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Medicine & Health

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Medicine
Date: 
Monday, November 2, 2015
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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 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.

Table of Contents

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 
Adjunct Clinical Instructor 
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 
Adjunct Clinical Assistant Professor 
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

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

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

Safe Opioid Prescription

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Date: 
Tuesday, September 23, 2014 to Monday, August 19, 2019
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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.

INTERNET ENDURING MATERIAL SPONSORED BY:

Stanford University School of Medicine

PRESENTED BY:

The Stanford University School of Medicine Medical Education and Health Research and Policy Departments

DATES & CONTENT INFO:

  • This material was repurposed from the original MOOC that was given over several weeks. This course is self-paced and provides all material at the same time.
  • Release Date: Sept 23, 2014
  • Expiration Date: Sept 22, 2016
  • Estimated Time to Complete: 23.5 Hours
  • Registration Fee: $25

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.

DISCLOSURES:

The following planners, speakers, authors and reviewers 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
Stanford School of Medicine
Co-Course Director and Presenter

Reviewers:

Irina Tokareva, RN, BSN, MAS
Curriculum and Outcomes Manager
Stanford Center for Continuing Medical Education

Linda G. Baer, MSPH, CCMEP
Director, CME
Stanford Center for Continuing Medical Education

TECHNICAL DESIGN AND DEVELOPMENT

Mike McAuliffe
Stanford EdTech

Greg Bruhns
Stanford Online

SYSTEM REQUIREMENTS

This course requires the use of the current version of either Chrome or Firefox. You must have javascript enabled.

CONTACT INFORMATION:

For further information regarding the content, CME credit or if you experience any technical difficulties with this enduring material please send an email to stanfordcme@stanford.edu.

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 23.5 AMA PRA Category 1 Credit(s)™. 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 – 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

SCCME PRIVACY POLICY AND CONFIDENTIALITY

http://cme.stanford.edu/policies/privacy.html

TERMS OF USE

http://www.stanford.edu/site/terms.html

BIBLIOGRAPHY

  1. Physician Numeracy: Essential Skills for Practicing Evidence-based Medicine. Goutham Rao, MD, Fam Med 2008;40(5):354-8
  2. How can good randomized controlled trials in leading journals be so misinterpreted? Frank J. Veith, MD, J Vasc Surg 2013;57:3S-7S.
  3. Numeracy and Medicine: Key Family Physician Attitudes about Communicating Probability with Patients. Robert Gramling, MD, Jennifer E. Irvin, PhD, Justin Nash, PhD, Christopher Sciamanna, MD, MPH and Larry Culpepper, MD, MPH. J Am Board Fam Med November 1, 2004 vol. 17 no 6.
  4. Practical and statistical issues in missing data for longitudinal patient reported outcomes. Melanie L Bell and Diane L Fairclough. Stat Methods Med Res published online 19 February 2013
  5. Evaluating Mastery of Biostatistics for Medical Researchers: Need for a New Assessment Tool. Felicity Enders. Clin Trans Sci 2011; Volume 4: 448–454
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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

Sponsored by
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.

 

 


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Date: 
Friday, January 24, 2014
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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.

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Date: 
Monday, January 27, 2014
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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.

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Date: 
Monday, January 13, 2014
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About the Course

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.

Suggested Readings

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): 
Maya Adam
Child Nutrition and Cooking

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Date: 
Monday, January 13, 2014
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Welcome to Environmental Physiology! 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, and variable pressures. Video travel locations include Stanford, Harvard, MIT, US Army Research Institute of Environmental Medicine, Pikes Peak, Las Vegas, and Livermore California.

Buckle up! We hope you enjoy the ride.

THE STORY

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!

PREREQUISITES

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.

COURSE SYLLABUS

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.

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.

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.

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.

FAQ: 

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!

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Course Overview

This course will offer a practical approach to prescribing antibiotic therapy and development of antimicrobial stewardship across all specialties and settings. 

Antibiotics are among the most frequently prescribed classes of drugs and it is estimated that approximately 50% of antibiotic use, in both the outpatient and inpatient settings, is inappropriate.  At the same time, in contrast to any other class of drugs, every antibiotic use has a potential public health consequence – inappropriate use may not harm only the individual patient, but contributes to societal harm by exerting an unnecessary selective pressure that may lead to antibiotic resistance among bacteria.  This course will offer a number of illustrative cases, recognizable to the practicing physician in his or her practice to engage the learners in the thought processes that lead to optimal decision making, improved outcomes of individual patients, and harm reduction vis-a-vis the bacterial ecology. 
 

