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Medicine & Health

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Medicine
Date: 
Monday, June 5, 2017
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About this course

This course introduces learners to a variety of infectious diseases using a patient-centered, story-based approach. Through illustrated, short videos, learners will follow the course of each patient’s illness, from initial presentation to resolution. Integrating the relevant microbiology, pathophysiology and immunology, this course aims to engage and entice the learner towards future studies in microbiology, immunology and infectious diseases.

The patient-centered videos included in this course were created as part of the Re-imagining Medical Education initiative, led by Charles Prober MD, Senior Associate Dean of Medical Education at the Stanford School of Medicine. This initiative was the first of its kind to explore the collaborative creation of foundational medical education online content by inter-institutional teams of faculty. The content presented in this course was created by faculty from Stanford University School of Medicine, in collaboration with The University of Washington School of Medicine, Duke University School of Medicine, UCSF School of Medicine, and The University of Michigan Medical School. Support for this initiative was provided by the Robert Wood Johnson Foundation and the Burke Family Foundation.

PLEASE NOTE

Information provided in this course is for educational purposes only and is not intended to be used for diagnostic and/or treatment purposes.

Who is this class for: This course is primarily aimed at anyone with an interest in human health.
Created by: Stanford University

Enrollment: Free and fee options

Instructor(s): 
Maya Adam

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Date: 
Monday, June 12, 2017
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ABOUT THIS COURSE

This course provides an overview of women's health and human rights, beginning in infancy and childhood, then moving through adolescence, reproductive years and aging. We consider economic, social, political and human rights factors, and the challenges women face in maintaining health and managing their lives in the face of societal pressures and obstacles.

We focus on critical issues, namely those that may mean life or death to a woman, depending on whether she can exercise her human rights. These critical issues include: being born female and discrimination; poverty; unequal access to education, food, paid work and health care; and various forms of violence. Topics discussed include son preference, education, HIV/AIDS, reproductive health, violence in the home and in war and refugee circumstances, women's work, sex trafficking, and aging.

Our MOOC will have a special focus on creating an international network of engaged participants. We will ask participants to take part in interactive discussions and cooperative exercises and to share their own experiences. We also ask participants to engage with the communities they live in, in order to deepen their understanding of the issues and tie academic ideas to real-life circumstances.

To find out more details about this course and its principles, please visit our Project Page at www.internationalwomenshealth.org

Our Facebook is: https://www.facebook.com/internationalwomenshealth
Twitter: https://twitter.com/intwomenshealth, #intlwomenshealth #iwhhr
Tumblr: http://intlwomenshealth.tumblr.com/

FAQs

What basic principles form the foundation course?

Because we believe that what we do is important but that the way we do it is more important, we attempt to teach and learn according to a set of principles that will guide the content and processes of the course. These are: compassion, mutual learning, respect, transparency, trust, and truth. 

What do I need to take this course?

An interest in health and social justice. It will be useful to have an open mind, willingness to hear different points of view, and a commitment to positive social change. 

Access to the Internet. A stable internet connection will also be useful, as much of the other content, including video interviews and lectures will be delivered online.

The course already started! Is it too late to join?

No you don't have to worry.Because it is an online class, you can comfortably jump into this course the first couple weeks while it is running. You get to review the material and watch video lectures and interviews on your own time! However, you'll want to get up to speed so you can interact with the other students in this international online community.

Is there a textbook for the class?

The primary text for the class is a book on international health and human rights, From Outrage to Courage: The Unjust and Unhealthy Situation of Women in Poorer Countries and What They Are Doing About It (Second Edition), by Anne Firth Murray. If you are interested in having a copy of the book, you can obtain one from Amazon.com. We will also make individual chapters available online during the course.

Can I receive a Statement of Accomplishment for this course?

Yes, participants who successfully complete the required elements of the course will receive a personalized Statement of Accomplishment. The Statement of Accomplishment does not confer a Stanford University grade, course credit or degree.

PLEASE NOTE: The content of this course is intended to promote contemplation and discussion of global health issues. Certain issues may be controversial in some cultures and/or disturbing to some people. As such, participants must be aware that some content may be objectionable or uncomfortable to view/read/access. If you feel you might be offended by the content of this course, you should not continue. You access this material at your own risk and are solely responsible for compliance with the laws applicable to your country of residence.

