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1 - 10 of 86 results for: MED ; Currently searching spring courses. You can expand your search to include all quarters

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MED 54Q: Decolonizing Global Health

In this seminar, we will look at the origins of global health and how changes in discourse over the last century have shaped the current landscape. We will explore possible future directions for global health exchanges grounded in more equity-based paradigms.This course will introduce students to the various definitions of global health from colonial times, through international health, tropical medicine and now global health. We will consider what moral imperative leads to global health work, and how conventional thought about the relationships between providers, patients and systems in the global North and South is shifting.Global health has transitioned through various stages. In the 1800s, missionary doctors provided medical care while also spreading religion and colonial interests. During the twentieth century, great strides were made in sanitation and infectious disease treatment as part of systems and government based ¿international health¿ and ¿tropical medicine.¿ Paradoxically more »
In this seminar, we will look at the origins of global health and how changes in discourse over the last century have shaped the current landscape. We will explore possible future directions for global health exchanges grounded in more equity-based paradigms.This course will introduce students to the various definitions of global health from colonial times, through international health, tropical medicine and now global health. We will consider what moral imperative leads to global health work, and how conventional thought about the relationships between providers, patients and systems in the global North and South is shifting.Global health has transitioned through various stages. In the 1800s, missionary doctors provided medical care while also spreading religion and colonial interests. During the twentieth century, great strides were made in sanitation and infectious disease treatment as part of systems and government based ¿international health¿ and ¿tropical medicine.¿ Paradoxically, in the last two decades, as the world becomes more intertwined, ¿global health¿ has generally involved shorter term encounters, usually with specialists at the vanguard.With the epidemiological transition and increasing communicable disease prevalence in developing countries, systems strengthening and capacity building are the main priorities. It is argued that the current global health infrastructure does not focus on building long term partnerships, or assign equitable worth to participants from the global North and South. The COVID19 pandemic further highlighted the challenges to achieving desired health outcomes for all in the existing system. We will investigate how effective our current efforts are, and think critically about the meaning of ¿decolonizing global health¿ as regards the flow of resources and individual, population and systems outcomes.We will explore long-term partnerships that have yielded considerable success. The seminar will be grounded in a primary care perspective, with additional insights from guest speakers from various fields including biomedical science, anthropology, policy, governance and philanthropy whose global health backgrounds and experiences on the front lines will stimulate further dialogue and reflection.
Terms: Spr | Units: 3
Instructors: Shumba, T. (PI)

MED 121: Translational Research and Applied Medicine (MED 221)

(Same as MED 121; undergraduate students enroll in MED 121) Open to graduate students and medical students, this course enables students to learn basic principles in the design, performance and analysis of translational medical research studies. The course includes both didactic seminars from experts in translational medicine as well as the opportunity to design and present a translational research project. Students enrolling for 3 units are paired with a TRAM translational research project and work as a team with TRAM trainees and faculty on a weekly basis, as arranged by the instructor, and present a final project update at the end of the quarter. MTRAM students must enroll for a letter grade.
Terms: Aut, Win, Spr | Units: 2
Instructors: Felsher, D. (PI) ; Liliental, J. (PI) ; Liliental, J. (SI)

MED 155: You Can Make a Difference in Primary Care (MED 222)

This course is designed to give pre-clerkship students an overview of the amazing and rewarding field of Primary Care Medicine. You will meet multiple primary care clinicians, each with a different area of interest and practice. You will learn about their work and what they love about it, and gain exposure to the diverse range of careers in Primary Care and its specialties. There will be opportunities to ask questions and make connections with the Primary Care faculty at Stanford and beyond. Undergraduate and MD/PA students are welcome to enroll. If you are interested in only the lecture series, please enroll in MED155 (1-unit). If you are interested in participating in the optional clinical shadowing experience in addition to the lecture series, please enroll in MED222 (2 units) and submit this short survey (required) link: https://stanfordmedicine.qualtrics.com/jfe/form/SV_5nLgG5cCmnNQVGS .
Terms: Spr | Units: 1 | Repeatable 10 times (up to 10 units total)
Instructors: Montacute, T. (PI) ; Rokicki-Parashar, J. (PI)

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
Instructors: Heaney, C. (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
Instructors: Levin, E. (PI) ; Wang, K. (PI) ; Wang, K. (SI)