Learning Objectives

  • Develop skills to apply IDSA guidelines in treating infections such as acute rhino-sinusitis, and acute bronchitis. 
  • Apply evidence based antibiotic management to treat sepsis. 
  • Implement principles of antimicrobial stewardship in your practice. 
The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians. 

Course Syllabus

Course Outline:

  • Introduction and Pre-course Assessment
  • Unit 1: Mechanisms of Microbial Resistance
  • Unit 2: Appropriate Pharmacotherapy
  • Unit 3: ASP in Special Settings 
  • Unit 4: Components of an Effective ASP 
  • Unit 5: Implementing an Effective ASP
  • Unit 6: Beyond Culture and Sensitivity: the future of ASP, Microbiology and Infection Control

Course Format

Videos by leading experts in the field will provide up to date scientific information and case studies will engage learners in the educational process. Quizzes will facilitate better integration of the information into strategies to apply in practice. 

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Date: 
Friday, October 16, 2015 to Friday, August 31, 2018
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Course topic: 

Practical Tips to Improve Asian American Participation in Cancer Clinical Trials

Internet Enduring Material Sponsored by:

Stanford University School of Medicine

Stanford School of Medicine logo

Presented by:

The Stanford Cancer Institute at Stanford University School of Medicine

Course Description

Racial and ethnic diversity is critical to the success of cancer clinical trials. Asian Americans, like other ethnic groups, have low recruitment, accrual and retention rates in cancer clinical trials. This represents a significant challenge on a national level for health advocates, healthcare institutions and the National Cancer Institute. To improve communication and awareness of clinical trials for Asian American patients, it is important to increase learners’ knowledge about cancer clinical trials and cultural humility. This online course will educate healthcare providers and allied health professionals about cancer clinical trials and cultural humility skills as well as provide educational resources and tips for reinforcing change in practice to improve outcomes in Asian American clinical trial participation.

Intended Audience

This course is designed to meet the educational needs of a national audience of physicians and allied health professionals who specialize in family practice, primary care, internal medicine and oncology.

Dates, Duration & Fee

  • Original Release Date: August 29, 2013
  • Latest Review Date: October 16, 2015
  • Expiration Date: August 29, 2018
  • Estimated Time to Complete: 1 Hour
  • CME Credits Offered: 1.00
  • 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 CME 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 determine appropriate patients for clinical trials.
  • Apply cultural humility skills to effectively communicate with Asian American patients about cancer clinical trials.
  • Identify at least 5 ways that will reinforce change in practice to incorporate clinical trials education and referral among Asian American patients and apply it in practice.
  • Recognize how to access at least 5 cancer clinical trial resources and use them in education and referral.

Table of Contents

  1. Introduction
  2. Clinical Trials Basics (13:51)
  3. Cultural Competence, Cultural Humility, & Clinical Trials Recruitment (14:20)
  4. Changing Your Practice to Increase Asian American Participation in Cancer Clinical Trials (12:45)
  5. Course Wrap-up
  6. References and Resources
  7. Help!

Disclosures

The following planner and speaker indicated that he has relevant financial relationships with industry to disclose relative to the content of this activity:

George A. Fisher Jr., MD, PhD
Professor of Oncology
Faculty Director, Stanford Cancer Clinical Trials Office
Stanford Univeristy School of Medicine
Co-Course Director
Speaker
Contracted Research for clinical trials with Genentech, Novartis, Bristol, Ipsen, Tercica, Gilead and Newlink

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

Kim F. Rhoads, MD, MS, MPH, FACS
Assistant Professor, Surgery
Director, Community Partnership Program, Stanford Cancer Institute
Stanford Univeristy School of Medicine
Course Director
Reviewer

Angela Sun, PhD, MPH
Founder & President, Asian Alliance for Health, Inc.
National Outreach Core Director, AANCART
Co-Course Director

Miriam Bischoff, MS, MBA
Executive Administrative Director, Clinical Research, Stanford Cancer Institute
Planner

Rachel J. Mesia, MPH
Program Coordinator, Stanford Cancer Institute
Planner

Joyce Cheng, MS
Program Manager, Asian Alliance for Health
Outreach Core Community Director-San Francisco, AANCART
Planner

Charlene Cuaresma, MPH
Outreach Core Community Director-Hawaii, AANCART
Planner

Julie Dang, MPH, CHES
Admin Core Director and Community Health Educator, AANCART
Planner