COURSE STAFF

Anne Firth Murray

Anne Firth Murray, a New Zealander, was educated at the University of California and New York University in economics, political science and public administration, with a focus on international health policy and women’s reproductive health.

For the past twenty-five years, Anne has worked in the field of philanthropy, serving as a consultant to many foundations. From 1978-1987, she directed the environment and international population programs at the William and Flora Hewlett Foundation in California. She is the Founding President of The Global Fund for Women, which aims to seed, strengthen, and link groups committed to women’s well-being and human rights. In 2005, Anne was nominated along with a thousand activist women for the Nobel Peace Prize.

Anne is a Consulting Professor in Human Biology at Stanford University, where she teaches on women's health, human rights and love as a force for social justice. She is the author of the books Paradigm Found: Leading and Managing for Positive Change and From Outrage to Courage: The Unjust and Unhealthy Situation of Women in Poorer Countries and What They Are Doing About It, on international women's health.

 

Kevin Hsu

Kevin heads an educational design studio, Skyship Design, which specializes in developing open online courses (MOOCs) and deploying digital tools in the classroom. He is dedicated to crafting new experiences for students and developed some of Stanford’s earliest social science MOOCs for a global audience, including "Democratic Development" featuring Professor Larry Diamond.

Kevin also teaches in the Program on Urban Studies at Stanford University, where he is an instructor for International Urbanization, which explores the sustainable development of cities, and Civic Dreams, Human Spaces, a Stanfordd.school (design school) class focused on creating vibrant, inclusive public spaces.

 

 

 

 

 

 

 

 

 

 

 

 

 

International Women's Health and Human Rights

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Date: 
Tuesday, May 2, 2017
Course topic: 

Internet Enduring Material Sponsored by:

Stanford University School of Medicine

Stanford School of Medicine logo

Presented by:

Department of Emergency Medicine at Stanford University School of Medicine

Course Description

This CME activity will present a practical approach to several high-risk emergency conditions that can present to office-based practices. The course instructors will describe the immediate recognition and management of these complex patients through a discussion of specific video case-based scenarios and a review of current, evidence-based practice interspersed with interactive self assessments. By learning and applying these high-yield principles, course participants will be able to optimize patient outcomes.

Intended Audience

This course is designed for family physicians, primary care physicians, general surgeons, oncologists, and psychiatrists.

Dates, Duration & Fee

  • Release Date: September 4, 2015
  • Expiration Date: August 31, 2017
  • Estimated Time to Complete: 2 Hours
  • CME Credits Offered: 2.00
  • Registration Fee: FREE

Please review all of the information on this page before clicking the Courseware tab at the top of the page to begin the course.

To Obtain CME Credits

  • Review the information below and complete the entire activity.
  • Complete the CME Post-test, CME Assessment Survey, and CME Activity Completion Statement at the end of the activity.
  • You must receive a score of 75% or higher on the post-test in order to receive a certificate. You will have two attempts to answer each multiple-choice question (or one attempt for questions with only two options) to pass the post-test.
  • Once you attest to completing the entire online activity and have scored 75% or higher on the post-test, your certificate will be generated automatically and will be available on your Dashboard page.
  • Physicians will be awarded AMA PRA Category 1 Credits™. All other participants will receive a Certificate of Participation.

Learning Objectives

At the conclusion of this activity, participants should be able to:

  • Administer high quality CPR in the first moments of recognizing a patient in cardiac arrest.
  • Identify and effectively manage patients with anaphylaxis.
  • Effectively manage patients presenting with severe asthma prior to transfer to the emergency department.
  • Appropriately risk-stratify acute chest pain patients to reduce misdiagnosis and delays in evaluation and treatment.
  • Identify and effectively manage patients in status epilepticus.
  • Conduct rapid, bedside evaluations to evaluate and differentiate patients with low, moderate, and high risk syncope presentations.
  • Conduct a clinical office space assessment of the essential equipment and operational improvements necessary for managing emergencies.
  • Effectively communicate with EMS and Emergency Physicians while managing emergencies.

Table of Contents

  1. Introduction
  2. Basic Life Support
  3. Anaphylaxis
  4. Asthma
  5. Chest Pain
  6. Seizure
  7. Syncope
  8. Office Emergencies
  9. Effective Communication
  10. Course Wrap-up
  11. Resources and References
  12. Help!

