# Medicine & Health

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Date:
Sunday, February 28, 2016
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Welcome to the self-paced version of Statistics in Medicine! The course is organized into 9 learning units that contain videos, quizzes, and a homework assignment. You may complete these at any pace. At the end of the course, there is a multiple-choice final exam. Once you have completed the course, if you have earned at least 60% on the graded assignments, you will be able to request a Statement of Accomplishment (users who score 90% or higher will earn a Statement of Accomplishment with Distinction). Course enrollment and the materials and assignments will be open until at least April, 2017. If access to the course materials will be turned off at any point, notification will go out to all course participants.

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

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

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

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

## COURSE SYLLABUS

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

## PREREQUISITES

There are no prerequisites for this course.

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

## COURSE STAFF

### Kristin Sainani

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

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

### Joshua Wallach (TA)

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

### Michael McAuliffe (Instructional Technologist)

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

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

### Will I get a Statement of Accomplishment?

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

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

### How much of a time commitment will this course be?

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

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

### Can I get CME credit for this course?

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

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Date:
Sunday, February 28, 2016
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Welcome to the self-paced version of Writing in the Sciences! The course is organized into 8 learning units. We anticipate that each unit will take about 2 to 6 hours to complete. After completing all 8 units, you will take a multiple-choice final exam. For those trying to earn a Statement of Accomplishment, your final grade will be based on: quizzes (20%); Unit 1-3 homework assignments (40%); and a multiple-choice final exam (40%). You will have two attempts on quiz questions, but just one attempt on homework and exam questions. To earn a Statement of Accomplishment, you must score at least 60% in the course. To earn a Statement with distinction, you must score 90% or better. You can monitor your cumulative grade in the course by clicking on the Progress menu.

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

## COURSE FORMAT

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

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

## COURSE SYLLABUS

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

## PREREQUISITES

The course has no prerequisites other than fluency in English.

## FAQs

### Will I get a Statement of Accomplishment?

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

### How much of a time commitment will this course be?

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

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

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

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

### Can I get CME credit for this course?

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

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

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Date:
Tuesday, September 1, 2015 to Thursday, August 31, 2017
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Course topic:

Crisis Code: Teaching Crisis Management Skills to Enhance Management of Advanced Cardiac Life Support

Stanford University School of Medicine

Presented by:

The Stanford Anesthesia and Informatics Media Lab

## Course Description

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

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

## Intended Audience

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

Dates, Duration & Fee

• Original Release Date: March 19, 2012
• Date of Latest Review: September 8, 2014
• Expiration Date: August 31, 2017
• Estimated Time to Complete: 7 Hours
• CME Credits Offered: 7.00
• Registration Fee: FREE

Please review all of the information on this page before clicking the Courseware tab at the top of the page to begin the course.

## To Obtain CME Credits

• Review the information below and complete the entire activity.
• Complete the CME Post-test, CME Evaluation Survey, and CME Activity Completion Statement at the end of the activity.
• You must receive a score of 75% or higher on the 37-question post-test in order to receive a certificate. You will have two attempts to answer each multiple-choice question, (or one attempt for questions with only two options) to pass the post-test.
• Once you attest to completing the entire online activity and have scored 75% or higher on the post-test, your certificate will be generated automatically and will be available on your Dashboard page.
• Physicians will be awarded AMA PRA Category 1 Credits™. All other participants will receive a Certificate of Participation.

## Learning Objectives

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

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

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

## Disclosures

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

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

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

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

Mike McAuliffe
Stanford EdTech

Greg Bruhns
Stanford Online

## Hardware/Software Requirements

• Computer with Internet connection
• Current version of Chrome, Firefox or Safari browser. You must have javascript enabled.

## Accreditation and Designation of Credits

The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The Stanford University School of Medicine designates this enduring material for a maximum of 7.00 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

## Commercial Support Acknowledgement

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

## Cultural and Linguistic Competency

California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws. You are encouraged to visit the portal: http://lane.stanford.edu/portals/cultural.html

## Contact Information

If you are having technical problems (video freezes or is unplayable, can't print your certificate, etc.) you can submit a Help Request to the OpenEdX Team. If you have questions related to CME credit, requirements (Pre-test, Post-test, Evaluation, Attestation) or course content, you can contact the CME Online support team at cmeonline@stanford.edu

## Bibliography

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

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

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

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

©2015 Stanford University School of Medicine

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

Stanford University School of Medicine

Presented by:

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

## Course Description

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

## Intended Audience

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

## Dates, Duration & Fee

• Release Date: September 4, 2015
• Expiration Date: August 31, 2018
• Estimated Time to Complete: 2 hours
• CME Credits Offered: 2.00
• Registration Fee: FREE

Please review all of the information on this page before clicking the Courseware tab at the top of the page to begin the course.

