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Medicine
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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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Date: 
Monday, June 12, 2017
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OVERVIEW

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.)

EXPLORE

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?

FEATURED EXPERTS INCLUDE

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

COURSE SCHEDULE

Applications open: NOW

Start online: June 12, 2017

Come to Stanford: July 25-28, 2017

Online content closes: September 4, 2017

Early Registration
Discount, 10%
$4,950
(ends May 15, 2017)

Early Registration, 10%
Alum/Non-Profit/Gov, 15% 
$4,208
(ends May 15, 2017)

Team Discount, 10%(each)
For 3 or more people attending together.

___________________
Standard Fee
$5,500

Standard Alum/Non-Profit/Gov Discount, 15%
$4,675

All discounts will be applied during registration.

PLEASE CONTACT

worldview@stanford.edu

APPLY

https://app.certain.com/profile/form/index.cfm?PKformID=0x24954618751

ABOUT WORLDVIEW STANFORD

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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Application and fee apply.

Overview

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

Instructors

  • 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 GeneticistAncestry.com
  • 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

Tuition

  • $495 per Elective Course

 

Personal Genomics and Health

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Date: 
Monday, August 29, 2016
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Course Description

Compassion can be defined as the desire to relieve suffering, rooted in a sense of connection, caring, and courage. In this course, we will explore both the latest scientific research on compassion and the practical considerations for strengthening compassion in everyday life. We will explore the evolutionary and biological basis of compassion, how culture shapes who we feel empathy for, the most common barriers to compassion, and how compassion can be learned. We will also discuss the importance of self-compassion, how to deal with compassion fatigue, and how to translate a compassionate mindset into meaningful action.

The instructor for this course is a program developer and instructor for the Stanford Center for Compassion and Altruism Research and Education (CCARE), which is striving to create a community of scholars and researchers, including neuroscientists, psychologists, neuroeconomists, and contemplative scholars, in order to undertake a rigorous scientific study of the neural, mental, and social bases of compassion and altruistic behavior. 

This course may not be taken for a Letter Grade. 

Compassion

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Date: 
Wednesday, September 21, 2016 to Wednesday, January 4, 2017
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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 Erika Tribett, MPH. 

Course Staff Image #1

 

Kavitha Ramchandran MD

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 - Social work fellow at Lucile Packard Children's Hospital
  • Ed Kilbane, MD - Psychiatrist
  • Lori Klein, BCC - Chaplain and Director of Spiritual Care Services 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

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 Talkabout. In order to access Talkabout, you will need to make sure your computer is set up to use Google Hangout. Please follow the instructions here to load and join Talkabout.

If you prefer not to use Talkabout, 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 "Talkabout Discussion" 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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Date: 
Friday, July 22, 2016 to Saturday, July 22, 2017
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COURSE DESCRIPTION

Physicians treating recreational and/or elite athletes that are governed by the World Anti-Doping Agency rules and regulations are also subject to anti-doping policies. Failure to adhere to these policies can result in anti-doping rule violations and sanctions for both the athlete and physician. This CME activity provides current anti-doping specific information for physicians and other health and medical professionals. Learners will engage in the educational activity via interactive text, animations, videos, and case-based studies.

INTENDED AUDIENCE

This course is designed for physicians of all specialties, including Sports Medicine and Orthopedics, as well as all other health and medical professionals that may interact with athletes.

DATES, DURATION AND FEE

  • Release Date: July 22, 2016
  • Expiration Date: July 22, 2017
  • Estimated Time to Complete: 1.25 hours
  • CME Credits Offered: 1.25
  • Registration Fee: FREE

TO OBTAIN CME CREDITS

  • Review the information below and complete the entire activity.
  • Complete the CME Post-test, CME Evaluation 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 course, participants should be able to:

  • Describe the current changes to the World Anti-Doping Agency (WADA) Prohibited List and utilize resources to check the status of medications for their inclusion on the current WADA Prohibited List.
  • Describe Therapeutic Use Exemptions (TUE) and their submission process, and evaluate when it is appropriate to submit a TUE application.
  • Evaluate dietary supplement products that may pose an anti-doping risk and educate athletes about the risk involved with their use.
  • Counsel patients about the anti-doping sample collection process and the rights and responsibilities of the athlete and medical professionals.

TABLE OF CONTENTS

  1. Introduction
  2. Test your Knowledge
  3. Anti-Doping Roles and Responsibilities
  4. The WADA Prohibited List
  5. Therapeutic Use Exemptions (TUEs)
  6. Dietary Supplements
  7. The Sample Collection Process
  8. Major Games Anti-Doping Specific Information
  9. Course Wrap-up
  10. Resources and References
  11. 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:

Jason L. Dragoo, MD
Associate Professor of Orthopaedic Surgery
Stanford University Medical Center
Head Team Physician, Stanford University Football Program
Course Director
Reviewer

Matthew Fedrouk, PhD
Science Director, United States Anti-Doping Agency
Co-Course Director
Speaker

Shikha Tandon, MSc
Science Program Lead, United States Anti-Doping Agency
Planner
Author

Amy Eichner, PhD
Special Advisor, United States Anti-Doping Agency
Author

C. Onye Ikwuakor, Esq.
Legal Affairs Director Emerging & Pro Sports
Author

Molly Tomlonovic, MS
Anti-Doping Operations & Education Director
Author

Anne Skinner, BA
Director of Communications
Author

In addition, voice overs for the video material in the course were performed by actors reading from a script.

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

This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of Stanford University School of Medicine and United States Anti-Doping Agency. The Stanford University School of Medicine is accredited by the ACCME to provide continuing medical education for physicians.