MED 175B: Biodesign Fundamentals (MED 275B)

MED 175B/275B is an introduction to the Biodesign process for health technology innovation. This team-based course emphasizes interdisciplinary collaboration and hands-on learning at the intersection of medicine and technology. Students will work on projects in the space of medical devices, digital health, and healthcare technologies with the assistance of clinical and industry mentors. Applicants from all majors and stages in their education welcome. Students will work in teams to develop solutions to current unmet medical needs, starting with a deep dive into understanding and characterizing important unmet medical needs through disease research, competitive analysis, market research, and stakeholder analysis. Other topics that will be discussed include FDA regulation of medical technology, intellectual property, value proposition, and business model development. Consent required for enrollment, to apply visit: https://forms.gle/YkrhXpBDwjRoK7aQ8?
Terms: Spr | Units: 4 | UG Reqs: WAY-SMA
Instructors: Fan, R. (PI) ; Callaghan, M. (SI) ; Jahanandish, H. (SI)

MED 182: Early Clinical Experience at the Cardinal Free Clinics (MED 282)

The Cardinal Free Clinics (CFCs), consisting of Arbor and Pacific Free Clinic, provide culturally appropriate, high quality transitional medical care for underserved patient populations in the Bay Area. Students volunteer in various clinic roles to offer services including health education, interpretation, referrals, and labs. In clinic students are guided in the practice of medical interviews, history-taking and physical examinations as appropriate, and work with attending physicians to arrive at a diagnosis and management plan. In addition, the CFC program follows continuous quality improvement. Visit http://cfc.stanford.edu for more information. For questions related to the course or volunteering, please email arborclinic@stanford.edu and/or pacific@ med.stanford.edu. Application only; must be an accepted CFC volunteer. (Cardinal Course certified by the Haas Center for Public Service.)
Terms: Aut, Win, Spr, Sum | Units: 1-2 | Repeatable for credit
Instructors: Singh, B. (PI) ; Hernandez, B. (SI)

MED 194: Critical Issues in Global Health (MED 294)

In this course, participants will discuss and engage critically with current topics and pressing issues in global health through the lens of health equity and social justice. Topics include decolonizing global health, climate change, the health of indigenous populations, and other vulnerable populations, homelessness, and gender-based violence and mental health challenges. Students will hear from and engage with experts in the field and debate critical issues in global health through course discussions. Three-unit students will investigate a global health equity challenge and present recommendations for effective interventions. Speakers represent a range of voices and perspectives. They include: Dr. Madhu Pai, a global health leader, health equity advocate, and tuberculosis expert; Dr. Jim O'Connell, a Boston physician who has dedicated his career to caring for people living on the streets; Dr. Agnes Binagwaho, retired Vice Chancellor of the University of Global Health Equity in Rwanda more »
In this course, participants will discuss and engage critically with current topics and pressing issues in global health through the lens of health equity and social justice. Topics include decolonizing global health, climate change, the health of indigenous populations, and other vulnerable populations, homelessness, and gender-based violence and mental health challenges. Students will hear from and engage with experts in the field and debate critical issues in global health through course discussions. Three-unit students will investigate a global health equity challenge and present recommendations for effective interventions. Speakers represent a range of voices and perspectives. They include: Dr. Madhu Pai, a global health leader, health equity advocate, and tuberculosis expert; Dr. Jim O'Connell, a Boston physician who has dedicated his career to caring for people living on the streets; Dr. Agnes Binagwaho, retired Vice Chancellor of the University of Global Health Equity in Rwanda to name a few. Participants will gain new insights into the health equity considerations critical to addressing contemporary challenges, explore diverse perspectives on key issues, and critically consider current and potential interventions through the lens of a global health practitioner. Requirements for the course include attendance and participation in class discussions, a short capstone presentation, and a final paper. The teaching team will be holding a discussion section on Wednesdays, 11:30am ¿ 12:30pm (right after class). Students are strongly encouraged to attend the discussion session and will receive extra credit points.This course will be taught by Dean Michele Barry Director of the Center for Innovation in Global Health, and Dr. Geoffrey Tabin, Professor of Ophthalmology and Global Medicine and co-founder of the internationally renowned Himalayan Cataract Project. Course enrollment is open to medical students, graduate students, and undergraduate students (2-3 Units). This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
Terms: Spr | Units: 2-3 | UG Reqs: WAY-EDP | Repeatable 3 times (up to 9 units total)
Instructors: Barry, M. (PI) ; Tabin, G. (PI) ; Gilon, Y. (SI)