## To Obtain CME Credits

• Review the information below and complete the entire activity.
• Complete the CME Post-test, CME Evaluation Survey, and CME Activity Completion Statement at the end of the activity.
• You must receive a score of 75% or higher on the post-test in order to receive a certificate. You will have two attempts to answer each multiple-choice question (or one attempt for questions with only two options) to pass the post-test.
• Once you attest to completing the entire online activity and have scored 75% or higher on the post-test, your certificate will be generated automatically and will be available on your Dashboard page.
• Physicians will be awarded AMA PRA Category 1 Credits™. All other participants will receive a Certificate of Participation.

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

## Learning Objectives

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

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

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

## Disclosures

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

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

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

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

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

Mike McAuliffe
Stanford EdTech

Jim Neighbours
SCCME

Greg Bruhns
Stanford Online

## Hardware/Software Requirements

• Computer with Internet connection
• Current version of Chrome, Firefox or Safari browser. You must have javascript enabled.

## Accreditation and Designation of Credits

The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The Stanford University School of Medicine designates this enduring material for a maximum of 2.00 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

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

Commercial Support Acknowledgement

This activity received no commercial support.

Cultural and Linguistic Competency

California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws. You are encouraged to visit the portal: http:/ /lane.stanford.edu/portals/cultural.html.

## Contact Information

If you are having technical problems (video freezes or is unplayable, can't print your certificate, etc.) you can submit a Help Request to the OpenEdX Team. If you have questions related to CME credit, requirements (Pre-test, Post-test, Evaluation, Attestation) or course content, you can contact the CME Online support team at cmeonline@stanford.edu

## Bibliography

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

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

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

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

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

©2015 Stanford University School of Medicine

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Date:
Friday, September 4, 2015 to Thursday, August 31, 2017
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Course topic:

Stanford University School of Medicine

Presented by:

Department of Emergency Medicine at Stanford University School of Medicine

## Course Description

This CME activity will present a practical approach to several high-risk emergency conditions that can present to office-based practices. The course instructors will describe the immediate recognition and management of these complex patients through a discussion of specific video case-based scenarios and a review of current, evidence-based practice interspersed with interactive self assessments. By learning and applying these high-yield principles, course participants will be able to optimize patient outcomes.

## Intended Audience

This course is designed for family physicians, primary care physicians, general surgeons, oncologists, and psychiatrists.

## Dates, Duration & Fee

• Release Date: September 4, 2015
• Expiration Date: August 31, 2017
• Estimated Time to Complete: 2 Hours
• CME Credits Offered: 2.00
• Registration Fee: FREE

Please review all of the information on this page before clicking the Courseware tab at the top of the page to begin the course.

## To Obtain CME Credits

• Review the information below and complete the entire activity.
• Complete the CME Post-test, CME Assessment Survey, and CME Activity Completion Statement at the end of the activity.
• You must receive a score of 75% or higher on the post-test in order to receive a certificate. You will have two attempts to answer each multiple-choice question (or one attempt for questions with only two options) to pass the post-test.
• Once you attest to completing the entire online activity and have scored 75% or higher on the post-test, your certificate will be generated automatically and will be available on your Dashboard page.
• Physicians will be awarded AMA PRA Category 1 Credits™. All other participants will receive a Certificate of Participation.

## Learning Objectives

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

• Administer high quality CPR in the first moments of recognizing a patient in cardiac arrest.
• Identify and effectively manage patients with anaphylaxis.
• Effectively manage patients presenting with severe asthma prior to transfer to the emergency department.
• Appropriately risk-stratify acute chest pain patients to reduce misdiagnosis and delays in evaluation and treatment.
• Identify and effectively manage patients in status epilepticus.
• Conduct rapid, bedside evaluations to evaluate and differentiate patients with low, moderate, and high risk syncope presentations.
• Conduct a clinical office space assessment of the essential equipment and operational improvements necessary for managing emergencies.
• Effectively communicate with EMS and Emergency Physicians while managing emergencies.

1. Introduction
2. Basic Life Support
3. Anaphylaxis
4. Asthma
5. Chest Pain
6. Seizure
7. Syncope
8. Office Emergencies
9. Effective Communication
10. Course Wrap-up
11. Resources and References
12. Help!

