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 week 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.
Week 1 - Descriptive statistics and looking at data Week 2 - Review of study designs; measures of disease risk and association Week 3 - Probability, Bayes' Rule, Diagnostic Testing Week 4 - Probability distributions Week 5 - Statistical inference (confidence intervals and hypothesis testing) Week 6 - P-value pitfalls; types I and type II error; statistical power; overview of statistical tests Week 7 - Tests for comparing groups (unadjusted); introduction to survival analysis Week 8 - Regression analysis; linear correlation and regression Week 9 - Logistic regression and Cox regression
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.
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?
You should expect this course to require 8 to 12 hours of work per week.
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.
Many physicians and medical researchers have not had a formal training in scientific writing and have not had mentors in their professional setting to assist them with improving this skill. Scientific writing is an important skill enabling effective disseminating of medical knowledge, clear communication and obtaining grant funding. This course seeks to improve skills in scientific writing as it applies to publishing clear and effective scientific papers and reviewing clinical research.
This course was repurposed from the original MOOC titled Writing in the Sciences that was given over several weeks. This course is self-paced and provides all material at the same time.
This course is designed to meet the educational needs of an international audience of physicians, residents and medical researchers in all specialties.
TO OBTAIN CME CREDITS
Review the information below and complete the entire activity
Complete the CME post-test, CME assessment survey, and attestation question at the end of the activity
You must receive a score of 75% or higher on the 30-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.
* Participation in the discussion forum and content marked optional is not certified for AMA PRA Category 1 Credit™
At the conclusion of this activity, participants should be able to:
Develop skills to write clear and interesting research papers that demonstrate the ability to: develop the abstract, introduction, content including methods and the results using good style and grace.
Develop strategies to apply principles of effective writing as it pertains to reviewing and publishing peer review papers.
DATES, DURATION AND FEE
Release Date: May 1, 2015 Expiration Date: April 30, 2018 Estimated Time to Complete: 20 Hours CME Credits Offered: 20.00 Registration Fee: $20
The following planners, speakers and authors have indicated that they have no relationships with industry to disclose relative to the content of this activity:
Charles Prober, MD Senior Associate Dean, Medical Education Stanford School of Medicine Course Director
Kristin Sainani, PhD Clinical Assistant Professor Health Research and Policy Co-Course Director Author/Presenter
The following presenters have no relationships with industry relative to the content of this activity:
Eran Bendavid, MD Assistant Professor of Medicine Stanford University
Kit Delgado, MD Instructor of Emergency Medicine Stanford University
Bradley Efron, MD Professor of Statistics and of Health Research and Policy Stanford University
Gary Friedman, MD Consulting Professor in Health Research and Policy Stanford University
George Lundberg, MD Consulting Professor in Health Research and Policy Stanford University
Crystal Smith-Spangler, MD Instructor of Medicine, Stanford University
TECHNICAL DESIGN AND DEVELOPMENT
Mike McAuliffe Stanford EdTech
Greg Bruhns Stanford Online
Computer with Internet connection
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 20.00 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
CALIFORNIA ASSEMBLY BILL 1195 – 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.
Whether it’s pleasure or pain, hope or regret, memories of things past or planning for the future, the workings of the human brain underpin what we do and experience. Find out what we are learning from modern neuroscience about the structure and activities underlying decision making.
Our decisions are influenced by beliefs and biases, mood and age, context and culture. Understand what we are learning about how these variables shape our decisions.
Every day, we try to influence the decisions of others, from families and colleagues to customers and leaders. Learn how we use persuasion, incentives and choice architecture to nudge people towards decisions we want them to make.
Improving Decision Making
We all want to make better decisions—on our own, and as members of teams or organizations. Explore approaches to better decision making that engage analytical reasoning, improved communication and team dynamics, and reliance on values.
The Brain: How the brain decides and the critical roles played by pleasure and pain, memory and experience
Behavior: How cultural, developmental, contextual and emotional influences play out in our brains and shape our choices.
Influence: How we use persuasion, incentives, choice architecture, and appeals to beliefs and values to influence the decisions of others.
Improvement: How new research and techniques can help you make creative, reasoned, satisfying, and responsible decisions—individually and with others.
