# Medicine & Health

Topic Image:
Date:
Tuesday, June 24, 2014 to Monday, September 1, 2014
Go to Course

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, students will learn how to read, interpret, and critically evaluate the statistics in medical studies.

The course also prepares students 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

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

## PREREQUISITES

There are no prerequisites for this course.

Students 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 students who need a refresher on these topics.

FAQ:

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.

View All Courses

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

Date:
Monday, June 24, 2013 to Wednesday, June 24, 2015
Course topic:

Course closed. Completed 6/24/2015

The course will fill the gap between didactic learning and clinical application in developing an interactive course that offers an opportunity to learn and apply surgical decision making skills for practicing surgeons in treating acute and sub-acute surgical conditions and complications.

## Learning Objectives

• Apply safe surgical decision making skills through clinical practice when treating surgical conditions.
• Develop skills to become discerning and efficient in the use of diagnostic tests in the approach to treating surgical diseases or problems.
• Develop skills to improve triage and addressing multiple patient problems at once in a given time frame.
• Develop skills to recognize and consistently treat acute cholecystitis by performing urgent laparoscopic cholecystectomy.
• Develop skills to recognize and consistently treat acute appendicitis by performing laparoscopic appendectomy.

## Intended Audience

This course is designed to meet the educational needs of a national audience of practicing general surgeons.

View All Courses

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

Course topic:

## TEACHING BASIC BEDSIDE TRANSTHORACIC ECHOCARDIOGRAPHY AND ULTRASONOGRAPHY EXAMINATION TO EVALUATE HYPOTENSION AND HYPOXEMIA

Frequently, healthcare professionals are required to handle medical emergencies and manage hemodynamically unstable patients. Recently, new tools and technologies have become available to enhance diagnosis and management of these patients. Small, relatively inexpensive hand-carried cardiac ultrasound (HCU) devices have become available in the inpatient and outpatient settings. Because they are relatively easy to use and portable, HCU's have made powerful echocardiographic diagnostic data available to physicians. Yet, many of today's practicing physicians lack formal training or a thorough understanding of the basic principles of operation of these devices and the diagnostic benefits they offer. This course will provide an evidence-based overview of the use of HCU's at the clinic and the bedside using video based didactics and demonstrations.

This online curriculum is not a replacement for Level 1 or Level 2 training recommendations by the American Society of Echocardiography (ASE) and American College of Cardiology (ACC), which require personally performing and interpreting echo examinations.

However, the curriculum is a didactic and interactive introduction to the topic, designed to motivate practicing physicians to pursue hands-on training to achieve Level 1 or Level 2 ASE HCU training through further study and practice.

In addition to providing an overview and foundational knowledge about the use of HCU’s in the clinical setting, the curriculum is designed to provide an educational roadmap to further training opportunities and courses that will allow practicing physicians to become independently competent in the use of HCU’s to complement their clinical examination and improve their diagnostic skills.

## INTENDED AUDIENCE

This course is designed for physicians with the following specialties: cardiology, family practice, primary care, general surgery, internal medicine, critical care, pulmonology, and emergency medicine.

## DATES, DURATION AND FEE

• Original Release Date: August 29, 2013
• Latest Review Date: August 12, 2015
• Expiration Date: August 31, 2017
• Estimated Time to Complete: 1.5 Hours
• CME Credits Offered: 1.50
• 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 activity, participants should be able to:

• Develop skills to personally use HCU devices and interpret echo examinations such as identifying cardiac and pulmonary anatomy from HCU exam images and performing a basic HCU exam of the heart and lungs.
• Develop skills to use HCU devices to diagnose and confirm appropriate therapeutic treatment of pneumothorax.
• Develop skills to use HCU devices to assess hypoxemia, hypovolemia, and hypotension.
• Develop skills to use HCU devices to assess presence of cardiac tamponade.
• Develop skills to use HCU devices to assess ventricular function during CPR.

