721 - 730 of 730 results for: Medicine

VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Stanford Plastic Surgery's Dental Section offers a 4-week clerkship for 3rd and 4th year medical and dental students interested in learning more about dental medicine and surgery. In addition, Residents (typically ED, ENT, Anesthesia, ID, Path) have also enjoyed this clerkship. The rotation offers a broad exposure to the many different clinical facets of dental medicine and surgery from dentoalveolar trauma to clearance of oral infection prior to cancer treatment, transplants, or cardiac devices. Students will also have the opportunity to work in a variety of practice settings. The rotation consists of two week blocks that take place at both Stanford Hospital and Lucille Packard Children?s Hospital, as well as at the outpatient Dental Medicine and Surgery/Oral Maxillofacial Surgery Clinic. Time will be spent at the Welch Road Campus in the OR, ED, and doing inpatient hospital consults, the Menlo Outpatient Clinic, and occasionally at the RWC campus. Students will meet and work with faculty from these sites. The students will integrate as members of the clinical teams and participate in direct care of dental surgery patients. An individualized schedule will be distributed prior to first day of clerkship. Please note: Visiting students must obtain approval from Sabrina Alinejad prior to applying for this clerkship. Please email requests to salineja@stanford.edu. PREREQUISITES: Dental or medical school student in 3rd or 4th year; any year of Residency. PERIODS AVAILABLE: 1-12, full-time for 2 weeks or 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Gary Roberts, DDS, groberts@stanford.edu, 650-723-5824. CLERKSHIP COORDINATOR: Sabrina Alinejad salineja@stanford.edu. REPORTING INSTRUCTIONS: Where: Meet with Dr. Roberts or designated dental faculty to touch base at 1st floor of Blake Wilbur; Time: 7:00 AM. CALL CODE: 2- Rotating Residents and Fellows will likely share some call depending on the set call schedule. Rotating Students will have the option to share call, but will not be primary. OTHER FACULTY: Staff. LOCATION: SUMC.

VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Students will provide integrated patient care, from critical care to OR to outpatient clinic. Students will experience acute, rehabilitative, and reconstructive phases of burn care. Students work directly with PGY2 and PGY3 residents from general and plastic surgery. This rotation is designed for students with career goals in general or plastic surgery, emergency medicine, or critical care (e.g., anesthesiology). However, students interested in primary care or pediatrics will benefit greatly from this experience. Direct surgical experience in the operating room is guaranteed. Please note: Visiting students must obtain preapproval to apply from Dr. Clifford Sheckter prior to applying for this clerkship. Please email requests to Madison Le at Madison.le@hhs.sccgov.org and Monica Tachibana at monica.tachibana@hhs.sccgov.org. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period (will consider 2). CLERKSHIP DIRECTOR: Clifford Sheckter, M.D. CLERKSHIP COORDINATOR: Madison Le, 408-885-5315, SCVMC, 751 S. Bascom Avenue, Building Q, Suite 4Q265, San Jose, CA 95128. REPORTING INSTRUCTIONS: Where: Please contact Madison Le at Madison.le@hhs.sccgov.org first, SCVMC, Plastic Surgery Office [Visitors must sign-in on the first day of rotation @ VSC Registration Desk 410]; Time: 8:00 am. CALL CODE: 2 - Taking call and weekend rounding will enhance the student's learning experience dramatically. It is left up to each student to decide if and how often they will take call. OTHER FACULTY: Y. Karanas. LOCATION: SCVMC.

VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: 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. Students must register for Anes 340B for this clerkship. PREREQUISITES: Anesthesia 306A or Medicine and Surgery core clerkships. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Juliana Barr, M.D. (650-493-5000 x64452), Building 1, Room F315, PAVAMC (112A). CLERKSHIP COORDINATOR: Bernadette F. Carvalho (berniec@stanford.edu). REPORTING INSTRUCTIONS: Where: PAVAMC, MSICU, 3rd Floor; Time: 8:00 AM. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: PAVAMC.

What role do science and technology play in the creation of a just society? How do we confront and redress the impact of racism and bias within the history, theory, and practice of these disciplines? This course invites students to grapple with the complex intersections between race, inequality, justice, and the STEM fields. We orient to these questions from an artistically-informed position, asking how we can rally the embodied practices of artists to address how we think, make, and respond to each other. Combining readings from the history of science, technology, and medicine, ethics and pedagogy, as well as the fine and performing arts, we will embark together on understanding how our STEM practices have emerged, how we participate today, and what we can imagine for them in the future. The course will involve workshops, field trips (as possible), and invited guests. All students, from any discipline, field, interest, and background, are welcome! This course does build upon the STS 51 series from 2020-21, though it is not a prerequisite for this course. Please contact the professor if you have any questions!

What role do science and technology play in the creation of a just society? How do we confront and redress the impact of racism and bias within the history, theory, and practice of these disciplines? This course invites students to grapple with the complex intersections between race, inequality, justice, and the STEM fields. We orient to these questions from an artistically-informed position, asking how we can rally the embodied practices of artists to address how we think, make, and respond to each other. Combining readings from the history of science, technology, and medicine, ethics and pedagogy, as well as the fine and performing arts, we will embark together on understanding how our STEM practices have emerged, how we participate today, and what we can imagine for them in the future. The course will involve workshops, field trips (as possible), and invited guests. All students, from any discipline, field, interest, and background, are welcome! This course does build upon the STS 51 series from 2020-21, though it is not a prerequisite for this course. Please contact the professor if you have any questions!

This course focuses on multiple genres of narratives about illness and recovery: memoirs, graphic novels, poetry, fiction, essay, and documentary film. It asks what the power, if any, of narrative is in healing. Drawing upon the fields of literature and the practice of medicine, students will begin to grapple with the power of stories in illuminating the experience of illness and disability and in offering the possibilities for (self) transformation.

Genomes reveal a wealth of information with implications far beyond the linear sequence of the DNA. We will consider two questions related to the genome, coupled with examples from real-life consequences. Firstly, what does the genome say about our past: where we came from and how we might fit into the tapestry of the human race? We will look at examples from history and anonymized patients to highlight the consequences of these question for people. Next we will consider what the genome tells us about the future: how might it foretell our individual future and how might this be translated into patient treatment? We will examine the promises, pitfalls, and implications for the advances in medicine and healthcare promised by genomic research.

Public service is private action for the public good, work done by individuals and groups that aims at some vision of helping society or the world. This course examines some of the many 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, teaching, or even "ethical investing" and "ethical entrepreneurship." 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?

Lunch seminars series designated to give preclinical students exposure to the field of Urology. This course will build on medical student's foundation knowledge. Clinical vignettes will be presented with an emphasis on disease presentations pathophysiology, work up, diagnosis, and medical and surgical treatment. Seminars are taught by faculty experts in the Department of Urology. Topics include: general urology, uro-oncology, pediatric urology, endourology, female urology, neurourology, trauma and reconstruction, and male reproductive medicine and surgery. Lunch will be provided.