FEATURED EXPERTS INCLUDE
David Demarest, vice president of public affairs, Stanford; former head of public affairs at Bank of America, Visa
Hazel Markus, social psychologist, Stanford University
Bill Newsome, neurobiologist, head of the Stanford Neuroscience Institute, and co-chair of Obama’s BRAIN Initiative
Applications open: 2018
$2600.00 ( covers online materials, on-campus program, and meals)
The next session of "Your Body in the World" is coming soon. Subscribe to our newsletter for updates on upcoming courses and programs.
ABOUT THE CLASS
Welcome to the class! We are excited that you want to explore your body's place in the world. Your body is an amazing machine that is equipped with the capacity to deal with the world's great stressors.
This course may be different from other courses you may have taken online. Our intention is to create more than just a class conveying information; we want to create an educational experience. You will be engaged in stories about physiology from across the country, develop relationships with the instructors as they sacrifice their bodies for the good of science, and be awed by the complexity and adaptability of the human body. You will also have the opportunity to hear from top scientists and adventurers in the field. The class will illustrate and explain how your body responds to cold, heat, stress, age, altitude, g-forces, diving and zero gravity. Video travel locations include Stanford, Harvard, MIT, US Army Research Institute of Environmental Medicine, Pikes Peak, Las Vegas, and Livermore California.
Check out the promo video to get a flavor of the adventure.
Buckle up! We hope you enjoy the ride.
Corey stumbled into Dr. Friedlander's Exercise Physiology class early in his college career. Eventually becoming her teaching assistant, the two joined forces to discover new and exciting ways to teach physiology to Stanford students. Together they decided that the best way for Corey to really understand the material was to experience a series of diverse physiologic stressors first hand. What resulted was a series of wild and crazy adventures captured on video that provide a novel approach to teaching you the fundamentals of environmental physiology. Come join us and be a part of our story as we learn about the human body!
An excitement for storytelling and learning about the human body!
The course aims to be accessible to everyone. However, it is still challenging. A background in basic human physiology will prepare you to get the most out of this experience.
Cold The storytelling adventure begins at Stanford University in a thermoregulation laboratory. Just thinking about it gives us goosebumps. Poor Corey! Look forward to learning about piloerection, hypothermia, after-drop, and some practical tips on dealing with the cold.
Heat The EnvPhyz team is back on Stanford campus exploring the effect of heat on the body. There's no air conditioning in this section. Look forward to learning about hyperthermia, cooling techniques, heat injuries and some practical tips on dealing with the heat.
Aging The EnvPhyz team gets old! Get ready for a trip to the Massachusetts Institute of Technology (MIT) to learn about the impacts of time (age) on our physiology. With age comes wisdom, so be prepared to glean a few gems from this section and learn some tips that could change the trajectory of your aging. Look forward to learning about the causes of age-associated changes; which ones are inevitable and which ones you can influence.
Stress The EnvPhyz team throws a big curveball as last minute changes make a big impact on the story. Anne and Corey give their bodies to science to explore stress and its affect on your body. This section is sure to elevate your heart rate, so get ready for a wild ride! Look forward to learning about the stress response, chronic stress, and some practical tips on how to manage stress in your daily life.
Altitude The team travels to the Army Research Station near Boston and to Pikes Peak, Colorado, to get you up close and personal with altitude research. Expect some adventures, good science, and rough transitions to altitude exposure. Look forward to learning about acute altitude exposure, chronic altitude exposure, serious altitude risks and some practical tips on preparing for that next trip up to the mountains.
Variable Pressures After being subjected to so many environmental conditions, Corey finally gets his opportunity to strike back. Expect some high flying adventures into the world of variable pressures. Look forward to learning about g-forces, zero gravity, and the high pressures of deep water diving.
ABOUT THE TEAM
The EnvPhyz team is composed of professors, students, storytellers and video producers. We interface with academic researchers and real life people in order to create an experience that draws students closer to science. We make fun, experiential videos on each topic that lead the student into other supporting online learning materials that explain the underlying physiology. Support for this project comes from the Stanford Vice Provost for Online Learning (VPOL), the Dean of Humanities and Sciences, and the Program in Human Biology.
