individuals with advanced training in laboratory animal science. May be taken up to six quarters.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit | Grading: Medical Satisfactory/No Credit
Instructors: ; Green, S. (PI)

COMPMED 299: Directed Reading in Comparative Medicine

Prerequisite: consent of instructor. (Staff)
Terms: Aut, Win, Spr, Sum | Units: 1-18 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical School MD Grades

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 | Grading: Medical Option (Med-Ltr-CR/NC)

COMPMED 801: TGR Project

Terms: Aut, Win, Spr, Sum | Units: 0 | Repeatable for credit | Grading: TGR

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: not given this year | Units: 2 | Grading: Letter or Credit/No Credit

CS 102: Working with Data - Tools and Techniques

Aimed at non-CS undergraduate and graduate students who want to learn a variety of tools and techniques for working with data. Many of the world's biggest discoveries and decisions in science, technology, business, medicine, politics, and society as a whole, are now being made on the basis of analyzing data sets. This course provides a broad and practical introduction to working with data: data analysis techniques including databases, data mining, machine learning, and data visualization; data analysis tools including spreadsheets, Tableau, relational databases and SQL, Python, and R; introduction to network analysis and unstructured data. Tools and techniques are hands-on but at a cursory level, providing a basis for future exploration and application. Prerequisites: comfort with basic logic and mathematical concepts, along with high school AP computer science, CS106A, or other equivalent programming experience.
Terms: Spr | Units: 3-4 | UG Reqs: WAY-AQR | Grading: Letter or Credit/No Credit
Instructors: ; Widom, J. (PI)

CS 231N: Convolutional Neural Networks for Visual Recognition

Computer Vision has become ubiquitous in our society, with applications in search, image understanding, apps, mapping, medicine, drones, and self-driving cars. Core to many of these applications are visual recognition tasks such as image classification and object detection. Recent developments in neural network approaches have greatly advanced the performance of these state-of-the-art visual recognition systems. This course is a deep dive into details of neural-network based deep learning methods for computer vision. During this course, students will learn to implement, train and debug their own neural networks and gain a detailed understanding of cutting-edge research in computer vision. We will cover learning algorithms, neural network architectures, and practical engineering tricks for training and fine-tuning networks for visual recognition tasks. Prerequisites: Proficiency in Python; familiarity with C/C++; CS 131 and CS 229 or equivalents; Math 21 or equivalent, linear algebra.
Terms: Spr | Units: 3-4 | Grading: Letter or Credit/No Credit
Instructors: ; Li, F. (PI)

CS 235: Computational Methods for Biomedical Image Analysis and Interpretation (BIOMEDIN 260, RAD 260)

The latest biological and medical imaging modalities and their applications in research and medicine. Focus is on computational analytic and interpretive approaches to optimize extraction and use of biological and clinical imaging data for diagnostic and therapeutic translational medical applications. Topics include major image databases, fundamental methods in image processing and quantitative extraction of image features, structured recording of image information including semantic features and ontologies, indexing, search and content-based image retrieval. Case studies include linking image data to genomic, phenotypic and clinical data, developing representations of image phenotypes for use in medical decision support and research applications and the role that biomedical imaging informatics plays in new questions in biomedical science. Includes a project. Enrollment for 3 units requires instructor consent. Prerequisites: programming ability at the level of CS 106A, familiarity with statistics, basic biology. Knowledge of Matlab or Python highly recommended.
Terms: Spr | Units: 3-4 | Grading: Medical Option (Med-Ltr-CR/NC)

CS 271: Artificial Intelligence in Healthcare (BIODS 220, BIOMEDIN 220)

Healthcare is one of the most exciting application domains of artificial intelligence, with transformative potential in areas ranging from medical image analysis to electronic health records-based prediction and precision medicine. This course will involve a deep dive into recent advances in AI in healthcare, focusing in particular on deep learning approaches for healthcare problems. We will start from foundations of neural networks, and then study cutting-edge deep learning models in the context of a variety of healthcare data including image, text, multimodal and time-series data. In the latter part of the course, we will cover advanced topics on open challenges of integrating AI in a societal application such as healthcare, including interpretability, robustness, privacy and fairness. The course aims to provide students from diverse backgrounds with both conceptual understanding and practical grounding of cutting-edge research on AI in healthcare.
Terms: Win | Units: 3-4 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Yeung, S. (PI)

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: Aut | Units: 4 | Grading: Medical Option (Med-Ltr-CR/NC)

CS 279: Computational Biology: Structure and Organization of Biomolecules and Cells (BIOE 279, BIOMEDIN 279, BIOPHYS 279, CME 279)

Computational techniques for investigating and designing the three-dimensional structure and dynamics of biomolecules and cells. These computational methods play an increasingly important role in drug discovery, medicine, bioengineering, and molecular biology. Course topics include protein structure prediction, protein design, drug screening, molecular simulation, cellular-level simulation, image analysis for microscopy, and methods for solving structures from crystallography and electron microscopy data. Prerequisites: elementary programming background (CS 106A or equivalent) and an introductory course in biology or biochemistry.
Terms: Aut | Units: 3 | Grading: Letter or Credit/No Credit

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 | Grading: Satisfactory/No Credit
Instructors: ; Chou, T. (PI)

CS 337: AI-Assisted Care (MED 277)

AI has been advancing quickly, with its impact everywhere. In healthcare, innovation in AI could help transforming of our healthcare system. This course offers a diverse set of research projects focusing on cutting edge computer vision and machine learning technologies to solve some of healthcare's most important problems. The teaching team and teaching assistants will work closely with students on research projects in this area. Research projects include Care for Senior at Senior Home, Surgical Quality Analysis, AI Assisted Parenting, Burn Analysis & Assessment and more. AI areas include Video Understanding, Image Classification, Object Detection, Segmentation, Action Recognition, Deep Learning, Reinforcement Learning, HCI and more. The course is open to students in both school of medicine and school of engineering.
Terms: Aut, Win | Units: 1 | Grading: Medical Option (Med-Ltr-CR/NC)

CS 342: Building for Digital Health (MED 253)

This project-based course will provide a comprehensive overview of key requirements in the design and full-stack implementation of a digital health research application. Several pre-vetted and approved projects from the Stanford School of Medicine will be available for students to select from and build. Student teams learn about all necessary approval processes to deploy a digital health solution (data privacy clearance/I RB approval, etc.) and be guided in the development of front-end and back-end infrastructure using best practices. The final project will be the presentation and deployment of a fully approved digital health research application. CS106A, CS106B, Recommended: CS193P/A, CS142, CS47, CS110. Limited enrollment for this course. Students need to submit their application online via: https://docs.google.com/forms/d/e/1FAIpQLSfENFanSf9TL8fvCS9RSLOQ90g_NF2_lETx3pQ8Y8BjxToR7g/viewform
Terms: Aut | Units: 3 | Grading: Medical Option (Med-Ltr-CR/NC)

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).
Terms: not given this year | Units: 3 | Grading: Letter or Credit/No Credit

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: not given this year | Units: 1 | Repeatable for credit | Grading: Satisfactory/No Credit

CSP 261: The Organic Chemistry of Life: Understanding Medicine and Drugs

Units: 3 | Grading: Letter (ABCD/NP)

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: not given this year | Units: 4 | UG Reqs: WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

CSRE 66: Spectacular Trials: Sex, Race and Violence in Modern American Culture (AMSTUD 106)

This course will use the phenomenon of the spectacular trial as a framework for exploring the intersections of sex, race, and violence in the formation of modern American culture. Beginning in the late nineteenth century and continuing through the 1990s, we will focus our inquiry on a number of notorious cases, some associated with familiar names¿the ¿Scottsboro Boys,¿ Emmett Till, O.J. Simpson¿others involving once-infamous actors¿like Joan Little and Inez Garcia¿whose ordeals have receded into historical memory, considering a range of questions arising from this thematic nexus. For instance, in what ways are sexual transgressions racialized and gendered? What are the practical and theoretical ramifications of the seemingly inextricable conjunction of sex and violence in legal and popular discourse? And what insights might such spectacles afford when broached as an arena in which sexual meanings, identities, and practices are refracted and ultimately constructed? We will also examine the role of the pertinent professions in the evolution of these events, in particular how the interplay of law, medicine, psychiatry, and forensic science helped define the shifting boundaries of legality, and how print, radio, and television journalism operated not only in sensationalizing, but also in reflecting, modeling, and shaping prevailing attitudes and behaviors. Our study of this vital facet of our ¿society of the spectacle¿ will draw on a series of compelling secondary readings complemented by a diverse array of primary sources¿from contemporaneous pamphlets and newspaper accounts to photographs, letters, trial testimony, and psychological commentary¿that will enable class members to evaluate the strengths and weaknesses of different textual genres, experiment with alternative methods of fashioning historical interpretations, and contemplate the ways history might be employed to illuminate the persistent problems of racial bias, reflexive sexualization, and the packaging of trials as mass entertainment in the present day.
Terms: not given this year | Units: 5 | Grading: Letter or Credit/No Credit

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.
Terms: not given this year | Units: 4 | Grading: Letter (ABCD/NP)

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 | Grading: Letter or Credit/No Credit
Instructors: ; Coyne, B. (PI)

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.
Terms: Spr | Units: 5 | UG Reqs: WAY-ED, WAY-ER | Grading: Letter (ABCD/NP)
Instructors: ; Fullwiley, D. (PI)

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.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-SocSci, WAY-ED, WAY-ER | Grading: Letter or Credit/No Credit

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 for credit | Grading: Medical Option (Med-Ltr-CR/NC)

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.nnnNO PRE-REQUISITES: No prior dance experience required. Beginners are welcome.
Terms: not given this year | Units: 1-2 | UG Reqs: WAY-CE | Repeatable for credit | Grading: Satisfactory/No 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 | Grading: Medical School MD Grades

DBIO 220: Genomics and Personalized Medicine (GENE 210)

Principles of genetics underlying associations between genetic variants and disease susceptibility and drug response. Topics include: genetic and environmental risk factors for complex genetic disorders; design and interpretation of genome-wide association studies; pharmacogenetics; full genome sequencing for disease gene discovery; population structure and genetic ancestry; use of personal genetic information in clinical medicine; ethical, legal, and social issues with personal genetic testing. Hands-on workshop making use of personal or publicly available genetic data. Prerequisite: GENE 202, Gene 205 or BIOS 200.
Terms: not given this year | Units: 3 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical School MD Grades

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 dr.yasmin@stanford.edu (Meets Earth Systems WIM requirement.)
Terms: Win | Units: 4-5 | Grading: Letter or Credit/No Credit
Instructors: ; Yasmin, S. (PI)

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 dr.yasmin@stanford.edu (Meets Earth Systems WIM requirement.)
Terms: Win | Units: 4-5 | Grading: Letter or Credit/No Credit
Instructors: ; Yasmin, S. (PI)

