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Medicine & Health

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Medicine
Date: 
Tuesday, July 5, 2016 to Friday, August 12, 2016
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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 mind-set 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. 

This is an online course. While necessarily structured differently from an on-campus classroom course, this course maintains a similar level of instructor engagement through videos, interactive exercises, and discussion with fellow students, as well as optional online videoconferencing sessions.

This course may not be taken for a Letter Grade.

Kelly McGonigal, Senior Teacher, Center for Compassion and Altruism Research and Education (CCARE), Stanford

Kelly McGonigal teaches for a wide range of programs at Stanford, including the School of Medicine and the Graduate School of Business. In collaboration with CCARE, she has conducted scientific research on the benefits of compassion training. She has received the Walter J. Gores Award for Excellence in Teaching at Stanford. She is the author of The Upside of Stress and The Willpower Instinct. McGonigal received a PhD in psychology from Stanford.

Textbooks for this course:

(Recommended) McGonigal, The Upside of Stress (ISBN 978-1583335611)

 

The Upside of Stress

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Date: 
Tuesday, May 31, 2016
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Now Open!

Internet Enduring Material Sponsored by the Stanford University School of Medicine. Presented by the Department of Psychiatry and Behavioral Sciences at Stanford University School of Medicine

COURSE DESCRIPTION

Although dementia is the most common diagnosis in older adulthood it is under-recognized in primary care. This gap in recognition is even greater for patients, their caregivers and families who belong to various ethnic and racial minority populations. As U.S. residents are aging, and becoming more racially and ethnically diverse, physicians and other healthcare providers will increasingly need to tailor their care to specific populations.

This series of continuing education activities is designed to help healthcare providers recognize dementia, select culturally appropriate assessment tools, and communicate effectively about dementia care in ethnically and racially diverse populations. This course, Dementia and Diversity in Primary Care: Latino Populations, will provide information on assessing and caring for Dementia patients, their families, and caregivers in Latino/Hispanic American Populations.

The initial course in the series, Dementia and Diversity in Primary Care: A Primer - Guidelines, Ethnic Differences, and Assessment, should be taken prior to other courses in the series as it addresses the diagnosis and treatment of Dementia, while this course addresses best practices, cultural information, and appropriate assessment tools for Latino/Hispanic American populations.

INTENDED AUDIENCE

This course is designed for physicians in primary care, family practice, internal medicine and psychiatry specialties and nurses and social workers who work with older people.

DATES, DURATION AND FEE

  • Release Date: May 19, 2016
  • Expiration Date: May 19, 2018
  • Estimated Time to Complete: 1 Hour
  • CME Credits Offered: 1.00
  • 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:

  • Select culturally appropriate dementia assessment tools for Latino/Hispanic American patients.
  • Utilize strategies to communicate effectively about dementia care with the families of patients with dementia from Latino/Hispanic American backgrounds.

TABLE OF CONTENTS

  1. Introduction
  2. Module 1. Latino/Hispanic American Background
  3. Module 2. Measures and Assessments
  4. Module 3. Caregiving
  5. Course Wrap-Up
  6. Resources and References
  7. Help!

DISCLOSURES

As the content of this CME activity is not related to the products or services of a commercial interest, the following planners and speaker have no relevant financial relationships to identify and no conflicts of interest to disclose:

Nancy Morioka-Douglas, MD, MPH
Clinical Professor, General Medicine Disciplines
Stanford University School of Medicine
Medical Director for Patient Centered Care in Primary Care, Stanford Health Care
Co-Director, Stanford Geriatric Education Center 
Course Director

Dolores Gallagher-Thompson, PhD 
Professor of Research, Department of Psychiatry and Behavioral Sciences
Director, Stanford Geriatric Education Center 
Stanford University School of Medicine
Co-Course Director
Speaker

Nusha Askari, PhD 
Program Manager
Department of Psychiatry/Public Mental Health & Population Sciences 
Stanford University School of Medicine
Planner

Kala Mehta, DSc, MPH
Associate Professor
Department of Epidemiology and Biostatistics, University of California, San Francisco
Program Evaluation Consultant, Stanford Geriatric Education Center 
Stanford University School of Medicine
Planner

