1 - 10 of 34 results for: EMED

(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.

(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.

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.

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.

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.

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

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.

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.

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.