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441 - 450 of 772 results for: Medicine

MED 51B: Compassionate Presence at the Bedside: The Healer's Art

Students in this class must have already completed MED51Q. This quarter is a skill-based practicum. The skills component of this course is focused on communication and presence at the patient's bedside. Students will learn the theoretical aspects of respectful communication and cultural competence. They will then participate in a variety of immersive simulation activities including role-play, video enacting, class presentations, reflective exercises to understand the nuances of empathetic communication. The focus of the second quarter is to practice the art of communication honestly and compassionately with patients, learning empathy and cultivating the skill of being present at the bedside of a patient. Students will be assigned a panel of seriously ill patients and they do mentored house calls and provide support to patients and families as a volunteer. The idea here is that the knowledge and skills acquired in the first quarter will be utilized in real-life settings to practice com more »
Students in this class must have already completed MED51Q. This quarter is a skill-based practicum. The skills component of this course is focused on communication and presence at the patient's bedside. Students will learn the theoretical aspects of respectful communication and cultural competence. They will then participate in a variety of immersive simulation activities including role-play, video enacting, class presentations, reflective exercises to understand the nuances of empathetic communication. The focus of the second quarter is to practice the art of communication honestly and compassionately with patients, learning empathy and cultivating the skill of being present at the bedside of a patient. Students will be assigned a panel of seriously ill patients and they do mentored house calls and provide support to patients and families as a volunteer. The idea here is that the knowledge and skills acquired in the first quarter will be utilized in real-life settings to practice compassionate and respectful communication strategies, learn how to be a cam, compassionate and healing presence at the bedside of seriously ill patients. We believe that medical school curricula do not have a strong focus on essential doctoring skills related to communication and a compassionate presence at the bedside. By offering this course to pre-med students, we believe that the doctors of the future will become skilled and compassionate healers.
Terms: Win | Units: 3 | Repeatable for credit

MED 51Q: Cultivate a Compassionate Presence: An Aging and End-of-Life Care Practicum

This is a Community Engaged Learning Course for undergraduate students. This course is designed to prepare students to critically examine values, attitudes, and contexts that govern perspectives toward and engagement of patients within the context of aging and end of life. The course prepares students to responsibly and reflectively interact with aging and seriously ill patients in a mentored setting. Using a bio-psycho-socio-spiritual-cultural framework, students learn about the history, evolution, principles and practice of geriatrics and palliative care. Students will be exposed to the challenges faced by patients from diverse backgrounds and and their caregivers. nThe class has a strong practicum aspect by which students will be trained to cultivate a compassionate and healing presence at the bedside of the patient. After completing formal volunteer training, each student will be assigned a small panel of patients. Students will work with an inter-disciplinary team, conduct regular more »
This is a Community Engaged Learning Course for undergraduate students. This course is designed to prepare students to critically examine values, attitudes, and contexts that govern perspectives toward and engagement of patients within the context of aging and end of life. The course prepares students to responsibly and reflectively interact with aging and seriously ill patients in a mentored setting. Using a bio-psycho-socio-spiritual-cultural framework, students learn about the history, evolution, principles and practice of geriatrics and palliative care. Students will be exposed to the challenges faced by patients from diverse backgrounds and and their caregivers. nThe class has a strong practicum aspect by which students will be trained to cultivate a compassionate and healing presence at the bedside of the patient. After completing formal volunteer training, each student will be assigned a small panel of patients. Students will work with an inter-disciplinary team, conduct regular house calls on patients in their panel, and write progress notes, which will become a part of the patients' electronic medical records. Through mentored fieldwork, students will learn the basic competencies of communicating with older adults from diverse backgrounds in a respectful and compassionate manner. Students will be taught to discuss their panel of patients in class every week using the standard medical clinical rounds approach. Weekly assignments will help students reflect on their interactions with the patients and lessons they learned. Our goal is to train future leaders in the fields of healthcare, law, sociology, public policy, and humanities in the vital area of aging and end-of-life care for diverse Americans.nPlease note: This IntroSem is a Cardinal Course. Students who enroll in MED 51Q will be working directly with patients. As a prerequisite for patient-care, all students (a) must complete TB testing, HIPAA training, patient safety training, and background check by December 20, 2018; (b) must be able to perform the physical activities required for patient care which includes the ability to frequently stand, walk, twist, bend, stoop, squat and occasionally lift, carry, push, and pull objects that weigh up to 40 pounds and assist patients into their wheelchairs and take them on walks. All tests required will be provided free of cost and have to be completed with specific agencies affiliated with Stanford. Failure to complete paperwork by December 20, 2018 will result in student being dropped from the class. Professor Periyakoil will send more specific directions after students are enrolled in MED 51Q.
Terms: Spr | Units: 4

MED 52Q: What is a Human? Scientific and Mythological Approaches to Meaning

Reconciling our mythology and current scientific consensus is a worthwhile pursuit to establish a balanced, congruent personal philosophy toward life. nIn this sophomore seminar, we will first explore scientific perspectives on the origin and evolution of humans utilizing archaeology, genetics, and evolutionary psychology. With this framework secured, we will sample major religious texts such as Genesis, The New Testament, and Eastern texts. Throughout the course, each student will have opportunities to reflect deeply on his or her own personal worldview (past, present, and future) to tailor a personalized philosophy for life. This course will provide you with an overview of a fascinating subject that can impact progress on your life journey and career.
Terms: Aut | Units: 3

