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391 - 400 of 587 results for: Medicine

MED 161C: Community Health Advocacy

Third of a three-quarter course series that provides students with knowledge and concrete skills for working with and advocating for underserved populations. Through coursework and placements in community health clinics and social service organizations, students broaden and deepen their understanding of the social and economic determinants of health, how they impact underserved populations, and the various levels at which these challenges can ¿ and should ¿ be addressed. Student engage in structured activities that center around supporting the mission of their placement organization: direct service with clients and design and implementation of a capacity-building project. Weekly evening classroom meetings serve as a forum for teaching and training, discussion of class readings and placement experiences, project development, and troubleshooting and support. Prerequisites: MED 257A/B.
Terms: Spr | Units: 2-3

MED 182: Early Clinical Experience at the Cardinal Free Clinics (MED 282)

The Cardinal Free Clinics, consisting of Arbor and Pacific Free Clinic, provide culturally appropriate, high quality transitional medical care for undeserved patient populations in the Bay Area. Students volunteer in various clinic roles to offer services including health education, interpretation, referrals, and labs. Clinical students are guided in the practice of medical interviews, history-taking and physical examinations as appropriate, and work with attending physicians to arrive at a diagnosis and management plan. By application only. Visit http://cfc.stanford.edu for more information.
Terms: Aut, Win, Spr, Sum | Units: 1-2 | Repeatable for credit

MED 184B: Team Leadership in the Cardinal Free Clinics II (MED 284B)

Continuation of MED 184A/ MED 284A. Introduction to skills for effective leadership, including: conflict resolution, team dynamics, leadership styles, personality types, giving and receiving feedback, and group decision-making. Utilizes hands-on-activities and real-life clinic scenarios. Applied learning through shifts at the Cardinal Free Clinics and related project work. Enrollment limited to Cardinal Free Clinic Managers.
Terms: Aut | Units: 1 | Repeatable for credit

MED 184C: Team Leadership in the Cardinal Free Clinics III (MED 284C)

Continuation of MED 184A/ MED 284A and MED 184B/ MED284B. Introduction to skills for effective leadership, including: conflict resolution, team dynamics, leadership styles, personality types, giving and receiving feedback, and group decision-making. Utilizes hands-on-activities and real-life clinic scenarios. Applied learning through shifts at the Cardinal Free Clinics and related project work. Enrollment limited to Cardinal Free Clinic Managers.
Terms: Win | Units: 1