View All Courses

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

Course topic:

Course coming soon! If you would like to be notified of course launch please fill out the CME interest form:
https://stanfordmedicine.qualtrics.com/SE/?SID=SV_b91N3tkQBmouiUZ

Stanford University School of Medicine

Presented by
The Department of Surgery, Division of Emergency Medicine at Stanford University School of Medicine

Intended Audience
This course is designed to meet the educational needs of a international audience of physicians, physician assistance and nurse practitioners who specialize in family practice, primary care, general surgery, internal medicine, critical care and emergency medicine.

## Course Description

The American Medical Association has recognized the utility of ultrasound; it recommends training and education standards that are developed by each physician’s respective specialty. It has been proven that bedside ultrasound allows the treating physician to more quickly determine the cause of urgent conditions and life-threatening illness and help in guiding resuscitative efforts for patients in shock. If invasive procedures must be performed, they can be done under ultrasound guidance (instead of using blind landmark techniques), decreasing the risk of complications. This has been recommended by the Agency for Healthcare Research and Quality as a key intervention. Emergency Medicine was an early adopter of bedside focused ultrasound due to the need for rapid evaluation of critically ill patients and patients in acute pain. Now, other specialty organizations, including critical care, surgery, internal medicine, ob-gyn, and pediatrics are starting to include ultrasound during residency training. However, many currently practicing physicians were trained before ultrasound training was available or realized its utility in their practice. This course will provide strategies on how to use bedside focused ultrasound, image interpretation, and integrate it in the clinical practice.

## Learning Objectives

• Develop skills to screen for and diagnose emergent conditions such as:

-abdominal aortic aneurysm,

-pneumothorax,

-shock,

-ruptured ectopic pregnancy,

-intraperitoneal hemorrhage,

-acute hydronephrosis,

-cholecystitis,

-acute heart strain/failure

-cellulitis,

-abscess,

-DVT,

-pulmonary edema,

-pleural effusion,

-retinal detachment,

-orbital rupture,

-increased intracranial pressure

and associated symptoms such as:

- abdominal pain,

-hematuria,

-chest pain,

-shortness of breath,

-leg edema,

-skin redness,

-vision loss,

-back pain,

-pelvic pain,

-vaginal bleeding,

- altered mental status and

• Develop skills and integrate them in clinical practice for ultrasound guided high risk procedures such as:

- central lines placement,

-thoracentesis,

-paracentesis,

-peripheral lines,

-lumbar puncture,

-arthrocentesis,

-pericardiocentesis,

-abscess drainage,

-foreign body removal

View All Courses

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

Date:
Monday, November 2, 2015
Course topic:

This course is closed.

Stanford University School of Medicine

Presented by:

The Department of Anesthesiology, Perioperative and Pain Medicine at Stanford University School of Medicine, in collaboration with the American Academy of Pain Medicine

## Course Description

This course aims to improve knowledge, competence and performance in prescribing opioids in the treatment of chronic pain. Specifically, it will increase knowledge of the significant potential for abuse of opioid analgesics and knowledge of the emerging opioid formulations and combinations with the goal to decrease the risks of diversion and abuse. This course will focus on the assessment and recognition of psychological co-morbidities that increase the risk for opioid abuse and diversion, developing treatment plans and implementing interventions aimed at decreasing risk for unintentional misuse in addition to abuse of and addiction to opioid analgesics.

## Intended Audience

This course is designed for a national and international audience of physicians, nurse practitioners and physician assistants in all clinical specialties.

## Dates, Duration & Fee

• Release Date: November 2, 2015
• Expiration Date: August 31, 2017
• Estimated Time to Complete: 4.5 hours
• CME Credits Offered: 4.50
• 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 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:

• Determine the general characteristics, toxicities and drug interactions associated with opioids and incorporate this knowledge in practice.
• Utilize various opioid risk assessment tools to reduce the risk of opioid misuse and to ensure patient safety.
• Evaluate and interpret functional improvement, urine drug testing, and data from prescription drug monitoring systems.
• Develop and implement strategies for termination of opioid therapy and perform the required steps for proper documentation and referral.
• Integrate counseling of patients/caregivers on the safe use of opioids into practice.