Disclosures

The following planners, speakers and authors have indicated that they have no relationships with industry to disclose relative to the content of this activity:

Swaminatha Mahadevan, MD
Associate Professor of Surgery, Emergency Medicine
Stanford Univeristy School of Medicine
Course Director
Author/Presenter

Matthew Strehlow, MD
Clinical Associate Professor of Surgery, Emergency Medicine
Stanford Univeristy School of Medicine
Course Director
Author/Presenter

Technical Design and Development

Mike McAuliffe
Stanford EdTech

Kimberly Walker, PhD
Stanford EdTech

Greg Bruhns
Stanford Online

Role Play Actors

Derek Yee
Heather Kellogg
Michael Abts
Richard Farrell
Pamela Nemecek
Valerie WeakLance Huntley
Rotimi Agbabiaka
Radhika Rao
Peter D'Souza
Marc Andreas Schaub
Kimberly Walker

Hardware/Software Requirements

  • Computer with Internet connection
  • Current version of Chrome, Firefox or Safari browser. You must have javascript enabled.

Accreditation and Designation of Credits

The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The Stanford University School of Medicine designates this enduring material for a maximum of 2.00 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Commercial Support Acknowledgement

This activity received no commercial support.

Cultural and Linguistic Competency

California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws. You are encouraged to visit the portal: http://lane.stanford.edu/portals/cultural.html.

CME Privacy Policy

Click here to review the Stanford Center for CME Privacy Policy.

Contact Information

If you are having technical problems (video freezes or is unplayable, can't print your certificate, etc.) you can submit a Help Ticket Request to the OpenEdX Team. If you have questions related to CME credit, requirements (Pre-test, Post-test, Evaluation, Attestation) or course content, you can contact the CME Online support team at cmeonline@stanford.edu

Bibliography

High-Quality CPR
Meaney PA, et al. Cardiopulmonary resuscitation quality: [corrected] improving cardiac resuscitation outcomes both inside and outside the hospital: a consensus statement from the American Heart Association. Circulation. 2013;128:417-35.

Preparing Your Office for Emergencies
Toback, SL. Medical Emergency Preparedness in Office Practice. Am Fam Physician. 2007;75:1679-84.

Syncope
Costantino G. et al. Syncope Risk Stratification Tools vs Clinical Judgment: An Individual Patient Data Meta-analysis. Am J Med. 2014:127;1126.e13-1126e25.

Costantino G, Furlan R. Syncope Risk Stratification in the Emergency Department. ­­­ Cardiol Clin. 2013:31;27-38.

Benditt D, Adkisson WO. Approach to the Patient with Syncope. Cardiol Clin. 2013:31;9-25.

Anaphylaxis
Simons FE, et al. World Allergy Organization Guidelines for the Assessment and Management of Anaphylaxis. WAO Journal. 2011:4;413-37.

Chest Pain
O’Gara PT, et al. 2013 ACCF/AHA Guideline for the Management of ST-Elevation Myocardial Infarction. J Am Coll Cardiol. 2013;61:e78-140.

Asthma
Okelo SO, et al. Interventions to Modify Health Care Provider Adherence to Asthma Guidelines: A Systematic Review. Pediatrics. 2013;132:517-34.

Cates CJ, et al. Holding Chambers (Spacers) Versus Nebulisers for Beta-Agonist Treatment of Acute Asthma. Cochrane Database Syst Rev. 2013; Sep 13;9.

Seizures
Claassen J, et al. Emergency Neurological Life Support: Status Epilepticus. Neurocrit Care. 2012:Suppl1:S73-8.

Silbergleit R, et al. Intramuscular Versus Intravenous Therapy for Prehospital Status Epilepticus. N Engl J Med. 2012;366:591-600.

Communication


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Date: 
Tuesday, May 16, 2017
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Live Webinar! May 16, 2017 9-10am

Price: Free

STATEMENT OF NEED

This live CME Zika Update Webinar will focus on disease emergence and transmission routes of the Zika virus, emerging data from clinical research, and updated guidelines for Zika-exposed diagnosis and treatment.