MED 199: Undergraduate Research

Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum | Units: 1-18 | Repeatable for credit
Instructors: Aalami, O. (PI) ; Advani, R. (PI) ; Ahmed, A. (PI) ; Ahuja, N. (PI) ; Alexander, K. (PI) ; Alizadeh, A. (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) ; Baiocchi, M. (PI) ; Banerjee, S. (PI) ; Barry, M. (PI) ; Basaviah, P. (PI) ; Basina, M. (PI) ; Bendavid, E. (PI) ; Berube, C. (PI) ; Bhalla, V. (PI) ; Bhatt, A. (PI) ; Bhattacharya, J. (PI) ; Blackburn, B. (PI) ; Blish, C. (PI) ; Bloom, G. (PI) ; Bollyky, P. (PI) ; Boxer, L. (PI) ; Brown, W. (PI) ; Chan, D. (PI) ; Chang, S. (PI) ; Chaudhuri, O. (PI) ; Chen, A. (PI) ; Chen, I. (PI) ; Chertow, G. (PI) ; Cheung, R. (PI) ; Chi, J. (PI) ; Chu, G. (PI) ; Chua, K. (PI) ; Chung, L. (PI) ; Clarke, M. (PI) ; Clusin, W. (PI) ; Colevas, A. (PI) ; Corsello, S. (PI) ; Dash, R. (PI) ; Daugherty, T. (PI) ; Dawson, L. (PI) ; Deresinski, S. (PI) ; Desai, M. (PI) ; Desai, T. (PI) ; Dhillon, G. (PI) ; Dosiou, C. (PI) ; Downing, N. (PI) ; DuBose, A. (PI) ; Edwards, L. (PI) ; Einav, S. (PI) ; Fantl, W. (PI) ; Fearon, W. (PI) ; Felsher, D. (PI) ; Fisher, G. (PI) ; Ford, J. (PI) ; Ford, P. (PI) ; Frank, M. (PI) ; Frayne, S. (PI) ; Friedland, S. (PI) ; Gabiola, J. (PI) ; Ganjoo, K. (PI) ; Gardner, C. (PI) ; Gardner, P. (PI) ; Geng, L. (PI) ; Gesundheit, N. (PI) ; Giannitrapani, K. (PI) ; Glaseroff, A. (PI) ; Glenn, J. (PI) ; Goldhaber-Fiebert, J. (PI) ; Goodman, S. (PI) ; Gotlib, J. (PI) ; Habtezion, A. (PI) ; Harman, S. (PI) ; Heaney, C. (PI) ; Heidenreich, P. (PI) ; Henri, H. (PI) ; Hernandez-Boussard, T. (PI) ; Ho, D. (PI) ; Hoffman, A. (PI) ; Holodniy, M. (PI) ; Ioannidis, J. (PI) ; Jernick, J. (PI) ; Ji, H. (PI) ; Johnston, L. (PI) ; Jones, E. (PI) ; Kalbasi, A. (PI) ; Kao, P. (PI) ; Kastelein, M. (PI) ; Katz, R. (PI) ; Kenny, K. (PI) ; Khatri, P. (PI) ; Khush, K. (PI) ; Kim, S. (PI) ; King, A. (PI) ; Knowles, J. (PI) ; Kraemer, F. (PI) ; Kuo, C. (PI) ; Kuo, C. (PI) ; Kurian, A. (PI) ; Kurtz, D. (PI) ; Kuschner, W. (PI) ; Ladabaum, U. (PI) ; Lafayette, R. (PI) ; Laws, A. (PI) ; Lee, D. (PI) ; Lee, J. (PI) ; Leung, L. (PI) ; Levin, E. (PI) ; Levy, R. (PI) ; Liedtke, M. (PI) ; Lin, B. (PI) ; Lorenz, K. (PI) ; Lowsky, R. (PI) ; Luby, S. (PI) ; Lunn, M. (PI) ; Majeti, R. (PI) ; McConnell, M. (PI) ; McLaughlin, T. (PI) ; Medeiros, B. (PI) ; Mercola, M. (PI) ; Miklos, D. (PI) ; Miller, G. (PI) ; Milstein, A. (PI) ; Mitchell, B. (PI) ; Mohabir, P. (PI) ; Morioka-Douglas, N. (PI) ; Musen, M. (PI) ; Narayan, S. (PI) ; Neal, J. (PI) ; Negrin, R. (PI) ; Nevins, A. (PI) ; Nguyen, L. (PI) ; Nguyen, M. (PI) ; Nguyen, P. (PI) ; Nicolls, M. (PI) ; Nieman, K. (PI) ; Obedin-Maliver, J. (PI) ; Osterberg, L. (PI) ; Owens, D. (PI) ; Palaniappan, L. (PI) ; Pao, A. (PI) ; Parikh, V. (PI) ; Parsonnet, J. (PI) ; Pegram, M. (PI) ; Periyakoil, V. (PI) ; Phadke, A. (PI) ; Pinto, H. (PI) ; Pompei, P. (PI) ; Price, E. (PI) ; Prochaska, J. (PI) ; Quertermous, T. (PI) ; Rehkopf, D. (PI) ; Relman, D. (PI) ; Robinson, B. (PI) ; Rockson, S. (PI) ; Rodriguez, F. (PI) ; Rohatgi, R. (PI) ; Rosas, L. (PI) ; Rosser, J. (PI) ; Ruoss, S. (PI) ; Rydel, T. (PI) ; Schnittger, I. (PI) ; Schroeder, J. (PI) ; Shafer, R. (PI) ; Shah, N. (PI) ; Shah, S. (PI) ; Shah, MD (SHC Chief of Staff), J. (PI) ; Sharp, C. (PI) ; Shen, K. (PI) ; Shieh, L. (PI) ; Shizuru, J. (PI) ; Shoor, S. (PI) ; Sindher, S. (PI) ; Singer, S. (PI) ; Singh, B. (PI) ; Singh, U. (PI) ; Skeff, K. (PI) ; Spiekerkoetter, E. (PI) ; Srinivas, S. (PI) ; Srinivasan, M. (PI) ; Stafford, R. (PI) ; Stefanick, M. (PI) ; Studdert, D. (PI) ; Tai, J. (PI) ; Tamang, S. (PI) ; Tamura, M. (PI) ; Tan, J. (PI) ; Telli, M. (PI) ; Tepper, R. (PI) ; Tompkins, L. (PI) ; Tremmel, J. (PI) ; Tsao, P. (PI) ; Utz, P. (PI) ; Vagelos, R. (PI) ; Valantine, H. (PI) ; Verghese, A. (PI) ; Wakelee, H. (PI) ; Wang, P. (PI) ; Warvariv, V. (PI) ; Weinacker, A. (PI) ; Weng, K. (PI) ; Weng, W. (PI) ; Wheeler, M. (PI) ; Winslow, D. (PI) ; Witteles, R. (PI) ; Wu, J. (PI) ; Wu, J. (PI) ; Wu, S. (PI) ; Yang, P. (PI) ; Yeung, A. (PI) ; Yock, P. (PI) ; Zamanian, R. (PI) ; Zehnder, J. (PI) ; Zhang, T. (PI) ; Zhu, H. (PI) ; Zulman, D. (PI) ; de Jesus Perez, V. (PI)

MED 211: Biologics, advanced therapeutics and drug delivery methods

Understand the fundamentals of vaccines, differentiating between infectious disease and cancer vaccines, and exploring strategies for achieving long-term immune memory.Explore the field of gene therapy, including its applications in single gene disorders and cancer, while critically assessing both the successes and failures in the context of current clinical status.Investigate cancer immunotherapy, evaluating its advantages and disadvantages, and identify potential areas for improvement in current approaches and future targets.Gain insights into drug development for cancer therapy, focusing on cellular drug targets and methodologies for drug screening and validation.Examine advanced drug delivery methods, including nanoparticles, exosomes, and cell membrane vesicles, for creating biomimetic nano delivery vehicles to enhance drug delivery efficiency while overcoming immune system barriers. MTRAM program requirement.
Terms: Aut, Spr | Units: 3
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