printer friendly pageINDE 292: Exploration of The Health Care System : Clinical Partnership Development
For second year medical students who wish to continue their existing longitudinal clinical partnerships begun in year 2. 1/2 day clinical immersion, by arrangement woth preceptor. 2-unit option includes clinical quality improvement or other approved project. Director approval required.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
3 times
(up to 6 units total)
INDE 297: Reflection and Contextual Medicine
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. The goals of this course are: to offer a regular opportunity for students to discuss challenging issues faced in their clinical training; to ground students in strategies for managing challenging situations they are likely to experience in their personal and professional lives while on clerkships; and to provide opportunities for students to develop and expand their reflective and communication skills. Components of this curriculum include the "Doctoring with CARE" small groups, the "MeD-ReST" Medical Student Resiliency Skills Training' sessions, and the "Contextual Medicine: Communication, Connection and Creativity in Practice" lunch and lecture series. All students in clinical clerkships must participate in
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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. The goals of this course are: to offer a regular opportunity for students to discuss challenging issues faced in their clinical training; to ground students in strategies for managing challenging situations they are likely to experience in their personal and professional lives while on clerkships; and to provide opportunities for students to develop and expand their reflective and communication skills. Components of this curriculum include the "Doctoring with CARE" small groups, the "MeD-ReST" Medical Student Resiliency Skills Training' sessions, and the "Contextual Medicine: Communication, Connection and Creativity in Practice" lunch and lecture series. All students in clinical clerkships must participate in all aspects of RCM Days. Students enrolled in Selective II Clerkships (Sub-internships) may choose to participate in clinical duties but are expected to communicate their absence to course faculty/staff in advance. Prerequisite: Concurrent enrollment in clinical clerkships. Please note, students will enroll in this course their final quarter of enrollment prior to graduation to receive retroactive credit for all session. Only enroll the last quarter of enrollment.
Terms: Aut, Win, Spr, Sum
| Units: 4
Instructors:
Rydel, T. (PI)
INDE 298: Women's Health Independent Project
Women's Health Scholarly Concentration. Students pursue individual projects under the supervision of a faculty member. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1
ITALIAN 62N: Art and Healing in the Wake of Covid-19: A Health Humanities Perspective (FRENCH 62N)
How have artists contributed to healing during the Covid-19 pandemic? How does art shape or express diverse cultural understandings of health and illness, medicine and the body, death and spirituality, in response to crisis? How do such understandings directly impact the physical healing but also the life decisions and emotions of individuals, from caregivers to patients? And finally, how do these affect social transformation as part of healing? This course examines the art of COVID-19, from a contemporary and historical perspective, using the tools of Health Humanities, a relatively new discipline that connects medicine to the arts and social sciences. Materials for this course include art from different media (from poetry and fiction to performance and installation), produced during COVID-19 in mostly Western contexts, in diverse communities and with some forays into the rest of the world and into other historical moments of crisis. They also include some non-fiction readings from th
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How have artists contributed to healing during the Covid-19 pandemic? How does art shape or express diverse cultural understandings of health and illness, medicine and the body, death and spirituality, in response to crisis? How do such understandings directly impact the physical healing but also the life decisions and emotions of individuals, from caregivers to patients? And finally, how do these affect social transformation as part of healing? This course examines the art of COVID-19, from a contemporary and historical perspective, using the tools of Health Humanities, a relatively new discipline that connects medicine to the arts and social sciences. Materials for this course include art from different media (from poetry and fiction to performance and installation), produced during COVID-19 in mostly Western contexts, in diverse communities and with some forays into the rest of the world and into other historical moments of crisis. They also include some non-fiction readings from the disciplines Health Humanities draws from, such as history of medicine, anthropology, psychology, sociology, cultural history, media studies, art criticism, and medicine itself. We will thus be introduced to basics of Health Humanities and its methods while addressing the pandemic as a world-changing event, aided by the unique insights of artists. The course will culminate in final projects that present a critical and contextual appreciation of a specific art project created in response to COVID-19; such appreciations may be creative art projects as well, or more analytical, scholarly evaluations.