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: not given this year | Units: 5 | UG Reqs: WAY-SI | Grading: Medical Option (Med-Ltr-CR/NC)

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 82 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 | Grading: Letter or Credit/No Credit

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: not given this year | Units: 3 | Grading: Medical Option (Med-Ltr-CR/NC)

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 82 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 | Grading: Letter or Credit/No Credit

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
Terms: not given this year | Units: 3 | Grading: Letter or Credit/No Credit

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
Terms: not given this year | Units: 3 | Grading: Letter or Credit/No Credit

EE 372: Data Science for High Throughput Sequencing

Extraordinary advances in sequencing technology in the past decade have revolutionized biology and medicine. Many high-throughput sequencing based assays have been designed to make various biological measurements of interest. This course explores the various computational and data science problems that arises from processing, managing and performing predictive analytics on this high throughput sequencing data. Specific problems we will study include genome assembly, haplotype phasing, RNA-Seq assembly, RNA-Seq quantification, single cell RNA-seq analysis, multi-omics analysis,nand genome compression. We attack these problems through a combination of tools from information theory, combinatorial algorithms, machine learning and signal processing. Through this course, the student will also get familiar with various software tools developed for the analysis of real sequencing data. Prerequisites: Basic knowledge of probability at the level of EE 178. Some programming experience.
Terms: not given this year | Units: 3 | Grading: Letter or Credit/No Credit

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: Win | Units: 3 | UG Reqs: WAY-SI | Grading: Letter (ABCD/NP)

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 decision making and the social influence of medial dramas. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
Terms: Aut | Units: 1-3 | UG Reqs: WAY-A-II | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Curtis, H. (PI)

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: Win | Units: 5 | UG Reqs: WAY-SI | Grading: Letter (ABCD/NP)

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 | Units: 1 | Repeatable for credit | Grading: Letter or Credit/No Credit
Instructors: ; Thompson, A. (PI)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

EMED 114SI: On the Path to Medical School

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 doctors in the Emergency Room at Santa Clara Valley Medical Center. Discussions, presentations, and lectures will help students discover 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. Participants can also apply to volunteer in the emergency department at the Santa Clara Valley Medical Center. Students participating in the clinical component can simultaneously improve hospital workflow and learn from partnering with Emergency Department physicians, gaining more hands-on exposure in order to inform premedical career path decision making.
Terms: Aut, Win, Spr | Units: 1 | Grading: Satisfactory/No Credit
Instructors: ; Weiss, E. (PI)

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: Aut, Spr | Units: 1-3 | UG Reqs: WAY-CE | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Merritt, A. (PI)

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 | Grading: Letter or Credit/No Credit
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 for credit | Grading: Letter (ABCD/NP)
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 for credit | Grading: Medical Option (Med-Ltr-CR/NC)
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 | Grading: Credit/No Credit
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 for credit | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Thompson, A. (PI)

EMED 127: Health Care Leadership (EMED 227, PUBLPOL 127, PUBLPOL 227)

Healthcare Leadership class brings eminent healthcare leaders from a variety of sectors within healthcare to share their personal reflections and insights on effective leadership. Speakers discuss their personal core values, share lessons learned and their recipe for effective leadership in the healthcare field, including reflection on career and life choices. Speakers include CEOs of healthcare technology, pharmaceutical and other companies, leaders in public health, eminent leaders of hospitals, academia, biotechnology companies and other health care organizations. The class will also familiarize the students with the healthcare industry, as well as introduce concepts and skills relevant to healthcare leadership. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit. Students taking the course Mondays and Wednesdays should enroll for 4 units (exceptions for a 3 unit registration can be made with the consent of instructor to be still eligible for Ways credit). Students taking the course on Wednesdays only should register for 2 units.
Terms: Win | Units: 2-4 | UG Reqs: WAY-ED, WAY-SI | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Trounce, M. (PI)

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 for credit | Grading: Medical Satisfactory/No Credit
Instructors: ; Thompson, A. (PI)

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 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 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 using both 360 video and computer generated simulations. You will be part of the design team for an exhibited interactive experience with a meaningful story. No prior virtual reality or filmmaking experience required.
Terms: Spr | Units: 1-3 | UG Reqs: WAY-CE | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Curtis, H. (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 for credit | Grading: Medical Satisfactory/No Credit

EMED 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: not given this year | Units: 2-3 | Grading: Letter (ABCD/NP)

EMED 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 | Grading: Medical Option (Med-Ltr-CR/NC)

EMED 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 | Grading: Letter (ABCD/NP)

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 | Grading: Letter or Credit/No Credit

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 | Grading: Medical School MD Grades

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 for credit | Grading: Medical School MD Grades

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 decision making and the social influence of medial dramas. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
Terms: Aut | Units: 1-3 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Curtis, H. (PI)

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 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Walker, R. (PI)

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 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Walker, R. (PI)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Satisfactory/No Credit

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: Aut, Spr | Units: 1-3 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)
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: 3 | Repeatable for credit | Grading: Medical School MD Grades
Instructors: ; Lobo, V. (PI)

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.
Terms: not given this year | Units: 2 | Grading: Medical School MD Grades

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.
Terms: not given this year | Units: 4 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)

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, suturing and ultrasound. Course is great for students who are looking to explore emergency medicine more, medicine in general or just interested in learning important life-saving skills to use in their daily lives. 2 units includes two four-hour emergency department shadow shifts.
Terms: Aut | Units: 1-2 | Grading: Medical School MD Grades

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.
Terms: Spr | Units: 4 | Grading: NQF Scale

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 | Grading: Letter or Credit/No Credit
Instructors: ; Trounce, M. (PI)

EMED 223: Zombie Apocalypse Survival: Advanced Wilderness Medicine

What will you do when the world falls apart and zombies attack? Threats of earthquakes, fires, and tsunamis loom over us daily in the Bay. Will you be the one to make it to the Disco at the End of The World? Come learn the skills to survive in all environments. Topics will include patient assessment, trauma, fractures and dislocations, combat and tactical medicine, go-bags/medical kits, search and rescue, shelter building, animal attacks, dangerous plants, and much more with a focus on hands-on, practical skills.
Terms: Spr | Units: 3 | Grading: Medical Satisfactory/No Credit

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.
Terms: Aut | Units: 1 | Repeatable for credit | Grading: Medical Satisfactory/No Credit
Instructors: ; Wang, N. (PI); Simko, L. (TA)

EMED 227: Health Care Leadership (EMED 127, PUBLPOL 127, PUBLPOL 227)

Healthcare Leadership class brings eminent healthcare leaders from a variety of sectors within healthcare to share their personal reflections and insights on effective leadership. Speakers discuss their personal core values, share lessons learned and their recipe for effective leadership in the healthcare field, including reflection on career and life choices. Speakers include CEOs of healthcare technology, pharmaceutical and other companies, leaders in public health, eminent leaders of hospitals, academia, biotechnology companies and other health care organizations. The class will also familiarize the students with the healthcare industry, as well as introduce concepts and skills relevant to healthcare leadership. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit. Students taking the course Mondays and Wednesdays should enroll for 4 units (exceptions for a 3 unit registration can be made with the consent of instructor to be still eligible for Ways credit). Students taking the course on Wednesdays only should register for 2 units.
Terms: Win | Units: 2-4 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Trounce, M. (PI)

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 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 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 using both 360 video and computer generated simulations. You will be part of the design team for an exhibited interactive experience with a meaningful story. No prior virtual reality or filmmaking experience required.
Terms: Spr | Units: 1-3 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Curtis, H. (PI)

EMED 229: Pediatric Point of Care Ultrasound

Point of Care Ultrasound AND Pediatric specific Point of Care Ultrasound Course emphasizes a hands on approach to teaching the key points in using beside ultrasound taught by faculty and fellows of the Stanford department of emergency medicine ultrasound section. Each class will start with a short lecture reviewing a particular ultrasound exam, followed by a large amount of hands on scanning time focusing on acquiring high quality images. This course is an excellent adjunct to not only to anatomy , physiology , pathophysiology , but also enhancing physical exam skills while constructing a differential diagnosis. In addition to the general point of care ultrasound, we will introduce and review unique and specific applications related to the Pediatric population who are at higher risk of exposure to ionizing radiation. Course will cover the pediatric abdomen for diagnosis of pyloric stenosis, intussusception, appendicitis, lungs ,for diagnosis of pneumonia or pleural effusion and the pediatric hip exam for diagnosis of septic arthritis . By the end of the course, you will be familiar with the ultrasound skills needed to start using it at bedside in upcoming clinical rotations. The course is open to all Stanford medical students, PA students, and undergraduates.
Terms: Aut | Units: 3 | Grading: Medical Satisfactory/No Credit

EMED 231: Peer Counseling for Medical 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 for credit | Grading: Medical School MD Grades

EMED 232: Social Emergency Medicine and Service Learning

Focus on understanding the social determinants of health and exploring the relationship between emergency medicine and public health affecting the Emergency Department patient population by: 1) Discussion and critique of relevant literature; 2) Learning about community resources for patient's social needs; 3) Shadowing ED physicians. Topics include how public health initiatives can improve access to hospital and community resources, and how patients receive care in a busy, fast-paced environment. 2 Units. Service learning component (Additional 1 Unit of Credit): Requires prerequisite of Med 157 Community Health Course, a 3-quarter commitment, personal statement and faculty approval. Students conduct screening and intervention for ED patients; Service Learning option requires prerequisite of Med 157 Community Health course, and enrolling for 3 units.
Terms: not given this year | Units: 2-3 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)

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 for credit | Grading: Medical Satisfactory/No Credit

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 | Grading: Medical School MD Grades

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.
Terms: not given this year | Units: 3 | Grading: Medical Option (Med-Ltr-CR/NC)

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.
Terms: not given this year | Units: 3 | Grading: Medical Option (Med-Ltr-CR/NC)

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..
Terms: not given this year | Units: 3 | Grading: Medical Option (Med-Ltr-CR/NC)

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: not given this year | Units: 3 | Grading: Medical School MD Grades

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.nAdmission by application. See dschool.stanford.edu/classes for more information.
Terms: Aut | Units: 2 | Grading: Satisfactory/No Credit

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 | Grading: Medical School MD Grades
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 | Grading: Medical Option (Med-Ltr-CR/NC)

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. Dr. Nick Ashenburg ashenburg@stanford.edu. 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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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: not given this year | Units: 6 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 for credit | Grading: Medical School MD Grades

EMED 398W: Clinical Elective in Emergency Medicine

Terms: Aut, Win, Spr, Sum | Units: 6 | Repeatable for credit | Grading: Medical School MD Grades

