printer friendly pageBIOC 209A: Extending Life by Controlling Chronic Disease (BIO 109A, BIOC 109A, HUMBIO 158)
The variability of the human genome and the role of genomic information in research, drug discovery, and human health. Concepts and interpretations of genomic markers in medical research and real life applications. Human genomes in diverse populations. Original contributions from thought leaders in academia and industry and interaction between students and guest lecturers. Students with a major, minor or coterm in Biology: 109A/209A or 109B/209B may count toward degree program but not both.
Terms: Win
| Units: 3
Instructors:
Heller, R. (PI)
;
Matus, O. (TA)
BIOC 459: Frontiers in Interdisciplinary Biosciences (BIO 459, BIOE 459, CHEM 459, CHEMENG 459, PSYCH 459)
Students register through their affiliated department; otherwise register for
CHEMENG 459. For specialists and non-specialists. Sponsored by the Stanford BioX Program. Three seminars per quarter address scientific and technical themes related to interdisciplinary approaches in bioengineering, medicine, and the chemical, physical, and biological sciences. Leading investigators from Stanford and the world present breakthroughs and endeavors that cut across core disciplines. Pre-seminars introduce basic concepts and background for non-experts. Registered students attend all pre-seminars; others welcome. See
http://biox.stanford.edu/courses/459.html. Recommended: basic mathematics, biology, chemistry, and physics.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
Instructors:
Robertson, C. (PI)
;
Huber, C. (SI)
BIOE 256: Technology Assessment and Regulation of Medical Devices (MS&E 256)
Regulatory approval and reimbursement for new health technologies are critical success factors for product commercialization. This course explores the regulatory and payer environment in the U.S. and abroad, as well as common methods of health technology assessment. Students will learn frameworks to identify factors relevant to the adoption of new health technologies, and the management of those factors in the design and development phases of bringing a product to market through case studies, guest speakers from government (FDA) and industry, and a course project.
Terms: Spr
| Units: 3
Instructors:
Pietzsch, J. (PI)
BIOE 273: Biodesign for Digital Health (MED 273)
Health care is facing significant cross-industry challenges and opportunities created by a number of factors including: the increasing need for improved access to affordable, high-quality care; growing demand from consumers for greater control of their health and health data; the shift in focus from sick care to prevention and health optimization; aging demographics and the increased burden of chronic conditions; and new emphasis on real-world, measurable health outcomes for individuals and populations. Moreover, the delivery of health information and services is no longer tied to traditional brick and mortar hospitals and clinics: it has increasingly become "mobile," enabled by apps, sensors, wearables; simultaneously, it has been augmented and often revolutionized by emerging digital and information technologies, as well as by the data that these technologies generate. This multifactorial transformation presents opportunities for innovation across the entire cycle of care, from wellness, to acute and chronic diseases, to care at the end of life. But how does one approach innovation in digital health to address these health care challenges while ensuring the greatest chance of success? At Stanford Biodesign, we believe that innovation is a process that can be learned, practiced, and perfected; and, it starts with a need. In Biodesign for Digital Health, students will learn about digital health and the Biodesign needs-driven innovation process from over 50 industry experts. Over the course of ten weeks, these speakers join the teaching team in a dynamic classroom environment that includes lectures, panel discussions, and breakout sessions. These experts represent startups, corporations, venture capital firms, accelerators, research labs, health organizations, and more. Student teams will take actual digital and mobile health challenges and learn how to apply Biodesign innovation principles to research and evaluate needs, ideate solutions, and objectively assess them against key criteria for satisfying the needs. Teams take a hands-on approach with the support of need coaches and mentors. On the final day of class, teams present to a panel of digital health experts and compete for project extension funding. Limited enrollment, by application only. Friday section will be used for team projects and for scheduled workshops.