TARGET AUDIENCE

  • This is a national program, designed for physicians, nurse practitioners, physician assistants, and other healthcare providers practicing in:
    • Family Practice
    • Primary Care
    • Internal Medicine
    • Neurology
    • Pediatrics
    • OB/GYN
    • Infectious Disease

LEARNING OBJECTIVES

  • At the conclusion of this activity, learners will be able to:
    • Identify the transmission routes of the Zika virus and the reasons for disease emergence
    • Determine appropriate diagnostic testing/work-up and follow-up of Zika exposed neonates
    • Outline the basics of Zika prevention and consider the treatment options

COURSE DIRECTOR

  • Desiree LaBeaud, MD 
    Associate Professor of Pediatrics (Infectious Diseases) and, by courtesy, of Health Research and Policy (Epidemiology) at the Lucile Salter Packard Children's Hospital

WEBINAR MODERATOR

  • Charles Prober, MD
    Senior Associate Dean, Medical Education and Professor of Pediatrics (Infectious Diseases) and of Microbiology and Immunology

WEBINAR SPEAKER

  • Desiree LaBeaud, MD
    Associate Professor of Pediatrics (Infectious Diseases) and, by courtesy, of Health Research and Policy (Epidemiology) at the Lucile Salter Packard Children's Hospital

 


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Date: 
Monday, April 17, 2017
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Offered by Stanford Continuing Studies.

Fee Applies.

COURSE DESCRIPTION: 

Stress is unavoidable. But is it always harmful? The latest science offers a surprising new view of stress—one that reveals how stress can enhance well-being, support personal growth, and increase resilience. The research also shows that how we think about and react to stress influences how it affects us. This course will explore what makes stress good for you and what you can do to get good at stress. You will learn how to cultivate a mindset that helps you thrive under stress, as well as practical strategies for transforming the biology of your stress response in order to improve health and well-being. We will look at how to embrace anxiety, transform adversity into meaning, and use stress as a catalyst for social connection. The science and personal applications that we cover will give you a renewed sense of optimism about your own ability to handle whatever challenges life brings.


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Course topic: 

Course Description

This CME activity is a refresher on relevant functional musculoskeletal anatomy and physical exam techniques of the shoulder. Using case examples as well as didactics, animated visualizations, and video demonstrations, this course is designed to elevate the practicing physician’s confidence in understanding the current evidence base in managing routinely encountered conditions of the shoulder. Specific indications and timing for intervention and practices including various injection techniques are highlighted. In addition to providing a solid foundation in both physical exam and interventional skills, the curriculum is intended to introduce the physician to the role of ultrasound as a diagnostic and therapeutic tool in assessing shoulder conditions.

Intended Audience

This course is designed for primary care physicians including family practice and internal medicine physicians, neurologists, rheumatologists, and emergency medicine physicians.

Dates, Duration and Fee

  • Release Date: October 2, 2015
  • Expiration Date: August 31, 2017
  • Estimated Time to Complete: 2 Hours
  • CME Credits Offered: 2.00
  • Registration Fee: FREE

To Obtain CME Credits

  • Review the information below and complete the entire activity.
  • Complete the CME Post-test, CME Assessment Survey, and CME Activity Completion Statement at the end of the activity.
  • You must receive a score of 75% or higher on the post-test in order to receive a certificate. You will have two attempts to answer each multiple-choice question (or one attempt for questions with only two options) to pass the post-test.
  • Once you attest to completing the entire online activity and have scored 75% or higher on the post-test, your certificate will be generated automatically and will be available on your Dashboard page.
  • Physicians will be awarded AMA PRA Category 1 Credits™. All other participants will receive a Certificate of Participation.

Learning Objectives

At the conclusion of this activity, participants should be able to:

  • Describe relevant functional musculoskeletal anatomy and biomechanics as they relate to routinely encountered conditions of the shoulder.
  • Conduct a standardized physical examination to efficiently assess the shoulder and help generate an accurate differential diagnosis.
  • Identify indications for immediate, urgent, or early referral to the appropriate sub-specialist.
  • Formulate appropriate management strategies for various shoulder conditions based on current evidence, including the indications, timing and methods of performing targeted shoulder injections.

Table of Contents

  1. Introduction
  2. Module 1. Introduction to Shoulder Anatomy and Pain
  3. Module 2. Comprehensive Physical Exam of Shoulder
  4. Module 3. Indications for Referrals
  5. Module 4. Conservative Management of Shoulder Pain
  6. Course Wrap-up
  7. Resources and References
  8. Help!

