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1 - 10 of 18 results for: CHPR ; Currently searching winter courses. You can expand your search to include all quarters

CHPR 113: Healthy/Sustainable Food Systems: Maximum Sustainability across Health, Economics, and Environment (HUMBIO 113S)

Focus on problems with and systems-based solutions to food system issues. Four particular settings are addressed: University, worksite, hospital, and school food. Traditional vs. disruptive food system models compared and contrasted. The goal is to determine how best to maximize sustainability across several dimensions, including health, economics, and the environment. Underlying class themes include social justice and the potential for changing social norms around food production and consumption. Discussion-based seminar. CHPR master's students must enroll for a letter grade. Undergraduate Prerequisites: HUMBIO 2A, HUMBIO 3A, HUMBIO 4A or Biology Foundations or consent of instructor.
Terms: Win | Units: 4
Instructors: Gardner, C. (PI)

CHPR 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

CHPR 202: R Fundamentals for Health Research (EPI 202)

This introductory course is a practicum in which students will learn the basics of R, a free, open-source statistical analysis software program, and use the programming language to analyze health datasets by application of classical statistical methods. A familiarity with basic descriptive and inferential statistics is required (completion of HRP 258/259, or concurrent enrollment in an appropriate statistics/biostatistics course). It is assumed that students will have no (or very little) prior experience with R. This course is a flipped classroom, where lecture content will be viewed at home before in-class meetings with hands-on coding practice by each student on their own computers. Priority for enrollment given to CHPR masters students, who must enroll for a letter grade.
Terms: Win | Units: 1-2

CHPR 205: Understanding Evidence-Based Medicine: Hands-on experience (EPI 250, MED 250)

How can one practice evidence-based medicine and make evidence-based decisions for clinical practice and policy making? Using pivotal papers published in the recent scientific literature addressing important clinical questions on diverse medical topics, we will probe a wide range of types of studies, types of targeted therapeutic or preventive interventions, and types of studied outcomes (effectiveness and/or safety), including RCTs, observational studies, epidemiologic surveillance studies, systematic reviews-umbrella reviews-meta-analyses-meta-analyses of individual patient data, studies on the evaluation of diagnostic tests and prognostic models, economic analyses studies, and guidelines. MD studies enroll for +/-. GR students enroll for Letter grade.
Terms: Win | Units: 3

CHPR 206: Meta-research: Appraising Research Findings, Bias, and Meta-analysis (EPI 206, MED 206, STATS 211)

Open to graduate, medical, and undergraduate students. Appraisal of the quality and credibility of research findings; evaluation of sources of bias. Meta-analysis as a quantitative (statistical) method for combining results of independent studies. Examples from medicine, epidemiology, genomics, ecology, social/behavioral sciences, education. Collaborative analyses. Project involving generation of a meta-research project or reworking and evaluation of an existing published meta-analysis. Prerequisite: knowledge of basic statistics.
Terms: Win | Units: 3

CHPR 212: Methods for Health Care Delivery Innovation, Implementation and Evaluation (HRP 218, MED 212)

Preference given to postgraduate fellows and graduate students.Focus is on implementation science and evaluation of health care delivery innovations. Topics include implementation science theory, frameworks, and measurement principles; qualitative and quantitative approaches to designing and evaluating new health care models; hybrid design trials that simultaneously evaluate implementation and effectiveness; distinction between quality improvement and research, and implications for regulatory requirements and publication; and grant-writing strategies for implementation science and evaluation. Students will develop a mock (or actual) grant proposal to conduct a needs assessment or evaluate a Stanford/VA/community intervention, incorporating concepts, frameworks, and methods discussed in class. Priority for enrollment for CHPR 212 will be given to CHPR master's students.
Terms: Win | Units: 2

CHPR 227: The Science of Community Engagement in Health Research (EPI 272)

The Science of Community Engagement in Health Research course will focus on how the science of community engagement can be applied to diverse health-related research topics across the translational spectrum with the ultimate goal of high quality research that transforms human health and addresses health disparities. The course will provide historical context, theoretical frameworks, foundational skills in diverse community engagement methodologies, and tools for examining the effectiveness of various engagement strategies aimed. Specifically, the course will cover: 1) Historical context for community engagement in health-related research; 2) Evolution of community engagement as a science; 3) Theoretical frameworks for various community engagement approaches; 4) Community-Based Participatory Research (CBPR); 5) Community engagement strategies for different stages of translational research; and 6) Evaluation of various engagement strategies; and 7) Ethics of community engagement. Student more »
The Science of Community Engagement in Health Research course will focus on how the science of community engagement can be applied to diverse health-related research topics across the translational spectrum with the ultimate goal of high quality research that transforms human health and addresses health disparities. The course will provide historical context, theoretical frameworks, foundational skills in diverse community engagement methodologies, and tools for examining the effectiveness of various engagement strategies aimed. Specifically, the course will cover: 1) Historical context for community engagement in health-related research; 2) Evolution of community engagement as a science; 3) Theoretical frameworks for various community engagement approaches; 4) Community-Based Participatory Research (CBPR); 5) Community engagement strategies for different stages of translational research; and 6) Evaluation of various engagement strategies; and 7) Ethics of community engagement. Students will gain practical experience in various community engagement tools and strategies to help guide the development of a community engagement plan responsive to community needs. Challenges and benefits of establishing community partnerships will be highlighted by real-world examples. nThe course will include lectures; interactive student-led presentations and guided exercises; class discussions among invited speakers, students and instructors; individual and group assignments; and organized small-group and experiential activities. Course readings will demonstrate the need and opportunity for interdisciplinary community engagement approaches and will illustrate how to conduct innovative community-engaged research. nThe Science of Community Engagement course is intended to reach students with diverse research interests, including clinical research, community health, health research and policy, epidemiology, prevention research, environmental health, etc.
Terms: Win | Units: 3
Instructors: Thomas, T. (PI)