Yuan Marian Tzuang, MSW 
Program Coordinator, Stanford Geriatric Education Center 
Stanford University School of Medicine 
Planner

Annecy Majoros, BA
Research Assistant
Department of Psychiatry/Public Mental Health & Population Sciences
Program Assistant
Department of Medicine/General Internal Medicine
Stanford University School of Medicine
Planner

Consuelo Juarez, BA
Executive Director at Senior Talent Inc.
Planner

Irene Valverde, MFTI
Hartnell College
Planner

TECHNICAL DESIGN AND DEVELOPMENT

Mike McAuliffe
Stanford EdTech

Greg Bruhns
Stanford Online

Jim Neighbours
Stanford Center for CME

Jenny Xu
SGEC Instructional Designer

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 1.00 AMA PRA Category 1 Credit™. 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 Credit™ (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

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

Alvarez, P., Rengifo, J., Emrani, T., & Gallagher-Thompson, D. (2013). Latino older adults and mental health: A review and commentary.Clinical Gerontologist, 37(1), 33-48. Published in the Special Issue on Late-Life Diversity.

Alzheimer’s Association. (2009). California Alzheimer’s Data Report. Retrieved June 25, 2015, from http://www.alz.org/CAdata/ .

Alzheimer's Association. (2015). 2015 Alzheimer’s disease facts and figures. Alzheimer's & Dementia, 11(3),  332-384.

Aranda, M.P. (2001). Racial and ethnic factors in dementia care-giving research in the US. Aging & Mental Health, 5(001), 116-123.

Beck, A.T. (1979). Cognitive therapy and the emotional disorders. New York, NY: Penguin Books USA Inc.

Borson, S., Scanlan, J., Brush, M., Vitallano, P., & Dokmak, A. (2000).  The Mini-Cog: A cognitive ‘vital signs’ measure for dementia screening in multi-lingual elderly. International Journal of Geriatric Psychiatry, 15(11), 1021-1027.

More bibliographic information can be found in the Resources and References section.

©2016 Stanford University School of Medicine

Dementia and Diversity in Primary Care: Latino Populations

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Date: 
Monday, May 23, 2016 to Thursday, May 31, 2018
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Now Open!

[[{"fid":"59281","view_mode":"default","fields":{"format":"default"},"type":"media","link_text":null,"attributes":{"alt":"Introduction to Food & Health","height":"390","width":"640","style":"float: left;","class":"panopoly-image-video media-element file-default"}}]]

COURSE DESCRIPTION

We find ourselves facing global epidemics of obesity and diabetes. To address these public health crises, we urgently need to explore innovative educational strategies for physicians and the general public. Physicians who eat a healthy, balanced diet and who understand what that entails, are more effective at counseling their patients to improve their health behaviors.

This CME activity provides a practical approach to supporting healthy eating for a variety of medical needs. Through the use of didactic videos, animated cases, and interactive activities course participants will gain proficiency in recommending well-established nutritional practices and assessing barriers to healthy eating for patients and physicians alike. By evaluating personal eating behaviors and barriers to healthy eating, physicians will emerge from the course better equipped to support sustainable positive change in their patients’ food choices while simultaneously having an opportunity to embark on optimizing their own nutritional health.

INTENDED AUDIENCE

This course is designed to meet the educational needs of physicians in primary care, family practice, and internal medicine as well as nurse practitioners, physician assistants and allied health professionals involved in nutritional assessment and education of patients.

DATES, DURATION AND FEE

  • Release Date: May 23, 2016
  • Expiration Date: May 23, 2018
  • Estimated Time to Complete: 2.5 hours
  • CME Credits Offered: 2.50
  • 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 fundamental principles of nutrition.
  • Conduct a motivational interview and nutritional assessment in a primary care setting using evidence-based techniques and tools.
  • Formulate a strategy based on a nutritional assessment to improve their health and their patients’ health.
  • Guide patients and themselves through iterative, targeted goals to improve nutrition and health outcomes.
  • Provide patients with skills-based learning resources to support their achievement of targeted nutrition goals.