Disclosures

The following planners, speakers and authors have indicated that they have no relationships with industry to disclose relative to the content of this activity:

Eugene Yousik Roh, MD

Clinical Assistant Professor of Orthopedic Surgery
Stanford University School of Medicine
Course Director
Author/Speaker

Ninad Karandikar, MD

Assistant Professor (Affiliated) of Orthopedic Surgery
Stanford University School of Medicine
Medical Director, Regional Amputation and Transitional Rehabilitation Program
Veterans Administration, Palo Alto Health Care System
Course Director
Author/Speaker

Rebecca Dutton, MD

Chief Resident
Stanford University School of Medicine
Planner
Author/Speaker

YT Chen, MD

Sports Medicine Fellow
Stanford University School of Medicine
Planner
Reviewer

Technical Design and Development

Mike McAuliffe
Stanford EdTech

Kimberly Walker, PhD
Stanford EdTech

Greg Bruhns
Stanford Online

Derek Yee
Role Play Actor
 

Hardware/Software Requirements

  • Computer with Internet connection
  • Current version of Chrome, Firefox or Safari browser
  • You must have javascript enabled

Accreditation and Designation of Credits

The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The Stanford University School of Medicine designates this enduring material for a maximum of 2.00 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Commercial Support Acknowledgement

This activity received no commercial support.

Cultural and Linguistic Competency

California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws.

You are encouraged to visit the portal: http://lane.stanford.edu/portals/cultural.html

CME Privacy Policy

CONTACT INFORMATION

If you are having technical problems (video freezes or is unplayable, can't print your certificate, etc.) you can submit a Help Request to the OpenEdX Team. If you have questions related to CME credit, requirements (Pre-test, Post-test, Evaluation, Attestation) or course content, you can contact the CME Online support team at cmeonline@stanford.edu.

Bibliography

Aly AR, Rajasekaran S, Ashworth N. Ultrasound-guided shoulder girdle injections are more accurate and more effective than landmark-guided injections: a systematic review and meta-analysis. Br J Sports Med. 2015;49(16):1-42-1049.

American Academy of Orthopaedic Surgeons (AAOS). Clinical practice guideline on optimizing the management of rotator cuff problems. Rosemont (IL): American Academy of Orthopaedic Surgeons; 2010.

Comer GC, Liang E, Bishop JA. Lack of proficiency in musculoskeletal medicine among emergency medicine physicians. Journal of Orthop Trauma. 2014; 28(4): e85-e87

Day CS, Yeh AC, Franko O, Ramirez M, Krupat E. Musculoskeletal medicine: an assessment of the attitudes and knowledge of medical students at Harvard Medical School. Academic Medicine. 2007; 82(5): 452-457.

DiCaprio MR, Covey A, Bernstein J. Curricular requirements for musculoskeletal medicine in American medical schools. Journal of Bone and Joint Surgery. 2003; 85-A(3): 565-567.

Dragoo JL, Braun HJ, Kim HJ, Phan HD, Golish SR. The in vitro chondrotoxicity of single-dose local anesthetics. Am J Sports Med. 2012 Apr;40(4):794-9.

Hermans J, Luime JJ, Meuffels DE, et al. Does this patient with shoulder pain have rotator cuff disease?: the Rational Clinical Examination systematic review. JAMA. 2013;310(8):837-847.

Karandikar O, Ortiz O. Kinetic chains: a review of the concept and its clinical applications. PM&R. 2011; 3(8): 739-745.

Lynch JR, Schmale GA, Schaad DC, Loepold SS. Important demographic variables impact the musculoskeletal knowledge and confidence of academic primary care physicians. The Journal of Bone and Joint Surgery. 2006; 88(7): 1589-1595.

Malanga GA, Nadler S. Musculoskeletal Physical Examination: An Evidence-Based Approach. Philadelphia: Elsevier Health Sciences, 2006.

Matheney JM, Brinker MR, Elliott MN, Blake R, Rowane M. Confidence of graduating family practice residents in their management of musculoskeletal conditions. The American Journal of Orthopedics. 2000; 29(12): 945-952.

New Zealand Guidelines Group. The diagnosis and management of soft tissue shoulder injuries and related disorders. Wellington: ACC, July 2004.

