321 - 330 of 567 results for: Medicine

For second year medical students who wish to continue their clinical partnership begun in INDE 291. 1/2 day clinical immersion, by arrangement. 2 unit option includes clinical quality improvement or other approved project. Prerequisite: INDE 291. Director approval required.

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.

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. Goals are: to discuss and reflect upon critical experiences in clerkships; to provide continuity of instruction in translational science topics across the curriculum; to reinforce and extend the study of behavioral, cultural, ethical, social and socioeconomic topics introduced in the Practice of Medicine course sequence; to expose students to recent advances in medical discoveries, emphasizing their application to clinical practice (translational medicine); and to develop research and critical thinking skills, acquiring new information in areas related to the Scholarly Concentrations. Components of this curriculum include Doctoring with CARE small groups, the Advances and Reflections in Medicine lecture/seminar series, and Scholarly Concentration breakout groups. The Friday afternoon lecture/seminars explore advances in biomedical sciences with applications to medical practice (translational medicine) as well as faculty career pathways, reflections on doctoring, and the context of medicine in society. All students in clinical clerkships must participate in all aspects of RRAP Days. Prerequisite: Concurrent enrollment in clinical clerkships.

Women's Health Scholarly Concentration. Students pursue individual projects under the supervision of a faculty member. Prerequisite: consent of instructor.

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.

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.

(Formerly Law 413Z) Medical decisions toward the end of life can be crucial and difficult for patients, doctors, and families. Law and medicine have been struggling to find ways to strike a balance between what the patients might want (or say they want), and what makes medical, economic, and ethical sense. One standard is the "Advanced Health Care Directive" (Directive), which guides doctors and surrogates (usually a family member) on what to do when faced with end-of-life dilemmas. Another form, adopted in just over half the states (including California) is the POLST (Physician Orders for Life-Sustaining Treatment). The two types are supposed to complement each other, but they are different in important ways. The Advanced Health Care Directive expresses what a person wants and/or appoints a surrogate in case the patient is unable to express her wishes. Anybody can fill out a Directive, at any time of life. Ideally, a copy goes to the surrogate, if one is appointed, and another to the primary care physician. The POLST form is meant for people who are seriously ill. The Directive (for example "no artificial nutrition by tube") is supposed to be controlling; the patient, of course, can change her mind; but there is no surrogate. It is an agreement between the patient and the doctor. Who uses these different forms? How effective are they? To what extent and in what situations are they useful? Working closely with Stanford Hospital as the client, students will not only look at current literature on the topic and build on past practicum research, but also conduct interviews with doctors, nurses, and other health care specialists with the goal of finding out what local hospitals and nursing homes are doing. The aim is to get a more realistic picture of the what one might call the living law of the Directive and the POLST. The ultimate goal is policy recommendations to improve the forms and associated laws and to examine alternative approaches. Elements used in grading: Class Participation, Final Paper. -- NOTE: Students may not count more than a combined total of eight units of directed research projects and policy lab practica toward graduation unless the additional counted units are approved in advance by the Petitions Committee. Such approval will be granted only for good cause shown. Even in the case of a successful petition for additional units, a student cannot receive a letter grade for more than eight units of independent research (Policy Lab practicum, Directed Research, Directed Writing, Senior Thesis, and/or Research Track). Any units taken in excess of eight will be graded on a mandatory pass basis. For detailed information, see "Directed Research/Policy Labs" in the SLS Student Handbook. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.

CLIENT: Committee on the Future of Voting of the National Academies of Sciences. The Committee on the Future of Voting is seeking Practicum research support for an exhaustive study of technology, standards, and resources for voting technologies, including challenges related to the 2016 election. As described on the website for National Academies of Science, Engineering, & Medicine, this "ad hoc committee, under the auspices of the Committee on Science, Technology and Law and the Computer Science and Telecommunications Board, will conduct a study that will: (1) document the current state of play in terms of technology, standards, and resources for voting technologies; (2) examine challenges arising out of the 2016 federal election; (3) evaluate advances in technology currently (and soon to be) available that may improve voting; and (4) offer recommendations that provide a vision of voting that is easier, accessible, reliable, and verifiable. The committee will issue a report at the conclusion of the study." Students in this Practicum will summarize the available literature and government reports on the state of voting technology and develop a bibliography to aid the Committee. The Practicum seeks to build a graduate team of students from law, computer science, and political science to examine issues specific to their academic areas. Students will meet regularly with Professor Persily one on one or in small teams, depending on the project. Additional information on the Committee can be found at the following link: http://sites.nationalacademies.org/PGA/stl/voting/index.htm. Students may enroll in any quarter and those seeking R credit may, with consent of the instructor, move from Section 1 (2 credits) to Section 2 (3 credits for R work), during the first week of the term. Elements used in grading: Class Participation, Final Paper.

Diversity and inclusion are critical to the creation of positive educational environments -- classrooms, co-curricular and extra-curricular settings in which the very hardest questions can be asked, the most imaginative answers explored, and different perspectives heard. Diversity and inclusion also promote academic freedom by creating climates in which faculty and students can challenge conventional wisdom, expose cognitive biases, and develop innovative ideas. For lawyers, and therefore for law students, the ability to communicate, collaborate, negotiate, and advocate across cultural differences (what the literature refers to as "cultural competence") is intimately linked to professional competence given the diversity of 21st century legal workplaces, the range of clients (both individual and institutional) lawyers represent, the increasingly global nature of all areas of legal practice, and of course the heterogeneity of legal, social, moral, economic, and political problems lawyers are asked to solve in a pluralistic society. As some of the most acute legal problems involve persistent failures of the law itself in the treatment of racial, ethnic, religious and other minorities, the manner in which cultural competence is addressed in legal education is of singular importance. The American Bar Association has tied cultural competence to professional competence in its new legal education standards and parallel provisions in some state bar admission standards have been developed in response to the ABA. In other professions (e.g., medicine, social work, psychology, and psychiatry) cultural competence and inclusive learning and workplace practices are core elements of professional training. Nationally, however, law schools have lagged behind other professions in the development and implementation of curricular initiatives to teach this core professional skill. National and state bar associations have spent decades reporting on persistent underrepresentation, bias (particularly with respect to race and gender), and discrimination in the practice of law. However, the distinctive responsibilities of law schools to structure legal education to promote equity in the profession has received less attention. According to 2010 Census data, people of color comprise approximately 36 percent of the population of the United States and they make up a comparable percentage of Stanford Law School's entering classes. However, underrepresentation persists for some racial and ethnic minorities in entering law school classes, and the gaps widen once lawyers of color enter practice, especially at elite levels of the bar (tenured faculty positions, deanships, equity law partnerships, general counsels, and the bench). Although there is relative gender parity in Stanford Law School's entering classes, underrepresentation persists nationally in bar admission and especially at elite levels of the bar. In this policy practicum, students will have the opportunity to work with the Stanford Law School Working Group on Diversity and Inclusion to research and develop a wide range of policy initiatives on these and related issues. The goal will not just be to study and recommend adoption of best practices but to explore and innovate new practices. Elements used in grading: Attendance and Written Assignments. NOTE: Students may not count more than a combined total of eight units of directed research projects and policy lab practica toward graduation unless the additional counted units are approved in advance by the Petitions Committee. Such approval will be granted only for good cause shown. Even in the case of a successful petition for additional units, a student cannot receive a letter grade for more than eight units of independent research (Policy Lab practicum, Directed Research, Senior Thesis, and/or Research Track). Any units taken in excess of eight will be graded on a mandatory pass basis. For detailed information, see "Directed Research/Policy Labs" in the SLS Student Handbook. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.