TABLE OF CONTENTS

  1. Introduction
  2. Test Your Knowledge
  3. Module 1. The Rationale for Physicians
  4. Module 2. Food & Health
  5. Module 2. Talking to Patients
  6. Module 4. Communicating with your Patient about Food
  7. Module 5. Following Up with Patients
  8. Course Wrap-Up
  9. Resources and References
  10. 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:

Maya Adam, MD
Lecturer
Stanford University School of Medicine
Course Director
Speaker

Tim Dang, BA
Teaching Assistant, Division of Pediatric Infectious Diseases
Stanford University School of Medicine
Planner

Jennifer Dietz, MA
Director of Evaluation, Student Affairs
Stanford University School of Medicine
Planner

Michael Pollan, MA
James S. And John L. Knight Professor of Journalism
University of California, Berkeley, School of Journalism
Speaker

The following speaker indicated having relevant financial relationships with industry to disclose: 

David Eisenberg, MD
Adjunct Associate Professor of Nutrition, Dept. of Nutrition
T.H. Chan School of Public Health, Harvard University
Speaker
FareWell, Campus for Health (Japan), and CKK Health Products Group (China): Consulting

TECHNICAL DESIGN AND DEVELOPMENT

Kim Walker, Ph.D.
IRT EdTech

William Bottini
IRT EdTech

Greg Bruhns
Stanford Online

ROLE PLAY ACTORS

Tracy A. Rydel, MD
Therese Truong, PA

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 2.50 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

The Stanford University School of Medicine has received and has used undesignated program funding from Pfizer, Inc. to facilitate the development of innovative CME activities designed to enhance physician competence and performance and to implement advanced technology. A portion of this funding supports this activity.

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

Cordain L, Eaton SB, Sebastian A, et al. Origins and evolution of the Western diet: health implications for the 21st century. The American journal of clinical nutrition. 2005;81(2):341-354.

Willett WC, Dietz WH, Colditz GA. Guidelines for healthy weight. N Engl J Med 1999; 341: 427-434

World Health Organization. "Global Database on Body Mass Index." WHO :: Global Database on Body Mass Index. 2006. Accessed January 29, 2016, http://apps.who.int/bmi/index.jsp.

For a complete list, please view the References/Bibliography page in the Course.

©2016 Stanford University School of Medicine

Stanford Introduction to Food and Health (CME)

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Date: 
Monday, March 28, 2016
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Course Description

Stem cells provide enormous potential for the field of regenerative medicine. Their ability to become any type of cell-blood, heart, brain, bones, skin, muscles, etc.-offers hope for effective treatments, or perhaps even reversal of, a disease.

This course will advance your understanding of cell-based therapies and show you what it is being done today to develop and deliver them. Discover new ways to restore organ and tissue function for the treatment of chronic diseases, genetic disorders and serious injuries. Get a glimpse inside the laboratory of medical researchers who are pioneering stem cell therapeutics.

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

You Will Learn

  • Different sources of stem cells and how to identify them
  • Key components in the CRISPR/Cas9 gene editing method
  • Methods for quantifying iPS cell engraftment
  • Practices for designing and generating human iPS cells

Instructors

Chris Bjornson, Research Associate, Stanford University

Michele Calos, Professor of Genetics, Stanford University

Jane Lebkowski, President of Research and Development, Asterias

Matt Porteus, Associate Professor of Pediatrics (Cancer Biology), Stanford University

Soeren Turan, Instructor, Stanford University

Joseph Wu, Professor of Medicine (Cardiovascular) and of Radiology, Stanford University

Additional Resources

*This certificate neither substitutes for, nor leads to, being board certified as a genetic counselor (ABGC) or clinical geneticist (ABMG)


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Date: 
Sunday, February 28, 2016
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ABOUT THIS COURSE

Welcome to the self-paced version of Statistics in Medicine! The course is organized into 9 learning units that contain videos, quizzes, and a homework assignment. You may complete these at any pace. At the end of the course, there is a multiple-choice final exam. Once you have completed the course, if you have earned at least 60% on the graded assignments, you will be able to request a Statement of Accomplishment (users who score 90% or higher will earn a Statement of Accomplishment with Distinction). Course enrollment and the materials and assignments will be open until at least April, 2017. If access to the course materials will be turned off at any point, notification will go out to all course participants.

