1 - 10 of 19 results for: CHPR

Focus on problems with and systems-based solutions to food system issues. Four particular settings are addressed: University, worksite, hospital, and school food. Traditional vs. disruptive food system models compared and contrasted. The goal is to determine how best to maximize sustainability across several dimensions, including health, economics, and the environment. Underlying class themes include social justice and the potential for changing social norms around food production and consumption. Discussion-based seminar. CHPR master's students must enroll for a letter grade. Undergraduate Prerequisites: HUMBIO 2A, HUMBIO 3A, HUMBIO 4A or Biology Foundations or consent of instructor.

Contemplative movement and mindful physical activity for individuals and communities is an emerging field with important implications for public health and well-being policies and programs, as well as clinical care for physical and emotional health. The course provides historical context for current national and international physical activity recommendations and behavioral principles; foundational skills in contemplative movement(including but not limited to labyrinth walking, contemplative dance, aikido, yoga, and qigong) and mindful physical activity (including but not limited to ergonomics in daily life); and tools for examining the effectiveness of each of these skills for diverse populations. Research discussed includes: 1) neuroscience and polyvagal theory, 2) physical and psychological evaluation methods, 3) similarities and distinctions between benefits of contemplative movement practices versus stillness practices; versus non-contemplative physical activity, 4) interoceptive, proprioceptive, and kinesthetic qualities of contemplative movement, 5) embodiment and enaction, and 6) the development of a sense of agency and sense of self associated with contemplative movement. The class includes lectures, discussions, interactive student-led presentations, guest speakers, and guided experiential movement activities to provide scholarly as well as well as firsthand experience of the health and well-being benefits of contemplative movement and mindful physical activity. This course is intended to serve students with diverse research and applied interests, including community health, social justice, diversity, equity and inclusion, health research and policy, epidemiology, prevention research, clinical research, education, and theater.

Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.

This introductory course is a practicum in which students will learn the basics of R, a free, open-source statistical analysis software program, and use the programming language to analyze health datasets by application of classical statistical methods. A familiarity with basic descriptive and inferential statistics is required (completion of HRP 258/259, or concurrent enrollment in an appropriate statistics/biostatistics course). It is assumed that students will have no (or very little) prior experience with R. This course is a flipped classroom, where lecture content will be viewed at home before in-class meetings with hands-on coding practice by each student on their own computers. Priority for enrollment given to CHPR masters students, who must enroll for a letter grade.

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.

Open to graduate, medical, and undergraduate students. Appraisal of the quality and credibility of research findings; evaluation of sources of bias. Meta-analysis as a quantitative (statistical) method for combining results of independent studies. Examples from medicine, epidemiology, genomics, ecology, social/behavioral sciences, education. Collaborative analyses. Project involving generation of a meta-research project or reworking and evaluation of an existing published meta-analysis. Prerequisite: knowledge of basic statistics.

This is an interactive course on Infectious Diseases with a combination lecture-workshop format and active students' participation. We will discuss diverse infectious diseases topics that have a significant community health impact and for which screening and other preventive strategies can ameliorate the disease burden. We will also use real clinical cases to help students understand the art and science of Infectious Diseases with a deep dive on community health research questions that can be guided by bedside generated clinical questions.

Preference given to postgraduate fellows and graduate students.Focus is on implementation science and evaluation of health care delivery innovations. Topics include implementation science theory, frameworks, and measurement principles; qualitative and quantitative approaches to designing and evaluating new health care models; hybrid design trials that simultaneously evaluate implementation and effectiveness; distinction between quality improvement and research, and implications for regulatory requirements and publication; and grant-writing strategies for implementation science and evaluation. Students will develop a mock (or actual) grant proposal to conduct a needs assessment or evaluate a Stanford/VA/community intervention, incorporating concepts, frameworks, and methods discussed in class. Priority for enrollment for CHPR 212 will be given to CHPR master's students.

The Science of Community Engagement in Health Research course will focus on how the science of community engagement can be applied to diverse health-related research topics across the translational spectrum with the ultimate goal of high quality research that transforms human health and addresses health disparities. The course will provide historical context, theoretical frameworks, foundational skills in diverse community engagement methodologies, and tools for examining the effectiveness of various engagement strategies aimed. Specifically, the course will cover: 1) Historical context for community engagement in health-related research; 2) Evolution of community engagement as a science; 3) Theoretical frameworks for various community engagement approaches; 4) Community-Based Participatory Research (CBPR); 5) Community engagement strategies for different stages of translational research; and 6) Evaluation of various engagement strategies; and 7) Ethics of community engagement. Students will gain practical experience in various community engagement tools and strategies to help guide the development of a community engagement plan responsive to community needs. Challenges and benefits of establishing community partnerships will be highlighted by real-world examples. nThe course will include lectures; interactive student-led presentations and guided exercises; class discussions among invited speakers, students and instructors; individual and group assignments; and organized small-group and experiential activities. Course readings will demonstrate the need and opportunity for interdisciplinary community engagement approaches and will illustrate how to conduct innovative community-engaged research. nThe Science of Community Engagement course is intended to reach students with diverse research interests, including clinical research, community health, health research and policy, epidemiology, prevention research, environmental health, etc.