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1 - 10 of 33 results for: PEDS ; Currently searching winter courses. You can expand your search to include all quarters

PEDS 150: Social and Environmental Determinants of Health (HUMBIO 122H, PEDS 250)

Race, ethnicity, and socioeconomic status are just a few of the social determinants that contribute to health disparities. Apply a racial equity lens to drive a deeper understanding of how vulnerable populations are uniquely at risk for poorer health outcomes. Explore how where we live, work, learn, and play influences health status, and examine the processes through which social and environmental determinants adversely affect health and drive inequities across the lifespan. With experts from multiple sectors, this course will discuss innovative clinical, public health, policy, advocacy, and community engaged solutions to advance health equity. Explore the unique role of health professionals in addressing health inequities.
Terms: Win | Units: 3 | UG Reqs: WAY-EDP

PEDS 199: Undergraduate Directed Reading/Research

Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum | Units: 1-18 | Repeatable for credit
Instructors: Aby, J. (PI) ; Agarwal-Hashmi, R. (PI) ; Alexander, S. (PI) ; Almond, C. (PI) ; Alvira, C. (PI) ; Amieva, M. (PI) ; Ammerman, S. (PI) ; Amylon, M. (PI) ; Anand, S. (PI) ; Anderson, C. (PI) ; Anoshiravani, A. (PI) ; Ariagno, R. (PI) ; Arvin, A. (PI) ; Avila, J. (PI) ; Aye, T. (PI) ; Bacchetta, R. (PI) ; Bachrach, L. (PI) ; Balagtas, J. (PI) ; Barr, D. (PI) ; Bass, D. (PI) ; Benitz, W. (PI) ; Bentley, B. (PI) ; Bergman, D. (PI) ; Bernstein, D. (PI) ; Bernstein, J. (PI) ; Berquist, W. (PI) ; Bhargava, S. (PI) ; Bhutani, V. (PI) ; Bland, R. (PI) ; Blankenberg, F. (PI) ; Blankenburg, R. (PI) ; Bonifacio, S. (PI) ; Bressack, M. (PI) ; Browne, M. (PI) ; Buckingham, B. (PI) ; Buckway, C. (PI) ; Burgos, T. (PI) ; Butte, A. (PI) ; Campbell, C. (PI) ; Carlson, J. (PI) ; Carmichael, S. (PI) ; Castillo, R. (PI) ; Castro, R. (PI) ; Castro, R. (PI) ; Ceresnak, S. (PI) ; Chamberlain, L. (PI) ; Chang, K. (PI) ; Chen, S. (PI) ; Cheng, A. (PI) ; Chin, C. (PI) ; Chiu, B. (PI) ; Cho, M. (PI) ; Chock, V. (PI) ; Cohen, H. (PI) ; Cohen, R. (PI) ; Conrad, C. (PI) ; Contag, C. (PI) ; Contopoulos-Ioannidis, D. (PI) ; Cornfield, D. (PI) ; Cox, K. (PI) ; Crain, L. (PI) ; Crawley, L. (PI) ; Czechowicz, A. (PI) ; DOSSANTOS, L. (PI) ; Dahl, G. (PI) ; Darmstadt, G. (PI) ; Davis, K. (PI) ; Dekker, C. (PI) ; Dorenbaum, A. (PI) ; Druzin, M. (PI) ; Dubin, A. (PI) ; Edwards, M. (PI) ; Egan, E. (PI) ; El-Sayed, Y. (PI) ; Enns, G. (PI) ; Feinstein, J. (PI) ; Feldman, B. (PI) ; Feldman, H. (PI) ; Fernandes, S. (PI) ; Fisher, J. (PI) ; Ford, J. (PI) ; Frankel, L. (PI) ; Frankovich, J. (PI) ; Franzon, D. (PI) ; Friedman, I. (PI) ; Gans, H. (PI) ; Garcia-Careaga, M. (PI) ; Geertsma, F. (PI) ; Gifford, C. (PI) ; Glader, B. (PI) ; Glasscock, G. (PI) ; Gloyn, A. (PI) ; Golden, N. (PI) ; Gomez-Ospina, N. (PI) ; Gould, J. (PI) ; Govindaswami, B. (PI) ; Grady