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1 - 10 of 50 results for: PEDS ; Currently searching offered courses. You can also include unoffered courses

PEDS 102: Pre-field Course for Ghana Impact Abroad in Public Health and Children's Health

Enrollment restricted to undergraduates participating in Impact Abroad's Ghana Program. Focus is on understanding service-learning principles and the historical, social and political context of Ghana's health system.
Terms: Spr | Units: 1

PEDS 105: Health Promotion and the Campus Culture (PEDS 215)

Multidisciplinary perspectives of public health and health psychology. The prevalence of health risk behaviors on the contemporary college campus and the challenges of risk reduction. Students apply theoretical frameworks to peer health promotion campus projects. Limited enrollment. Prerequisite: consent of instructor prior to first meeting.
Terms: Spr | Units: 4

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


Feeding is a complex process involving coordinated interaction among several systems in the context of the parent-child dyad. A disruption in any of these systems places a child at risk for a feeding disorder. This two-quarter class will focus on the pediatric population who have feeding challenges in the neonatal ICU, the labor and delivery room, and at home. Students will use design thinking methodology as a pathway for medical device and/or systems innovation. Components of the course will involve Immersive simulation, aspects of the Stanford Biodesign method for needs prioritization, and storytelling techniques for compelling presentations.
Terms: Win | Units: 3

PEDS 128B: Designing for Pediatric Patients (DESINST 260B, PEDS 228B)

This two-quarter class will focus on the pediatric population who have feeding challenges in the neonatal ICU, the labor and delivery room, and at home once discharged. Students will practice design thinking methodology as a pathway for medical device and/or systems innovation. Limited enrollment via application. Must sign up for DESINST260A and DESINST260B. See dschool.stanford.edu/classes for more information.
Terms: Spr | Units: 3 | UG Reqs: WAY-CE

PEDS 150: Social and Environmental Determinants of Health (PEDS 250)

How do race/ethnicity and social economic status contribute to health disparities, how are vulnerable populations uniquely at risk for poor health outcomes, and how does where we live and work influence our health status? Explore the processes through which social status and environmental determinants adversely affect health and drive inequalities. Discuss clinical, public health and policy solutions for advancing health equity from the perspective of health professionals working in multiple sectors. Other topics include: gender, age, individual and structural bias; language, education; vulnerable populations (e.g., the homeless, the incarcerated, immigrant populations, children, and uninsured/underinsured); life course; environmental forces (e.g., urban design/planning, traffic, green space, housing, food access, law enforcement, and media); and innovative community-engaged and policy solutions.
Terms: Win | Units: 3 | UG Reqs: WAY-ED
Instructors: Bruce, J. (PI)