EMED 399: Graduated Research

Students undertake investigations sponsored by individual faculty members.
Terms: Aut, Win, Spr, Sum | Units: 1-18 | Repeatable for credit | Grading: Medical Satisfactory/No Credit
Instructors: ; Quinn, J. (PI); Yang, S. (PI)

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: not given this year | Units: 3-5 | UG Reqs: WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

ENGLISH 118A: Illness in Literature: The Mind and Body in Pain

This class provides an overview of illness narratives in fiction from the 19th century to the present. We will examine how authors use language, plot, and structure to portray illness and even recreate its sensations within the reader. We will also study how domestic arrangements, art, medicine and technology mediate the experience of disease. Our discussion of fiction will be buttressed by theoretical texts about the function (and breakdown) of language when deployed to describe physical and mental suffering. Finally, we will consider the ethics of writing about illness. What does it mean to find beauty in descriptions of pain? What role can literature play in building empathy for experiences we have not (yet) experienced ourselves?
Terms: Win | Units: 5 | UG Reqs: WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: ; Houghteling, S. (PI)

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).
Terms: not given this year | Units: 5 | UG Reqs: WAY-A-II | Grading: Letter or Credit/No Credit

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 | Grading: Letter or Credit/No Credit
Instructors: ; Khayms, V. (PI)

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 | Grading: Letter (ABCD/NP)

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.
Terms: not given this year | Units: 3-5 | UG Reqs: GER:DB-SocSci, WAY-ED, WAY-ER | Grading: Letter or Credit/No Credit

ETHICSOC 301: Conflicts, Ethics, and the Academy

(Same as LAW 684) This course looks at conflicts of interest and ethical issues as they arise within academic work. The participants will be drawn from schools and departments across the University so that the discussion will prompt different examples of, and perspectives on, the issues we discuss. Topics will include the conflicts that arise from sponsored research, including choices of topics, shaping of conclusions, and nondisclosure agreements; issues of informed consent with respect to human subjects research, and the special issues raised by research conducted outside the United States; peer review, co-authorship, and other policies connected to scholarly publication; and the ethics of the classroom and conflicts of interest implicating professor-student relationships. Representative readings will include Marcia Angell's work, Drug Companies and Doctors: A Story of Corruption, N.Y. Rev. Books, Jan. 15, 2009, and Is Academic Medicine for Sale? 342 N. Engl. J. Med. 1516 (2000) (and responses); William R. Freudenburg, Seeding Science, Courting Conclusions: Reexamining the Intersection of Science, Corporate Cash, and the Law, 20 Sociological Forum 3 (2005); Max Weber, Science as a Vocation; legal cases; and conflict-of-interest policies adopted by various universities and professional organizations. The course will include an informal dinner at the end of each session. The goal of the course is to have students across disciplines think about the ethical issues they will confront in an academic or research career. Non-law students should enroll in ETHICSOC 301.
Terms: not given this year | Units: 1-3 | Grading: Letter or Credit/No Credit

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 | Grading: Letter or Credit/No Credit

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: not given this year | Units: 1 | Grading: Medical Satisfactory/No Credit

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. Open to MD students only
Terms: Aut | Units: 1 | Repeatable for credit | Grading: Medical School MD Grades
Instructors: ; Feldstein, B. (PI)

FAMMED 213: Medical Tai Chi

Tai chi is a recognized form of integrative and complementary medicine. This class promotes health and well-being by teaching how to decrease stress, depression, and anxiety through the practice of moving meditation. The course also includes the study of the peer-reviewed research studies on the health benefits of tai chi and qigong.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit | Grading: Medical Satisfactory/No Credit
Instructors: ; Kane, B. (PI)

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 for credit | Grading: Medical Satisfactory/No Credit
Instructors: ; Rydel, T. (PI)

FAMMED 215: Primary Care Defined: Perspective and Procedures

Designed to give pre-clerkship MD / PA students a broad overview of the diverse specialties and career trajectories available within the rewarding field of primary care. Students experience hands-on immersion in common office-based procedures, including abscess incision & drainage, joint injections, IUD insertion, and skin biopsy. Sessions led by primary care leaders, faculty, and residents address important questions, opportunities and popular misconceptions about primary care (pediatrics, family medicine and internal medicine), regarding salary, lifestyle, prestige, rigor of clinical practice, and career opportunities. Course enrollment limited to MD and PA students.
Terms: Aut | Units: 1 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)

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 students to care for individuals with disabilities throughout their careers. Through 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 with 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 students only.
Terms: Win | Units: 1 | Grading: Medical School MD Grades

FAMMED 219: Mind-Body Medicine

A small group (8-10) of medical students experientially exploring the interconnections among human capacities such as thought, emotion, belief, attitudes, and physical health. Learn, review and practice of specific skills (including various forms of meditation-focused, mindfulness, active, imagery, genograms, body awareness, autogenics, and biofeedback etc) 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 challenges that many students experience in medical school and beyond, as well as picking up important skills to pass on to patients.
Terms: Spr | Units: 1 | Grading: Medical Option (Med-Ltr-CR/NC)

FAMMED 241: Assistantship in Family and Community Medicine

An in-depth experience in primary care 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 Family Medicine (pcpheducation@stanford.edu). Placements with primary care practices throughout California.
Terms: by arrangement | Units: 6-12 | Grading: Medical School MD Grades

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 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Weinlander, E. (PI)

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 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Kane, B. (PI)

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 | Grading: Medical School MD Grades

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 for credit | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 for credit | Grading: Medical School MD Grades

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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-ED, WAY-SI, Writing 2 | Grading: Letter (ABCD/NP)
Instructors: ; Schiebinger, L. (PI)

FEMGEN 124: Challenging Sex and Gender Dichotomies in Medicine (FEMGEN 224)

Explores and challenges the traditional physiological bases for distinguishing human males from females, as well as the psychosocial factors that play a role in experiencing and expressing gender and sexuality. Topics include the influence of sociocultural (gender) norms and behaviors on human biology, the interactions of sex and gender on medical outcomes, the importance of understanding the spectrum of sex, gender, and sexuality in clinical practice.
Terms: not given this year | Units: 1 | Grading: Medical Satisfactory/No Credit

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-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Schiebinger, L. (PI)

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-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Horn, M. (PI)

FEMGEN 224: Challenging Sex and Gender Dichotomies in Medicine (FEMGEN 124)

Explores and challenges the traditional physiological bases for distinguishing human males from females, as well as the psychosocial factors that play a role in experiencing and expressing gender and sexuality. Topics include the influence of sociocultural (gender) norms and behaviors on human biology, the interactions of sex and gender on medical outcomes, the importance of understanding the spectrum of sex, gender, and sexuality in clinical practice.
Terms: not given this year | Units: 1 | Grading: Medical Satisfactory/No Credit

FEMGEN 230: Sexual Function and Diversity in Medical Disciplines (CHPR 230, SOMGEN 230)

This course is a 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 gy, 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 in CHPR 230 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: Win | Units: 2-3 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Stefanick, M. (PI)

FEMGEN 444: Graduate Research Seminar: Gender in Science, Medicine, and Engineering (HISTORY 444)

Theory and practice of gender in STEM. 1. "Fix the Numbers of Women" focuses on increasing women's participation; 2. "Fix the Institutions" promotes gender equality in careers through structural change in research organizations; 3. "Fix the Knowledge" or "gendered innovations" stimulates excellence in science and technology by integrating gender analysis into research. Seminar explores harnessing the creative power of gender analysis to enhance knowledge and spark innovation.
Terms: not given this year | Units: 5 | Grading: Letter (ABCD/NP)

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.
Terms: not given this year | Units: 3 | UG Reqs: WAY-A-II, WAY-SI | Grading: Letter or Credit/No Credit

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 French.
Terms: Win | Units: 3-5 | UG Reqs: WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: ; Alduy, C. (PI)

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 French.
Terms: Win | Units: 3-5 | Grading: Letter (ABCD/NP)
Instructors: ; Alduy, C. (PI)

FRENCH 343: In Defense of Poetry

Beginning with the account of the quarrel between philosophy and poetry in Plato's Republic, we will read definitions and defenses of poetry by authors such as Cicero, Horace, Petrarch, Boccaccio, Sidney, Shelley, and Pound, among others. While we will try to historicize these authors' defenses as much as possible, we will also read them from the perspective of contemporary efforts to defend literature and the humanities. Topics of central concern will be the connection between poetry and ethics, the conflict between poetry and the professions of business, law, and medicine, poetry's place in the university, the political role of the poet, questions of poetic language and form, and the relevance of defenses of poetry to literary theory.
Terms: not given this year | Units: 3-5 | Grading: Letter or Credit/No Credit

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 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Bernstein, J. (PI)

GENE 210: Genomics and Personalized Medicine (DBIO 220)

Principles of genetics underlying associations between genetic variants and disease susceptibility and drug response. Topics include: genetic and environmental risk factors for complex genetic disorders; design and interpretation of genome-wide association studies; pharmacogenetics; full genome sequencing for disease gene discovery; population structure and genetic ancestry; use of personal genetic information in clinical medicine; ethical, legal, and social issues with personal genetic testing. Hands-on workshop making use of personal or publicly available genetic data. Prerequisite: GENE 202, Gene 205 or BIOS 200.
Terms: not given this year | Units: 3 | Grading: Medical Option (Med-Ltr-CR/NC)

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: Aut | Units: 4 | Grading: Medical Option (Med-Ltr-CR/NC)

GS 182: Field Trip to Cascade Volcanoes of California

Three-day field trip (involving light hiking and camping) to study active and dormant volcanoes of northern California, including Mt. Shasta, Mt. Lassen, and Medicine Lake, and their relationship to regional extensional faulting. Features visited include stratovolcanoes, cinder cones, lava caves, obsidian flows, hot springs and hydrothermal alteration, volcanic blast deposits and mudflows, debris avalanches, fault scarps. Recommended: 1 or equivalent. Limited enrollment; preference to frosh, sophs, and undergraduates and graduates majoring in SE3.
Terms: not given this year | Units: 1 | Grading: Satisfactory/No Credit

GSBGEN 368: Managing Difficult Conversations

This elective 3-unit course is offered to MBA, MD, and other graduate students, and to MBA students who aspire to improve their ability to deal effectively with difficult professional and interpersonal situations. The course will be taught by William F. Meehan III, the Raccoon 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, difficult professional and 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. Students will be expected to attend all classes unless excused in advance. Class preparation will include reading of assigned cases; analysis of the cases and recommendations as to how to confront specific difficult conversations (consistent with assigned study questions); and reading of assigned background material. It is important that all students participate actively in classroom discussions. Class size will be limited to 40 students per the following: (1) a maximum of 20 MBA students and (2) a maximum of 20 non-GSB graduate students. Non-GSB students enroll under INDE 238; see Notes for more information.
Units: 3 | Grading: GSB Pass/Fail

