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221 - 230 of 730 results for: Medicine

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EPI 238: Genes and Environment in Disease Causation: Implications for Medicine and Public Health (HUMBIO 159)

The historical, contemporary, and future research and practice among genetics, epidemiology, clinical medicine, and public health as a source of insight for medicine and public health. Genetic and environmental contributions to multifactorial diseases; multidisciplinary approach to enhancing detection and diagnosis. The impact of the Human Genome Project on analysis of cardiovascular and neurological diseases, and cancer. Ethical and social issues in the use of genetic information. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit. Basic knowledge of genetics and human physiology to better understand chronic diseases and preferably have taken or concurrently in the statistics core. Prerequisites: Human Biology core or Biology Foundations or consent of instructor. Preferably have¿taken the statistics core or concurrently enrolled in it.
Terms: Win | Units: 2-3
Instructors: Popat, R. (PI) ; Sediqi, S. (TA)

EPI 245: Intensive Course in Clinical Research

The Intensive Course in Clinical Research (ICCR) is a one-week immersion course designed for new or aspiring clinical investigators, medical students, residents, graduate students, fellows and junior faculty interested in pursuing careers in clinical and transnational research. Students spend five days and four evenings immersed in all aspects of research study design and performance. The format combined didactic with intense group/team activities focused on practical issues in clinical research design - from selection of a researchable study question through actual writing of a research proposal. Lectures and panel discussions are presented by an accomplished faculty of Stanford clinical researchers and key leaders from the Stanford community. Every presentation includes a discussion of relevant issues. The course is supported by over 40 faculty and fellows from across the School of Medicine.
Terms: Aut | Units: 2
Instructors: Goodman, S. (PI)

EPI 250: Understanding Evidence-Based Medicine: Hands-on experience (CHPR 205, MED 250)

How can one practice evidence-based medicine and make evidence-based decisions for clinical practice and policy making? Using pivotal papers published in the recent scientific literature addressing important clinical questions on diverse medical topics, we will probe a wide range of types of studies, types of targeted therapeutic or preventive interventions, and types of studied outcomes (effectiveness and/or safety), including RCTs, observational studies, epidemiologic surveillance studies, systematic reviews-umbrella reviews-meta-analyses-meta-analyses of individual patient data, studies on the evaluation of diagnostic tests and prognostic models, economic analyses studies, and guidelines. MD studies enroll for +/-. GR students enroll for Letter grade.
Terms: Win | Units: 3-4

EPI 265: Advanced Methods for Meta-Analysis

Meta-analysis is a method to quantitatively combine information from multiple studies; this combination is also called "research synthesis." Historically, it has been used to combine studies with a similar design, such as randomized controlled trials or observational studies examining similar interventions or exposures. However, evidence about a given relationship is often provided by many studies with different designs, or studies that can be "fit together" to create an evidence base. This can only be done with advanced meta-analytic methods. The course will cover advanced methods for research synthesis, including multivariate meta-analysis for multiple outcomes, generalized evidence synthesis of multiple study designs, and network meta-analysis for multiple interventions. These techniques are being increasingly used in evidence-based medicine, health technology assessments and policy making. Recommended preparation: EPI 206, and at least 2 quarters of biostatistics and one of epidemiology, including clinical research design. Familiarity with logistic and linear regression modeling required.

EPI 299: Directed Reading in Epidemiology

Epidemiology, preventive medicine, medical genetics, public health, occupational or environmental medicine, international health, or related fields. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum | Units: 1-18 | Repeatable for credit

ETHICSOC 131X: Ethics in Bioengineering (BIOE 131)

Bioengineering focuses on the development and application of new technologies in the biology and medicine. These technologies often have powerful effects on living systems at the microscopic and macroscopic level. They can provide great benefit to society, but they also can be used in dangerous or damaging ways. These effects may be positive or negative, and so it is critical that bioengineers understand the basic principles of ethics when thinking about how the technologies they develop can and should be applied. On a personal level, every bioengineer should understand the basic principles of ethical behavior in the professional setting. This course will involve substantial writing, and will use case-study methodology to introduce both societal and personal ethical principles, with a focus on practical applications
Terms: Spr | Units: 3 | UG Reqs: GER:EC-EthicReas, WAY-ER

ETHICSOC 133: Ethics and Politics of Public Service (CSRE 178, PHIL 175A, PHIL 275A, POLISCI 133, PUBLPOL 103D, URBANST 122)

Public service is private action for the public good, work done by individuals and groups that aims at some vision of helping society or the world. This course examines some of the many ethical and political questions that arise in doing public service work, whether volunteering, service learning, humanitarian endeavors overseas, or public service professions such as medicine, teaching, or even "ethical investing" and "ethical entrepreneurship." What motives do people have to engage in public service work? Are self-interested motives troublesome? What is the connection between service work and justice? Should the government or schools require citizens or students to perform service work? Is mandatory service an oxymoron?
Last offered: Spring 2018 | UG Reqs: GER:DB-SocSci, WAY-ER

ETHICSOC 151C: Ethical STEM: Race, Justice, and Embodied Practice (AFRICAAM 151, ARTSINST 151C, CSRE 151C, STS 51D, SYMSYS 151D, TAPS 151D)

What role do science and technology play in the creation of a just society? How do we confront and redress the impact of racism and bias within the history, theory, and practice of these disciplines? This course invites students to grapple with the complex intersections between race, inequality, justice, and the STEM fields. We orient to these questions from an artistically-informed position, asking how we can rally the embodied practices of artists to address how we think, make, and respond to each other. Combining readings from the history of science, technology, and medicine, ethics and pedagogy, as well as the fine and performing arts, we will embark together on understanding how our STEM practices have emerged, how we participate today, and what we can imagine for them in the future. The course will involve workshops, field trips (as possible), and invited guests. All students, from any discipline, field, interest, and background, are welcome! This course does build upon the STS 51 series from 2020-21, though it is not a prerequisite for this course. Please contact the professor if you have any questions!
Terms: Win | Units: 4-5
Instructors: Robinson, A. (PI) ; Montgomery, W. (TA)

FAMMED 199: Undergraduate Directed Reading and Research in Family and Community Medicine

Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum | Units: 1-18 | Repeatable for credit

FAMMED 201: Innovations in Patient and Family Centered Primary Care

Students work with their faculty mentor on individual or team-based projects and studies that are broadly centered around the aim of Patient and Family Centered Primary Care. Students are paired with clinical faculty based on their area of interest and faculty/project needs, in collaboration with faculty, staff, and patients. Emphasis is on developing and studying innovations in clinical care, education, and patient engagement in ambulatory and community settings. Enrollment capacity is limited to faculty need and current initiatives. Repeatable for credit; Students should expect to engage for more than one quarter and contribute to regional or national scholarship. Instructor permission required. Contact Cicily Chirayath at cicilyc@stanford.edu with questions or to enroll.
Terms: Spr, Sum | Units: 1-6 | Repeatable 16 times (up to 96 units total)
Instructors: Phadke, A. (PI) ; Rokicki-Parashar, J. (PI)
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