MED 71N: Hormones in a Performance-Enhanced Society

(Formerly 117Q) Preference to first-year students. Explores how the availability of hormone therapy has affected various aspects of daily lives. Topics include the controversies concerning menopause and its treatment; use of hormones in athletics; cosmetic use of hormones to enhance growth, strength, and libido; use of hormones as anti-aging drugs; and how the hormone system has influenced our notions of gender. Includes the biochemistry and physiology of the human endocrine system; how hormones influence behavior, and how to read a scientific paper.
Terms: Win | Units: 3 | UG Reqs: WAY-SMA
Instructors: Hoffman, A. (PI)

MED 73N: Scientific Method and Bias

Offers an introduction to the scientific method and common biases in science. Examines theoretical considerations and practical examples where biases have led to erroneous conclusions, as well as scientific practices that can help identify, correct or prevent such biases. Additionally focuses on appropriate methods to interweave inductive and deductive approaches. Topics covered include: Popper¿s falsification and Kuhn¿s paradigm shift, revolution vs. evolution; determinism and uncertainty; probability, hypothesis testing, and Bayesian approaches; agnostic testing and big data; team science; peer review; replication; correlation and causation; bias in design, analysis, reporting and sponsorship of research; bias in the public perception of science, mass media and research; and bias in human history and everyday life. Provides students an understanding of how scientific knowledge has been and will be generated; the causes of bias in experimental design and in analytical approaches; and the interactions between deductive and inductive approaches in the generation of knowledge.
Terms: Win | Units: 3 | UG Reqs: WAY-SMA

MED 110: Patient Health Advocate

The "Patient Health Advocate" course is designed to introduce students to population health concepts in primary care, providing a clinical experience and an opportunity to contribute towards patient care. With guidance from faculty members, students will learn important preventive health care topics, gain skills in patient health coaching, and design and implement a quality improvement project to address a population health measure of their choice. Students will also be exposed to clinical care through clinic shadowing and pre-visit planning with resident physician mentors.nnPrerequisites: MED 143A/243A or equivalent
Last offered: Spring 2019

MED 121: Translational Research and Applied Medicine (MED 221)

(Same as MED 121; undergraduate students enroll in MED 121) Open to graduate students and medical students, this course enables students to learn basic principles in the design, performance and analysis of translational medical research studies. The course includes both didactic seminars from experts in translational medicine as well as the opportunity to design and present a translational research project. Students enrolling for 3 units are paired with a TRAM translational research project and work as a team with TRAM trainees and faculty on a weekly basis, as arranged by the instructor, and present a final project update at the end of the quarter.
Terms: Aut, Win, Spr | Units: 2-3 | Repeatable for credit

MED 124: Global Child Health (HUMBIO 124C, PEDS 124)

This course introduces students to key challenges to the health and well being of children worldwide. We explicitly focus on child and public health problems in low- and middle-income countries (LMIC) to reflect the global burden of disease among children. We will review the scope and magnitude of the leading causes of morbidity and mortality, as well as examine regional variations. We will then identify both medical and non-medical causes, effects of, as well as interventions to address, some of the biggest child health problems. The course will also prevent an overview of the role of culture, gender, and non-state actors (NGOs, foundations, etc.) on health and health policy. Upper division course with preference given to upperclassmen.
Terms: Aut | Units: 3-5

MED 129: Health Care Systems Around the World (HUMBIO 129W)

This course will explore the role of health care systems in societies around the world, identifying the common challenges facing health care systems and how different institutional structures in different countries perform in response to these challenges. We will structure the course around general conceptual frameworks related to key health system institutions (including financing, insurance, provider payment, patient cost-sharing, and the regulation of medical technology). From this foundation, we will draw on the experience of individual countries (high and low income, with heavy chronic disease and infectious disease burdens) to illustrate the function of these institutions under real-world circumstances observed around the globe. Prerequisite: Human Biology Core or Biology Foundations or equivalent or consent of instructor.
Last offered: Autumn 2017

MED 130: Yesplus: Meditation practices for wellbeing

Meditation Practices for Wellbeing" is a 1-unit course that provides students with tools and strategies to develop a sustainable approach to their happiness and wellbeing. Students will learn breathwork and meditation based techniques to decrease stress and increase peace and focus in day to day life. Students will also study happiness-based research and participate in community building discussions, yoga, and mindfulness processes to learn how wellness can be sustained as a personal practice. Class meets 5 evenings throughout the quarter, along with a mandatory mini retreat during the third week (Thursday 7 - 10 pm, Friday 7 - 10 pm, Saturday 12 - 3 pm). Open to all students, including freshmen and those new to meditation. Enrollment limited to 25. Admission by application, details at first class. See yesplus.stanford.edu for more information.
Last offered: Winter 2019
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