GSBGEN 551: Innovation and Management in Health Care

The health care system accounts for 18% of US GDP and is one of the fastest growing segments of the economy. This two unit class focuses on the interplay and tension between the main players in the health care field - providers of health care services (individual doctors, group practices, integrated health care systems), payors (insurances companies, employers, consumers, and government), patients, and innovator companies (biopharma, medical device, diagnostics, and health care IT). The course is designed for students with a broad diversity of backgrounds and interests who want to better understand the health care business and system. No prior experience in the health care or medical field is assumed or needed. The focus of the class will be primarily on the US health care system, but there will be limited discussion of non-US systems as well. The course is divided into four modules: ¿ An overview of the US Health Care System and the interplay between payers, providers, innovators, and patients¿ Provider delivery models, health care information technology, and incentive structures - The relationship between quality, cost, and access - Integrated systems, value-based, and fee for service models - New IT technologies, including electronic data records - The role of information and incentives ¿ Innovator business models and issues - Financing and managing new product development - Clinical trial management and gaining regulatory approval - Marketing, reimbursement, and sales strategies - Business models to drive innovation ¿ Health care system reform The class will be taught primarily from the perspective of a business person operating a company rather than that of a policy maker, academic, or investor. While there will be a few lectures to provide background and frameworks for course topics, most classes will involve a case discussion and prominent guest speakers from the health care industry. Speakers will include CEOs and senior executives from Genomic Health, Blue Shield of California, Tenet Health, Venrock, Burd Health, Verily (Google Health), Myovant, and Stanford Medicine.
Units: 2 | Grading: GSB Student Option LTR/PF
Instructors: ; Chess, R. (PI); Davis, S. (GP)

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.
Units: 2 | Grading: GSB Pass/Fail

HISTORY 12: Medicine and Disease in the Ancient World

(Same as HISTORY 112. History majors and others taking 5 units, register for 112.) This course explores medicine and disease through case studies from civilizations of the ancient world such as Egypt, Greece, and Peru. We will discuss how these cultures conceptualized disease, and in turn, how they contended with illnesses. Lectures will address different forms of illness through medical texts, art, and human remains. Weekly discussion will incorporate evidence from these sources to explore both their potential and their limitations.
Terms: not given this year | Units: 3 | Grading: Letter or Credit/No Credit

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-ED, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: ; Proctor, R. (PI)

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-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: ; Schiebinger, L. (PI)

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-ED, WAY-SI, Writing 2 | Grading: Letter (ABCD/NP)
Instructors: ; Schiebinger, L. (PI)

HISTORY 112: Medicine and Disease in the Ancient World

(Same as HISTORY 12. History majors and others taking 5 units, register for HISTORY 112.) This course explores medicine and disease through case studies from civilizations of the ancient world such as Egypt, Greece, and Peru. We will discuss how these cultures conceptualized disease, and in turn, how they contended with illnesses. Lectures will address different forms of illness through medical texts, art, and human remains. Weekly discussion will incorporate evidence from these sources to explore both their potential and their limitations.
Terms: not given this year | Units: 5 | Grading: Letter or Credit/No Credit

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-ED, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: ; Proctor, R. (PI)

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-ED, WAY-SI | Grading: Letter or Credit/No Credit

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-ED, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: ; Schiebinger, L. (PI)

HISTORY 244C: The History of the Body in Science, Medicine, and Culture (HISTORY 444C)

The human body as a natural and cultural object, historicized. The crosscultural history of the body from the 18th century to the present. Topics include: sciences of sex and race; medical discovery of particular body parts; human experimentation, foot binding, veiling, and other bodily coverings; thinness and obesity; notions of the body politic.
Terms: not given this year | Units: 4-5 | UG Reqs: GER:DB-SocSci, GER:EC-Gender | Grading: Letter or Credit/No Credit

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.
Terms: not given this year | Units: 4 | Grading: Letter (ABCD/NP)

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 | Grading: Letter (ABCD/NP)
Instructors: ; Schiebinger, L. (PI)

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.
Terms: not given this year | Units: 4-5 | Grading: Letter (ABCD/NP)

HISTORY 444: Graduate Research Seminar: Gender in Science, Medicine, and Engineering (FEMGEN 444)

Theory and practice of gender in STEM. 1. "Fix the Numbers of Women" focuses on increasing women's participation; 2. "Fix the Institutions" promotes gender equality in careers through structural change in research organizations; 3. "Fix the Knowledge" or "gendered innovations" stimulates excellence in science and technology by integrating gender analysis into research. Seminar explores harnessing the creative power of gender analysis to enhance knowledge and spark innovation.
Terms: not given this year | Units: 5 | Grading: Letter (ABCD/NP)

HISTORY 444C: The History of the Body in Science, Medicine, and Culture (HISTORY 244C)

The human body as a natural and cultural object, historicized. The crosscultural history of the body from the 18th century to the present. Topics include: sciences of sex and race; medical discovery of particular body parts; human experimentation, foot binding, veiling, and other bodily coverings; thinness and obesity; notions of the body politic.
Terms: not given this year | Units: 4-5 | Grading: Letter or Credit/No Credit

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 | Grading: Letter or Credit/No Credit
Instructors: ; Corso, I. (PI)

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 | Grading: Medical Satisfactory/No Credit

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 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Corso, I. (PI)

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 82 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 | Grading: Letter or Credit/No Credit

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 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Popat, R. (PI)

HRP 243: Health Policy Seminar: Population Health

This seminar course is intended to introduce students to the role of policy in public health in the United States. In addition to speakers from the law school, SIEPR, HRP, and School of Medicine, we will be bringing in speakers from outside organizations in the Bay Area with expertise in a variety of issues in public health. n There are no assignments and lunch will be provided.
Terms: Aut | Units: 1 | Repeatable for credit | Grading: Medical Satisfactory/No Credit

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 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Goodman, S. (PI)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Jansen, J. (PI)

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 for credit | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Corso, I. (PI)

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 | Grading: Medical Satisfactory/No Credit

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 82 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 | Grading: Letter or Credit/No Credit

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 | Grading: Satisfactory/No Credit
Instructors: ; Golianu, B. (PI)

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 | Grading: Medical Satisfactory/No Credit
Instructors: ; Hom, J. (PI)

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 | Grading: Letter or Credit/No Credit

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: not given this year | Units: 3 | UG Reqs: WAY-ED, WAY-SI | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Letter (ABCD/NP)
Instructors: ; Kurina, L. (PI)

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.
Terms: given next year | Units: 1-2 | Grading: Satisfactory/No Credit

HUMBIO 121E: Ethnicity and Medicine

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-ED | Grading: Medical Option (Med-Ltr-CR/NC)

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, culture and human rights. We discuss technical solutions as well as the importance of the social determinants of health, and emphasize multi-sectoral approaches to care. The course is intended to challenge all students to think globally, and is geared for students interested in exploring how their major interests cold be directed to solve global health issues. We provide opportunities for in-depth discussion and interaction with experts in the field. This course must be taken for a letter grade to be eligible for Ways credit. Prerequisite: Human Biology Core or Biology Foundations or equivalent or consent of the instructor.
Terms: Win | Units: 3 | UG Reqs: WAY-SI | Grading: Letter or Credit/No Credit

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 | Grading: Letter or Credit/No Credit
Instructors: ; Kao, P. (PI)

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 | Grading: Letter (ABCD/NP)

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.
Terms: not given this year | Units: 4-5 | UG Reqs: GER: DB-NatSci, WAY-SMA | Grading: Letter (ABCD/NP)

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 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Popat, R. (PI)

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.
Terms: Win | Units: 3-5 | UG Reqs: WAY-A-II, WAY-ED | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Mason, D. (PI)

HUMBIO 163: The Opioid Epidemic: Using Neuroscience to Inform Policy and Law

Enrollment by application only. 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. Applications due by 5:00pm on February 21st but will be considered in the order received. Preference will be given to upperclassmen, especially in the HumBio program. Enrollment limited to 20 by application only. Apply here: https://forms.gle/zTA9L9KZeFqzk3Pc8
Terms: Spr | Units: 3 | UG Reqs: WAY-SI | Grading: Letter (ABCD/NP)

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: Win | Units: 3 | UG Reqs: GER:EC-EthicReas, WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Magnus, D. (PI)

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-ED, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: ; Garcia, A. (PI)

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: not given this year | Units: 3-5 | UG Reqs: WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

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 | Grading: Letter or Credit/No Credit
Instructors: ; Klein, R. (PI)

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 | Grading: Medical School MD Grades
Instructors: ; Hosamani, P. (PI)

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 | Grading: Medical School MD Grades
Instructors: ; Hosamani, P. (PI)

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 | Grading: Medical School MD Grades
Instructors: ; Hosamani, P. (PI)

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 | Grading: Medical School MD Grades
Instructors: ; Johnstone, N. (PI)

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 | Grading: Medical School MD Grades
Instructors: ; Johnstone, N. (PI)

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 | Grading: Medical School MD Grades
Instructors: ; Johnstone, N. (PI)

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 | Grading: Medical School MD Grades
Instructors: ; Johnstone, N. (PI)

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 | Grading: Medical School MD Grades
Instructors: ; Johnstone, N. (PI)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 for credit | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Satisfactory/No Credit
Instructors: ; Braitman, L. (PI)

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 | Grading: Medical Satisfactory/No Credit
Instructors: ; Shafer, A. (PI)

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 | Grading: Medical School MD Grades
Instructors: ; Shafer, A. (PI)

INDE 215: Queer Health & Medicine

Explores specific, pertinent, and timely issues impacting the health of the lesbian, gay, bisexual, and transgender community; examines the role of the primary care physician in addressing the health care needs of this community. Guest lecturers provide a gender-sensitive approach to the medical care of the LGBT patient, breaking down homophobic barriers and reaffirming patient diversity. May be repeated for credit.
Terms: Win | Units: 1 | Repeatable for credit | Grading: Medical Satisfactory/No Credit
Instructors: ; Stefanick, M. (PI)

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 for credit | Grading: Medical Satisfactory/No Credit

INDE 218: Histology

This course focuses on the microscopic structure of the major organ systems, including the cardiovascular, respiratory, gastrointestinal, renal, and reproductive systems. Sessions examine the unique features of the cells and tissues that comprise the major organs, describe how they contribute to the organs' functions, and explore how the form the foundation for many pathologic processes. Course open to MD and MSPA students only.
Terms: Aut | Units: 1 | Grading: Medical School MD Grades
Instructors: ; Salmi, D. (PI)

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 | Grading: Medical School MD Grades
Instructors: ; Regula, D. (PI); Kao, J. (TA)