## Disclosures

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

Associate Professor of Surgery, Emergency Medicine
Stanford Univeristy School of Medicine
Course Director
Author/Presenter

Matthew Strehlow, MD
Clinical Associate Professor of Surgery, Emergency Medicine
Stanford Univeristy School of Medicine
Course Director
Author/Presenter

Technical Design and Development

Mike McAuliffe
Stanford EdTech

Kimberly Walker, PhD
Stanford EdTech

Greg Bruhns
Stanford Online

### Role Play Actors

Derek Yee
Heather Kellogg
Michael Abts
Richard Farrell
Pamela Nemecek
Valerie WeakLance Huntley
Rotimi Agbabiaka
Peter D'Souza
Marc Andreas Schaub
Kimberly Walker

## Hardware/Software Requirements

• Computer with Internet connection
• Current version of Chrome, Firefox or Safari browser. You must have javascript enabled.

## Accreditation and Designation of Credits

The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The Stanford University School of Medicine designates this enduring material for a maximum of 2.00 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

## Commercial Support Acknowledgement

This activity received no commercial support.

## Cultural and Linguistic Competency

California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws. You are encouraged to visit the portal: http://lane.stanford.edu/portals/cultural.html.

## Contact Information

If you are having technical problems (video freezes or is unplayable, can't print your certificate, etc.) you can submit a Help Ticket Request to the OpenEdX Team. If you have questions related to CME credit, requirements (Pre-test, Post-test, Evaluation, Attestation) or course content, you can contact the CME Online support team at cmeonline@stanford.edu

## Bibliography

High-Quality CPR
Meaney PA, et al. Cardiopulmonary resuscitation quality: [corrected] improving cardiac resuscitation outcomes both inside and outside the hospital: a consensus statement from the American Heart Association. Circulation. 2013;128:417-35.

Toback, SL. Medical Emergency Preparedness in Office Practice. Am Fam Physician. 2007;75:1679-84.

Syncope
Costantino G. et al. Syncope Risk Stratification Tools vs Clinical Judgment: An Individual Patient Data Meta-analysis. Am J Med. 2014:127;1126.e13-1126e25.

Costantino G, Furlan R. Syncope Risk Stratification in the Emergency Department. ­­­ Cardiol Clin. 2013:31;27-38.

Benditt D, Adkisson WO. Approach to the Patient with Syncope. Cardiol Clin. 2013:31;9-25.

Anaphylaxis
Simons FE, et al. World Allergy Organization Guidelines for the Assessment and Management of Anaphylaxis. WAO Journal. 2011:4;413-37.

Chest Pain
O’Gara PT, et al. 2013 ACCF/AHA Guideline for the Management of ST-Elevation Myocardial Infarction. J Am Coll Cardiol. 2013;61:e78-140.

Asthma
Okelo SO, et al. Interventions to Modify Health Care Provider Adherence to Asthma Guidelines: A Systematic Review. Pediatrics.  2013;132:517-34.

Cates CJ, et al. Holding Chambers (Spacers) Versus Nebulisers for Beta-Agonist Treatment of Acute Asthma. Cochrane Database Syst Rev. 2013; Sep 13;9.

Seizures
Claassen J, et al. Emergency Neurological Life Support: Status Epilepticus. Neurocrit Care. 2012:Suppl1:S73-8.

Silbergleit R, et al. Intramuscular Versus Intravenous Therapy for Prehospital Status Epilepticus. N Engl J Med. 2012;366:591-600.

Communication
Shamji H, et al. Improving the Quality of Care and Communicaiton During Patient Transitions: Best Practices for Urgent Care Centers. Jt Comm J Qual Patient Saf. 2014:40;319-24.

©2015 Stanford Univeristy School of Medicine

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

Stanford University School of Medicine

Presented by:

The Department of Pediatrics at Stanford University School of Medicine

## COURSE DESCRIPTION

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

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

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

## INTENDED AUDIENCE

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

## DATES, DURATION AND FEE

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

## TO OBTAIN CME CREDITS

• Review the information below and complete the entire activity.
• Complete the CME Post-test, CME Assessment Survey, and CME Activity Completion Statement at the end of the activity.
• You must receive a score of 75% or higher on the post-test in order to receive a certificate. You will have two attempts to answer each multiple-choice question (or one attempt for questions with only two options) to pass the post-test.
• Once you attest to completing the entire online activity and have scored 75% or higher on the post-test, your certificate will be generated automatically and will be available on your Dashboard page.
• Physicians will be awarded AMA PRA Category 1 Credits™. All other participants will receive a Certificate of Participation.