Anne L. Friedlander, PhD, Instructor
The heart and soul of the team, Anne has been teaching in the Program in Human Biology at Stanford University since 1997. Dr. Friedlander received a BA in Biology from Wesleyan University, a Masters and PhD in Exercise Physiology from the University of California, Berkeley, and conducted her post-doctoral training in the Division of Endocrinology, Geriatrics and Metabolism at the Stanford University School of Medicine. Dr. Friedlander has broad research experience in the areas of metabolism, environmental physiology, and using physical activity to promote healthy aging. This course is a product of her dedication to physiology, passion for teaching and love of the outdoors. She hopes you enjoy taking the course as much as she enjoyed making it.
Corey Dysick, BA, Secondary Instructor and Teaching Assistant
Aspiring physiologist and glorified guinea pig. Corey has loved the journey of creating stories about science, and hopes his experience will help students fall in love with physiology. Corey is the utility player on the EnvPhyz team, involved in content creation, storytelling, video editing, interfacing with EnvPhyz guests, and dreaming of the next big story to tell about science. A graduate of Stanford University, he will be attending graduate school to further pursue his passion for physiology and education.
Carlos Seligo, PhD, Academic Technology Specialist
As videographer and editor, Carlos was responsible for translating Anne and Corey's adventures into video stories. Carlos came to Stanford in 1997 as a postdoc and has been here ever since. His diverse set of talents has given the EnvPhyz team the technological boost they desperately needed. Wild, crazy, and excellent, Carlos is passionate about using technology to help students learn.
Wes Choy, MS, Course Producer
Our video production guru. Master of lighting, audio, and the team's most emotionally stable member. Without Wes the videos you are watching would be grainy, shaky, and dark. Formerly a media producer at the Yale University broadcast and media center, Wes saw the light and made his way over to the Office of the Vice Provost for Online Learning at Stanford where he serves as the Production Operations Manager. Thanks to Wes, who joined us after our Cold and Heat videos, we now have videos of excellent quality.
To Be Named Teaching Assistants
These extraordinary Stanford students are what make this interactive course experience possible. With experience teaching physiology courses here at Stanford, these individuals are well equipped to contribute to your learning adventures. Be nice to them, they control the grades!
Archie Angus McDuffus, BA(rk), Operations Manager
Archie oversees the operational responsibilities of the project. This includes, but is not limited to human resources, travel logistics, production logistics, and team morale. In his spare time he enjoys hiking, running, exploring new environments and eating just about anything he can get his paws on.
FREQUENTLY ASKED QUESTIONS
Are these videos real?
Yes. Everything you see is real. Real stories. Real science. Real learning.
Will I get a Statement of Accomplishment?
Yes, students who score at least 70% will pass the course and receive a Statement of Accomplishment. Students who score at least 90% will receive a Statement of Accomplishment with distinction. We recommend taking this course on a standard computer using Google Chrome as your internet browser. We are not yet optimized for mobile devices.
Do I need to buy a textbook or other materials?
No. Effort has been made to make this course completely self-contained. Everything you need will be provided for you.
How much of a time commitment will this course be?
You should expect this course to require 3-5 hours of work per week.
Can I just watch the story videos and skip the rest?
Yes! While we would love everyone to make the deep dive into the physiology, we also want to make the story videos available for all to see. Enter our course and search section contents for tabs with the beginning of the title reading STORY. We hope you enjoy!
This course is offered through Worldview Stanford. Worldview Stanford is an innovative Stanford University initiative that creates interdisciplinary learning experiences for professionals to prepare them for the strategic challenges ahead.
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. 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 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?
Learn from a variety of sources and Stanford experts, including:
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
Margaret Levi, political scientist specializing in governance, trust, and legitimacy
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
Gain a fundamental understanding of genetic engineering principles and how they can be applied towards new challenges in the biotechnology industry. Optimize chemical transformations within the cell to produce valuable substances such as biofuels, vaccines, and consumer products. Examine the governmental regulations and ethics surrounding hot topic issues such as cloning, stem cells and genome sequencing.