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

INDE 225: Popular and Clinical Nutrition: Food Facts, Fads, and Pharmacology

Designed for medical students and other health care professionals. Lunchtime lectures review the epidemiological and clinical research related to eating patterns and misconceptions of the public, the mechanisms of pharmacological effects of food, and related topics common to patient nutritional concerns. Topics include fad diets, the impact of dietary addiction, longevity associated with caloric restriction, toxins in foods and the action of phytonutirents. Epidemiological, clinical, and biochemical studies are reviewed in the discussion of these and other topics.
Terms: not given this year | Units: 1 | Grading: Medical Satisfactory/No Credit

INDE 226: History of Medicine Online

Via Internet. Topics include: ancient medicine, Egypt and Babylonia, ancient Greece and Rome, Europe in the Middle Ages and the Renaissance, 18th-century schools of thought, and technological medicine. Sources include Kleinman's core clinical functions, and text, pictures, hypertext links, and sound clips. For assistance accessing the course, email: cwpsupport@lists.stanford.edu. Enroll in Axess, then ask cwpsupport to be added to the course site as a student
Terms: not given this year | Units: 1 | Grading: Medical Satisfactory/No Credit

INDE 227: Careers in Medicine: Pathways in the Medical Sciences

Open to medical students, graduate and undergraduate students. Interactive, seminar-style sessions expose students to diverse career opportunities and the challenges of developing work-life balance in medicine. Recognized experts in clinical medicine and biomedical research who have been innovators in their careers discuss their work, decision-points in their career pathways, and lifestyle aspects of their choices.
Terms: not given this year | Units: 1 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)

INDE 228: Career Transition Planning: Taking Action Today for a Successful Tomorrow

Open to School of Medicine MD and graduate students; post-docs and clinical fellows may audit by consent of instructor. How to prioritize career goals and develop an effective job search campaign. Topics: translating scientific and clinical training into a variety of workplace environmennts, professional network development, professional interest assessment, recruiters' perspectives, credentials development, and creating a marketing plan. Guest speakers from myriad career fields. May be repeated for credit.
Terms: not given this year | Units: 1 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)

INDE 229: Managing Difficult Conversations

This elective course, one unit course, is offered for medical and physician assistant students who aspire to improve their ability to deal effectively with difficult interpersonal situations in medical contexts. The course will be co-taught by Charles Prober, MD Professor of Pediatrics, Microbiology & Immunology and Senior Associate Vice Provost for Health Education and Jonathan Berek, MD, Professor of Obstetrics & Gynecology. The course, which will be case-based, will involve frequent student-to-student and student-to-instructor role-playing in actual medical situations. Physician-experts will be present at many of the sessions to participate as class discussants. Relevant principles of professionalism, leadership, and psychology underlie the course pedagogy. There will be eight 100 minute classes from 12:30 to 2:10 on consecutive Wednesdays beginning on October 2nd, 2019. Enrollment will be limited to 30 students.
Terms: Aut | Units: 1 | Grading: Medical School MD Grades

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 | Grading: Medical Satisfactory/No Credit

INDE 231A: Career Transitions: Academia

Preference to PhD students in their fourth year or beyond and postdocs/fellows in their intended final year. Restricted to students in Biosciences and the School of Medicine. Focus is on practical, hands-on preparation of application materials (including interview and job talk) for academic positions. Provides practical, hands-on preparation for Bioscience PhD students, postdoctoral fellows and research/clinical trainees ready to apply to academic positions. It not only previews the academic hiring process, including tips from experienced faculty from different types of institutions, but also guides participants in the preparation and polishing of their application materials for success on the job market.
Terms: not given this year | Units: 1 | Grading: Medical Option (Med-Ltr-CR/NC)

INDE 231B: Career Prep and Practice: Academia

Open to all Biosciences PhD students, postdocs/fellows and medical students/residents/fellows planning to pursue academic careers. Focus is on gaining a deeper understanding of faculty roles and responsibilities. Topics include how to balance teaching, research, service, lab set-up, grantwriting and publishing at different types of institutions. Features panels of experienced faculty members from different academic environments. More information available on course website: web.stanford.edu/class/inde231b.
Terms: not given this year | Units: 1 | Grading: Medical Satisfactory/No Credit

INDE 232: Introduction to Academic Medicine for Physician-Scientists

Open only to accepted MSTP students. Presentations by Stanford faculty on professional development topics, including: choosing a dissertation advisor, giving oral presentations, writing a grant proposal, attending scientific meetings, developing a research career. Substantial writing component.
Terms: not given this year | Units: 3 | Grading: Medical Satisfactory/No Credit

INDE 233: Medical Education Seminar Series

For pre-clinical and clinical medical students. A series of sessions rotating among the following formats: Medical Education journal club; education works-in-progress; topics in medical education design, implementation, and evaluation; teaching M&M; hot topics and controversies in medical education. May be repeated for credit.
Terms: not given this year | Units: 1 | Repeatable for credit | Grading: Medical School MD Grades

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 | Grading: Medical Satisfactory/No Credit

INDE 236: Introduction to Teaching and Mentoring

Enrollment limited to medical students. An introduction to medical education teaching priniciples and skills. Topics include assessment of current teaching skills, reviews of performance, giving appropriate learner feedback, and best practices for interactive teaching. Also introduces the literature around the value of peer mentoring in the medical setting and how to apply this information. Recommended for medical students interested in or currently serving as teaching assistants or interested in future academic positions.
Terms: not given this year | Units: 1 | Grading: Medical School MD Grades

INDE 238: Managing Difficult Conversations

(Crosslisted with GSBGEN 368) This elective 3-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 Raccoon 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 difficult professional and 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. Students will be expected to attend all classes unless excused in advance. Class preparation will include reading of assigned cases; analysis of the cases and recommendations as to how to confront specific difficult conversations (consistent with assigned study questions); and reading of assigned background material. It is important that all students participate actively in classroom discussions. Class size will be limited to 40 students per the following: (1) a maximum of 20 MBA students and (2) a maximum of 20 non-GSB graduate students. MD student enrollment only in INDE 238, GSB students enroll under GSBGEN 368. Email Jessica Goudy at jessicagoudy@stanford.edu for enrollment.
Terms: Win, Spr | Units: 3 | Grading: Medical School MD Grades

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 for credit | Grading: Medical Satisfactory/No Credit

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: Aut, Win, Spr | Units: 1 | Grading: Medical Satisfactory/No Credit

INDE 255A: Health Policy, Finance and Economics I

Open to medical students and resident physicians. Introduction to basic concepts and current issues in health policy, health finance, and health economics. Goals are to promote understanding of the forces that shape healthcare; to integrate medical students with graduate medical education (residents); to motivate participants to pursue further scholarly activity in these subjects through coursework, graduate programs or research . Team taught by world-renowned experts in their respective fields. Prerequisite: instructor consent.
Terms: not given this year | Units: 1 | Grading: Medical School MD Grades

INDE 255B: Health Policy, Finance and Economics II

Continuation of INDE 255A. Open to medical students and resident physicians. Introduction to basic concepts and current issues in health policy, health finance, and health economics. Goals are to promote understanding of the forces that shape healthcare; to integrate medical students with graduate medical education (residents); to motivate participants to pursue further scholarly activity in these subjects through coursework, graduate programs or research . Team taught by world-renowned experts in their respective fields. For medical students 255A is not prerequisite to 255B. Prerequisite: instructor consent.
Terms: not given this year | Units: 1 | Grading: Medical School MD Grades

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.
Terms: offered occasionally | Units: 1 | Grading: Medical Option (Med-Ltr-CR/NC)

INDE 258: PSTP Career Development Symposium

Enrollment is limited to senior MD program students. Preference given to MSTP and Berg Scholars Program participants. Focus is on providing guidance to students who are pursuing physician-scientist careers. Topics include introduction to physician investigator careers, identifying a research area and mentor, how to maintain a research focus in a clinical environment, clinical research: challenges and rewards, staffing and funding a research group. Guest speakers include Stanford faculty physician-scientists and physician-scientist assistant professors for a panel discussion.Prerequisites: Must be a senior MD program student. Priority will be given to MSTP and berg Scholars Program participants.
Terms: Spr | Units: 1 | Grading: Medical Satisfactory/No Credit

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 | Grading: Medical School MD Grades
Instructors: ; Kobilka, B. (PI)

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 | Grading: Medical School MD Grades
Instructors: ; Kobilka, B. (PI)

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 | Grading: Medical School MD Grades
Instructors: ; Amieva, M. (PI); Chen, S. (PI)

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 | Grading: Medical School MD Grades

INDE 267: Planning and Writing a Research Proposal

Students will gain fundamental skills in developing research questions and writing research proposals through a series of engaging workshops. Topics include developing a research idea; writing an executive summary, i.e. NIH-style 1-page specific aims; outlining the research plan to include rigor; and designing career development training plans. Students will develop early drafts of key proposal documents, such as the 1-page Specific Aims, and receive feedback from an instructor or Grant Coach. Students in the Medical Scholars Research Program or Biosciences Program may enroll in the course.
Terms: Win | Units: 1 | Repeatable for credit | Grading: Medical Satisfactory/No Credit
Instructors: ; Bernstein, D. (PI)

INDE 268: Early Clinical Engagement (ECE)

Early Clinical Engagement (ECE) is an innovative course for first year medical students to participate in clinical experiences that inform their vision as future physicians. Course goals include integration into the clinical setting with preceptors, development of concrete skills, and introduction to different career paths. ECE includes three components: (1) clinical experiences, (2) interactive large group seminars, and (3) small group sessions for reflection of clinical sessions.
Terms: Aut, Win, Spr | Units: 1 | Grading: Medical School MD Grades

INDE 273: Medical Improvisation

Medicine, like theater, is both a skill set and an art form. The practice of medicine demands exceptional communicative, cognitive, and interpersonal skills in order to respond to unpredictable situations while interacting with a wide variety of individuals. Improvisational theater skills have a surprising and substantial overlap with those required of clinicians. Improv is a genre of performance art grounded in principles of spontaneity, adaptability, collaboration, and skilled listening. In this course, the principles and training techniques of improvisational theater are used to highlight and improve awareness, communication, and teamwork in the field of medicine. Limited enrollment. Class meets on five consecutive Mondays 9/30, 10/7, 10/14, 10/21, 10/28 from 5:30-7:30 pm.
Terms: Aut | Units: 1 | Grading: Medical School MD Grades
Instructors: ; Nevins, A. (PI)

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 students 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 and explore patient-centered solutions to real-world problems. Students are also paired with a patient partner with whom they meet 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. Enrollment by Instructor Approval Only. Request an application by email to lydiatam@stanford.edu. Please submit an application by September 13 at 11:59PM. Those selected will be informed by September 16 at 11:59PM so that they may enroll in the course.
Terms: Aut | Units: 1 | Grading: Medical Satisfactory/No Credit