This course aims to provide a firm grounding in the foundations of probability and statistics. Specific topics include:

1. Describing data (types of data, data visualization, descriptive statistics)
2. Statistical inference (probability, probability distributions, sampling theory, hypothesis testing, confidence intervals, pitfalls of p-values)
3. Specific statistical tests (ttest, ANOVA, linear correlation, non-parametric tests, relative risks, Chi-square test, exact tests, linear regression, logistic regression, survival analysis; how to choose the right statistical test)

The course focuses on real examples from the medical literature and popular press. Each unit starts with "teasers," such as: Should I be worried about lead in lipstick? Should I play the lottery when the jackpot reaches half-a-billion dollars? Does eating red meat increase my risk of being in a traffic accident? We will work our way back from the news coverage to the original study and then to the underlying data. In the process, participants will learn how to read, interpret, and critically evaluate the statistics in medical studies.

The course also prepares participants to be able to analyze their own data, guiding them on how to choose the correct statistical test and how to avoid common statistical pitfalls. Optional modules cover advanced math topics and basic data analysis in R.

COURSE SYLLABUS

Unit 1 - Descriptive statistics and looking at data
Unit 2 - Review of study designs; measures of disease risk and association
Unit 3 - Probability, Bayes' Rule, Diagnostic Testing
Unit 4 - Probability distributions
Unit 5 - Statistical inference (confidence intervals and hypothesis testing)
Unit 6 - P-value pitfalls; types I and type II error; statistical power; overview of statistical tests
Unit 7 - Tests for comparing groups (unadjusted); introduction to survival analysis
Unit 8 - Regression analysis; linear correlation and regression
Unit 9 - Logistic regression and Cox regression

PREREQUISITES

There are no prerequisites for this course.

Participants will need to be familiar with a few basic math tools: summation sign, factorial, natural log, exponential, and the equation of a line; a brief tutorial is available on the course website for participants who need a refresher on these topics, and can also be found here.

COURSE STAFF

Kristin Sainani

Kristin Sainani (née Cobb) is an associate professor at Stanford University. She has taught statistics and writing at Stanford for more than a decade and has received several Excellence in Teaching Awards from the graduate program in epidemiology. She received her MS in statistics and her PhD in epidemiology from Stanford University; she also received a certificate in science writing from the University of California, Santa Cruz.

Dr. Sainani specializes in teaching and writing about science and statistics. She is the statistical editor for the journal Physical Medicine & Rehabilitation; and she writes a statistics column, Statistically Speaking, for this journal. She also authors the health column Body News for Allure magazine; and she writes about health and science for a variety of other publications. In addition to this MOOC, she has taught the MOOC "Writing in the Sciences" on Coursera and Stanford Online.

Joshua Wallach (TA)

Joshua Wallach graduated with a Bachelors degree in Economics from the University of California, Davis in 2012. As a current PhD student in Epidemiology and Clinical Research, he is interested in evaluating statistical and epidemiological methods, identifying and minimizing biases, and promoting reproducibility of research. Joshua is passionate about the interdisciplinary nature of epidemiology and meta-research and enjoys working as a Teaching Assistant. When not busy pursuing an academic career, Joshua loves living in Oakland and enjoys hiking, playing guitar, and working out.

Michael McAuliffe (Instructional Technologist)

Mike McAuliffe is an Instructional Technologist in EdTech, IRT for the Stanford University School of Medicine. He supports a wide range of educational technology operations, projects, and initiatives in support of teaching, learning, and research.

Mike joined the School of Medicine in August 2012 and dedicates the majority of his time to the Stanford Medicine Interactive Learning Initiative (SMILI). In this role, Mike collaborates with SoM faculty to design and produce video content for online/hybrid courses delivered to undergraduate medical education, online courses for continuing medical education, online materials for residents and fellows, and MOOCs. Mike also provides instructional design, graphic design, and project planning support to faculty.