Last offered: Spring 2022
| UG Reqs: WAY-A-II, WAY-SI
ITALIAN 75N: Narrative Medicine and Near-Death Experiences (FRENCH 75N)
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.
Last offered: Autumn 2017
| UG Reqs: WAY-A-II, WAY-SI
ITALIAN 120: Introduction to the Medical Humanities (ANTHRO 120H, DLCL 120, FRENCH 120E)
Medical Humanities is a humanistic and interdisciplinary approach to medicine. It explores the experience of health and illness as captured through the expressive arts (painting, music, literature), across historical periods and in different cultures, as interpreted by scholars in the humanities and social sciences as well as in medicine and policy. Its goal is to give students an opportunity to explore a more holistic and meaning-centered perspective on medical issues. It investigates how medicine is an art form as well as a science, and the way institutions and culture shape the way illness is identified, experienced and treated.
Terms: Win
| Units: 4
| UG Reqs: WAY-EDP
Instructors:
Wittman, L. (PI)
ITALIAN 142: The Good Life: Renaissance Perspectives on Perennial Questions
What constitutes a good life? What conditions and relationships enable one to live well, and what attitudes and activities, systems and structures bring them about or make them possible? Renaissance men and women asked such questions, turning to study of the classical past and to close observation of their contemporary world in search of satisfying answers. This course will explore their reflections and investigations, experimentations and creations, examining seminal conceptions and ideals of the Renaissance through their expression in text and image. Topics will include beauty and love; virtue and honor; excellence and exceptionalism; freedom and justice; power and authority; leadership and governance; wealth and prosperity; work and service; education and religion; health and medicine; family, friendship and community. Focusing on Italian contexts with reference to broader European and global trends, discussion and analysis will center on discrepancies between the real and the ideal in Renaissance society and culture. Taught in English. NOTE: New Italian Studies Assistant Professor Sarah Prodan will teach this course.
Last offered: Autumn 2019
LAW 241Q: Discussion (1L): Rationalism, Contrarianism, and Bayesian Thinking in Politics: How to Think Better?
In the early 2010s, the Bay Area spawned a movement of thinkers obsessed with cognitive biases and "Bayesian reasoning," a way of using statistics and probability to inform beliefs. This group--that later came to be known as "rationalists"--insists on subjecting all spheres of life to scientific scrutiny and probabilistic reasoning. Rationalist takes are often contrarian and challenge mainstream ways of thinking about topics that include everything from science and medicine to philosophy and politics to the rise of artificial intelligence. Rationalist writings in blogs and books can be controversial. For example, some rationalists have discussed the genetics of depression or intelligence. Since 2015, however, rationalism has become a brand in Silicon Valley and hugely influential among pundits and executives. Members of the rationalist movement also overlapped with the growing community of "effective altruism," an effort to remake charity donations by focusing on, and calculating, the actual impact of every dollar on human lives. And the movement is full of quirks and, well, weirdness: a fear of AI armaggedon, polyamory, and group living near Berkeley is common. Politically, rationalists are mostly center-left, but they range from "communist to anarcho-capitalist." What brings them together, however, is that they are careful thinkers, quantitatively-oriented, and contrarians. In this seminar we will explore what the Rationalist movement is all about--what and how they think. We will take both a critical but also inquisitive view. What is to be gained from rationalists? Can their way of thinking improve political debates? We will read several books, including James Scott's "Seeing like a State," Julia Galef's "Scout Mindset," Philip Tetlock's "Superforcasters," blog posts from a website called "Less Wrong," and a series of blog-posts by the psychiatrist-cum-polymath Scott Alexander on drug arrests, crime spikes, and medical regulations, among others. Class meets 5:30 PM-7:30 PM on Sept. 28, Oct. 12, Oct. 26, Nov. 9.