PEDS 199: Undergraduate Directed Reading/Research

Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum | Units: 1-18 | Repeatable for credit
Instructors: Aby, J. (PI) ; Agarwal-Hashmi, R. (PI) ; Alexander, S. (PI) ; Almond, C. (PI) ; Alvira, C. (PI) ; Amieva, M. (PI) ; Ammerman, S. (PI) ; Amylon, M. (PI) ; Anand, K. (PI) ; Anderson, C. (PI) ; Ariagno, R. (PI) ; Arvin, A. (PI) ; Aye, T. (PI) ; Bacchetta, R. (PI) ; Bachrach, L. (PI) ; Balagtas, J. (PI) ; Barr, D. (PI) ; Bass, D. (PI) ; Benitz, W. (PI) ; Bentley, B. (PI) ; Bergman, D. (PI) ; Bernstein, D. (PI) ; Bernstein, J. (PI) ; Berquist, W. (PI) ; Bhargava, S. (PI) ; Bhutani, V. (PI) ; Bland, R. (PI) ; Blankenberg, F. (PI) ; Blankenburg, R. (PI) ; Bonifacio, S. (PI) ; Bressack, M. (PI) ; Browne, M. (PI) ; Buckingham, B. (PI) ; Buckway, C. (PI) ; Burgos, T. (PI) ; Butte, A. (PI) ; Butte, M. (PI) ; Campbell, C. (PI) ; Carlson, J. (PI) ; Carmichael, S. (PI) ; Castillo, R. (PI) ; Castro, R. (PI) ; Ceresnak, S. (PI) ; Chamberlain, L. (PI) ; Chang, K. (PI) ; Chen, S. (PI) ; Cheng, A. (PI) ; Chin, C. (PI) ; Chiu, B. (PI) ; Cho, M. (PI) ; Chock, V. (PI) ; Cohen, H. (PI) ; Cohen, R. (PI) ; Conrad, C. (PI) ; Contag, C. (PI) ; Contopoulos-Ioannidis, D. (PI) ; Cornfield, D. (PI) ; Cox, K. (PI) ; Crain, L. (PI) ; Crawley, L. (PI) ; Czechowicz, A. (PI) ; DOSSANTOS, L. (PI) ; Dahl, G. (PI) ; Darmstadt, G. (PI) ; Davis, K. (PI) ; Dekker, C. (PI) ; Dorenbaum, A. (PI) ; Druzin, M. (PI) ; Dubin, A. (PI) ; Edwards, M. (PI) ; Egan, E. (PI) ; El-Sayed, Y. (PI) ; Enns, G. (PI) ; Feinstein, J. (PI) ; Feldman, B. (PI) ; Feldman, H. (PI) ; Fernandes, S. (PI) ; Fisher, J. (PI) ; Ford, J. (PI) ; Frankel, L. (PI) ; Frankovich, J. (PI) ; Franzon, D. (PI) ; Friedman, I. (PI) ; Gans, H. (PI) ; Garcia-Careag, M. (PI) ; Geertsma, F. (PI) ; Glader, B. (PI) ; Glasscock, G. (PI) ; Golden, N. (PI) ; Gomez-Ospina, N. (PI) ; Gould, J. (PI) ; Govindaswami, B. (PI) ; Grady Jr., S. (PI) ; Grimm, P. (PI) ; Gutierrez, K. (PI) ; Halamek, L. (PI) ; Halpern-Felsher, B. (PI) ; Hammer, G. (PI) ; Hammer, L. (PI) ; Harris, S. (PI) ; Hintz, S. (PI) ; Hong, D. (PI) ; Hood, K. (PI) ; Horwitz, S. (PI) ; Hsu, J. (PI) ; Hudgins, L. (PI) ; Huffman, L. (PI) ; Hurwitz, M. (PI) ; Imperial, J. (PI) ; Ismail, M. (PI) ; Jeng, M. (PI) ; Joshi, S. (PI) ; Kache, S. (PI) ; Kahana, M. (PI) ; Kapphahn, C. (PI) ; Kaufman, B. (PI) ; Kay, M. (PI) ; Kerner, J. (PI) ; Kharbanda, S. (PI) ; Kim, J. (PI) ; King, B. (PI) ; Koltai, P. (PI) ; Krawczeski, C. (PI) ; Krensky, A. (PI) ; Kuo, C. (PI) ; LaBeaud, D. (PI) ; Lacayo, N. (PI) ; Lee, H. (PI) ; Lee, T. (PI) ; Leonard, M. (PI) ; Lewis, D. (PI) ; Limon, J. (PI) ; Lin, M. (PI) ; Link, M. (PI) ; Lock, J. (PI) ; Loe, I. (PI) ; Longhurst, C. (PI) ; Loutit, C. (PI) ; Lowe, H. (PI) ; Lowe, J. (PI) ; Luna-Fineman, S. (PI) ; Maahs, D. (PI) ; Magnus, D. (PI) ; Majzner, R. (PI) ; Maldonado, Y. (PI) ; Manning, M. (PI) ; Marina, N. (PI) ; Mark, J. (PI) ; Marsden, A. (PI) ; McCarty, J. (PI) ; McGhee, S. (PI) ; McNamara, N. (PI) ; Mellins, E. (PI) ; Mendoza, F. (PI) ; Milla, C. (PI) ; Misra, S. (PI) ; Moss, R. (PI) ; Murphy, D. (PI) ; Murphy, J. (PI) ; Nadeau, K. (PI) ; Narla, A. (PI) ; Neely, E. (PI) ; O'Brodovich, H. (PI) ; Oghalai, J. (PI) ; Olson, I. (PI) ; Pageler, N. (PI) ; Park, K. (PI) ; Peng, L. (PI) ; Penn, A. (PI) ; Perry, S. (PI) ; Pertofsky, C. (PI) ; Phibbs, C. (PI) ; Pico, E. (PI) ; Pizzo, P. (PI) ; Porteus, M. (PI) ; Potter, D. (PI) ; Priest, J. (PI) ; Prober, C. (PI) ; Profit, J. (PI) ; Punn, R. (PI) ; Rabinovitch, M. (PI) ; Ragavan, N. (PI) ; Rangaswami, A. (PI) ; Reddy, S. (PI) ; Rhine, W. (PI) ; Robinson, T. (PI) ; Robinson, T. (PI) ; Rodriguez, E. (PI) ; Roncarolo, M. (PI) ; Rosenthal, D. (PI) ; Roth, S. (PI) ; Ruiz-Lozano, P. (PI) ; Sage, J. (PI) ; Sakamoto, K. (PI) ; Sandborg, C. (PI) ; Sanders, L. (PI) ; Sarwal, M. (PI) ; Schrijver, I. (PI) ; Schroeder, A. (PI) ; Seidel, F. (PI) ; Shah, A. (PI) ; Sharek, P. (PI) ; Shaw, G. (PI) ; Shaw, R. (PI) ; Shepard, E. (PI) ; Shin, A. (PI) ; Sibley, E. (PI) ; Sivakumar, D. (PI) ; Smith, A. (PI) ; Song, D. (PI) ; Sourkes, B. (PI) ; Spunt, S. (PI) ; Stevenson, D. (PI) ; Stirling, J. (PI) ; Stuart, A. (PI) ; Sutherland, S. (PI) ; Sweet-Cordero (PI) ; Tacy, T. (PI) ; Thienemann, M. (PI) ; Tierney, S. (PI) ; Twist, C. (PI) ; Van Meurs, K. (PI) ; Wall, D. (PI) ; Wang, C. (PI) ; Weinacht, K. (PI) ; Weinberg, K. (PI) ; Willert, J. (PI) ; Wilson, D. (PI) ; Wiryawan, B. (PI) ; Wise, P. (PI) ; Wong, C. (PI) ; Wright, G. (PI) ; Wu, S. (PI) ; Wusthoff, C. (PI) ; Yen, S. (PI) ; Yuan, N. (PI) ; Contag, C. (SI)

PEDS 202B: Practical Applications for Qualitative Data Analysis (SURG 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 PEDS 202A.
Terms: Win | Units: 3

PEDS 202C: Qualitative Research Methods and Study Design (SURG 202C)

In-depth introduction to qualitative research methods and study design. Gain theoretical and practical knowledge necessary to design and implement a qualitative study. Explore qualitative methods through class lectures, foundational readings and hands-on learning. Core topics include: theoretical frameworks, research questions, methodological approaches (i.e. interviews, focus groups, participant observation, photovoice), data collection, sampling, reliability and validity, and IRB protocols. Students enrolled for 2-units participate in journal club-style discussions of literature employing qualitative methods to gain an appreciation for how qualitative projects are conducted, and what settings and research questions are relevant to qualitative inquiry. Students enrolled for 3-units plan and design an independent research project (i.e. Med Scholars, dissertation, honors thesis), receiving extensive support and feedback to further develop individual study designs and data collection instruments. Prerequisite: Consent from instructor for undergraduates.
Terms: Spr | Units: 2-3
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