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1 - 10 of 35 results for: PEDS ; Currently searching autumn courses. You can expand your search to include all quarters

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PEDS 199: Undergraduate Directed Reading/Research

Prerequisite: consent of instructor.
Terms: Aut, Win, Spr | Units: 1-18 | Repeatable for credit
Instructors: Aby, J. (PI) ; Addala, A. (PI) ; Agarwal, R. (PI) ; Almond, C. (PI) ; Alvira, C. (PI) ; Amieva, M. (PI) ; Anand, S. (PI) ; Anderson, C. (PI) ; Anoshiravani, A. (PI) ; Avila, J. (PI) ; Aye, T. (PI) ; Bacchetta, R. (PI) ; Balagtas, J. (PI) ; Bentley, B. (PI) ; Bernstein, D. (PI) ; Bernstein, J. (PI) ; Bhargava, S. (PI) ; Blankenberg, F. (PI) ; Blankenburg, R. (PI) ; Bonifacio, S. (PI) ; Browne, M. (PI) ; Buckway, C. (PI) ; Carlson, J. (PI) ; Carmichael, S. (PI) ; Castro, R. (PI) ; Ceresnak, S. (PI) ; Chamberlain, L. (PI) ; Chang, K. (PI) ; Chen, S. (PI) ; Cheng, A. (PI) ; Chinthrajah, S. (PI) ; Chiu, B. (PI) ; Cho, M. (PI) ; Chock, V. (PI) ; Cohen, R. (PI) ; Conrad, C. (PI) ; Contopoulos-Ioannidis, D. (PI) ; Cornfield, D. (PI) ; Czechowicz, A. (PI) ; DOSSANTOS, L. (PI) ; Darmstadt, G. (PI) ; Davis, K. (PI) ; Dorenbaum, A. (PI) ; Druzin, M. (PI) ; Dubin, A. (PI) ; Ebel, N. (PI) ; Egan, E. (PI) ; Enns, G. (PI) ; Feinstein, J. (PI) ; Feldman, H. (PI) ; Ford, J. (PI) ; Frankovich, J. (PI) ; Gans, H. (PI) ; Gawad, C. (PI) ; Gifford, C. (PI) ; Glader, B. (PI) ; Glasscock, G. (PI) ; Gloyn, A. (PI) ; Gomez-Ospina, N. (PI) ; Goodyer, W. (PI) ; Gould, J. (PI) ; Grady