MED 199: Undergraduate Research

Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum | Units: 1-18 | Repeatable for credit
Instructors: Advani, R. (PI) ; Ahmed, A. (PI) ; Ahuja, N. (PI) ; Akatsu, H. (PI) ; Al-Ahmad, A. (PI) ; Alizadeh, A. (PI) ; Alsan, M. (PI) ; Andrews, J. (PI) ; Annes, J. (PI) ; Arai, S. (PI) ; Artandi, M. (PI) ; Artandi, S. (PI) ; Asch, S. (PI) ; Ashley, E. (PI) ; Assimes, T. (PI) ; Ayoub, W. (PI) ; Baiocchi, M. (PI) ; Banerjee, S. (PI) ; Barry, M. (PI) ; Basaviah, P. (PI) ; Basina, M. (PI) ; Basu, S. (PI) ; Behal, R. (PI) ; Bendavid, E. (PI) ; Benjamin, J. (PI) ; Berube, C. (PI) ; Bhalla, V. (PI) ; Bhatt, A. (PI) ; Bhattacharya, J. (PI) ; Blackburn, B. (PI) ; Blaschke, T. (PI) ; Blayney, D. (PI) ; Blish, C. (PI) ; Bollyky, P. (PI) ; Bouvier, D. (PI) ; Boxer, L. (PI) ; Braddock, C. (PI) ; Brinton, T. (PI) ; Brown, W. (PI) ; Bulow, K. (PI) ; Carlson, R. (PI) ; Cartwright, C. (PI) ; Chan, D. (PI) ; Chan, G. (PI) ; Chang, C. (PI) ; Chang, S. (PI) ; Chen, A. (PI) ; Chertow, G. (PI) ; Cheung, R. (PI) ; Chi, J. (PI) ; Cho-Phan, C. (PI) ; Chu, G. (PI) ; Chua, K. (PI) ; Chung, L. (PI) ; Clarke, M. (PI) ; Clusin, W. (PI) ; Colevas, A. (PI) ; Colloff, E. (PI) ; Contopoulos-Ioannidis, D. (PI) ; Cooke, J. (PI) ; Cooper, A. (PI) ; Coutre, S. (PI) ; Crapo, L. (PI) ; Crump, C. (PI) ; Cullen, M. (PI) ; Das, A. (PI) ; Dash, R. (PI) ; Daugherty, T. (PI) ; David, S. (PI) ; Dawson, L. (PI) ; Deresinski, S. (PI) ; Desai, M. (PI) ; Desai, T. (PI) ; Dhillon, G. (PI) ; Dorman, J. (PI) ; Dosiou, C. (PI) ; DuBose, A. (PI) ; Edwards, L. (PI) ; Einav, S. (PI) ; Farquhar, J. (PI) ; Fathman, C. (PI) ; Fearon, W. (PI) ; Feldman, D. (PI) ; Felsher, D. (PI) ; Fisher, G. (PI) ; Fitzgerald, P. (PI) ; Ford, J. (PI) ; Ford, P. (PI) ; Fowler, M. (PI) ; Frayne, S. (PI) ; Friedland, S. (PI) ; Fries, J. (PI) ; Froelicher, V. (PI) ; Gabiola, J. (PI) ; Ganjoo, K. (PI) ; Garcia, G. (PI) ; Gardner, C. (PI) ; Gardner, P. (PI) ; Gavi, B. (PI) ; Genovese, M. (PI) ; Gerson, L. (PI) ; Gesundheit, N. (PI) ; Glaseroff, A. (PI) ; Glenn, J. (PI) ; Goldhaber-Fiebert, J. (PI) ; Goldstein, M. (PI) ; Goodman, S. (PI) ; Goronzy, J. (PI) ; Gotlib, J. (PI) ; Gray, G. (PI) ; Greenberg, H. (PI) ; Greenberg, P. (PI) ; Gregory, P. (PI) ; Habtezion, A. (PI) ; Hallenbeck, J. (PI) ; Harman, S. (PI) ; Harrington, R. (PI) ; Harshman, L. (PI) ; Haskell, W. (PI) ; Heaney, C. (PI) ; Heidenreich, P. (PI) ; Henri, H. (PI) ; Ho, D. (PI) ; Hoffman, A. (PI) ; Holman, H. (PI) ; Holodniy, M. (PI) ; Hopkins, J. (PI) ; Horning, S. (PI) ; Hsia, H. (PI) ; Hunt, S. (PI) ; Ioannidis, J. (PI) ; Isom, R. (PI) ; Jernick, J. (PI) ; Ji, H. (PI) ; Johnston, L. (PI) ; Jones, E. (PI) ; Kahn, J. (PI) ; Kao, P. (PI) ; Kastelein, M. (PI) ; Katz, R. (PI) ; Katzenstein, D. (PI) ; Kenny, K. (PI) ; Khatri, P. (PI) ; Khazeni, N. (PI) ; Khush, K. (PI) ; Killen, J. (PI) ; Kim, S. (PI) ; Kohrt, H. (PI) ; Kraemer, F. (PI) ; Krishnan, E. (PI) ; Kummar, S. (PI) ; Kunz, P. (PI) ; Kuo, C. (PI) ; Kurian, A. (PI) ; Kuschner, W. (PI) ; Ladabaum, U. (PI) ; Lafayette, R. (PI) ; Laport, G. (PI) ; Laws, A. (PI) ; Lee, D. (PI) ; Lee, J. (PI) ; Lee, P. (PI) ; Leung, L. (PI) ; Levitt, L. (PI) ; Levy, R. (PI) ; Levy, S. (PI) ; Liang, D. (PI) ; Liedtke, M. (PI) ; Lindsay, A. (PI) ; Lorig, K. (PI) ; Lowe, A. (PI) ; Lowsky, R. (PI) ; Luby, S. (PI) ; Lutchman, G. (PI) ; Majeti, R. (PI) ; McConnell, M. (PI) ; McLaughlin, T. (PI) ; Medeiros, B. (PI) ; Meyer, T. (PI) ; Miklos, D. (PI) ; Miller, G. (PI) ; Milstein, A. (PI) ; Mitchell, B. (PI) ; Mohabir, P. (PI) ; Montoya, J. (PI) ; Morioka-Douglas, N. (PI) ; Musen, M. (PI) ; Narayan, S. (PI) ; Neal, J. (PI) ; Negrin, R. (PI) ; Nevins, A. (PI) ; Nguyen, L. (PI) ; Nguyen, M. (PI) ; Nguyen, P. (PI) ; Nicolls, M. (PI) ; O' Callahan, P. (PI) ; Osterberg, L. (PI) ; Owens, D. (PI) ; Palaniappan, L. (PI) ; Pao, A. (PI) ; Parnes, J. (PI) ; Parsonnet, J. (PI) ; Pasricha, P. (PI) ; Pegram, M. (PI) ; Periyakoil, V. (PI) ; Petersen, J. (PI) ; Pinto, H. (PI) ; Pompei, P. (PI) ; Popp, R. (PI) ; Posley, K. (PI) ; Price, E. (PI) ; Prochaska, J. (PI) ; Quertermous, T. (PI) ; Raffin, T. (PI) ; Rehkopf, D. (PI) ; Relman, D. (PI) ; Rizk, N. (PI) ; Robinson, B. (PI) ; Rockson, S. (PI) ; Rohatgi, R. (PI) ; Rosas, L. (PI) ; Rosen, G. (PI) ; Rosenberg, S. (PI) ; Rudd, P. (PI) ; Ruoss, S. (PI) ; Rydel, T. (PI) ; Scandling, J. (PI) ; Schnittger, I. (PI) ; Schoolnik, G. (PI) ; Schroeder, J. (PI) ; Shafer, R. (PI) ; Shah, N. (PI) ; Shah, S. (PI) ; Sharp, C. (PI) ; Shen, K. (PI) ; Shieh, L. (PI) ; Shizuru, J. (PI) ; Shoor, S. (PI) ; Sikic, B. (PI) ; Singh, B. (PI) ; Singh, U. (PI) ; Skeff, K. (PI) ; Spiekerkoetter, E. (PI) ; Srinivas, S. (PI) ; Stafford, R. (PI) ; Stefanick, M. (PI) ; Stertzer, S. (PI) ; Stevens, D. (PI) ; Stockdale, F. (PI) ; Strober, S. (PI) ; Studdert, D. (PI) ; Tai, J. (PI) ; Tamura, M. (PI) ; Tan, J. (PI) ; Telli, M. (PI) ; Tepper, R. (PI) ; Tompkins, L. (PI) ; Tremmel, J. (PI) ; Triadafilopoulos, G. (PI) ; Tsao, P. (PI) ; Upadhyay, D. (PI) ; Utz, P. (PI) ; Vagelos, R. (PI) ; Valantine, H. (PI) ; Verghese, A. (PI) ; Wakelee, H. (PI) ; Wang, P. (PI) ; Warvariv, V. (PI) ; Weill, D. (PI) ; Weinacker, A. (PI) ; Weng, K. (PI) ; Weng, W. (PI) ; Weyand, C. (PI) ; Wiedmann, T. (PI) ; Winkelmayer, W. (PI) ; Winkleby, M. (PI) ; Winograd, C. (PI) ; Winslow, D. (PI) ; Winter, T. (PI) ; Witteles, R. (PI) ; Wu, J. (PI) ; Wu, J. (PI) ; Wu, S. (PI) ; Yabu, J. (PI) ; Yang, P. (PI) ; Yeung, A. (PI) ; Yock, P. (PI) ; Zamanian, R. (PI) ; Zehnder, J. (PI) ; Zei, P. (PI) ; Zolopa, A. (PI) ; Zulman, D. (PI) ; de Jesus Perez, V. (PI) ; Gardner, C. (SI)