Terms: Aut
| Units: 3
Instructors:
Yock, P. (PI)
;
Zanchi, M. (PI)
BIOE 371: Global Biodesign: Medical Technology in an International Context (MED 271)
This course (
BIOE371,
MED271,
OIT587) exposes students to the challenges and opportunities of developing and implementing innovative health technologies to help patients around the world. Non-communicable diseases, such as metabolic and chronic respiratory disease, now account for 7 in 10 deaths worldwide, presenting a need for health technology innovation that works across diverse global markets. Early in the quarter, faculty will provide an overview of the dynamic global health technology industry and how the position of the US is shifting relative to other geographies. Then, the course will explore four important regions; Europe, China, Japan, and India and key similarities and differences between them. Additionally, students will engage with expert guests from the industry in debating controversial topics affecting health technology innovation in these regions. Finally, students will have the opportunity to network and explore career paths in the broad field of global health technology innovation.
Terms: Aut
| Units: 1
BIOE 374A: Biodesign Innovation: Needs Finding and Concept Creation (ME 368A, MED 272A)
In this two-quarter course series (
BIOE 374A/B,
MED 272A/B,
ME 368A/B,
OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are expected to participate in both quarters of the course. Visit
http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of nearly 50 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at
http://biodesign.stanford.edu/.
Terms: Win
| Units: 4
Instructors:
Yock, P. (PI)
;
Brinton, T. (SI)
;
Denend, L. (SI)
...
more instructors for BIOE 374A »
Instructors:
Yock, P. (PI)
;
Brinton, T. (SI)
;
Denend, L. (SI)
;
Saul, G. (SI)
;
Venook, R. (SI)
;
Hermann, J. (TA)
;
Jacob, M. (TA)
BIOE 374B: Biodesign Innovation: Concept Development and Implementation (ME 368B, MED 272B)
In this two-quarter course series (
BIOE 374A/B,
MED 272A/B,
ME 368A/B,
OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are expected to participate in both quarters of the course. Visit
http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of nearly 50 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at
http://biodesign.stanford.edu/.
Terms: Spr
| Units: 4
Instructors:
Yock, P. (PI)
;
Brinton, T. (SI)
;
Denend, L. (SI)
...
more instructors for BIOE 374B »
Instructors:
Yock, P. (PI)
;
Brinton, T. (SI)
;
Denend, L. (SI)
;
Saul, G. (SI)
;
Venook, R. (SI)
;
Watkins, F. (SI)
;
Herrmann, J. (TA)
;
Jacob, M. (TA)
BIOE 393: Bioengineering Departmental Research Colloquium
Required Bioengineering department colloquium for first year Ph.D. and M.S. students. Topics include applications of engineering to biology, medicine, biotechnology, and medical technology, including biodesign and devices, molecular and cellular engineering, regenerative medicine and tissue engineering, biomedical imaging, and biomedical computation.
Terms: Aut
| Units: 1
| Repeatable
for credit
Instructors:
Endy, D. (PI)
BIOMEDIN 156: Economics of Health and Medical Care (BIOMEDIN 256, ECON 126, HRP 256)
Institutional, theoretical, and empirical analysis of the problems of health and medical care. Topics: demand for medical care and medical insurance; institutions in the health sector; economics of information applied to the market for health insurance and for health care; measurement and valuation of health; competition in health care delivery. Graduate students with research interests should take
ECON 249. Prerequisites:
ECON 50 and either
ECON 102A or
STATS 116 or the equivalent. Recommended:
ECON 51.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
Instructors:
Bhattacharya, J. (PI)
BIOMEDIN 215: Data Driven Medicine
The widespread adoption of electronic health records (EHRs) has created a new source of ¿big data¿¿namely, the record of routine clinical practice¿as a by-product of care. This graduate class will teach you how to use EHRs and other patient data to discover new clinical knowledge and improve healthcare. Upon completing this course, you should be able to: differentiate between and give examples of categories of research questions and the study designs used to address them, describe common healthcare data sources and their relative advantages and limitations, extract and transform various kinds of clinical data to create analysis-ready datasets, design and execute an analysis of a clinical dataset based on your familiarity with the workings, applicability, and limitations of common statistical methods, evaluate and criticize published research using your knowledge of 1-4 to generate new research ideas and separate hype from reality. Prerequisites:
CS 106A or equivalent,
STATS 60 or equivalent. Recommended:
STATS 216,
CS 145,
STATS 305
Terms: Aut
| Units: 3
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