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 the partnership with their patient and gain further understanding of the challenges of managing optimal health in a complex health care system. Enrollment by Instructor Approval Only.
Terms: Win | Units: 1 | Grading: Medical Option (Med-Ltr-CR/NC)

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 the partnership with their patient and gain further understanding of the challenges of managing optimal health in a complex health care system. Enrollment by Instructor Approval Only.
Terms: Spr | Units: 1 | Grading: Medical Option (Med-Ltr-CR/NC)

INDE 292: Exploration of The Health Care System : Clinical Partnership Development

For second year medical students who wish to continue their existing longitudinal clinical partnerships begun in year 2. 1/2 day clinical immersion, by arrangement woth preceptor. 2-unit option includes clinical quality improvement or other approved project. Director approval required.
Terms: Aut, Win, Spr | Units: 1-2 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Lee, S. (PI); Magnus, D. (SI)

INDE 297: Reflection and Contextual Medicine

Required for all MD students enrolled in clerkships at Stanford affiliated sites. Two-year curriculum designed to provide structured time for students to step back from clerkships, in order to promote reflection on and reinforcement for their learning in the clinical environment. The goals of this course are: to offer a regular opportunity for students to discuss challenging issues faced in their clinical training; to ground students in strategies for managing challenging situations they are likely to experience in their personal and professional lives while on clerkships; and to provide opportunities for students to develop and expand their reflective and communication skills. Components of this curriculum include the "Doctoring with CARE" small groups, the "MeD-ReST" Medical Student Resiliency Skills Training¿ sessions, and the "Contextual Medicine: Communication, Connection and Creativity in Practice" lunch and lecture series. All students in clinical clerkships must participate in all aspects of RCM Days. Students enrolled in Selective II Clerkships (Sub-internships) may choose to participate in clinical duties but are expected to communicate their absence to course faculty/staff in advance. Prerequisite: Concurrent enrollment in clinical clerkships. Please note, students will enroll in this course their final quarter of enrollment prior to graduation to receive retroactive credit for all session. Only enroll the last quarter of enrollment.
Terms: Aut, Win, Spr, Sum | Units: 4 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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.
Terms: not given this year | Units: 3 | UG Reqs: WAY-A-II, WAY-SI | Grading: Letter or Credit/No Credit

ITALIAN 142: The Good Life: Renaissance Perspectives on Perennial Questions

What constitutes a good life? What conditions and relationships enable one to live well, and what attitudes and activities, systems and structures bring them about or make them possible? Renaissance men and women asked such questions, turning to study of the classical past and to close observation of their contemporary world in search of satisfying answers. This course will explore their reflections and investigations, experimentations and creations, examining seminal conceptions and ideals of the Renaissance through their expression in text and image. Topics will include beauty and love; virtue and honor; excellence and exceptionalism; freedom and justice; power and authority; leadership and governance; wealth and prosperity; work and service; education and religion; health and medicine; family, friendship and community. Focusing on Italian contexts with reference to broader European and global trends, discussion and analysis will center on discrepancies between the real and the ideal in Renaissance society and culture. Taught in English. NOTE: New Italian Studies Assistant Professor Sarah Prodan will teach this course.
Terms: Aut | Units: 3-5 | Grading: Letter or Credit/No Credit
Instructors: ; Prodan, S. (PI)

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 | Grading: Letter (ABCD/NP)
Instructors: ; Greenhough, A. (PI)

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: not given this year | Units: 3 | Grading: Law Honors/Pass/Restrd Cr/Fail

LAW 3009: Health Law: Improving Public Health

This course examines how the law can be used to improve the public's health. The broad questions explored are: what authority does the government have to regulate in the interest of public health? How are individual rights balanced against this authority? What are the benefits and pitfalls of using laws and litigation to achieve public health goals? The course investigates these questions as they operate in a range of specific contexts, including preventing and controlling infectious diseases; preventing obesity; reducing tobacco use; ensuring access to medical care; reducing firearm injuries; addressing the opioid epidemic; and responding to public health emergencies. In examining these contexts, we will ask and answer questions such as, what do the Constitution and key statutes permit? What makes a good public health law? Where do we see success stories--and failures--in public health law? What ethical and economic arguments justify government intervention to shape individuals' and companies' health-related behaviors? Instruction is through interactive lectures with a significant amount of class discussion and some group exercises. Class Participation, Written Assignments, Final Exam. Cross-listed with Medicine (MED 237).
Terms: Spr | Units: 3 | Grading: Law Honors/Pass/Restrd Cr/Fail
Instructors: ; Mello, M. (PI)

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).
Terms: not given this year | Units: 3 | Grading: Law Honors/Pass/Restrd Cr/Fail

MATSCI 31: Chemical Principles: From Molecules to Solids (CHEM 31M)

A one-quarter course for students who have taken chemistry previously. This course will introduce the basic chemical principles that dictate how and why reactions occur and the structure and properties of important molecules and extended solids that make up our world. As the Central Science, a knowledge of chemistry provides a deep understanding of concepts in fields ranging from materials and environmental science and engineering to pharmacology and metabolism. Discussions of molecular structure will emphasize bonding models including Lewis structures, resonance, valence bond theory, and molecular orbital theory. Lectures will reveal the chemistry of materials of different dimensionality, with emphasis on symmetry, bonding, and electronic structure of molecules and solids. We will also discuss the kinetics and thermodynamics that govern reactivity and dictate solubility and acid-base equilibria. A two-hour weekly laboratory section accompanies the course to introduce laboratory techniques and reiterate lecture concepts through hands-on activities. Specific discussions and laboratories will emphasize the structure, properties, and applications of molecules used in medicine, perovskites and organic dyes used in solar cells, and the dramatically different properties of materials made with only carbon atoms: diamond, graphite, graphene. There will be three lectures, one two-hour laboratory session, an optional 80-minute problem solving session each week. The course will assume familiarity with stoichiometry, unit conversions, and gas laws. Students earning an AP chemistry score of 4 should take CHEM 31M. Students earning an AP score of 5 are welcome to take CHEM 31M, as a refresher, or will receive credit for CHEM 31M. Students who have taken AP chemistry, but scored a 3 or lower, are welcome to take the placement test to place into CHEM 31M. CHEM 31M cannot be used to replace grades earned in CHEM 31X because previously given the courses are not equivalent.
Terms: Aut | Units: 5 | UG Reqs: GER: DB-NatSci, WAY-SMA | Grading: Letter or Credit/No Credit

MATSCI 81N: Bioengineering Materials to Heal the Body

Preference to freshmen. Real-world examples of materials developed for tissue engineering and regenerative medicine therapies. How scientists and engineers design new materials for surgeons to use in replacing body parts such as damaged heart or spinal cord tissue. How cells interact with implanted materials. Students identify a clinically important disease or injury that requires a better material, proposed research approaches to the problem, and debate possible engineering solutions.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-EngrAppSci, WAY-SMA | Grading: Letter or Credit/No Credit
Instructors: ; Heilshorn, S. (PI)

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: alternate years, given next year | Units: 3 | UG Reqs: WAY-SMA | Grading: Letter (ABCD/NP)

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: Aut | Units: 3 | Grading: Letter (ABCD/NP)

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: not given this year | Units: 1 | Repeatable for credit | Grading: Satisfactory/No 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 | Grading: Letter or Credit/No Credit
Instructors: ; Shorter, A. (PI)

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

An independent study service learning course designed to develop students' understanding of the intersection between identity, power, privilege, and disparities (health, education, environment). Students submit a written reflective term paper based on their experience as staff for the Summer Residential Program as well as their understanding of how constructs of identity, power and privilege impact low-income and underrepresented students in their pursuit of higher education. Prerequisite MED 1A.
Terms: not given this year | Units: 1 | Grading: Letter or Credit/No Credit

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: not given this year | Units: 1 | Grading: Satisfactory/No Credit

MED 17SI: Biohacking

Silicon Valley: home to tech entrepreneurs, business executives, and... biohackers? This course will teach you a basic understanding of biohacking, showing you how to go about the process yourself. Topics range from nutrition, psychology, and physiology to productivity, self-experimentation, and personal development. Includes several distinguished guest speakers in the fields of psychology and medicine.
Terms: Spr | Units: 2 | Grading: Satisfactory/No Credit
Instructors: ; Pottathil, V. (PI)

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.
Terms: not given this year | Units: 1 | Grading: Satisfactory/No Credit

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 | Grading: Satisfactory/No Credit

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.
Terms: not given this year | Units: 3 | UG Reqs: WAY-SMA | Grading: Letter or Credit/No Credit

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.
Terms: not given this year | Units: 3 | Grading: Letter or Credit/No Credit

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

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

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: Spr | Units: 4 | Grading: Letter (ABCD/NP)
Instructors: ; Periyakoil, V. (PI)

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 | Grading: Letter or Credit/No Credit
Instructors: ; Pottathil, V. (PI)

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 | Grading: Letter or Credit/No Credit
Instructors: ; Hoffman, A. (PI)

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 | Grading: Letter or Credit/No Credit
Instructors: ; Ioannidis, J. (PI)

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: not given this year | Units: 2 | Grading: Letter or Credit/No Credit

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 for credit | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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.
Terms: not given this year | Units: 4 | Grading: Letter or Credit/No Credit

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: not given this year | Units: 1 | Grading: Medical Satisfactory/No Credit

MED 142: Modem Ethical Challenges in Neuroscience and Organ Transplantation

Today we face unprecedented innovations in neuroscience and medicine. While these advances offer new hope, they also challenge medical, legal, and ethical paradigms. We will explore the ethical constructs surrounding topics including brain death, brain-computer interfaces and other adaptive technologies, and organ transplantation. The course material will include clinical and legal cases, scientific literature, film and popular culture, and experiential learning at Stanford Hospital. We will also focus on cultural comparisons between the US and Japan, where brain death is not widely accepted and deceased donor organ donation is rare. Course evaluation will be based on participation, written work, and team projects.
Terms: Spr | Units: 3 | Grading: Letter (ABCD/NP)

MED 145: Alternative Spring Break: Confronting HIV/AIDS in San Francisco

Preparation for the Alternative Spring Break trip. Current issues regarding HIV/AIDS worldwide and in the United States, with a specific focus on San Francisco. Topics include biology, transmission, prevention, pharmaceutical development, discrimination, stigma, access to health care, and perspectives of affected communities. Students enrolling for 3 units attend both Monday and Wednesday sections; medical students who can only attend Wednesday session have option to enroll for 2 units. See asb.stanford.edu for more information.
Terms: not given this year | Units: 1 | Grading: Satisfactory/No Credit

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 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Kiernan, M. (PI)

