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301 - 310 of 772 results for: Medicine

FRENCH 75N: Narrative Medicine and Near-Death Experiences (ITALIAN 75N)

Even if many of us don't fully believe in an afterlife, we remain fascinated by visions of it. This course focuses on Near-Death Experiences and the stories around them, investigating them from the many perspectives pertinent to the growing field of narrative medicine: medical, neurological, cognitive, psychological, sociological, literary, and filmic. The goal is not to understand whether the stories are veridical but what they do for us, as individuals, and as a culture, and in particular how they seek to reshape the patient-doctor relationship. Materials will span the 20th century and come into the present. Taught in English.
Last offered: Autumn 2017 | UG Reqs: WAY-A-II, WAY-SI

FRENCH 219: The Renaissance Body in French Literature and Medicine (FRENCH 319)

If the Renaissance is famous for discovering unknown continents and ancient texts the body too was a new territory of conquest. How did literature respond to the rise of an anatomical gaze in the arts and in medicine and how did it stage the aesthetic religious philosophical and moral issues related to such a promotion or deconstruction of the body? Does literature aim at representing the body or does it use it instead as a ubiquitous signifier for intellectual emotional and political ideas? The locus of desire, pleasure and disease, the body also functioned as a reminder of human mortality and was caught in the web of gender issues, religious controversies and new norms of behavior. Texts from prose fiction (Rabelais) poetry (Scève Ronsard Labé D'Aubigné) essays (Montaigne) and emblem literature. Extra documents include music scores tapestries paintings philosophical and anatomical plates from medical treatises. Taught in French.
Terms: Win | Units: 3-5 | UG Reqs: WAY-A-II
Instructors: Alduy, C. (PI)

FRENCH 319: The Renaissance Body in French Literature and Medicine (FRENCH 219)

If the Renaissance is famous for discovering unknown continents and ancient texts the body too was a new territory of conquest. How did literature respond to the rise of an anatomical gaze in the arts and in medicine and how did it stage the aesthetic religious philosophical and moral issues related to such a promotion or deconstruction of the body? Does literature aim at representing the body or does it use it instead as a ubiquitous signifier for intellectual emotional and political ideas? The locus of desire, pleasure and disease, the body also functioned as a reminder of human mortality and was caught in the web of gender issues, religious controversies and new norms of behavior. Texts from prose fiction (Rabelais) poetry (Scève Ronsard Labé D'Aubigné) essays (Montaigne) and emblem literature. Extra documents include music scores tapestries paintings philosophical and anatomical plates from medical treatises. Taught in French.
Terms: Win | Units: 3-5
Instructors: Alduy, C. (PI)

FRENCH 343: In Defense of Poetry

Beginning with the account of the quarrel between philosophy and poetry in Plato's Republic, we will read definitions and defenses of poetry by authors such as Cicero, Horace, Petrarch, Boccaccio, Sidney, Shelley, and Pound, among others. While we will try to historicize these authors' defenses as much as possible, we will also read them from the perspective of contemporary efforts to defend literature and the humanities. Topics of central concern will be the connection between poetry and ethics, the conflict between poetry and the professions of business, law, and medicine, poetry's place in the university, the political role of the poet, questions of poetic language and form, and the relevance of defenses of poetry to literary theory.
Last offered: Autumn 2015

GENE 202: Human Genetics

Utilizes lectures and small group activities to develop a working knowlege of human genetics as applicable to clinical medicine. Basic principles of inheritance, risk assessment, and population genetics are illustrated using examples drawn from diverse areas of medical genetics practice including prenatal, pediatric, adult and cancer genetics. Practical aspects of molecular and cytogenetic diagnostic methods are emphasized. Existing and emerging treatment strategies for single gene disorders are also covered. Prerequisites: basic genetics. Only available to MD and MOM students.
Terms: Aut | Units: 4

GENE 210: Genomics and Personalized Medicine (DBIO 220)

Principles of genetics underlying associations between genetic variants and disease susceptibility and drug response. Topics include: genetic and environmental risk factors for complex genetic disorders; design and interpretation of genome-wide association studies; pharmacogenetics; full genome sequencing for disease gene discovery; population structure and genetic ancestry; use of personal genetic information in clinical medicine; ethical, legal, and social issues with personal genetic testing. Hands-on workshop making use of personal or publicly available genetic data. Prerequisite: GENE 202, Gene 205 or BIOS 200.
Last offered: Spring 2015

GENE 217: Translational Bioinformatics (BIOE 217, BIOMEDIN 217, CS 275)

Computational methods for the translation of biomedical data into diagnostic, prognostic, and therapeutic applications in medicine. Topics: multi-scale omics data generation and analysis, utility and limitations of public biomedical resources, machine learning and data mining, issues and opportunities in drug discovery, and mobile/digital health solutions. Case studies and course project. Prerequisites: programming ability at the level of CS 106A and familiarity with biology and statistics.
Terms: Aut | Units: 4

