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Due to recent announcements about Autumn Quarter (see the President's update), please expect ongoing changes to the class schedule.

1 - 10 of 20 results for: CHPR ; Currently searching winter courses. You can expand your search to include all quarters

CHPR 166: Food and Society: Exploring Eating Behaviors in Social, Environmental, and Policy Context (HUMBIO 166)

(HUMBIO students must enroll in HUMBIO 166. Med/Graduate students must enroll in CHRP 166.) The material in this course is an introduction to the field and the target audience is undergraduates. It may be of interest to graduate students unfamiliar with the field. The class examines the array of forces that affect the foods human beings eat, and when, where, and how we eat them, including human labor, agriculture, environmental sustainability, politics, animal rights/welfare, ethics, policy, culture, economics, business, law, trade, and ideology, and psychology. The class addresses the impact of current policies and actions that might be taken to improve human nutrition and health; macro-scale influences on food, nutrition, and eating behavior. Enrollment limited to students with sophomore academic standing or above. Undergraduate Prerequisites: Human Biology Core or Biology Foundations or consent of instructor.
Terms: Win | Units: 4
Instructors: Gardner, C. (PI)

CHPR 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: Baiocchi, M. (PI)

CHPR 200: SPRC/GMD Research Seminar

Focus is on research on prevention of chronic disease and related topics. Guest speakers present material. May be repeat for credit
Terms: Aut, Win, Spr | Units: 1 | Repeatable 5 times (up to 5 units total)

CHPR 205: Understanding Evidence-Based Medicine: Hands-on experience (EPI 250, 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. Students enrolled for 4 units will complete an additional project or other engagement approved by the instructor. MD studies enroll for +/-. GR students enroll for Letter grade.
Terms: Win | Units: 3-4

CHPR 206: Meta-research: Appraising Research Findings, Bias, and Meta-analysis (EPI 206, MED 206, STATS 211)

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.
Terms: Win | Units: 3

CHPR 212: Methods for Health Care Delivery Innovation, Implementation and Evaluation (HRP 218, MED 212)

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.
Terms: Win | Units: 2

CHPR 230: Sexual Function and Diversity in Medical Disciplines (FEMGEN 230, SOMGEN 230)

This course is a coordinated seminar series that presents evidence-based health promotion and disease prevention guidelines by clinical and translational research and population health science faculty of clinical departments other than Medicine (the focus of CHPR 260) of the Stanford School of Medicine, including; Anesthesiology & Perioperative, & Pain Medicine, Cardiothoracic gy, Emergency Medicine, Neurology & Neurological Sciences, Neurosurgery, Obstetrics & Gynecology, Ophthalmology, Orthopaedic Surgery, Otolaryngology, Pathology, Pediatrics, Psychiatry & Behavioral Sciences, Radiation Oncology, Radiology, Surgery and Urology. CHPR master's program students must enroll in CHPR 230 for a letter grade and priority for enrollment will be given to current CHPR students. For third unit, graduate students attend INDE 215 Queer Health & Medicine and complete assignments for that section. For third unit and WAYs, undergrads enroll in SOMGEN 130. Prerequisites: CHPR 201 or HUMBIO 126/ CHPR 226 or equivalent or consent of instructor.
Terms: Win | Units: 2-3

CHPR 235: Covid-19 Case Investigation and Contact Tracing (MED 164, MED 264)

In this service-learning course students will be learn how to identify people who have COVID-19 and those who have been exposed to people with COVID-19. Students will learn basics about the biology and health effects of SARS-CoV-2 and the epidemiology of COVID-19. Students will be taught important skills in healthcare communication including motivational interviewing, health education, and health coaching. Students will work as volunteers together with Santa Clara County staff to interrupt the chains of transmission of COVID-19 as they apply skills they have learned to help people with the illness and those who have been exposed understand the importance of isolation, quarantine, and other critical aspects of public health needed to control and manage this disease. Students will need to be willing to commit 20 hours per week to this course for 10 weeks over 2 quarters. Requires application and instructor approval. Contact Course Director Lars Osterberg, MD, MPH larso@stanford.edu
Terms: Aut, Win, Sum | Units: 3-6 | Repeatable 3 times (up to 18 units total)

CHPR 250: Prevention Across Medical Disciplines: Evidence-based Guidelines

Coordinated seminar series presenting evidence-based health promotion and disease prevention guidelines by research and clinical faculty of multiple divisions of Stanford's Department of Medicine, including cardiovascular medicine, oncology, nephrology, immunology and rheumatology, infectious diseases, endocrinology, gerontology and metabolism, gastroenterology and hepatology, hematology, blood and marrow transplantation, pulmonary and critical care medicine, general medical disciplines (including family medicine). Key prevention issues addressed in primary care and outcomes research, biomedical informatics research and the Stanford Prevention Research Center also presented. Enrollment priority given to CHPR Master's students. CHPR students must enroll for letter grade.Prerequisite: CHPR 201 or HUMBIO 126/ CHPR 226 or equivalent or consent of instructor.
Terms: Win | Units: 3

CHPR 274A: A Case Based Approach to Clinical Genetics (GENE 274A)

For genetic counseling students and medical genetics residents and fellows. Case-based scenarios and guest expert lectures. Students learn skills in case preparation, management, and presentation, as well as content around common genetic disorders.
Terms: Win | Units: 2
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