Geriatric faculty and fellows work with students in various clinical settings including: 1) outpatient clinics at the VA Palo Alto Health Care System 2) outpatient clinic at Stanford University 3) a community skilled nursing facility in Palo Alto. REPORTING INSTRUCTIONS: SCVMC, Room 4C004, 4th Floor Conference Room in the Department of Medicine [Visitors call (408-885-5110) and bring proof of PPD and malpractice insurance to 7th Floor Room 54]; Time: 8:30 am. CALL CODE: 0. E-IPER: Stanford’s Emmett Interdisciplinary Program in Environment and Resources  (E-IPER) gives students a focused science, engineering, and technology background, allowing them to integrate science with law and business to address critical environmental and sustainability issues. Public Policy: Stanford University offers two master's programs in Public Policy. Training course for new undergraduate volunteers at the Cardinal Free Clinics (CFCs). (Same as Law 3009) Examines how the law can be used to improve the public's health. Primary Care Presentations. See description for 207A. Same as: CS 342. Prerequisites: one or more courses in probability, and statistics or biostatistics. This course is designed to teach these practical skills about diabetes care, treatment and the latest research in the field. M.D. A combined medical-surgical conference is held every other week. In this course, we will first examine the communication experiences in daily life with friends, family, significant others, peers, and coworkers. What are the benefits and pitfalls of using laws and litigation to achieve public health goals? Continuation of monthly workshop series begun in INDE 290A, with new monthly topics. Guest speakers will include elderly care workers, medical writers and filmmakers, and physicians in geriatrics, oncology and palliative care, who will lead student discussions following their lectures. INDE 207D. Prerequisite: INDE 207D. VISITING: Open to visitors. If you are impacted by this, please contact our office to request an extension: gradadmissions@stanford.edu. Managing Difficult Conversations. Pathways in Global Health. TYPE OF CLERKSHIP: Selective 2. REPORTING INSTRUCTIONS: Where: TBA (designated faculty preceptor); Time: TBA. Students from all backgrounds are encouraged to enroll - registration open to all Stanford students and fellows. Topics include community health assessment; health disparities; health promotion and disease prevention; strategies for working with diverse, low-income, and underserved populations; and principles of ethical and effective community engagement. program then undertake additional coursework related to their research interests as one of the pathways in the Discovery Curriculum. students who participate in the Scholarly Concentration in Community Health. 3-6 Units. 5 Units. Graduate students required to take RCR who are or will be conducting clinical research are encouraged to enroll in this version of the course. Our mission is to educate and inspire leaders in medicine and science who will improve human health through discovery, innovation, scholarship, education, and the delivery of outstanding patient-centered care. Yesplus: Meditation practices for wellbeing. Students will work with an inter-disciplinary team, conduct virtual calls on patients in their panel, and write progress notes, which will become a part of the patients' electronic medical records. Other topics that will be discussed include FDA regulation of medical technology, intellectual property, value proposition, and business model development. Aimed at graduate students interested in global health research, though students of all disciplines interested in practical methods for research are welcome. ¿ REGISTRATION is limited to undergraduate students participating in the Bing Overseas Study Program in Israel, Summer 2020. CLERKSHIP COORDINATOR: Philip Choe, D.O. 1 Unit. Physician Shadowing: Stanford Immersion in Medicine Series. OTHER FACULTY: Staff. Through discussion and reflection, students prepare for clinical work and community engagement in Oaxaca, while also gaining knowledge and insight to make connections between their experiences in Mexico and their health-related work with Mexican immigrants in the Bay Area. They assume primary responsibility in both inpatient and outpatient settings and present cases regularly to the faculty attending physician. 2-3 Units. Daily inpatient rounds are made with the attending physician, fellow, and resident. Epidemiological, clinical, and biochemical studies are reviewed in the discussion of these and other topics. 