1. Introduction
2. Risk Assessment and Substance Abuse Disorders
3. Initiation, Modification, and Discontinuation of Opioid Therapy
4. Managing Therapy with Opioids
5. Course Wrap-up
6. Optional Content: Opioid Prescribing Tools
7. Resources and References
8. Help!

## Disclosures

The following planner indicated having relevant relationship(s) with industry to disclose:

Lynn Webster, MD
Vice President, Scientific Affairs
PRA Health Sciences
Raleigh, NC
Planner

Dr. Webster has indicated that he is on the advisory boards of AcelRx Pharmaceuticals, AstraZeneca, Charleston Labs, Collegium Pharmaceuticals, Covidien Mallinckrodt, Egalet, Inspirion Pharmaceuticals, Insys Therapeutics, Jazz Pharmaceuticals, Kaleo, Mallinckrodt Pharmaceuticals, Medtronic, Nektar Therapeutics, Orexo Pharmaceuticals, Pfizer Inc., Proove Biosciences, Salix Pharmaceuticals, Signature Therapeutics, Teva Pharmaceuticals, and Trevena; serves as a consultant to Acura Pharmaceuticals, AstraZeneca, BioDelivery Sciences International (BDSI), Covidien Mallinckrodt, CVS Caremark, Grunenthal USA, Insys Therapeutics, Jazz Pharmaceuticals, Mallinckrodt, Medtronic, Nektar Therapeutics, Neura Therapeutik, Nevro Corp., Proove Biosciences, Salix Pharmaceuticals, Shionogi, and Zogenix; has received honoraria from AstraZeneca, Covidien Mallinckrodt, Jazz Pharmaceuticals, Medtronic, Nektar Therapeutics, and Salix Pharmaceuticals; has received travel expenses from Cara Therapeutics, Charleston Labs, Collegium Pharmaceuticals, Grunenthal USA, Insys Therapeutics, Kaleo, Mallinckrodt, Nevro Corp., Orexo Pharmaceuticals, Pfizer Inc., Proove Biosciences, QRx Pharma, TEVA, Trevena and Zogenix; and has been employed by CRI Lifetree and PRA Health Sciences.

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

Sean Mackey, MD, PhD
Redlich Professor and Professor of Neurology
Anesthesiology, Perioperative and Pain Medicine
Stanford University Medical Center
Course Director

Sam Lahidji, MD
Anesthesiology, Perioperative and Pain Medicine
Stanford University School of Medicine
Chief, Pain Management
Kaiser Permanete, East Bay
Co-Course Director
Author/Presenter

Gabriel Schonwald, MD
Anesthesiology, Perioperative and Pain Medicine
Stanford University School of Medicine
Planner
Author/Presenter

Jordan Newmark, MD
Clinical Assistant Professor
Anesthesiology, Perioperative and Pain Medicine
Associate Fellowship Director, Pain Medicine
Stanford University School of Medicine
Planner
Author/Presenter

Ming-Chih J Kao, MD, PhD
Clinical Assistant Professor
Anesthesiology, Perioperative and Pain Medicine
Orthopaedic Surgery
Stanford University School of Medicine
Planner

## Technical Design and Development

Ian Mackey
Video Editing, Recording

## 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 4.50 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

## 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

## Resources and References

Model Policy for the Use of Controlled Substances for the Treatment of Pain Federation of State Medical Boards of the United States, Inc.http://www.fsmb.org/Media/Default/PDF/FSMB/Advocacy/pain_policy_july2013.pdf

VA/DoD Clinical Practice Guideline for Management of Opioid Therapy for Chronic Painhttp://www.healthquality.va.gov/Chronic_Opioid_Therapy_COT.asp

American Pain Society/American Academy of Pain Medicine Clinical Guidelines for the Use of Chronic Opioid Therapy in Chronic Noncancer Pain http://www.jpain.org/article/S1526-5900(08)00831-6/fulltext

For a complete list, go to Resources and References page in the Courseware tab above.