FREQUENTLY ASKED QUESTIONS

Will I get a Statement of Accomplishment?

Yes, participants who score at least 60 percent will pass the course and receive a Statement of Accomplishment.

Participants who score at least 90 percent will receive a Statement of Accomplishment with Distinction.

How much of a time commitment will this course be?

The course consists of 9 units and each unit will take approximately 8 - 12 hours to complete, but you can work through all of the material at your own pace and on your own schedule. There are no due dates for any of the assignments.

Any additional textbooks/software required?

No, readings are optional; and the use of the R statistical package is optional.

Can I get CME credit for this course?

This free version of the course does not offer CME credits, but there is a fee-based CME version available as well. Go to the Stanford online CME course page for more information. You are welcome to take this free version of the course before the CME course, but note that you will still need to create an account on the CME site, pay the registration fee, and complete the CME Pre-test, Post-test, Evaluation Survey, and Activity Completion Attestation statement in order to receive your credits.

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Date: 
Sunday, February 28, 2016
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ABOUT THIS COURSE

Welcome to the self-paced version of Writing in the Sciences! The course is organized into 8 learning units. We anticipate that each unit will take about 2 to 6 hours to complete. After completing all 8 units, you will take a multiple-choice final exam. For those trying to earn a Statement of Accomplishment, your final grade will be based on: quizzes (20%); Unit 1-3 homework assignments (40%); and a multiple-choice final exam (40%). You will have two attempts on quiz questions, but just one attempt on homework and exam questions. To earn a Statement of Accomplishment, you must score at least 60% in the course. To earn a Statement with distinction, you must score 90% or better. You can monitor your cumulative grade in the course by clicking on the Progress menu.

This course teaches scientists to become more effective writers, using practical examples and exercises. Topics include: principles of good writing, tricks for writing faster and with less anxiety, the format of a scientific manuscript, and issues in publication and peer review. Participants from non-science disciplines can benefit from the training provided in the first four units (on general principles of effective writing).

COURSE FORMAT

In the first four units, we will review principles of effective writing, examples of good and bad writing, and tips for making the writing process easier. In the last four units, we will examine issues specific to scientific writing, including: authorship, peer review, the format of an original manuscript, and communicating science for lay audiences.

Throughout the course, participants will watch video lectures and complete quizzes, editing exercises, and a final exam. There are also 2 optional writing excercises. Participants who opt to do these assignments will have a chance to submit two short papers, edit and provide feedback to other participants who have submitted the papers, and receive feedback on their submissions.

COURSE SYLLABUS

Unit 1 - Introduction; principles of effective writing (cutting unnecessary clutter)
Unit 2 - Principles of effective writing (verbs)
Unit 3 - Crafting better sentences and paragraphs
Unit 4 - Organization; and streamlining the writing process
Unit 5 - The format of an original manuscript
Unit 6 - Reviews, commentaries, and opinion pieces; and the publication process
Unit 7 - Issues in scientific writing (plagiarism, authorship, ghostwriting, reproducible research)
Unit 8 - How to do a peer review; and how to communicate with the lay public

PREREQUISITES

The course has no prerequisites other than fluency in English.

FAQs

Will I get a Statement of Accomplishment?

Yes, participants who score at least 60 percent will pass the course and receive a Statement of Accomplishment. 
Participants who score at least 90 percent will receive a Statement of Accomplishment with distinction.

How much of a time commitment will this course be?

The course consists of 8 units and each unit will take approximately 4 - 8 hours to complete, but you can work through all of the material at your own pace and on your own schedule. There are no due dates for any of the assignments.

Any additional textbooks/software required?

There is no textbook for this course. Participants who would like additional reading may enjoy:

- On Writing Well, William Zinsser
- The Elements of Style, Strunk and White
- Sin and Syntax, Constance Hale
- Essentials of Writing Biomedical Research Papers, Mimi Zeiger
- http://www.aacc.org/publications/clin_chem/ccgsw/Pages/default.aspx
- Science and Society: An Anthology for Readers and Writers, eds: Nelson-McDermott, LePan, Buzzard

- We recommend taking this course on a standard computer using Google Chrome as the internet browser. We are not yet optimized for mobile devices.