Jr., S. (PI) ; Grimm, P. (PI) ; Gruber, T. (PI) ; Haileselassie, B. (PI) ; Halamek, L. (PI) ; Halpern-Felsher, B. (PI) ; Harris, S. (PI) ; Hintz, S. (PI) ; Hong, D. (PI) ; Hood, K. (PI) ; Hsu, J. (PI) ; Huffman, L. (PI) ; Ismail, M. (PI) ; Jameson, S. (PI) ; Jeng, M. (PI) ; Joshi, S. (PI) ; Kache, S. (PI) ; Kapphahn, C. (PI) ; Kaufman, B. (PI) ; Kay, M. (PI) ; Kim, J. (PI) ; Kraus, E. (PI) ; Kumar, M. (PI) ; Kuo, C. (PI) ; LaBeaud, D. (PI) ; Lacayo, N. (PI) ; Lee, T. (PI) ; Leonard, M. (PI) ; Lewis, D. (PI) ; Lin, M. (PI) ; Link, M. (PI) ; Lock, J. (PI) ; Loe, I. (PI) ; Loutit, C. (PI) ; Lowe, J. (PI) ; Maahs, D. (PI) ; Magnus, D. (PI) ; Maldonado, Y. (PI) ; Manning, M. (PI) ; Maric, I. (PI) ; Mark, J. (PI) ; Marsden, A. (PI) ; Martschenko, D. (PI) ; Mathur, M. (PI) ; McCarty, J. (PI) ; McGhee, S. (PI) ; McNamara, N. (PI) ; Mellins, E. (PI) ; Milla, C. (PI) ; Misra, S. (PI) ; Nadeau, K. (PI) ; Nadimpalli, S. (PI) ; Namjoshi, S. (PI) ; Narla, A. (PI) ; Neely, E. (PI) ; Olson, I. (PI) ; Pageler, N. (PI) ; Park, K. (PI) ; Pasca, A. (PI) ; Patel, L. (PI) ; Peng, L. (PI) ; Pham, T. (PI) ; Phibbs, C. (PI) ; Porteus, M. (PI) ; Priest, J. (PI) ; Prober, C. (PI) ; Profit, J. (PI) ; Punn, R. (PI) ; Rabinovitch, M. (PI) ; Ragavan, N. (PI) ; Rajeshuni, N. (PI) ; Reddy, S. (PI) ; Rhine, W. (PI) ; Robinson, T. (PI) ; Rodriguez, E. (PI) ; Roncarolo, M. (PI) ; Rosen, M. (PI) ; Rosenthal, D. (PI) ; Roth, S. (PI) ; Russell, C. (PI) ; Sage, J. (PI) ; Sakamoto, K. (PI) ; Sanders, L. (PI) ; Scheinker, D. (PI) ; Schrijver, I. (PI) ; Schroeder, A. (PI) ; Shah, A. (PI) ; Shaw, G. (PI) ; Shaw, R. (PI) ; Shepard, E. (PI) ; Shin, A. (PI) ; Sibley, E. (PI) ; Sivakumar, D. (PI) ; Smith, A. (PI) ; Song, D. (PI) ; Spunt, S. (PI) ; Stevenson, D. (PI) ; Stuart, E. (PI) ; Sutherland, S. (PI) ; Tacy, T. (PI) ; Thienemann, M. (PI) ; Tierney, S. (PI) ; Wall, D. (PI) ; Wang, C. (PI) ; Weinacht, K. (PI) ; Weinberg, K. (PI) ; Wiryawan, B. (PI) ; Wise, P. (PI) ; Wong, C. (PI) ; Wu, S. (PI) ; Wusthoff, C. (PI) ; Yen, S. (PI)