The Stanford University School of Medicine designates this enduring material for a maximum of 1.25 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

The California Board of Registered Nursing recognizes that Continuing Medical Education (CME) is acceptable for meeting RN continuing education requirements as long as the course is certified for AMA PRA Category 1 Credits™ (rn.ca.gov). Nurses will receive a Certificate of Participation following this activity that may be used for license renewal.

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 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

Mazanov J, Backhouse S, Connor J, Hemphill D, Quirk F. Athlete support personnel and anti-doping: Knowledge, attitudes, and ethical stance. Scandinavian Journal of Medicine & Science in Sports. 2014; 24(5): 846–856.

Shikha T, Larry DB, Matthew NF. Treating the elite athlete: Anti-doping information for the health professional. Missouri Medicine. 2015; 112(2): 122-128.

DATA SHARING AUTHORIZATION

By clicking "Continue to registration", and then registering for the course, you expressly authorize Stanford to verify your participation in the course, "HealthPro Advantage: Anti-Doping Education For The Health Professional", with the course provider, USADA, via the secure transmission by Stanford to USADA of the following encrypted data: Your Name, Address, Email Address, Degree (e.g., PhD, RN), Specialty, Organization, Date of Completion, and Post-test Score. Expressly authorizing Stanford to verify your participation is the only way you can register for the course.

 

Healthpro Advantage

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Now live!

COURSE DESCRIPTION

This CME activity provides a practical approach to the management of common outpatient infections by the primary care provider through the use of didactic videos, patient role plays and interactive case based video. National guidelines will be reviewed with emphasis on the most appropriate empiric antibiotic choice and duration of therapy. Video role plays will demonstrate communication skills that can be used with patients regarding appropriate antibiotic usage.

INTENDED AUDIENCE

This course is designed for physicians in family practice, primary care, internal medicine, ObGyn and pharmacists.

DATES, DURATION AND FEE

  • Release Date: TBD
  • Expiration Date: TBD
  • Estimated Time to Complete: TBD
  • CME/CPE Credits Offered: TBD
  • Registration Fee: FREE

TO OBTAIN CME/CPE CREDITS

  • To Obtain CME Credits
  • Review the information below and complete the entire activity.
  • Complete the Post-test, Evaluation Survey, and 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:

  • Define the scope and implications of antibiotic misuse in the outpatient setting.
  • Recognize when antimicrobials are indicated in common outpatient infections.
  • Select the most appropriate empiric antimicrobial choice and duration of therapy for common outpatient bacterial infections.
  • Employ effective communication strategies when discussing antibiotic decisions with patients.
  • Define the scope and implications of antibiotic misuse in the outpatient setting.

TABLE OF CONTENTS

  1. Introduction
  2. Case 1. Sinus congestion
  3. Case 2. Bumps, lumps and pus
  4. Case 3. Red leg
  5. Case 4. Cough
  6. Case 5. Positive urine culture
  7. Case 6. Sore throat
  8. Case 7. Dysuria
  9. Course Wrap-up
  10. Resources and References
  11. Help!
Improving Antibiotic Use

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COURSE DESCRIPTION

This CME activity focuses on the science of e-cigarettes – particularly health risks and benefits. Based on observed patterns in questions from real patients and answers from practicing physicians, we emphasize potential health impacts of e-cigarettes and regulated alternatives such as nicotine replacement therapy. Video role-playing opportunities focus on special issues related to youth, pregnancy, and use by parents and patients in perioperative phase, cancer treatment or cardiovascular disease treatment. Online learners are engaged through role-play, expert interviews, and interactive activities.

INTENDED AUDIENCE

This course is designed for physicians in cardiology, family practice, primary care, general surgery, internal medicine, oncology, pediatrics, psychiatry and others in Ob-Gyn.

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:

  • Investigate new information about e-cigarette risks and benefits.
  • Evaluate the quality of e-cigarette information and interpret risks and benefits of e-cigarettes based on scientific evidence.
  • Develop informed professional opinions about when to warn against or recommend e-cigarettes.
  • Assess e-cigarette use in all patients who currently use tobacco.
  • Apply evidence-based brief tobacco/nicotine cessation counseling (5’As Ask-Advise-Assess-Assist-Arrange) protocol in instances where patients ask about e-cigarettes.
  • Counsel patients who are using or considering using e-cigarettes to attempt cessation with FDA-approved NRT or pharmacotherapy.
E-Cigarettes

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Now Open!

Overview

New research shows that genetic variations continue to accrue throughout tumor development. Having the ability to conduct deep sequencing on the healthy and cancerous cells in a patient, at multiple stages of growth and treatment, has led to invaluable findings and new directions for analyses in the field.

This course explores the role of genomics in cancer diagnosis, prognosis and treatment. Providing a greater view of mutations through tumor profiling, more targeted and personalized health care can be administered and positively impact disease outcomes. Discover the latest research advancing the study of cancer and the power of genomics in medical decision making.

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

You Will Learn

  • Assessments of hereditary risk through multi-gene panel screens
  • Classifications of cancers by genomic differences
  • Evolutions of cancer cells that cause treatment resistance
  • New technologies for non-invasive analyses
  • Spectrums and sub-types of cancer mutations

Instructors

Tuition

  • $495 per Elective Course

 

Cancer Genomics

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Date: 
Tuesday, August 2, 2016
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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 students. We will ask students to take part in interactive discussions and cooperative exercises and to share their own experiences. We also ask students 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

Course Staff Image #1

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.

 

Course Staff Image #2

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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