5 Units. Examples and applications include high income and low/middle-income settings. Furthermore, students are encouraged to identify patients with multiple visits that month and follow them across clinics for concentrated continuity. Prequisite: research experience recommended. All students will attend Monday morning ambulatory didactics, which addresses common outpatient medical topics, such as chronic disease management. Focus is on aspects of developing careers in biomedical research through a mix of research lectures, clinical case presentations, and physician-scientist guest speakers. Queer Health & Medicine. 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). Includes the biochemistry and physiology of the human endocrine system; how hormones influence behavior, and how to read a scientific paper. Students will learn basics about the biology and health effects of SARS-CoV-2 and the epidemiology of COVID-19. MED 264. Preference given to postgraduate fellows and graduate students.Focus is on implementation science and evaluation of health care delivery innovations. Course Schedule for 2-year and 3-year Pre-clerkship Paths, INDE 297: Reflections, Research and Advances in Patient Care, Declare Intention to Split Pre-Clerkship Curriculum, Physician-Scientist Training Program (PSTP), The Criterion-Based Evaluation System (CBES), 2.1: Competencies and Objectives for Medical Student Education, 2.2: Specification of Requirements for Graduation with the MD Degree, 2.3: School of Medicine, Technical, Non-Academic Standards, 2.4: School of Medicine Professionalism Principles, 2.5: AAMC Uniform Teacher-Learner Agreement, Section 3: MD Requirements and Procedures, 3.1: Academic Records Privacy of Student Information, and Consent to Use of Photographic Images, 3.3: Data Security and Privacy (HIPAA) Training, 3.4: Definition of Medical Student Practice Role, 3.6: Ethical Conduct of Biomedical Research, 3.9: Leaves of Absence, Discontinuation and Reinstatement, 3.10: Malpractice Liability for Medical Students, 3.11: Medical Health Requirements and Immunizations, 3.12: Policies and Resources for Mobile Devices, 3.13: Respectful Environment and Mistreatment Policy, 3.15: Stanford Medicine Policy for the Removal and Transport of PHI, 3.16: School of Medicine Medical Education Research Initiative, 3.17: Stepping Out of MD Curriculum Sequence, 3.18: Student Duty Hours and Work Environment, 3.19: Student Participation in Clinical Activities Involving Personal Risk, 3.20: Stanford Hospitals and Clinics Surgical Procedures for Medical Students, 3.21: Universal Precautions and Needlestick Protocol, 3.22: United States Medical Licensing Examinations (USMLE) Requirements: Step 1, Step 2 CK and Step 2 CS, 3.23: Stanford Hospital Computer Access for Medical Students (EPIC), 3.25: School of Medicine Absence Policy and Expectations, 3.26: N95 Respirator Mask Fit Requirements for Medical Students, 3.27: School of Medicine Dress Code Guidelines for the Clinical Setting, 3.28: School of Medicine Criminal Background Check Policy, 4.3: Academic Requirements for Graduation, 4.5: Required Pre-Clerkship Curriculum and Pathways, 4.10: Dropping Clerkships Less than Three Weeks Before Start of Period, 4.11: Completing Clerkships at Other Institutions, 4.12: INDE 297: Reflection and Contextual Medicine, 4.13: Advanced Cardiac Life Support (ACLS) Requirement, 4.14: Clinical Performance Examination (CPX), 4.15: Curriculum and Assistantship Limits, Section 5: Assessment of Student Academic Performance, 5.1: Health Provider Involvement in Student Assessment, 5.2: Evaluation of Performance in Courses, 5.3: Exam Policy for Required MD Pre-Clerkship Courses, 5.4: Evaluation of Performance in Clinical Clerkships, 5.5: Standardized Patient Teaching and Assessment Activities, 5.6: Medical Student Performance Evaluation (MSPE), Section 6: Committee on Performance, Professionalism and Promotion (CP3), 6.2: Standards for Performance and Satisfactory Progress, 6.4: Procedures for Addressing Performance, Professionalism and Technical Standards Concerns, 6.5: Chart of Responses to Student Issues, 7.5: Teaching Assistant and Research Assistant Salary and Tuition Allowance Tables, Lucile Packard Children's Hospital Stanford, A flexible MD curriculum with multiple learning pathways, A diversity of clinical and leadership opportunities within and outside of Stanford, A wide range of dual degree opportunities at the medical school and schools across Stanford University, Subsidized dual degree programs for students who also want to complete a PhD degree at Stanford, A strong sense of community with an intimate cohort size of 90-100 students, A co-location with other schools at Stanford University and a beautiful campus embedded in Silicon Valley, the country's innovation center. 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