MED 157: Foundations for Community Health Engagement

Open to undergraduate, graduate, and MD students. Examination and exploration of community health principles and their application at the local level. Designed to prepare students to make substantive contributions in a variety of community health settings (e.g. clinics, government agencies, non-profit organization, advocacy groups). Topics include community health assessment; health disparities; health promotion and disease prevention; strategies for working with diverse, low-income, and underserved populations; and principles of ethical and effective community engagement.
Terms: Spr | Units: 3 | UG Reqs: WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

MED 159: Oaxacan Health on Both Sides of the Border

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

MED 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 | Grading: Satisfactory/No Credit

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 | Grading: Satisfactory/No Credit

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 | Grading: Medical Satisfactory/No Credit

MED 184: Team Leadership in the Cardinal Free Clinics I (MED 284)

Introduction to skills for effective leadership, including topics such as conflict resolution, team dynamic. Applied learning through shifts at the Cardinal Free Clinics and related project work. Enrollment limited to Cardinal Free Clinic Managers.
Terms: not given this year | Units: 1 | Repeatable for credit | Grading: Medical Satisfactory/No Credit

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 | Grading: Letter or Credit/No 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); Geng, L. (PI); Genovese, M. (PI); Gerson, L. (PI); Gesundheit, N. (PI); Giacomini, J. (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); Phadke, A. (PI); Pinto, H. (PI); Pompei, P. (PI); Popp, R. (PI); Posley, K. (PI); Price, E. (PI); Prochaska, J. (PI); Puri, R. (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, J. (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); 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)

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 | Grading: Medical Satisfactory/No Credit

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 | Grading: Medical School MD Grades

MED 202: Alternative Spring Break: Rosebud Resilience: Community, Health and Learning in Lakota Nation

Open to MD, graduate, and undergraduate students. Classroom preparation followed by a one week spring break service learning experience on a reservation in South Dakota. Introduces students to the challenges and promise of Native American and rural health care, and the role of communities as leaders and problem solvers. Includes lectures, discussion and readings pertaining to Native American culture, current research in Native American health, and the methods and practice of community based participatory research.
Terms: not given this year | Units: 1 | Grading: Medical Satisfactory/No 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 | Grading: Medical Satisfactory/No Credit

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.
Terms: not given this year | Units: 1 | Grading: Medical Satisfactory/No Credit

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 for credit | Grading: Medical School MD Grades

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: not given this year | Units: 2 | Grading: Medical Satisfactory/No Credit

MED 215A: Health Policy Graduate Student Tutorial I (HRP 201A)

Seminar series is the core tutorial for first-year Health Policy PhD students and all MS Health Policy 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 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Haberland, C. (PI)

MED 215B: Health Policy Graduate Student Tutorial II (HRP 201B)

Second in a three-quarter seminar series, the core tutorial is for first-year Health Policy PhD students and all MS Health Policy 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 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Bundorf, M. (PI)

MED 215C: Health Policy Graduate Student Tutorial III (HRP 201C)

Third in a three-quarter seminar series, the core tutorial is for first-year Health Policy PhD students and all MS Health Policy 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 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Haberland, C. (PI)

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: not given this year | Units: 1 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)

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: not given this year | Units: 1 | Grading: Medical Satisfactory/No Credit

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 | Grading: Medical Satisfactory/No Credit
Instructors: ; Basina, M. (PI)

MED 219: What Keeps Us Up at Night

This lunchtime seminar series will bring Patients and Families, Clinicians and Administrative Leadership together in the classroom to discuss real world healthcare issues that directly affect all of us, but especially patients. n nIn-class discussion will focus around topics that are immediately relevant to Patients, Clinicians, and to our hospital and clinic leadership. Participants will engage in conversation, drive forward meaningful discussion, and generate innovative ideas for solutions.
Terms: Win | Units: 1 | Grading: Medical Satisfactory/No Credit

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: not given this year | Units: 1-2 | Grading: Satisfactory/No Credit

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 for credit | Grading: Medical Option (Med-Ltr-CR/NC)

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: 2 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)

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 Collaboratory workshop for students/fellows to design and develop innovative social ventures addressing key challenges in health and the environment, especially in support of the UN Sustainable Development Goals (SDGs 2030). Your mandate in identifying problems and designing solutions is broad and flexible! SE Lab is open to students and fellows across Stanford and combines design thinking exercises, short lectures & case studies, workshops, small group teamwork, presentations, guest speakers, and faculty, practitioner and peer feedback to support you and your team in generating and developing ideas and projects that will change the world! Join SE Lab with an idea or simply the desire to join a team. Enrollment limited to 30.
Terms: Aut, Win, Spr | Units: 3-4 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Bloom, G. (PI)

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. Sign up for 1 unit credit to audit class sessions or 3 units to both participate in classes and develop a concept note."
Terms: Win | Units: 1-3 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Luby, S. (PI)

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 | Grading: Medical Satisfactory/No Credit
Instructors: ; Laws, A. (PI)

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 | Grading: Satisfactory/No Credit

MED 232: Global Health: Scaling Health Technology Innovations in Low Resource Settings

Recent advances in health technologies - incorporating innovations like robotics, cloud computing, artificial intelligence, and smart sensors - have raised expectations of a dramatic impact on health outcomes across the world. However, bringing innovative technologies to low resource settings has proven challenging, limiting their impact. This course explores critical questions regarding the implementation and impact of technological innovations in low resource settings. The course will feature thought leaders from the health technology community, who will explore examples of technologies that have been successful in low resource communities, as well as those that have failed. Students will think critically to consider conditions under which technologies reach scale and have positive impact in the global health field. This course is open to undergraduate students, graduate students, and medical students. Undergraduates can take this course for a letter grade and 3 units. Graduate students and MD students can enroll for 2 units. Students enrolling in the course for a third unit will also work on group projects, each of which will focus on the potential opportunity for a health technology in a low resource setting and consider approaches to ensure its impact at scale. Students enrolled in the class for three units will also have additional assignments, including weekly discussion posts. Students must submit an application and be selected to receive an enrollment code. The application form can be found at the following link: https://tinyurl.com/med232. Contact Olivia Paige with any questions: olivia.paige@stanford.edu.
Terms: Win | Units: 2-3 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)

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: Spr | Units: 4 | Grading: Medical Option (Med-Ltr-CR/NC)

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 82 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 | Grading: Letter or Credit/No Credit

MED 236: Economics of Infectious Disease and Global Health

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: not given this year | Units: 3 | Grading: Letter or Credit/No Credit

MED 237: Health Law: Improving Public Health

(Same as Law 3009) 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.
Terms: Spr | Units: 3 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Mello, M. (PI)

MED 238: Leading and Managing Health Care Organizations: Innovation and Collaboration in High Stakes Settings

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 | Grading: Medical Satisfactory/No Credit
Instructors: ; Singer, S. (PI)

MED 239: Workshop For Ending Diagnostic Odysseys

Have you ever wondered how Dr. House solves difficult cases? Intrigued by Sherlock Holmes? Want to be a disease detective? In this project-based course, teams of students will work together to study cases of un-diagnosed rare and novel diseases. Like Dr. House, students will attempt to solve these medical mysteries. Course directors and team facilitators from Stanford's Center for Undiagnosed Diseases will introduce methods and approaches successful in solving past cases. Teams are expected to report on their findings at the completion of the quarter. Interested medical students may pursue follow-up research in subsequent quarters through Med Scholars. Co-Enrollment in the lecture-based course MED 244 is encouraged but not required.
Terms: Aut | Units: 1-3 | Repeatable for credit | Grading: Medical Satisfactory/No Credit
Instructors: ; Wheeler, M. (PI)

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 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Stefanick, M. (PI)

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: Spr | Units: 1 | Repeatable for credit | Grading: Medical Satisfactory/No Credit

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 | Grading: Medical Satisfactory/No Credit
Instructors: ; Laws, A. (PI)

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 | Grading: Medical Satisfactory/No Credit
Instructors: ; Hom, J. (PI)

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: Spr | Units: 1 | Grading: Medical School MD Grades

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.
Terms: not given this year | Units: 1 | Repeatable for credit | Grading: Medical School MD Grades

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 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Kiernan, M. (PI)

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 | Grading: Medical School MD Grades
Instructors: ; Kenny, K. (PI); Wang, J. (TA)

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 | Grading: Letter or Credit/No Credit

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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: not given this year | Units: 3 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

MED 253: Building for Digital Health (CS 342)

This project-based course will provide a comprehensive overview of key requirements in the design and full-stack implementation of a digital health research application. Several pre-vetted and approved projects from the Stanford School of Medicine will be available for students to select from and build. Student teams learn about all necessary approval processes to deploy a digital health solution (data privacy clearance/I RB approval, etc.) and be guided in the development of front-end and back-end infrastructure using best practices. The final project will be the presentation and deployment of a fully approved digital health research application. CS106A, CS106B, Recommended: CS193P/A, CS142, CS47, CS110. Limited enrollment for this course. Students need to submit their application online via: https://docs.google.com/forms/d/e/1FAIpQLSfENFanSf9TL8fvCS9RSLOQ90g_NF2_lETx3pQ8Y8BjxToR7g/viewform
Terms: Aut | Units: 3 | Grading: Medical Option (Med-Ltr-CR/NC)

MED 254: Engineering Better Health Systems: modeling for public health (HRP 234)

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: not given this year | Units: 4 | Grading: Letter or Credit/No Credit

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 | Grading: Medical Satisfactory/No Credit

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: not given this year | Units: 1 | Grading: Medical Satisfactory/No Credit

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: not given this year | Units: 2-3 | Grading: Medical Option (Med-Ltr-CR/NC)

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.
Terms: not given this year | Units: 2 | Grading: Satisfactory/No Credit

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: not given this year | Units: 5 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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. Complimentary with HRP 256. Students will be expected to read and present papers to the group and discuss concepts with faculty. Restricted to second year or beyond PhD students in economics & economics-related disciplines.
Terms: Aut | Units: 2 | Repeatable for credit | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Gabali, C. (PI)

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
Terms: not given this year | Units: 3 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Satisfactory/No Credit

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 | Grading: Medical Option (Med-Ltr-CR/NC)

MED 271: Global Biodesign: Medical Technology in an International Context (BIOE 371)

This course ( BIOE371, MED271) exposes students to the challenges and opportunities of developing and implementing innovative health technologies to help patients around the world. Non-communicable diseases, such as metabolic and chronic respiratory disease, now account for 7 in 10 deaths worldwide, creating the need for innovative health technologies that work across diverse global markets. At the beginning of the quarter, the course will provide an overview of the dynamic global health technology industry. Next, faculty members, guest experts, and students will discuss key differences and similarities when commercializing new products in the for-profit health technology sector across six important regions: the US and Europe, China and Japan, and India and Brazil. Finally, the course will explore critical ¿global health¿ issues that transcend international borders and how technology can be leveraged to address them. This section will culminate with an interactive debate focused on whether for-profit, nonprofit, or hybrid models are best for implementing sustainable global health solutions. The last class will be devoted to synthesis, reflection, and a discussion of career opportunities in the global health technology field.
Terms: Aut | Units: 1 | Grading: Medical Option (Med-Ltr-CR/NC)