Pedowitz RA, Yamaguchi K, Ahmad CS. American Academy of Orthopaedic Surgeons. Optimizing the management of rotator cuff problems. J Am Acad Orthop Surg. 2011;19(6):368-79.

Piper SL, Kramer JD, Kim HT, Feeley BT. Effects of local anesthetics on articular cartilage. Am J Sports Med. 2011;39(10):2245-53.

Soh E, Li W, Ong KO, Chen W, Bautista D. Image-guided versus blind corticosteroid injections in adults with shoulder pain: a systematic review. BMC Musculoskelet Disord. 2011 Jun 25;12:137.

Woolf AD, Pfledger B. Burden of major musculoskeletal conditions. Bull World Health Organ. 2003; 81(9): 646-656.

 


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Date: 
Tuesday, April 11, 2017
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Course topic: 

About This Course

Physician trainees are put into clinical multidisciplinary teams with little knowledge of their non-MD colleagues. They are often unaware of the specialized expertise these other team members possess and they have no framework for understanding the complex interdisciplinary team environment. This lack of understanding results in confusion and missteps that can lead to patient care errors, potentially hostile working conditions, and decreased job satisfaction. With this curriculum we hope to give you a basic understanding of the roles and backgrounds of some core members of the interdisciplinary team as well as insight into these professionals views of the types of common misunderstandings and miscommunication that can derail interprofessional collaboration.

This curriculum has been developed from focus groups and interviews with non-physician healthcare professionals at one academic medical center. Most focus group participants worked in inpatient acute care: as such, the curriculum is focused primarily on acute inpatient care.

Price: Free

Prerequisites

None.

Course Staff

Mariposa Garth-Pelly

Mariposa Garth-Pelly is a 2nd year medical student at Stanford University. Prior to medical school she worked as a nurse in an Intermediate ICU at the U.S. Department of Veterans Affairs. In addition to a B.S.N. from Inter American University of Puerto Rico, Mariposa holds a B.A. in Urban Studies from Brown University. Her research interests are in healthcare team dynamics and interprofessional collaboration.

David Svec

David Svec M.D., M.B.A. is a Clinical Assistant Professor at Stanford School of Medicine. He completed his joint M.D./M.B.A. degree at Case Western Reserve University and then completed his Internship and Residency at Stanford. He has been an academic hospitalist at Stanford since 2012. He is the Section Chief of the Stanford ValleyCare Hospitalist team, the Director of the Stanford Medicine Consult and Procedure Team, and a Core Residency Faculty Member. He has been recognized for his teaching, receiving the David A Rytand Clinical Teaching Award, the Arthur L Bloomfield Award for Excellence in Clinical Teaching and the Lawrence Mathers Award for exceptional commitment to teaching in Medical Student education. He has mentored multiple quality improvement projects of the Stanford Healthcare Consulting Group and his research focuses on high value care.

Alistair Aaronson

Alistair Aaronson M.D. is a Clinical Assistant Professor at Stanford School of Medicine. He received his B.S. in Molecular Biology from Johns Hopkins University and his M.D. from the Medical University of South Carolina. He then completed his Internship and Residency at Cedars-Sinai Medical Center in Los Angeles, California. He has been a surgical co-management hospitalist at Stanford since 2013. He is a member of numerous hospital committees related to patient safety and quality improvement, and his research focuses on care coordination, patient engagement, and the use of technology to optimize clinical care.

Sara Stafford

Sara is a Progressive Care Certified Nurse and holds a B.S.N. from the University of Arkansas-Fort Smith. She has been a nurse for six years and is currently a Clinical Nurse IV as well as the Unit Educator for the float pool at Stanford hospital. Prior to coming to Stanford, she worked at a community hospital in Northwest Arkansas. This unique perspective has highlighted the challenges of the healthcare environment and ignited Sara’s passion for improving collaboration between professionals. In addition to her hospital commitment, she is also the Interprofessional Experience Theme Lead at Stanford University Medical School. Her work entails curriculum development and recruitment of interprofessionals to facilitate the shadowing experience for medical students. Sara is currently attending Sacred Heart University to obtain her M.S.N. with an anticipating graduation date in October of 2017.

Emmy Shearer

Emmy Shearer is a first-year medical student at Stanford University. In addition to her interests in interprofessional education, Emmy's research interests include how national- and state-level health policies affect healthcare delivery, costs and access. Her work on these topics has been published in the Harvard Health Policy Review and the Pan European Networks journal, among other places. Prior to coming to Stanford, Emmy attended Cornell University, where she graduated with degrees in Biology and Government and a minor in Health Policy. She then went on to study as a Marshall Scholar in the UK, where she obtained an MPP from the University of Cambridge and an MSc in Health Policy, Planning and Financing from the London School of Economics and the London School of Hygiene and Tropical Medicine.

Frequently Asked Questions

Do I need to purchase a textbook?

No.

Can I access course materials, even if I can't take the course?

Yes. This is an open access course.

Will I receive a Statement of Accomplishment in this course?

No. A statement of accomplishment is not offered.

Course Credits

Interprofessional Education for 21st Century developed from a project started in the Stanford Healthcare Innovations and Experiential Learning Directive (SHIELD) program. We would like to acknowledge and thank our course and video producer Rodolfo Sanchez, Jotham Porzio who created the original art and animation, Prakarn Nisarat who did web design, as well as media production staff: Adam Lopiccolo, Greg Maximov, and Adam Storek. We gratefully acknowledge the financial support and guidance we received from the office of the Vice Provost for Teaching and Learning, and specifically guidance from Alison Brauneis. We would also like to thank all the healthcare professionals who participated in focus groups, being shadowed, providing feedback on the curriculum, and who appeared on-camera.


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Date: 
Monday, March 27, 2017
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Course topic: 

About this course

This course offers an intimate, story-based introduction to the real-life experiences of six transgender children and their families. Through illustrated stories and short teaching videos, learners will gain a better understanding of gender identity and the gender spectrum. Stanford physicians, K-12 educators, and transgender faculty members offer practical tips for parents, teachers, healthcare providers and anyone who wants to help create a more gender-expansive environment - one in which all people can live authentically. As a global community of unique individuals, we can begin to build a world that is ready to nurture and love each and every child. Due to the sensitive nature of the story-based course content, we have chosen not to offer course certificates for this course. Simply put, we feel that the thoughts, ideas and sentiments of these remarkable children and their families... are priceless. We are confident that, like us, you will end up learning more from them than you could ever imagine. Together, we can lay a stronger foundation for all children. Join us as we explore health, across the gender spectrum.

Price: Free

Who is this class for

This course is for anyone who cares about children and wants to make the world better for them. There are no prerequisites for this course.

Instructor(s): 
Maya Adam

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Date: 
Sunday, March 26, 2017
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Course topic: 

WELCOME TO PALLIATIVE CARE ALWAYS.

We are excited to have you join our community of participants interested in improving quality of life for patients and families experiencing serious illness. 

ABOUT THIS COURSE

Palliative care can help ease suffering and improve wellbeing in people living with serious illnesses such as cancer.

Palliative Care Always is an online, case-based course for health care practitioners who work in cancer care. We believe that incorporating the principles of palliative care—symptom management, goals of care and effective communication—into clinical practice can improve the quality of life for our patients and their support systems. We also believe palliative medicine can improve quality of life for clinicians. We’ve designed this course to educate you about palliative medicine and how it integrates with oncology, and to help you develop primary palliative care skills. Our hope is that you feel increasingly equipped to support the diverse needs of your patients and your own needs as a healthcare provider.

Palliative Care Always features presentations from a variety of Stanford palliative medicine clinicians as well as video scenes with a fictional patient experiencing colon cancer. The course also includes interactive discussions with other participants to learn from role play and practical experiences.

By the end of the course clinicians will be able to:

  • Describe the scope and role of palliative care as part of a patient and family’s care plan 
  • Describe the components of an interdisciplinary treatment plan for physical, psychosocial, and spiritual care, including screening, assessment and management of patient needs
  • Practice basic symptom and distress management and determine when to involve palliative care specialists for extra support
  • Describe the issues around transitions in care (e.g. survivorship or hospice transition) and key needs for patients and caregivers at these times 
  • Respond to common caregiver needs throughout the care continuum
  • Practice effective communication skills with other healthcare providers, patients, and their families; including responding to emotion, coaching in self-management of symptoms and distress, and discussing goals of care

PREREQUISITES

This course is ideal for nurses, social workers, oncologists, patients and families. No prior experience with palliative medicine or cancer care is necessary.

COURSE STAFF

This course was developed by faculty members in Palliative Medicine at the Stanford Health Care. Your course moderator is Vivian Lam.