James SwartzProfessor, Chemical Engineering and Bioengineering
Gene therapy is promising to be key in the battle against cancer, inherited disorders, and many other diseases. Decades worth of advances in this field have resulted in a growing number of successful clinical trials to develop safe and effective treatments. Over the past few years scientists have developed a number of new nucleic acid-based therapies, which continue to improve the versatility of these genetic-based treatment approaches. In this course, you will start by building a fundamental understanding of gene therapy, then dive deeper with an in-depth look at important trends, research and advances in gene therapy. You will gain a clear understanding of how gene therapy works, how it has developed and advanced, and how much potential it has.
You will learn
Basic principles for getting nucleic acids into cells and using viruses to transfer DNA
Proven and new approaches to clinical trials
How to effectively use genome editing tools
Methodologies for successful RNAi and expression of non-coding RNAs to regulate genes and treat disease
Please note: This course is an elective course in the Stanford Genetics and Genomics Certificate.*
*This certificate neither substitutes for, nor leads to, being board certified as a genetic counselor (ABGC) or clinical geneticist (ABMG)
Genetic research has been instrumental in developing leading methods used to understand the nature and scope of cancer syndromes. With improved cancer diagnosis and targeted therapies for treatment, the discovery of changes in genes and their expression characteristics will continue to advance as a field.
Study the signaling pathways of common and rare genetic mutations involved in cancer. This course will expose you to the cutting-edge research that offers attractive development for new anti-cancer drugs and therapeutic strategies. From the differences between sporadic and familial cancers to systemic and targeted level treatment studies, you will learn the history of cancer and how it shaped society and research today.
You will learn
Current methods involved in cancer research
Differences between multiple classes of genetic mutations
Progressions of tumorigenesis in minor genome changes
Targeted therapies for the latest cancer treatments
Please note: This course is offered towards the Stanford Genetics and Genomics Certificate.*
Take online courses in genetics and genomics and gain a greater understanding of biology, human health and personalized medicine. Tap into the world-class research of Stanford faculty and industry experts to acquire the skills and knowledge you need to succeed in the rapidly evolving genetics industry.
*This certificate neither substitutes for, nor leads to, being board certified as a genetic counselor (ABGC) or clinical geneticist (ABMG)
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.
Anne Firth Murray, a New Zealander, was educated at the University of California and New York University in economics, political science and public administration, with a focus on international health policy and women’s reproductive health.
For the past twenty-five years, Anne has worked in the field of philanthropy, serving as a consultant to many foundations. From 1978-1987, she directed the environment and international population programs at the William and Flora Hewlett Foundation in California. She is the Founding President of The Global Fund for Women, which aims to seed, strengthen, and link groups committed to women’s well-being and human rights. In 2005, Anne was nominated along with a thousand activist women for the Nobel Peace Prize.
Anne is a Consulting Professor in Human Biology at Stanford University, where she teaches on women's health, human rights and love as a force for social justice. She is the author of the books Paradigm Found: Leading and Managing for Positive Change and From Outrage to Courage: The Unjust and Unhealthy Situation of Women in Poorer Countries and What They Are Doing About It, on international women's health.
Kevin runs a design studio, Skyship Educational Design, developing open online courses (MOOCs) and deploying digital tools in the classroom. He is dedicated to crafting new experiences for students and helped launch one of Stanford’s first social science MOOCs for a global audience, featuring Professor Larry Diamond on the topic of “Democratic Development.” He also teaches for the Program on Urban Studies at Stanford University.
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. Please note that online courses do not include university credit.
This interdisciplinary course features talks from thought leaders and innovators from medical education, instructional design, cognitive science, online learning, and emerging technology. Over the course of eleven weeks, we'll consider how to build educational experiences that address the unique learning preferences of today's Millennial medical students and residents. As the volume of new medical knowledge outpaces our ability to organize and retain it, how might educators disrupt outdated practices through thoughtful use of technology and learning design? How might MOOCs, social media, simulation and virtual reality change the face of medical education? How might we make learning continuous, engaging, and scalable in the age of increasing clinical demands and limited work hours? Joining the conversation will be experts from all health care and education stakeholder domains, including patients, and students from nursing, medicine and engineering sciences.