May Louie Sung, MPH
Outreach Core Co-Director, AANCART
Planner

Jamie Felicitas, BS
Web Tool Project Manager, APICEM
AANCART
Planner

Duong Ton, BA
Sr. Community Health Program Representative, AANCART
Planner

Parichart Sabado, MPH
Outreach Core Community Director, Los Angeles AANCART
Planner

Tina Tran Fung, MPH
Community Advisory Group Member, AANCART
Planner

Penny Lo, BS
Outreach Core Community Director-Sacramento, AANCART
Planner

Thoa Nguyen
Community Advisory Group Member (Ex-Officio), AANCART
Planner

Jann Murray-Garcia, MD, MPH
Betty Irene Moore School of Nursing, University of California, Davis
Speaker

Tung Nguyen , MD
Helen Diller Family Comprehensive Cancer Center, University of California, San Francisco
Speaker

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 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

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

Chen A. The legal framework for language access in healthcare settings: Title VI and beyond. Journal of General Internal Medicine. 2007:22(2): 62-367.

Epner DE, Baile WF. Patient-centered care: the key to cultural competence. Annals of Oncology. 2012;23(suppl 3):33-42.

Kummar S, Rubinstein L, Kinders R, Parchment RE, Gutierrez ME, Murgo AJ, et al. Phase 0 clinical trials: conceptions and misconceptions. The Cancer Journal. 2008;14(3):133-137.

Lara PN, Paterniti DA, Chiechi C, Turrell C, Morain C, Horan N, et al. Evaluation of factors affecting awareness of and willingness to participate in cancer clinical trials. Journal of Clinical Oncology. 2005;23(36):9282-9289.

Okines AF, Cunningham D. Trastuzumab in gastric cancer. European Journal of Cancer. 2010;46(11):1949-1959.

Symonds RP, Lord K, Mitchell AJ, Raghavan D. Recruitment of ethnic minorities into cancer clinical trials: experience from the front lines. British Journal of Cancer. 2012;107(7):1017-1021.

©2015 Stanford University School of Medicine

 

FAQ: 

FAQ

Will I get a Statement of Accomplishment after completing this class?

Yes. Students who successfully complete the class (comprise of 3 module videos, post-course quiz, post-course survey) will receive a Statement of Accomplishment.

What resources will I need for this class?

You will need a reasonably reliable Internet connection to access course videos, quiz, survey and handout. Please note that while most features of the Coursera site will load and function on a mobile device (such as a smartphone or a tablet), Coursera does not officially support these devices and cannot guarantee full site functionality if you are accessing Coursera from a mobile device.

System Requirements
You will need a reasonably reliable Internet connection to access course resources and to watch (or download) lecture videos. Please note that while most features of the Coursera site will load and function on a mobile device (such as a smartphone or a tablet), Coursera does not officially support these devices and cannot guarantee full site functionality if you are accessing Coursera from a mobile device. More information available via Coursera’s help page.

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Date: 
Tuesday, September 24, 2013
Go to Course
Course topic: 

ABOUT THIS COURSE

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. Students from non-science disciplines can benefit from the training provided in the first four weeks (on general principles of effective writing).

COURSE FORMAT

In the first four weeks, we will review principles of effective writing, examples of good and bad writing, and tips for making the writing process easier. In the second four weeks, we will examine issues specific to scientific writing, including: authorship, peer review, the format of an original manuscript, and communicating science for lay audiences. Students will watch video lectures, complete quizzes and editing exercises, write two short papers, and edit each others’ work.

COURSE SYLLABUS

Week 1 - Introduction; principles of effective writing (cutting unnecessary clutter)
Week 2 - Principles of effective writing (verbs)
Week 3 - Crafting better sentences and paragraphs
Week 4 - Organization; and streamlining the writing process
Week 5 - The format of an original manuscript
Week 6 - Reviews, commentaries, and opinion pieces; and the publication process
Week 7 - Issues in scientific writing (plagiarism, authorship, ghostwriting, reproducible research)
Week 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.

FAQ: 

Will I get a Statement of Accomplishment?

Yes, students who score at least 60 percent will pass the course and receive a certificate. 
Students who score at least 90 percent will receive a certificate with distinction.

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.

How much of a time commitment will this course be?
You should expect this course to require 4 to 8 hours of work per week.

Any additional textbooks/software required?
There is no textbook for this course. Students 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


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