©2015 Stanford University School of Medicine

View All Courses

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

Date:
Tuesday, September 23, 2014 to Monday, August 19, 2019
Go to Course
Course topic:

## COURSE DESCRIPTION

This course seeks to fulfill the need in the clinical community to better understand medical statistics as it pertains to practicing evidence based medicine, communicating treatment outcome probability to patients and interpreting the results of studies and scientific papers, and in turn improving quality of patient care. This applies to all specialties in various settings of practice.

## INTENDED AUDIENCE

This course is designed to meet the educational needs of an international audience of physicians, residents and medical researchers in all specialties.

## DATES, DURATION AND FEE

• Release Date: September 23, 2014
• Latest Review Date: August 19, 2016
• Expiration Date: August 19, 2019
• Estimated Time to Complete: 23.50 hours
• CME Credits Offered: 23.50
• Registration Fee: \$25.00

## 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 course
• You must receive a score of 75% or higher on the 30 question post-test in order to receive a CME certificate. You will have two attempts per 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, your CME Certificate will be generated automatically and will be available on your Dashboard page.
• *Participation in discussion forums, practice quizzes, content marked OPTIONAL, and additional readings are not certified for AMA PRA Category 1 Credit™.

## Learning Objectives

• At the conclusion of this activity, participants should be able to:
• Develop strategies to enable translation of medical research into practicing evidence-based medicine through the following statistical methods: understanding bias, random variation, correctly interpret P values, basic probability and conditional probability, spot statistical errors, understand correlated data.
• Develop strategies to use specific statistical tests, understand basic regression modeling, and Bayesian inference.
• Develop strategies to effectively communicate prognosis and treatment probabilities to patients.
• Develop strategies to enable consistent interpretation of research data and provide correct information on study results.

View All Courses

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

Course topic:

Course coming soon! If you would like to be notified of course launch please fill out the CME interest form:
https://stanfordmedicine.qualtrics.com/SE/?SID=SV_b91N3tkQBmouiUZ

Stanford University School of Medicine

Presented by
The Department of Medicine at Stanford University School of Medicine and Clinical Effectiveness Department at Stanford Hospital and Clinics

Intended Audience
This course is designed to meet the educational needs of a international audience of physicians and allied health professionals in all clinical specialties.

## Course Description

This activity aims to improve the practicing physicians’ and other health care providers’ knowledge about the types of medical errors that can occur and different methods of mitigating and/or preventing these events from occurring utilizing The Joint Commission guidelines and standards pertaining to the National Patient Safety Goals (NPSG). The activity is a web-enabled, interactive program that permits the participant to work on medical events by investigating and analyzing root causes and/or contributing factors to comprehend how medical errors can occur. These are the skills that can be utilized on a daily basis by healthcare providers to ensure safe patient care.

## Learning Objectives

• Integrate NPSG requirements in clinical practice in the areas of patient identification, Universal Protocol, labeling and medication reconciliation.
• Develop practical skills to improve team communication and apply these skills when medical errors occur and to prevent medical errors in the future, i.e. immediate feedback, Team STEPPS.
• Evaluate root causes and contributing factors that lead to various medical errors.
• Develop skill to apply in practice the appropriate procedures or steps to assure that such events are prevented in the future.

View All Courses

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

Date:
Friday, January 24, 2014
Go to Course
Course topic:

This course provides an overview of women's health and human rights issues, beginning in infancy and childhood, then moving through adolescence, reproductive years and aging. We will 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.

The course focuses 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 poverty; discrimination against women; unequal access to education, food, paid work and health care; forms of violence, in the home and in war and refugee circumstances; maternal health; and sex trafficking of women.

Our MOOC will have a special focus on creating a network of engaged students to share experiences and to take part in interactive discussions and cooperative exercises. We 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.

View All Courses

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

Date:
Monday, January 27, 2014
Go to Course
Course topic:

The course will function like a conference, but it takes place over three months rather than two days, and encourages the transformation from passive audience observer to active participant and thought leader.

The themes to be addressed are:

• Global Health Challenges.
• Mobile Health Opportunities.
• Entrepreneurship in Health Care.