Kavitha Ramchandran MD, graduated with an undergraduate degree in Human Biology from Stanford University, did medical school and residency training in medicine at University of California, San Francisco and completed her fellowship in Medical Oncology and Palliative Medicine at Northwestern University, Chicago. She joined faculty at Stanford University in 2007. Currently she is a Clinical Assistant Professor of Medicine in the Division of Oncology and Division of General Medical Disciplines.

Contributing faculty include:

  • Ellen Brown, MD - Physician and Medical Director of Pathways Hospice
  • Kelly Bugos, MA RN ANP-BC - Nurse Practitioner and Manager of the Survivorship program at Stanford Health Care
  • Sandy Chan, LCSW - Social worker and Manager of Outpatient Palliative Care at Stanford Health Care
  • Joshua Fronk, DO - Palliative care physician at Stanford Health Care
  • Lynn Hutton, MSW - Palliative care social worker at Stanford Health Care
  • Ed Kilbane, MD - Psychiatrist
  • Lori Klein, BCC - Chaplain and Director of Spiritual Care Services at Stanford Health Care
  • Manuela Kogon, MD - Internist, Center for Integrative Medicine at Stanford Health Care
  • Alison Morris, DNP, MSN, RN, FNP-BC, OCN - Nurse practitioner, Inpatient Hematology/Oncology at Stanford Health Care
  • Judy Passaglia, RN MS ACHPN - Palliative nurse and Manager of Inpatient Palliative Care at Stanford Health Care
  • Kim Sickler, CNS - Palliative nurse specialist at Stanford Health Care
  • Krista Reuther, LCSW, MPH - Social worker at Lucile packard Children's Hospital
  • Mukund Acharya, PhD - Stanford Patient Family Partner, Palliative Care and Healthy Living Advocate, Aerospace Engineer

COURSE STRUCTURE

The course is a series of twelve modules. Each module will introduce you to a specific aspect of palliative medicine—from effective communication and symptom management to addressing goals of care and specific types of distress. You will learn tips and tools to help you screen for palliative needs and offer basic palliative care. 

Module 1: Introduction to Palliative Care

Module 2: Communicating with Families and Patients

Module 3: Psychosocial Support

Module 4: Goals of Care

Module 5: Pain Assessment and Management

Module 6: Nausea and Fatigue Management

Module 7: Survivorship

Module 8: Spiritual Care

Module 9: Psychological Support

Module 10: Child Social Support

Module 11: Hospice Care

Module 12: Reflection

 

Each module consists of four main sections: 

  • Reading and Reflection - description
  • Scenes with Sarah - description 
  • Lecture - description
  • Interactive Group Discussion - description

OFFICE HOURS

Each week, faculty will post a video that answers your questions and discusses current issues related to the week's topic. Questions may be submitted Wednesday through Sunday, and videos will be posted by Tuesday of the following week.

WEEKLY DISCUSSION SESSIONS

Each module will close with a discussion session with a small group of your peers. The goal is to practice and reflect on the skills you’ve picked up during each module and learn from others in the course. Each discussion will last approximately 45 minutes. 

The platform we will use for online discussions is called Appear.in. Instructions on how to set up and use Appear.in can be found on Module 0.

If you prefer not to use Appear.in, you can complete these discussions in person or in another manner of your choice. In order to receive credit for these discussion sessions, you will need to submit a 100-word response that reflects on your experience. The free response is located in the "Appear.in Response" section of each module.

FREQUENTLY ASKED QUESTIONS

How much time will I spend on this course each week?

It varies, as some of the modules contain more content than others. In general, you should expect to spend between 2 and 3 hours on Palliative Care Always each week. This accounts for light reading, watching videos, answering assessment questions and participating in interactive discussions.

Can I obtain a Statement of Accomplishment for this course?

Yes. To receive a "Statement of Accomplishment" for this course (i.e., a passing grade), you must receive a score of at least 75%. 

Are there required assignments?

For those who are interested in a Statement of Accomplishment, grades include completion of Assessment questions throughout all 12 modules (50%), submission of reflection posts on the course discussion forum (25%), and participation in interactive discussion sessions (25%). Of course, you are welcome to do only the components of the course you are interested in, if the grade doesn't matter to you.

 

Palliative Care

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