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

Focus is on development of personal and professional skills to interact with people across the diverse range of human sexuality, from childhood (pediatric) to older ages (geriatric), with consideration of gender identity, sexual orientation, sociocultural (predominantly U.S., not global) and religious values, and selected medical issues (e.g. hormonal therapy, disabilities, e.g. spinal cord injury, etc. with discussion of sexual taboos and unusual sexual practices that you might encounter in a general medical setting. 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 fourth unit, students must also attend INDE 215 Queer Health & Medicine and complete assignments for that section, but do not enroll in that class. For WAYs, undergrads enroll in SOMGEN 130.
Terms: Win | Units: 3-4

CHPR 239: Contemplative Competence for Sustainability of Public and Planetary Health and Well-being

This course is a Cardinal Course certified by the Haas Center. Through a contemplative approach, this course cultivates students' capacity to take skillful action to address climate change. Effective engagement with the daunting complexity inherent in the climate crisis requires calm contemplative competence. The science of mindfulness, resilience, emotional intelligence, and compassion are explored in terms of their roles in supporting pro-environmental behaviors, policies, and programs for personal, public, and planetary health and well-being. Emerging research at the intersection of contemplation and climate science calls for individual insight and transformation to strengthen/restore/heal the human-earth relationship. Contemplative research indicates that the extension of mindful compassion beyond oneself can improve health at the public and planetary level, in addition to the individual level. Contemplative practices effective for promoting mental health in relation to eco-despair more »
This course is a Cardinal Course certified by the Haas Center. Through a contemplative approach, this course cultivates students' capacity to take skillful action to address climate change. Effective engagement with the daunting complexity inherent in the climate crisis requires calm contemplative competence. The science of mindfulness, resilience, emotional intelligence, and compassion are explored in terms of their roles in supporting pro-environmental behaviors, policies, and programs for personal, public, and planetary health and well-being. Emerging research at the intersection of contemplation and climate science calls for individual insight and transformation to strengthen/restore/heal the human-earth relationship. Contemplative research indicates that the extension of mindful compassion beyond oneself can improve health at the public and planetary level, in addition to the individual level. Contemplative practices effective for promoting mental health in relation to eco-despair and eco-anxiety are addressed (including but not limited to nature-based centering, resilience-building mindfulness and loving kindness meditations, forest bathing, qigong, reflections on human-earth interconnectedness, and gratitude journaling.) Contemplative practices can prevent the burnout, avoidance, and disturbance of daily functioning that can arise from eco-anxiety. Moreover, research indicates contemplative practices can sustain altruistic behaviors that enhance mutual flourishing of people and the planet. Through study of contemplative neuroscience and behavioral science, students will develop/deepen their abilities for awareness, self-modulation, equanimity, self-transcendence, and compassion in caring for Earth. These skills will be discussed and applied to public health and climate change for effective behavioral action in a final class project. Modes of inquiry and class activities include contemplative, scientific, indigenous, artistic, verbal, visual, kinesthetic, sensory, emotional, spiritual, intellectual, social, and relational. Through diverse learning experiences, students will develop the empathy, discernment, and wisdom necessary for initiating and implementing solutions to the climate crisis. Course material equips students with knowledge from national and international leaders in the emerging field of contemplation, public health, and sustainability.
Terms: Win | Units: 2-3
Instructors: Rich, T. (PI)

CHPR 241: Contemplative Movement and Mindful Physical Activity (CHPR 141)

Contemplative movement and mindful physical activity for individuals and communities is an emerging field with important implications for public health and well-being policies and programs, as well as clinical care for physical and emotional health. The course provides historical context for current national and international physical activity recommendations and behavioral principles; foundational skills in contemplative movement(including but not limited to labyrinth walking, contemplative dance, aikido, yoga, and qigong) and mindful physical activity (including but not limited to ergonomics in daily life); and tools for examining the effectiveness of each of these skills for diverse populations. Research discussed includes: 1) neuroscience and polyvagal theory, 2) physical and psychological evaluation methods, 3) similarities and distinctions between benefits of contemplative movement practices versus stillness practices; versus non-contemplative physical activity, 4) interoceptive, more »
Contemplative movement and mindful physical activity for individuals and communities is an emerging field with important implications for public health and well-being policies and programs, as well as clinical care for physical and emotional health. The course provides historical context for current national and international physical activity recommendations and behavioral principles; foundational skills in contemplative movement(including but not limited to labyrinth walking, contemplative dance, aikido, yoga, and qigong) and mindful physical activity (including but not limited to ergonomics in daily life); and tools for examining the effectiveness of each of these skills for diverse populations. Research discussed includes: 1) neuroscience and polyvagal theory, 2) physical and psychological evaluation methods, 3) similarities and distinctions between benefits of contemplative movement practices versus stillness practices; versus non-contemplative physical activity, 4) interoceptive, proprioceptive, and kinesthetic qualities of contemplative movement, 5) embodiment and enaction, and 6) the development of a sense of agency and sense of self associated with contemplative movement. The class includes lectures, discussions, interactive student-led presentations, guest speakers, and guided experiential movement activities to provide scholarly as well as well as firsthand experience of the health and well-being benefits of contemplative movement and mindful physical activity. This course is intended to serve students with diverse research and applied interests, including community health, social justice, diversity, equity and inclusion, health research and policy, epidemiology, prevention research, clinical research, education, and theater.
Terms: Win | Units: 2-3
Instructors: Rich, T. (PI)
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