Jr., S. (PI) ; Grimm, P. (PI) ; Gruber, T. (PI) ; Gutierrez, K. (PI) ; Halamek, L. (PI) ; Halpern-Felsher, B. (PI) ; Hammer, G. (PI) ; Hammer, L. (PI) ; Harris, S. (PI) ; Hintz, S. (PI) ; Hong, D. (PI) ; Hood, K. (PI) ; Horwitz, S. (PI) ; Hsu, J. (PI) ; Hudgins, L. (PI) ; Huffman, L. (PI) ; Hurwitz, M. (PI) ; Imperial, J. (PI) ; Ismail, M. (PI) ; Jeng, M. (PI) ; Joshi, S. (PI) ; Kache, S. (PI) ; Kahana, M. (PI) ; Kapphahn, C. (PI) ; Kaufman, B. (PI) ; Kay, M. (PI) ; Kerner, J. (PI) ; Kharbanda, S. (PI) ; Kim, J. (PI) ; King, B. (PI) ; Koltai, P. (PI) ; Kraus, E. (PI) ; Krawczeski, C. (PI) ; Krensky, A. (PI) ; Kumar, M. (PI) ; Kuo, C. (PI) ; LaBeaud, D. (PI) ; Lacayo, N. (PI) ; Lee, H. (PI) ; Lee, T. (PI) ; Leonard, M. (PI) ; Lewis, D. (PI) ; Limon, J. (PI) ; Lin, M. (PI) ; Link, M. (PI) ; Lock, J. (PI) ; Loe, I. (PI) ; Longhurst, C. (PI) ; Loutit, C. (PI) ; Lowe, H. (PI) ; Lowe, J. (PI) ; Luna-Fineman, S. (PI) ; Maahs, D. (PI) ; Magnus, D. (PI) ; Majzner, R. (PI) ; Maldonado, Y. (PI) ; Manning, M. (PI) ; Marina, N. (PI) ; Mark, J. (PI) ; Marsden, A. (PI) ; Mathur, M. (PI) ; McCarty, J. (PI) ; McGhee, S. (PI) ; McNamara, N. (PI) ; Mellins, E. (PI) ; Mendoza, F. (PI) ; Milla, C. (PI) ; Misra, S. (PI) ; Moss, R. (PI) ; Murphy, D. (PI) ; Murphy, J. (PI) ; Nadeau, K. (PI) ; Narla, A. (PI) ; Neely, E. (PI) ; O'Brodovich, H. (PI) ; Oghalai, J. (PI) ; Olson, I. (PI) ; Pageler, N. (PI) ; Park, K. (PI) ; Pasca, A. (PI) ; Peng, L. (PI) ; Penn, A. (PI) ; Perry, S. (PI) ; Pertofsky, C. (PI) ; Phibbs, C. (PI) ; Pico, E. (PI) ; Pizzo, P. (PI) ; Porteus, M. (PI) ; Potter, D. (PI) ; Priest, J. (PI) ; Prober, C. (PI) ; Profit, J. (PI) ; Punn, R. (PI) ; Rabinovitch, M. (PI) ; Ragavan, N. (PI) ; Rangaswami, A. (PI) ; Reddy, S. (PI) ; Rhine, W. (PI) ; Robinson, T. (PI) ; Robinson, T. (PI) ; Rodriguez, E. (PI) ; Roncarolo, M. (PI) ; Rosen, M. (PI) ; Rosenthal, D. (PI) ; Roth, S. (PI) ; Ruiz-Lozano, P. (PI) ; Sage, J. (PI) ; Sakamoto, K. (PI) ; Sandborg, C. (PI) ; Sanders, L. (PI) ; Sarwal, M. (PI) ; Scheinker, D. (PI) ; Schrijver, I. (PI) ; Schroeder, A. (PI) ; Seidel, F. (PI) ; Shah, A. (PI) ; Sharek, P. (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) ; Sourkes, B. (PI) ; Spunt, S. (PI) ; Stevenson, D. (PI) ; Stirling, J. (PI) ; Stuart, A. (PI) ; Sutherland, S. (PI) ; Sweet-Cordero (PI) ; Tacy, T. (PI) ; Thienemann, M. (PI) ; Tierney, S. (PI) ; Twist, C. (PI) ; Van Meurs, K. (PI) ; Wall, D. (PI) ; Wang, C. (PI) ; Weinacht, K. (PI) ; Weinberg, K. (PI) ; Willert, J. (PI) ; Wilson, D. (PI) ; Wiryawan, B. (PI) ; Wise, P. (PI) ; Wong, C. (PI) ; Wright, G. (PI) ; Wu, S. (PI) ; Wusthoff, C. (PI) ; Yen, S. (PI) ; Yuan, N. (PI) ; Contag, C. (SI)