MED 200: The Medical Device Entrepreneur's Course Primer

This course provides students and entrepreneurs a solid understanding of the complex US regulatory framework governing medical devices, in vitro diagnostics and drug-device combination products. Through class lectures, research and team assignments, class participants learn the key regulatory, clinical and ethical issues in biomedical product innovation. Focuses specifically on US investigational and marketing submission types and preparation of submission outlines, key steps to develop a product that will meet US regulatory requirements and development of regulatory strategy for a novel product. While there are no technical prerequisites, the course projects are challenging, and thus are more suitable for graduate and advanced undergraduate students.
Last offered: Spring 2016

MED 200A: Practical Applications for Qualitative Data Analysis

(Same as PEDS 202A) First quarter of a two-quarter course. Gain experience analyzing qualitative data using qualitative analysis software (i.e. Nvivo, Dedoose). Conduct analysis using your own or existing data sources. Explore multiple qualitative data analysis topics through class lectures, foundational readings and hands-on learning. Core topics include: grounded theory, qualitative data analysis approaches, software-based analysis, cleaning and coding of data, and interpreting data. Note: Preference will be given to medical students and undergraduate students that have successfully completed an introductory qualitative methods course. Enrollment in subsequent MED 202B required.
Terms: Aut | Units: 2

MED 200B: Practical Applications for Qualitative Data Analysis

(Same as PEDS 202B) Second quarter of a two-quarter course provides hands-on experience summarizing qualitative data and describing findings for dissemination. Final course product will be a draft manuscript for submission with students listed as co-authors. Core topics include: identifying themes and representative quotes, community-engaged dissemination, abstract submission, posters, oral presentations, manuscript writing, and journal selection. Prerequisite: Successful completion of MED 202A.
Terms: Win | Units: 2
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