Can I get CME credit for this course?

This free version of the course does not offer CME credits, but there is a fee-based CME version available as well. Go to the Stanford online CME course page for more information. You are welcome to take this free version of the course before the CME course, but note that you will still need to create an account on the CME site, pay the registration fee, and complete the CME Pre-test, Post-test, Evaluation Survey, and Activity Completion Attestation statement in order to receive your credits.

Course logo image adapted from one of Nic McPhee's photos on flickr. Used under a Creative Commons license.

FAQ: 
Writing in the Sciences Self Paced

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Date: 
Tuesday, September 1, 2015 to Thursday, August 31, 2017
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Crisis Code: Teaching Crisis Management Skills to Enhance Management of Advanced Cardiac Life Support

Internet Enduring Material Sponsored by:

Stanford University School of Medicine

Stanford School of Medicine logo

Presented by:

The Stanford Anesthesia and Informatics Media Lab

Course Description

Healthcare professionals are required to handle medical emergencies and crises. These situations require teamwork and evidence-based techniques. This course will teach physicians crisis resource management principles and the provision of Advanced Cardiac Life Support (ACLS) during cardiac arrest.

Each module of this course will include learning trigger videos and video podcast lectures.

Intended Audience

This course is designed for physicians in all specialties who work in the hospital and teaching settings.

Dates, Duration & Fee

  • Original Release Date: March 19, 2012
  • Date of Latest Review: September 8, 2014
  • Expiration Date: August 31, 2017
  • Estimated Time to Complete: 7 Hours
  • CME Credits Offered: 7.00
  • 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 Evaluation Survey, and CME Activity Completion Statement at the end of the activity.
  • You must receive a score of 75% or higher on the 37-question 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:

  • Develop strategies to implement Crisis Resource Management principles and their application during cardiac arrest treatment.
  • Develop strategies to utilize updated guidelines for management of cardiac arrest.
  • Develop strategies to build skills for airway management and vascular access.
  • Develop strategies to build skills for management of PEA (Pulseless Electrical Activity)/Asystole, ventricular tachycardia/fibrillation, symptomatic bradycardia, and unstable supraventricular tachycardia.
  • Develop strategies to build skills for post-resuscitation management.

Table of Contents

  1. Introduction to Crisis Resource Management (47 minutes)
  2. The Science of ACLS (50 minutes)
  3. Ventricular Tachycardia/Ventricular Fibrillation (73 Minutes)
  4. Pulseless Electrical Activity (PEA)/Asytole (80 Minutes)
  5. Airway Management and Vascular Access (30 Minutes)
  6. Symptomatic Bradycardia (42 Minutes)
  7. Unstable Supraventricular Tachycardia (78 Minutes)
  8. Post-resuscitation Management (28 Minutes)

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:

Lawrence Chu, MD, MS
Associate Professor of Anesthesia
Stanford School of Medicine
Course Director
Author/Presenter
Content Reviewer

T. Kyle Harrison, MD
Clinical Assistant Professor of Anesthesia (affiliated) 
Health Research and Policy
Stanford School of Medicine
Co-Course Director
Author/Presenter

Michael Mayette, MD
Assistant Professor
Internal Medicine and Critical Care Division
The University of Sherbrooke
Author/Presenter

Mike McAuliffe
Stanford EdTech

Greg Bruhns
Stanford Online

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 7.00 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Commercial Support Acknowledgement

The Stanford University School of Medicine has received and has used undesignated program funding from Pfizer, Inc. to facilitate the development of innovative CME activities designed to enhance physician competence and performance and to implement advanced technology. A portion of this funding supports this activity.

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

Chu, Larry, Andrea Fuller, Sara Goldhaber-Fibert, and T. Kyle Harrison. A Visual Guide to Crisis Management. Philadelphia: Lippincott Williams & Wilkins, 2011.

Gaba, David. Crisis management in anesthesiology. New York: Churchill Livingstone, 1994.