PEDS 202B: Practical Applications for Qualitative Data Analysis

Terms: Win | Units: 3

PEDS 220: Covid-19 Elective

The purpose of this course is to localize information surrounding the COVID-19 pandemic to stay informed and better advise our patients, families, friends, and broader community. We will focus on aspects of the virus including virology, pathogenesis, clinical presentation, and prognosis. We will also be looking at the epidemiology, diagnostic tools, current clinical research, and the societal and economic impacts of COVID-19. Students will engage in lectures from faculty in the School of Medicine. A 2-unit option is available for students who want to work on mentored projects related to COVID-19. A 3-unit option is available for students who want to submit a first draft of an article describing the broader implications of their COVID-19 project. See the course syllabus for details. Cardinal Course certified by the Haas Center.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable 4 times (up to 9 units total)

PEDS 224: Genocide and Humanitarian Intervention (HISTORY 224C, HISTORY 324C, JEWISHST 284C, JEWISHST 384C)

Open to medical students, graduate students, and undergraduate students. Traces the history of genocide in the 20th century and the question of humanitarian intervention to stop it, a topic that has been especially controversial since the end of the Cold War. The pre-1990s discussion begins with the Armenian genocide during the First World War and includes the Holocaust and Cambodia under the Khmer Rouge in the 1970s. Coverage of genocide and humanitarian intervention since the 1990s includes the wars in Bosnia, Rwanda, Kosovo, the Congo and Sudan.
Terms: Win | Units: 3

PEDS 226: Famine in the Modern World (HISTORY 226E, HISTORY 326E)

Open to medical students, graduate students, and undergraduate students. Examines the major famines of modern history, the controversies surrounding them, and the reasons that famine persists in our increasingly globalized world. Focus is on the relative importance of natural, economic, and political factors as causes of famine in the modern world. Case studies include the Great Irish Famine of the 1840s; the Bengal famine of 1943-44; the Soviet famines of 1921-22 and 1932-33; China's Great Famine of 1959-61; the Ethiopian famines of the 1970s and 80s, and the Somalia famines of the 1990s and of 2011.
Terms: Win | Units: 3

PEDS 229: Reducing Health Disparities and Closing the Achievement Gap through Health Integration in Schools (EDUC 429, HUMBIO 122E)

(HUMBIO students must enroll in HUMBIO 122E. Med/Graduate students must enroll in PEDS 229.) Health and education are inextricably linked. If kids aren't healthy, they won't realize their full potential in school. This is especially true for children living in poverty. This course proposes to: 1) examine the important relationship between children's health and their ability to learn in school as a way to reduce heath disparities; 2) discuss pioneering efforts to identify and address manageable health barriers to learning by integrating health and education in school environments.
Terms: Win | Units: 3

PEDS 250: Social and Environmental Determinants of Health (HUMBIO 122H, PEDS 150)

Race, ethnicity, and socioeconomic status are just a few of the social determinants that contribute to health disparities. Apply a racial equity lens to drive a deeper understanding of how vulnerable populations are uniquely at risk for poorer health outcomes. Explore how where we live, work, learn, and play influences health status, and examine the processes through which social and environmental determinants adversely affect health and drive inequities across the lifespan. With experts from multiple sectors, this course will discuss innovative clinical, public health, policy, advocacy, and community engaged solutions to advance health equity. Explore the unique role of health professionals in addressing health inequities.
Terms: Win | Units: 3

PEDS 251A: Medical Ethics I

Required for Scholarly Concentration in Biomedical Ethics and Medical Humanities. The field of bioethics, including theoretical approaches to bioethical problems. Contemporary controversies and clinical cases. Values that arise in different situations and clinical encounters. Issues include: genetics and stem cell research, rationing, ethical issues in care at the end of life, organ transplantation issues.
Terms: Win | Units: 2

PEDS 254: Pediatric Physical Findings Rounds

Pediatric patients with specific physical findings and hospitalized at LPCH are identified and introduced to students. Students in small groups examine patients at the bedside to note the physical finding and discuss it within the context of the patient's clinical problem. Emphasis is on basic science discussion to understand the cause of the finding.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit
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