GS 182: Field Trip to Cascade Volcanoes of California

Three-day field trip (involving light hiking and camping) to study active and dormant volcanoes of northern California, including Mt. Shasta, Mt. Lassen, and Medicine Lake, and their relationship to regional extensional faulting. Features visited include stratovolcanoes, cinder cones, lava caves, obsidian flows, hot springs and hydrothermal alteration, volcanic blast deposits and mudflows, debris avalanches, fault scarps. Recommended: 1 or equivalent. Limited enrollment; preference to frosh, sophs, and undergraduates and graduates majoring in SE3.
Last offered: Autumn 2016

GSBGEN 368: Managing Difficult Conversations

This elective 3-unit course is offered to MBA, MD, and other graduate students, and to MBA students who aspire to improve their ability to deal effectively with difficult professional and interpersonal situations. The course will be taught by William F. Meehan III, the Raccoon Partners Lecturer in Strategic Management, Stanford Graduate School of Business and Charles G. Prober, M.D., Professor of Pediatrics, Microbiology & Immunology and Senior Associate Vice Provost for Health Education, Stanford School of Medicine. The course, which will be case-based, will involve frequent student-to-student and student-to-instructor role-playing in authentic, difficult professional and interpersonal situations. Topic-specific experts often will be present to participate as class guests. Relevant principles of professionalism, leadership, and psychology underlie the course pedagogy. Students will be expected to attend all classes unless excused in advance. Class preparation will include reading of a more »
This elective 3-unit course is offered to MBA, MD, and other graduate students, and to MBA students who aspire to improve their ability to deal effectively with difficult professional and interpersonal situations. The course will be taught by William F. Meehan III, the Raccoon Partners Lecturer in Strategic Management, Stanford Graduate School of Business and Charles G. Prober, M.D., Professor of Pediatrics, Microbiology & Immunology and Senior Associate Vice Provost for Health Education, Stanford School of Medicine. The course, which will be case-based, will involve frequent student-to-student and student-to-instructor role-playing in authentic, difficult professional and interpersonal situations. Topic-specific experts often will be present to participate as class guests. Relevant principles of professionalism, leadership, and psychology underlie the course pedagogy. Students will be expected to attend all classes unless excused in advance. Class preparation will include reading of assigned cases; analysis of the cases and recommendations as to how to confront specific difficult conversations (consistent with assigned study questions); and reading of assigned background material. It is important that all students participate actively in classroom discussions. Class size will be limited to 40 students per the following: (1) a maximum of 20 MBA students and (2) a maximum of 20 non-GSB graduate students. Non-GSB students enroll under INDE 238; see Notes for more information.
Terms: Win, Spr | Units: 3

GSBGEN 551: Innovation and Management in Health Care

The health care system accounts for 18% of US GDP and is one of the fastest growing segments of the economy. This two unit class focuses on the interplay and tension between the main players in the health care field - providers of health care services (individual doctors, group practices, integrated health care systems), payors (insurances companies, employers, consumers, and government), patients, and innovator companies (biopharma, medical device, diagnostics, and health care IT). The course is designed for students with a broad diversity of backgrounds and interests who want to better understand the health care business and system. No prior experience in the health care or medical field is assumed or needed. The focus of the class will be primarily on the US health care system, but there will be limited discussion of non-US systems as well. The course is divided into four modules: ¿ An overview of the US Health Care System and the interplay between payers, providers, innovators, and more »
The health care system accounts for 18% of US GDP and is one of the fastest growing segments of the economy. This two unit class focuses on the interplay and tension between the main players in the health care field - providers of health care services (individual doctors, group practices, integrated health care systems), payors (insurances companies, employers, consumers, and government), patients, and innovator companies (biopharma, medical device, diagnostics, and health care IT). The course is designed for students with a broad diversity of backgrounds and interests who want to better understand the health care business and system. No prior experience in the health care or medical field is assumed or needed. The focus of the class will be primarily on the US health care system, but there will be limited discussion of non-US systems as well. The course is divided into four modules: ¿ An overview of the US Health Care System and the interplay between payers, providers, innovators, and patients¿ Provider delivery models, health care information technology, and incentive structures - The relationship between quality, cost, and access - Integrated systems, value-based, and fee for service models - New IT technologies, including electronic data records - The role of information and incentives ¿ Innovator business models and issues - Financing and managing new product development - Clinical trial management and gaining regulatory approval - Marketing, reimbursement, and sales strategies - Business models to drive innovation ¿ Health care system reform The class will be taught primarily from the perspective of a business person operating a company rather than that of a policy maker, academic, or investor. While there will be a few lectures to provide background and frameworks for course topics, most classes will involve a case discussion and prominent guest speakers from the health care industry. Speakers will include CEOs and senior executives from Genomic Health, Blue Shield of California, Tenet Health, Venrock, Burd Health, Verily (Google Health), Myovant, and Stanford Medicine.
Terms: Win | Units: 2
Instructors: Chess, R. (PI)
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