Pierre, Michael. Crisis management in acute care settings: Human factors and team psychology in a high stakes environment. Berlin New York: Springer, 2008.

Sinz, Elizabeth (Editor), Kenneth Navarro (Editor), Erik S. Soderberg (Editor). Advanced cardiovascular life support. Dallas, TX: American Heart Association, 2011.

©2015 Stanford University School of Medicine

crisis code

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Date: 
Friday, September 4, 2015 to Friday, August 31, 2018
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Course topic: 

Internet Enduring Material Sponsored by:

Stanford University School of Medicine

Stanford School of Medicine logo

Presented by:

The Department of Health Research and Policy (Division of Epidemiology) at Stanford University School of Medicine

Course Description

This course seeks to fulfill the clinical community’s need to improve skills in the critical evaluation of clinical research papers. Competency in critical appraisal skills can have a significant impact by improving clinical practice, quality of research projects, and peer-review of manuscripts and grants. The course will utilize efficient and engaging videos with relevant clinical examples to cover essential research methodology principles. The online format will provide opportunities for self-paced learning and practicing critical appraisal of a variety of published studies that evaluate benefit, harm, and prognosis.

Intended Audience

This course is designed for national and international physicians, medical researchers, residents, fellows, and allied health professionals in all specialties.

Dates, Duration & Fee

  • Release Date: September 4, 2015
  • Expiration Date: August 31, 2018
  • 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 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.

*Participation in any content marked optional is not certified for AMA PRA Category 1 Credit™.

Learning Objectives

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

  • Analyze the concepts of randomization and blinding in reducing bias.
  • Develop strategies to critically appraise randomized clinical trials and determine if study results are valid.

Table of Contents

  1. Introduction
  2. Key Design Concepts
  3. Analyzing Randomized Clinical Trial (RCT) Data
  4. Evaluating a Clinical Trial
  5. Course Wrap-up
  6. Resources and References
  7. 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:

Steven Goodman, MD, PhD, MHS
Professor of Medicine and of Health Research and Policy (Epidemiology)
Associate Dean for Clinical and Translational Research
Stanford University School of Medicine
Course Director

Rita Popat, MSPT, MS, PhD
Clinical Associate Professor, 
Health Research and Policy (Epidemiology)
Stanford University School of Medicine
Co-Course Director
Author/Presenter

Sarah Osmundson, MD
Clinical Assistant Professor, 
Obstetrics & Gynecology
Stanford University School of Medicine
Content Reviewer

Raymond Deng, MS
Medical Student 
Stanford University School of Medicine
Planner

Technical Design and Development

Mike McAuliffe
Stanford EdTech

Jim Neighbours
SCCME

Greg Bruhns
Stanford Online

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.

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

Guyatt GH, Rennie D. Users' guides to the medical literature. JAMA. 1993;270:2096-2097.

Guyatt GH, Sackett DL, Cook DJ. Users' guides to the medical literature II. How to use an article about therapy or prevention. B. What were the results and will they help me in caring for my patients? Evidence-Based Medicine Working Group. JAMA. 1994;271:59-63.

Guyatt GH, Sackett DL, Cook DJ. Users' guides to the medical literature. II. How to use an article about therapy or prevention. A. Are the results of the study valid? Evidence-Based Medicine Working Group. JAMA. 1993;270:2598-2601.

Oxman AD, Sackett DL, Guyatt GH. Users' guides to the medical literature. I. How to get started. The Evidence-Based Medicine Working Group. JAMA. 1993;270:2093-2095.

Schulz KF, Altman DG, Moher D; CONSORT Group. CONSORT 2010 statement: updated guidelines for reporting parallel group randomized trials. Ann Intern Med. 2010; 152(11):726-32.

©2015 Stanford University School of Medicine

Thinking Critically

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Access learning material from upcoming, self-study, and completed courses...

Date: 
Friday, September 4, 2015 to Thursday, August 31, 2017
Go to Course
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
Shamji H, et al. Improving the Quality of Care and Communicaiton During Patient Transitions: Best Practices for Urgent Care Centers. Jt Comm J Qual Patient Saf. 2014:40;319-24.