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

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

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 required to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of 50 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Spr | Units: 4 | Grading: Medical Option (Med-Ltr-CR/NC)

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. Friday section will be used for team projects and for scheduled workshops. Limited enrollment for this course. Students need to submit their application online via: https://stanforduniversity.qualtrics.com/jfe/form/SV_28ZWIF8RJsyMvCR
Terms: Aut | Units: 3 | Grading: Letter or Credit/No Credit

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. 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.nConsent required for enrollment, to apply visit: http://bit.ly/MED275B2019
Terms: Spr | Units: 4 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Fan, R. (PI); Wall, J. (PI)

MED 277: AI-Assisted Care (CS 337)

AI has been advancing quickly, with its impact everywhere. In healthcare, innovation in AI could help transforming of our healthcare system. This course offers a diverse set of research projects focusing on cutting edge computer vision and machine learning technologies to solve some of healthcare's most important problems. The teaching team and teaching assistants will work closely with students on research projects in this area. Research projects include Care for Senior at Senior Home, Surgical Quality Analysis, AI Assisted Parenting, Burn Analysis & Assessment and more. AI areas include Video Understanding, Image Classification, Object Detection, Segmentation, Action Recognition, Deep Learning, Reinforcement Learning, HCI and more. The course is open to students in both school of medicine and school of engineering.
Terms: Aut, Win | Units: 1 | Grading: Medical Option (Med-Ltr-CR/NC)

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, Sum | Units: 1-3 | Repeatable for credit | Grading: Medical Satisfactory/No Credit

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 | Grading: Medical Satisfactory/No Credit

MED 281: How to Change the World (for the Better)

This unique course will enable students to learn from invited guests about how 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. Many innovators 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 fireside 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. Students will be asked to formulate a short 5 slide presentation about their thoughts on the interviews or their plan to change the world. Previous speakers included: co-founder of Patreon, business editor of the New York Times, executive from Nike, and head of Bangladesh USAID program. Students can take ideas developed in the course to apply for the $40,000 Westly Prize in Social Innovation (under age 28). Dinner will be provided for enrolled students.
Terms: Spr | Units: 1 | Grading: Medical Option (Med-Ltr-CR/NC)

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 | Grading: Medical Satisfactory/No Credit

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.
Terms: not given this year | Units: 2-3 | Grading: Medical Option (Med-Ltr-CR/NC)

MED 284: Team Leadership in the Cardinal Free Clinics I (MED 184)

Introduction to skills for effective leadership, including topics such as conflict resolution, team dynamic. Applied learning through shifts at the Cardinal Free Clinics and related project work. Enrollment limited to Cardinal Free Clinic Managers.
Terms: not given this year | Units: 1 | Repeatable for credit | Grading: Medical Satisfactory/No Credit

MED 285: Global Leaders and Innovators in Human and Planetary Health (HRP 285)

Are you interested in innovative ideas and strategies for addressing urgent challenges in human and planetary health? This lecture series features a selection of noteworthy leaders, innovators and experts across 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. Co-convened by faculty, fellows and students collaborating across several Stanford centers, the course invites the discussion of global problems, perspectives and solutions in the fields of health and the environment. Light Dinner will be served. Students from all backgrounds are encouraged to enroll - registration open to all Stanford students and fellows. May be repeated for credit.
Terms: Aut | Units: 1-2 | Grading: Medical Satisfactory/No Credit

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 | Grading: Medical Option (Med-Ltr-CR/NC)

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: not given this year | Units: 1 | Grading: Medical Option (Med-Ltr-CR/NC)

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 for credit | Grading: Medical Satisfactory/No Credit

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 for credit | Grading: Medical Satisfactory/No Credit

MED 291: Diagnostic Medicine on Television: Truths vs. Theatrics

School of Medicine faculty in charge of Stanford's Consultative Medicine Clinic, a real-life medical mystery clinic, will review cases from the popular TV show House and critique the show's depiction of complex disease diagnosis and treatment. We tread down the road of diagnostic dilemmas and the line between fact vs fiction. Lunch will be provided.
Terms: Win | Units: 1 | Grading: Medical Satisfactory/No Credit
Instructors: ; Lin, B. (PI); Lotfi, J. (PI)

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 | Grading: Medical School MD Grades

MED 299: Directed Reading in Medicine

Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum | Units: 1-18 | Repeatable for credit | Grading: Medical Satisfactory/No 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); 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); Giacomini, J. (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); Jagannathan, P. (PI); Jernick, J. (PI); Ji, H. (PI); Johnston, L. (PI); Jones, E. (PI); Kahn, J. (PI); Kao, P. (PI); Kastelein, M. (PI); Katz, R. (PI); 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); Puri, R. (PI); Quertermous, T. (PI); Raffin, T. (PI); Rehkopf, D. (PI); Relman, D. (PI); Rizk, N. (PI); Robinson, B. (PI); Rockson, S. (PI); Rodriguez, F. (PI); Rohatgi, R. (PI); Rosas, L. (PI); Rosen, G. (PI); 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)

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 for credit | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 for credit | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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. Prereq: Medicine 300A. Periods Avail: 1-12, full-time for four weeks. 2 students per period. Reporting 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: Silvia Solorzano (650-736-8274), S025. (SHC, PAVAMC, SCVMC)
Terms: Aut, Win, Spr, Sum | Units: 6 | Grading: Medical School MD Grades

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: Ruselle McDermott, russelle.mcdermott@stanford.edu. (SUMC)
Terms: Aut, Win, Spr, Sum | Units: 6 | Repeatable for credit | Grading: Medical School MD Grades

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 for credit | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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: Aut, Win, Spr, Sum | Units: 6 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 for credit | Grading: Medical School MD Grades

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 for credit | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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. Clerkship Coordinator: Kerri Keating keatingk@stanford.edu. SUMC)
Terms: Aut, Win, Spr, Sum | Units: 6 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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. Clerkship Coord: Kerri Keating keatingk@stanford.edu. (SUMC)
Terms: Aut, Win, Spr, Sum | Units: 6 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades
Instructors: ; Shieh, L. (PI)

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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades
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); 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); Giacomini, J. (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); Lunn, M. (PI); Luo, L. (PI); Lutchman, G. (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); 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); Shafer, R. (PI); Shah, J. (PI); Shah, N. (PI); Shah, S. (PI); Sharp, C. (PI); Shaw, 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)

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 | Grading: Medical School MD Grades
Instructors: ; Chi, J. (PI); Kugler, J. (PI)

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 for credit | Grading: Medical School MD Grades

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 | Grading: Medical Satisfactory/No 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); Bloom, G. (PI); Bollyky, P. (PI); Bouvier, D. (PI); Boxer, L. (PI); Braddock, C. (PI); Brinton, T. (PI); Brown, W. (PI); Bulow, K. (PI); Carlson, R. (PI); Cartwright, C. (PI); Chan, D. (PI); Chan, G. (PI); Chang, C. (PI); Chang, S. (PI); Chen, A. (PI); Chertow, G. (PI); Cheung, R. (PI); Chi, J. (PI); Cho-Phan, C. (PI); Chu, G. (PI); Chua, K. (PI); Chung, L. (PI); Clarke, M. (PI); Clusin, W. (PI); Colevas, A. (PI); Colloff, E. (PI); Contopoulos-Ioannidis, D. (PI); Cooke, J. (PI); Cooper, A. (PI); 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); Giacomini, J. (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); Phadke, A. (PI); Pinto, H. (PI); Pompei, P. (PI); Popp, R. (PI); Posley, K. (PI); Price, E. (PI); Prochaska, J. (PI); Puri, R. (PI); Quertermous, T. (PI); Raffin, T. (PI); Rehkopf, D. (PI); Relman, D. (PI); Rizk, N. (PI); Robinson, B. (PI); Rockson, S. (PI); Rodriguez, F. (PI); Rohatgi, R. (PI); Rosas, L. (PI); Rosen, G. (PI); 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)

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.
Units: 3 | Grading: GSB Student Option LTR/PF

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: alternate years, given next year | Units: 2 | Grading: Satisfactory/No Credit

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 | Grading: Letter or Credit/No Credit

MS&E 263: Healthcare Operations Management (PEDS 263)

US health care spending is approximately 18% of GDP, growing rapidly, and driven in large part by prices and waste rather than quality and access. New approaches for improving health care delivery are urgently needed. This class focuses on the use of analytical tools to support efficient health care delivery. Topics include case studies on capacity planning, resource allocation, and scheduling. Methods include queueing, optimization, and simulation. Prerequisites: basic knowledge of Excel, probability, and optimization. For students in the Schools of Medicine, Business, and Law the course includes a variant of the curriculum with less emphasis on the technical material.
Terms: Win | Units: 3 | Grading: Medical Option (Med-Ltr-CR/NC)
Instructors: ; Scheinker, D. (PI)

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 | Grading: Medical Option (Med-Ltr-CR/NC)

NBIO 227: Understanding Techniques in Neuroscience

Students will learn to select and evaluate multidisciplinary techniques for approaching modern neuroscience questions. A combination of lectures and small group paper discussions will introduce techniques from molecular, genetic, behavioral, electrophysiological, imaging, and computational neuroscience. Students will be expected to complete homework assignments analyzing primary literature and attend optional laboratory demonstrations. Intended for graduate students, postdocs, and staff from any discipline; and for advanced undergraduates in the biosciences, engineering, or medicine.
Terms: Aut | Units: 2 | Grading: Medical Satisfactory/No Credit

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 | Grading: Medical Satisfactory/No 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.nnnNO PRE-REQUISITES: No prior dance experience required. Beginners are welcome.
Terms: not given this year | Units: 1-2 | Repeatable for credit | Grading: Satisfactory/No Credit

NENS 308A: Adult Neurology Clerkship

Selective 2. Open to visitors and SCORE applicants. 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 rare circumstances, we may consider an outpatient specialty experience as space allows. In addition to this advanced clinical and professional role, the student will have an opportunity to be a near-peer mentor 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. Students must adhere to rotating on the predefined Stanford rotation period dates. 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 | Grading: Medical School MD Grades

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 | Grading: Medical School MD Grades

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 for credit | Grading: Medical School MD Grades

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.
Units: 4 | Grading: GSB Letter Graded

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 2020), 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 2020), 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/.
Units: 4 | Grading: GSB Student Option LTR/PF

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 2020), 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 2020), 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/.
Units: 4 | Grading: GSB Student Option LTR/PF

ORTHO 97Q: Sport, Exercise, and Health: Exploring Sports Medicine