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

Fee Applies.


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 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!


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

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

Rebecca Dutton, MD
Chief Resident
Stanford University School of Medicine

YT Chen, MD
Sports Medicine Fellow
Stanford University School of Medicine

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:

CME Privacy Policy


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


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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Tuesday, April 11, 2017
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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.



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?


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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Monday, March 27, 2017
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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.

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.

Maya Adam

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Sunday, March 26, 2017
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We are excited to have you join our community of participants interested in improving quality of life for patients and families experiencing serious illness. 


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


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


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


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


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.


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 Instructions on how to set up and use can be found on Module 0.

If you prefer not to use, 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 " Response" section of each module.


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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Course Overview

This CME activity focuses on providing a biomechanical and anatomic framework for physicians to understand musculoskeletal medicine, providing a clinical paradigm and confidence that clinicians can apply to all musculoskeletal injury care, reducing referral needs, improving recovery timeframes, and reducing condition relapse potential. Interactive Case scenarios, video demonstrations of exam techniques, and computer modeling will augment the didactic material. Patient education tools will be accessible online for reference in an effort to foster further learning and patient independent recovery.

Musculoskeletal Primer for the Non-Orthopedist

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Course Overview

This CME online activity seeks to improve the ability and skills of the practicing physician and allied professional to manage atrial fibrilation with appropriate, effective, timely interventions and timely referrals. The online activity will discuss techniques to optimize outcomes of catheter ablation, device therapy, and medical therapy of patients with atrial fibrilation. The online activity will utilize animated videos, interactive case scenarios, and quizzes to optimize learning through interactive video role-play, expert interviews, and interactive activities.

Managing Atrial Fibrillation

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Monday, June 12, 2017
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Starts online June 12, 2017

At Stanford July 25-28, 2017

How is big data transforming our world and changing business, government, and civil society? Discover, through an interdisciplinary lens, how big data is creating new knowledge and value, as well as new privacy and security challenges. Start learning online and then come to Stanford for a three-day, immersive experience. On campus, you’ll interact with Stanford and Silicon Valley experts, explore a range of applications, and collaborate on case studies. (Application and fee apply.)


What's driving big data? We increasingly live our social, economic, and intellectual lives in the digital realm, enabled by new tools and technologies. These activities generate massive data sets, which in turn refine the tools. How will this co-evolution of technology and data reshape society more broadly?

Creating new knowledge and value: Big data changes what can be known about the world, transforming science, industries, and culture in the process. It reveals solutions to social problems and allows products and services to be even more targeted. Where will big data create the greatest sources of new understanding and new value?

Shifting power, security, and privacy: The promise of big data is accompanied by perils—in terms of control, privacy, security, reputation, and social and economic disruption. How will we manage these tradeoffs individually and in business, government, and civil society?


Lucy Bernholz, philanthropy, technology, and policy scholar at the Center on Philanthropy and Civil Society

Sharad Goel, computational scientist studying politics, media, and social networks

Jennifer Granick, attorney and director of Civil Liberties at the Stanford Center for Internet and Society

Michal Kosinski, psychologist and computational scientist studying online and organizational behavior at Stanford Graduate School of Business

Margaret Levi,, political scientist specializing in governance, trust, and legitimacy

John Mitchell, computer scientist, cybersecurity expert, and Vice Provost of Teaching and Learning


Applications open: NOW

Start online: June 12, 2017

Come to Stanford: July 25-28, 2017

Online content closes: September 4, 2017


$4950 (covers online materials; on-campus program)

15% non-profit/government/Stanford alumni discount

10% early registration discount (deadline: May 15, 2017)




This course is offered through Worldview Stanford, which creates interdisciplinary media and learning experiences to engage and inform the public.

Big Data

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Now Open!

Application and fee apply.


As a blueprint of DNA, a genome can reveal powerful new discoveries for the treatment and prevention of diseases. By placing focus on the individual patient versus the illness, genomic sequencing and analysis is challenging the traditional methods of diagnosis.

This course will expose you to the important role that genetics and genomics can play in medical decisions, practices and applications. From confirming a familial disease to identifying the potential of adverse drug reactions, the study of personal genomics is complex, extensive, and ready to be uncovered. Be at the forefront of this emerging branch of medicine that is shaping the future of precision healthcare.

This course is an elective course in the Stanford Genetics and Genomics Certificate.

You Will Learn

  • Accuracy of current technologies and state of the field
  • Challenges for implementing genomics into the clinic
  • Considerations for interpreting genome and genetic variants
  • Methods to acquire genetic data for medical and consumer testing
  • Role of genetics in drug response (pharmacogenomics)
  • Pros and cons of clinical genetic testing in prenatal, pediatric and adult settings


  • Russ Altman Professor of Bioengineering, Genetics, MedicineStanford University
  • Euan Ashley Associate Professor of Medicine, of GeneticsStanford University
  • Kasia Bryc Population Geneticist23andMe
  • Dianna Fisk Senior Scientific CuratorStanford University
  • Julie Granka Population
  • Hank Greely Professor of Law and (by Courtesy) of GeneticsStanford University
  • Bethann Hromatka Health Content Manager23andMe
  • Stuart Kim Professor of Developmental Biology and of Genetics,Stanford University
  • Kelly Ormond Professor (Teaching) of GeneticsStanford University
  • Michael Snyder Professor and Chair in GeneticsStanford University


  • $495 per Elective Course
Personal Genomics and Health

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Newly updated – open for enrollment!

Application and fee apply.


Growth requires getting people to do more and do it better. Senior executives, managers, frontline employees and other players need to spread existing pockets of excellence to more people in more places. This course is based on the premise that scaling is a crucial skill for building vibrant and enduring organizations—small startups to large enterprises—in every industry and sector. You will learn best practices and principles for scaling excellence, and hear from industry leaders who have applied these principles successfully.

Learn how to:

  • Build an organizational mindset of accountability and ownership
    • Learn how to scale up organizations and projects by creating strong and resilient bonds between people. Enable people to feel and act as if they own the place and the place owns them.
  • Evaluate the scaling capacity of your organization
    • Learn to identify the prevalent mindset within your company, and what are some taboos that exist within your organization. Evaluate the grit and resilience of the people involved in your scaling effort. Decide whether your scaling effort requires a Catholic approach (emphasizing replication) or a Buddhist approach (emphasizing variation).
  • Avoid traps that inhibit scaling
    • Sidestep common scaling mistakes by applying the pre-mortem methodology and by learning from stories and case studies of companies who have scaled successfully.


  • Hayagreeva Rao Professor of Organizational BehaviorStanford Graduate School of Business



Please contact us at 650.741.1630

Course Preview

Watch a brief overview of Scaling Excellence through Innovation

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