Featured speakers will include:
Daphne Koller, founder of Coursera
Dan Schwartz, Professor at Stanford Graduate School of Education
Kirsten Ostherr, Director of the Medical Futures Lab at Rice University
Charles Prober, Senior Associate Dean for Medical Education, Stanford
Bryan Vartabedian, Director of Digital Literacy, Baylor College of Medicine
Renate Fruchter, Founder of PBL Lab at Stanford School of Engineering
Anne Marie Cunningham, Academic Lead for eLearning, University of Cardiff School of Medicine
May Pian-Smith, Associate Professor at Massachusetts General Hospital and more!
Patient and student speakers will include:
Britt Johnson, ePatient, Stanford Medicine X ePatient Advisory Board Member
Anna Clemenson, Nursing student, Duke University School of Nursing
Roheet Kakaday, Medical Student, Oregon Health Sciences University
Lynn Ngai, Medical Student, University of Southern California
Andrew Stanley, PhD Student, Charm Lab, Stanford University and more!
There are no prerequisities. This class will have value for anyone interested in emerging technologies, education, and medicine including patients, caregivers, providers and any health care stakeholder who want to join a conversation about how to improve medical education
Frequently Asked Questions
Who should take this course?
The target audience for this course includes:
patients, caregivers, and any health care stakeholder who want to join a conversation about how to improve medical education
undergraduate pre-medical students
current medical students and residents
medical educators and faculty members
entrepreneurs seeking new approaches to healthcare training and education
educators and teachers interested in how learning science can be applied to medical education
engineers, developers and other technologists interested in entering the medical education space
Do I need to buy a textbook?
No, all reading material will be provided.
How is this course structured?
This is an eleven-week course that will run simultaneously with an in-person course at Stanford University. Each week, you will hear from a current medical student and from a guest speaker who will share their stories and connections to the topic of the week. Online participants will engage in moderated discussions each week and will complete projects relevant to the course topics, which include virtual reality, simulation, cognitive aids, MOOCs, and more.
How many hours of effort are expected per week?
We anticipate that completion of the weekly course modules will take approximately 3 hours per week. There will be approximately 1 hour of instructional video accompanied by activities, reflection exercises and some peer evaluated assignments. You can choose to spend as much or as little time as you like on course assignments and supplemental reading.
Will a statement of accomplishment be offered for this course?
Yes. Students who complete all of the weekly assessments and the final assessment will receive a Statement of Accomplishment.
Larry Chu, MD, MS
Larry Chu is an associate professor of anesthesia on the faculty of the Stanford University School of Medicine. Dr. Chu studies how information technologies can be used to improve medical education and collaborates with researchers in simulation and computer science at Stanford to study how cognitive aids can improve healthcare outcomes. He is the executive director of Stanford Medicine X.
Kyle Harrison, MD
Dr. Kyle Harrison is a founding core faculty member of the AIM lab. A clinical assistant professor at the Palo Alto Veterans Affairs Hospital, Dr. Harrison is a graduate of Stanford's simulation program. He is an associate program director of Stanford's anesthesia residency program and specializes in ACLS, emergency medical checklists, and the use of educational technologies.
Nikita Joshi, MD
Nikita Joshi is currently the academic fellow at Stanford University, Division of Emergency Medicine in Palo Alto, CA. After fellowship, she will be staying at the Division as clinical instructor. She completed emergency medicine residency at SUNY Downstate in Brooklyn, NY. She is an associate editor at Academic Life in Emergency blog, which reachers 10,640 cities in 195 countries. Her interests include medical simulation, the use of social media in graduate education, and faculty development. She can be reachered on Twitter at @njoshi8.
Instructional Design and Course Operations Team
Amy Ahearn, MA
Amy is an education technology project manager for the Stanford University AIM Lab. She holds a masters degree in Learning, Design and Technology from Stanford's Graduate School of Education.
Nicole is an education technology specialist for the Stanford University AIM Lab. She is a Teach For America alumna interested in curriculum design and extending learning beyond traditional classroom experiences.
Leo De Asis and Chris Musgrave of the Stanford AIM Lab contribute to production, filming, and video editing.