PEDS 202A: Practical Applications for Qualitative Data Analysis

First quarter of a two-quarter course. Gain experience analyzing qualitative data using qualitative analysis software (i.e. Nvivo, Dedoose). Conduct analysis using your own or existing data sources. Explore multiple qualitative data analysis topics through class lectures, foundational readings and hands-on learning. Core topics include: grounded theory, qualitative data analysis approaches, software-based analysis, cleaning and coding of data, and interpreting data. Note: Preference will be given to medical students and undergraduate students that have successfully completed an introductory qualitative methods course. Enrollment in subsequent PEDS 202B required.
Terms: Aut | Units: 3
Instructors: Bruce, J. (PI) ; Merrell, S. (SI)

PEDS 219: Design for Health Equity (DESIGN 264)

Responsive to a real-world challenge from a federal health agency, this course aims to blend the best methods of co-design with key insights from digital product design and foundational AI to create novel solutions to a population-health challenge, working alongside people from communities that have been historically underserved. Students will work with patients with chronic illness (and their caregivers) to co-design solutions that reimagine the future of primary care and population health. To understand these challenges, we will explore the intersections among epidemiology of chronic illness, fiscal and policy constraints, and social well-being. We will place a special emphasis on the practical challenge of delivering the right care, at the right place and time. Stakeholders will include clinicians, community experts, technologists and payers. Students will work in teams to design, prototype and test concepts that reflect the worlds in which their co-design partners live and work, al more »
Responsive to a real-world challenge from a federal health agency, this course aims to blend the best methods of co-design with key insights from digital product design and foundational AI to create novel solutions to a population-health challenge, working alongside people from communities that have been historically underserved. Students will work with patients with chronic illness (and their caregivers) to co-design solutions that reimagine the future of primary care and population health. To understand these challenges, we will explore the intersections among epidemiology of chronic illness, fiscal and policy constraints, and social well-being. We will place a special emphasis on the practical challenge of delivering the right care, at the right place and time. Stakeholders will include clinicians, community experts, technologists and payers. Students will work in teams to design, prototype and test concepts that reflect the worlds in which their co-design partners live and work, all with an eye to helping our healthcare system work better for them. The health care system is broken, particularly for communities in greatest need. At least 1 in 3 individuals with chronic conditions has an unmet health need. Many of these conditions are preventable, intergenerational, and exacerbated by the disruption in social interaction caused by the COVID-19 pandemic. Most chronic conditions emerge in early childhood and among marginalized communities with limited health literacy or facing significant language barriers. The estimated preventable annual cost to the US economy alone exceeds $700 billion. The cost to patients and their families is immeasurable and felt at the level of an individual caregiver, who must navigate a byzantine system to meet a critical health need at a meaningful moment, such as new diagnosis, an extended hospitalization, or unmanageable pain. Facing this national crisis, leaders from the Health Resources and Services Administration (HRSA), the federal agency charged with setting national standards for chronic illness care, have offered a real-world challenge to d.School students: Redesign a meaningful moment, when a patient facing a new, life-threatening chronic condition is struggling to navigate a path to high-quality, community-based services.
Terms: Aut | Units: 3-4
Instructors: Jun, C. (PI) ; Sanders, L. (PI)

PEDS 222: Beyond Health Care: the effects of social policies on health (HUMBIO 122)

Prerequisite: Must be a junior, senior, or graduate student.(HUMBIO students must enroll in HUMBIO 122. Med/Graduate students must enroll in PEDS 222.) Available evidence at the national and cross-country level linking social welfare interventions and health outcomes. If and how non-health programs and policies could have an impact on positive health outcomes. Evaluation of social programs and policies that buffer the negative health impact of economic instability and unemployment among adult workers and their children. Examination of safety nets, including public health insurance, income maintenance programs, and disability insurance. Open to both undergraduate and graduate students.
Terms: Aut | Units: 3
Instructors: Rodriguez, E. (PI)

PEDS 225: Humanitarian Aid and Politics

Open to medical students, graduate students, and undergraduate students. Examines the moral dilemmas and political realities that complicate the delivery of humanitarian aid, especially when undertaken by the United Nations and non-governmental organizations (NGOs). Emphasis is on what humanitarians call "complex humanitarian emergencies": crises often characterized by famine and/or epidemic disease and typically the result of war and/or civil war. Provides background into the history of humanitarian aid, though focus is on the post-Cold War era, up to the recent crises in Libya and Syria.
Terms: Aut | Units: 3
Instructors: Patenaude, B. (PI)

PEDS 227: Introduction to Pediatric Specialties

The aim of this course is to provide pre-clinical MD students with exposure to the wide variety of medical specialties within pediatrics. Weekly lectures will feature physicians from fields such as Pediatric Cardiology, Pediatric Neurology, Pediatric Infectious Disease, and Pediatric Surgery. Physician speakers will discuss their daily work, why they selected their chosen field, their career path, and their pursuits outside of clinical medicine. The physicians will also provide students with advice and guidance on how to define and successfully pursue their goals.
Terms: Aut | Units: 1 | Repeatable 2 times (up to 2 units total)
Instructors: Chi, K. (PI) ; Nettnin, E. (TA)

PEDS 230A: The A to Z of Translational Medicine: Emerging Trends in Drug Development and Next-gen Innovations