©2015 Stanford Univeristy School of Medicine

You've called 911 now what

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Access learning material from upcoming, self-study, and completed courses...

Date: 
Friday, September 4, 2015 to Friday, August 31, 2018
Go to Course
Course topic: 

Internet Enduring Material Sponsored by:

Stanford University School of Medicine

Stanford School of Medicine logo

Presented by:

The Department of Pediatrics at Stanford University School of Medicine

COURSE DESCRIPTION

Using a case-based approach, this CME activity will provide practical training on the management of congenital hypothyroidism. The course will address the initial diagnostic testing and initiation of treatment in infancy through childhood and adolescence.

The course will review the clinical signs of hypothyroidism, the initial work up, appropriate dosing and delivery of thyroid hormone replacement, the schedule of lab testing to monitor treatment and how to interpret results. The impact of congenital hypothyroidism on growth and development will be reviewed. Guidance on educating parents and patients to optimize adherence will be provided.

The course modules include short educational videos and role play videos of parent communication at each stage of diagnosis and management. Case-based testing and medication management scenarios provide the opportunity to assess your knowledge and learn from particular examples.

INTENDED AUDIENCE

This course is designed for pediatricians, family practice physicians, and primary care physicians.

DATES, DURATION AND FEE

  • Release Date: September 4, 2015
  • Expiration Date: August 31, 2018
  • Estimated Time to Complete: 1.25 hours
  • CME Credits Offered: 1.25
  • AAP 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 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.

TO OBTAIN AAP CREDIT

Only AAP Fellows and Candidate Members may claim AAP credit.

After completing all the necessary steps above and receiving your CME Certificate, visit http://pedialink.aap.org and log in using your AAP username and password.

Once logged in, click the CME tab and then go to the CME transcript page to claim your year-end credit.

LEARNING OBJECTIVES

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

  • Formulate a plan for the confirmatory retesting for congenital hypothyroidism.
  • Prescribe and adjust treatment according to the American Academy of Pediatrics published guidelines (2006).
  • Counsel and educate parents to address questions and concerns about congenital hypothyroidism and emphasize their responsibility in medication adherence.
  • Interpret thyroid function tests.
  • Distinguish which children warrant a trial off thyroid hormone replacement to determine if congenital hypothyroidism was transient.
  • Monitor associated developmental challenges that affect children with congenital hypothyroidism.

TABLE OF CONTENTS

  1. Introduction
  2. Why Screen for Congenital Hypothyroidism?
  3. Initial Diagnosis
  4. Interpreting Results and Starting Treatment
  5. Long Term Care of CH Patients
  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:

Laura K. Bachrach, MD
Professor of Pediatrics (Endocrinology)
Stanford School of Medicine
Course Director
Author/Presenter

Mary Rutherford, MD, FAAP, FACEP
Director of Clinical Quality
UCSF Benioff Children's Hospital Oakland
Speaker

Ning Rosenthal, MD, PhD
Senior Research Scientist
Genetic Disease Screening Program
California Department of Public Health
Planner

TECHNICAL DESIGN AND DEVELOPMENT

Mike McAuliffe
Stanford EdTech

Kimberly Walker, PhD
Stanford EdTech

Greg Bruhns
Stanford Online

Role Play Actors

Julie Pantaleoni, MD
Clinical Assistant Professor, Pediatrics

Rajiv B. Kumar, MD
Clinical Assistant Professor, Pediatrics
Endocrinology and Diabetes

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 1.25 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

This continuing medical education activity has been reviewed by the American Academy of Pediatrics and is acceptable for a maximum of1.25 AAP credits. These credits can be applied toward the AAP CME/CPD Award available to Fellows and Candidate Members of the American Academy of Pediatrics.

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

American Academy of Pediatrics. Update of newborn screening and therapy for congenital hypothyroidism. Pediatrics. 2006; 117: 2290-2303

Leger J et al. European Society for Paediatric Endocrinology Consensus guidelines on Screening, diagnosis, and management of congenital hypothyroidism. HormRes Paediatr. 2014; 81: 80-103

congenital hypothyroidism

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