Today, more people have access to a mobile phone than to clean drinking water. At the same time, health systems around the world struggle to deliver cost-effective care. For example, where the United States confronts unsustainably soaring costs and millions of underserved citizens, Sub-Saharan Africa endeavours to provide medical care in the context of infrastructural challenges, economic shortfalls, and the highest disease burden in the world. Throughout India and China, investments in mobile entrepreneurship are reshaping how health care is delivered to massive populations. Meanwhile South America is experiencing a surge of entrepreneurial activity that promises to reshape how its citizens interact with the health system.

To expose you to the breadth of activity and opportunity, each class will consist of multiple short presentations from renowned experts. Class discussions about these presentations will also take place online. In the era of expansive and ever-expanding access to mobile technology, ideas can be more readily shared and solutions can more readily reach patients in need, wherever they are. We are more connected than ever before, in many ways: through global dissemination of infectious diseases; through shared challenges such as chronic disease burden; and of course through the Internet and telecom networks. Mobile Health Without Borders aims to realize that promise by providing a platform for participants to increase their capacity to have a meaningful impact on global health. To achieve this, students will work closely with classmates from around the world on small group assignments to prepare for the Health Innovation Challenge: an opportunity to work with a global multi-disciplinary team and world-class mentors to design a solution to a health challenge you care about.

View All Courses

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

Date:
Monday, January 13, 2014
Go to Course
Course topic:

Eating patterns that begin in childhood affect health and wellbeing across the lifespan. In the USA, we are in the midst of a childhood obesity epidemic that threatens to leave our children with a shorter life expectancy than their parents. As processed foods become more readily available around the world, other developed nations are beginning to follow suit. This course examines contemporary child nutrition in America from the individual decisions made by each family to the widespread food marketing targeting our children.  The health risks associated with obesity in childhood are also discussed. Students will learn what constitutes a healthy diet for children and adults and how to prepare simple, delicious foods aimed at inspiring a lifelong celebration of easy home-cooked meals. This course will help prepare students to be the leading health providers, teachers and parents of the present and future.

## Course Syllabus

Week one: Introduction to the problem - the childhood obesity epidemic facing the USA in particular and many developed nations who are following suit. Why should we care and what can be done? What are the current recommendations, how have they changed and how well are we doing in meeting our children's dietary needs? Cooking also starts this week with how to make a simple breakfast and a stir-fry. We also explore the six basic ingredients every cook should have on hand!

Week two: What constitutes a balanced meal? What are carbohydrates, fats and proteins and how do we choose the healthiest of these? What is a glycemic index? Learn tricks for controlling portion sizes while maintaining satisfaction; cooking continues with more healthy breakfast alternatives, an easy dinner all in one dish, and a simple, (gluten-free) cake for special occasions.

Week three: How to pack a quick, healthy lunch for a child and why this is so important; how to shop for fruits and vegetables and navigate the supermarket for better health; what are the benefits of the family meal? How can we "make over" our children's favorite foods, and help them enjoy healthier treats?

Week four: How do plant a kitchen garden? Gardening as a way of getting children excited about fresh foods; learn what's meant by the terms "organic" and "locally grown"; learn more creative ideas for serving vegetables, how to involve children in the kitchen and basic techniques for making soups and cooking fish.

Week five: Summing it all up. What have we learned about encouraging the right food choices despite environmental challenges like advertising and readily available processed foods? How can we make choices that benefit our health and the health of our planet? Cooking this week: the simple stew, a basic homemade salad dressing plus a Sunday morning treat that will make the whole family smile.

## Recommended Background

If you have access to basic cooking equipment, a source of food ingredients and a healthy dose of curiosity, we welcome you to join this course.

Weekly optional readings, which can be accessed through the internet, will be posted for discussion amongst class members.

## Course Format

This course can be enjoyed by a wide variety of students who are interested in promoting health and enjoyment throughout their lives and the lives of the children they care for. Short 3-9 minute videos with integrated, introductory-level quizzes are paired with a collection of "blackboard style" videos that help us better understand our food. Dynamic food-preparation assignments and opportunities to collaborate with classmates around the world will add spice and flavor to this one-of-a-kind course.

Instructor(s):