This is the first course in a series of three: This multidisciplinary course is designed to train students in applying translational research approaches to solve fundamental problems in healthcare delivery. The class is focused on addressing real-world problems in a creative, interdisciplinary team setting: includes discussions, guest speaker talks, student presentations, and site visits to various Stanford translational research centers and local biotech companies. Topics covered: drug discovery, IND, NDA, drug metabolism/safety, pharmacogenomics, biomarker diagnostics, QA/QC/Compliance, Patents/IP, pharmacokinetics, clinical development, NIH and regulatory issues, and commercialization).
Terms: Aut | Units: 3
Instructors: Shaw, G. (SI)

PEDS 231A: Writing and Storytelling Workshop for Clinical Students

This course is an intensive workshop for clinical students devoted to oral and written communication skills. Students receive instruction in the art and craft of storytelling for a variety of media from radio/podcast to print media. Sample of topics covered: methods for constructive self-editing; the art of interviewing; pitching creative work to agents and editors; writing craft for narrative nonfiction and personal essay; negotiating consent with subjects; communication about difficult topics; best practices for science and medical communication; and best practices for public speaking and live storytelling. The workshops are held off-campus (the fall 2024 workshop is a daylong event at George Mark Children's House, the first palliative care home for children in the United States) on November 16th with a single two-hour follow up session. Enrollment limited to 30.
Terms: Aut | Units: 1
Instructors: Magnus, D. (PI) ; Braitman, L. (SI) ; Reed, L. (TA)

PEDS 233: Clinical Trial Design: From Initial Concept to Regulatory Approval

This course teaches the basic elements of clinical trial design, implementation and analysis including small phases of clinical trials. Overall early phase clinical trial concepts including dose finding, initial safety assessment deleted text, biomarker and initial activity assessments will be taught. Later stage concepts such as dose refinement, safety and efficacy will also be covered. The course will teach all aspects of clinical trials including initial concept, study design, synopsis writing, overall protocol development, review and approval by regulatory authorities and Institutional Review Boards (IRB), site selection and qualification, drug accounting, data and safety monitoring, data collection and analysis, unblinding procedures, study and site close out and clinical study report writing. Students will gain experience by analyzing existing protocols, studies and data. Basic statistical knowledge expected. Open to all graduate students, fellows, and faculty.
Terms: Aut | Units: 3
Instructors: Tidmarsh, G. (PI)

PEDS 240: (Re)Meditating Systems Change: Disability, Language & Difference (CSRE 340, EDUC 440)

This is a course about gaining a deep understanding of the levers of systems change in K-12 education focusing especially on (re)mediating systems in ways that center inclusion, equity, and justice. This course is concerned with systems change processes: why we need them; what they look like; and what theories can be called upon to guide them. We will examine the role of educational reform processes. We will examine various conceptions how reform efforts bear on systems change efforts at all levels of education: the classroom, the school, the district, and the state and federal levels of educational policy. In this course, we will examine contemporary theories of educational systems change that pay close attention to Disability, Language, and Difference. We will consider some examples of how these change processes interact to improve academic and social outcomes for all students, especially those who have been historically marginalized. We will consider urban, suburban, and rural appli more »
This is a course about gaining a deep understanding of the levers of systems change in K-12 education focusing especially on (re)mediating systems in ways that center inclusion, equity, and justice. This course is concerned with systems change processes: why we need them; what they look like; and what theories can be called upon to guide them. We will examine the role of educational reform processes. We will examine various conceptions how reform efforts bear on systems change efforts at all levels of education: the classroom, the school, the district, and the state and federal levels of educational policy. In this course, we will examine contemporary theories of educational systems change that pay close attention to Disability, Language, and Difference. We will consider some examples of how these change processes interact to improve academic and social outcomes for all students, especially those who have been historically marginalized. We will consider urban, suburban, and rural applications of these processes, as major sources of evidence for what works and what fails. We will consider the "big picture" of our society, its values, and its economic position in a global economy to better understand why the need for systems change, which may seem obvious, is so difficult to achieve in practice.
Terms: Aut | Units: 3 | Repeatable 12 times (up to 36 units total)
Instructors: Jaquith, A. (PI) ; Kozleski, E. (PI)
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