Last offered: Autumn 2022
LAW 807L: Policy Practicum: The Opioid Epidemic: Developing New Law and Policy Tools
Same as
PSYC 107. Client: Broken No More,
http://broken-no-more.org/about-us/. More Americans die every year of overdose than died in the entire course of the 1955-75 Vietnam conflict. Overdose has helped reduce aggregate US life expectancy for three years in a row¿something that has not happened in 100 years, including at the height of the AIDS epidemic in the '80s and '90s. Measured by loss-of-life, opiate-related overdose is the most acute national health crisis of our lifetimes. Student researchers will work closely with the client, Broken No More, a national organization of parents and families who have lost family members to opioid use. The organization supports grieving members and also pushes forward evidence-based, public health interventions to the opioid epidemic. This practicum explores legal approaches to a more comprehensive and thoughtful understanding to the Opioid Epidemic. The research team will evaluate whether various stakeholders have fulfilled their legal and regulatory obligations to respond to the epidemic, including whether hospitals and insurers fulfill their implied "duty of care." The questions addressed in this practicum could have life-saving impact on people currently suffering from opioid use disorder. The course seeks to build a diverse research team with students from law, public policy, medicine, public health, and sociology. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. 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.
Last offered: Spring 2020
LAW 808N: Policy Practicum: Creating an Impact Framework for Stanford's School of Climate and Sustainability
Clients: Stanford Dean Kathryn "Kam" Moler and Vice Dean Stephan Graham, respectively transition dean and vice dean of the new School. The mission of Stanford University's new School of Climate and Sustainability is to "create a future where humans and nature thrive in concert and in perpetuity." The School intends to pursue this mission through three pathways: 1. Advancing knowledge critical to sustaining life on Earth and to ensuring the benefits of a healthy planet extend to all people. 2. Preparing students as future sustainability leaders through rigorous, engaged education and research. 3. Engaging with partners to generate and scale local, national, and global solutions to the defining challenge for humanity. This Policy Lab practicum will examine how the School can marshal its resources most effectively to advance knowledge through research, prepare students for leadership roles, and engage with partners to scale these core functions. With respect to the advancement of knowledge, we will seek to understand how research aimed at improving sustainability in several areas (e.g., climate change, agriculture) can be supported and disseminated to educate and influence decisions and behaviors of policy makers, businesses, nonprofit organizations, and citizens, while remaining impartial and balanced throughout the process. Without limiting ourselves to these areas, we will look at examples where research has and has not influenced decision making, with an eye to understanding conducive pathways and barriers. To use a recent example, suppose that a researcher wishes to influence policy makers', builders', or homeowners' decisions to install residential gas stoves because of the climate and health problems caused by their methane emissions: What are the roles of publication in peer-reviewed journals, publication in popular media, public lectures, and legislative testimony on the pathway from research to decision making? In addition to online research, we will interview faculty at Stanford and elsewhere. With respect to education, we will ask what mixture of theoretical knowledge and practical skills will best prepare graduates for positions where they will lead sustainability efforts in government, business, and the nonprofit sector. We have much to learn from Stanford's Sustainability Science and Practice (SUST) program and similar programs at other universities. At the same time as we identify pathways, or "theories of change," for achieving the new School's objectives, we will identify indicators of progress along the way. Referring to the example of methane emissions from residential stoves, if reaching an intended audience requires publicizing the findings in popular media, relevant indicators would be the size and influence of the audience being reached. Given the multitude and fluidity of variables that contribute to outcomes, we will use what's been termed "contribution analysis" rather than statistical evaluation techniques to assess the impact of particular efforts. Based on our proposed frameworks for the School's research and teaching, we will ask how engagement with external partners can contribute to its mission. The Policy Lab's deliverable with respect to research will be a generalized framework that will enable researchers to chart a path from developing and testing hypotheses to disseminating their findings and influencing decision makers to act on them. The framework will also enable researchers to assess their progress along the path. The deliverable with respect to teaching will be the identification of analogies in the preparation and certification of professionals in medicine, law, and other fields, with the aim of assisting the new School in improving its preparation of students as sustainability leaders. The course is limited to 12 students from across the University. While there are no prerequisites, we hope to include students with backgrounds in sustainability and social metrics. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at
https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Last offered: Spring 2022
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