## TO OBTAIN AAP CREDIT

Only AAP Fellows and Candidate Members may claim AAP credit.

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

## LEARNING OBJECTIVES

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

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

1. Introduction
2. Why Screen for Congenital Hypothyroidism?
3. Initial Diagnosis
4. Interpreting Results and Starting Treatment
5. Long Term Care of CH Patients
6. Course Wrap-up
7. Resources and References
8. Help!

## DISCLOSURES

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

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

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

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

## TECHNICAL DESIGN AND DEVELOPMENT

Mike McAuliffe
Stanford EdTech

Kimberly Walker, PhD
Stanford EdTech

Greg Bruhns
Stanford Online

Role Play Actors

Julie Pantaleoni, MD
Clinical Assistant Professor, Pediatrics

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

## HARDWARE/SOFTWARE REQUIREMENTS

• Computer with Internet connection
• Current version of Chrome, Firefox or Safari browser. You must have javascript enabled.

## ACCREDITATION AND DESIGNATION OF CREDITS

The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

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

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

## COMMERCIAL SUPPORT ACKNOWLEDGEMENT

This activity received no commercial support.

## CULTURAL AND LINGUISTIC COMPETENCY

California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws.

You are encouraged to visit the portal: http://lane.stanford.edu/portals/cultural.html

## CONTACT INFORMATION

If you are having technical problems (video freezes or is unplayable, can't print your certificate, etc.) you can submit a Help Request to the OpenEdX Team. If you have questions related to CME credit, requirements (Pre-test, Post-test, Evaluation, Attestation) or course content, you can contact the CME Online support team at cmeonline@stanford.edu

## BIBLIOGRAPHY

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

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

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

Date:
Friday, October 2, 2015 to Friday, August 31, 2018
Go to Course
Course topic:

Stanford University School of Medicine

Presented by:

The Department of Psychiatry and Behavioral Sciences at Stanford University School of Medicine.

## Course Description

This CME activity focuses on depression in the primary care setting – the screening, assessment, and referral of depressed patients. Guidance is given for effective referral of depressed patients to psychiatry treatment and interfacing with mental health providers and systems. Learners are engaged by didactic videos with annimations, short modules with role-play demonstrations of patients and physicians, case studies and self-assessments.

## Intended Audience

This course is designed for family practice doctors, primary care physicians, internal medicine physicians, OB/GYNs providing primary care, and allied health professionals providing care in primary care settings.

## Dates, Duration & Fee

• Release Date: October 2, 2015
• Expiration Date: August 31, 2018
• Estimated Time to Complete: 1.5 Hours
• CME Credits Offered: 1.50
• Please review all of the information on this page before clicking the Courseware tab at the top of the page to begin the course.

## To Obtain CME Credits

• Review the information below and complete the entire activity.
• Complete the CME Post-test, CME Evaluation Survey, and CME Activity Completion Statement at the end of the activity.
• You must receive a score of 75% or higher on the post-test in order to receive a certificate. You will have two attempts to answer each multiple-choice question (or one attempt for questions with only two options) to pass the post-test.
• Once you attest to completing the entire online activity and have scored 75% or higher on the post-test, your certificate will be generated automatically and will be available on your Dashboard page.
• Physicians will be awarded AMA PRA Category 1 Credits™. All other participants will receive a Certificate of Participation.

## Learning Objectives

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

• Describe the clinical diagnosis of depression and impact of misdiagnosis or missed diagnosis.
• Recognize identifying signs and symptoms of the range of patient presentation of depression in the primary care setting.
• Screen patients for depression and suicide risk in a primary care setting.
• Assess the severity of depression and suicide risk, in the time limits of a primary care visit, using the DSM-5 criteria for depressive disorder.
• Implement an effective referral process of depressed and/or suicidal patients to psychiatric treatment.
• Manage long-term treatment for depressed patients through coordinated care with mental health providers and systems.

1. Introduction
2. Overview of Depression in Primary Care Settings
3. Co-morbidity of Depression and Medical Illness
4. Screening for and Assessing Depression
5. Depression and Co-morbidity with Anxiety and Substance Abuse
6. Mental Health Referrals
7. Course Wrap-up
8. Resources and References
9. Help!

## Disclosures

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

Oxana Palesh, PhD
Assistant Professor of Psychiatry and Behavioral Sciences
Director of Stanford Cancer Survivorship Research
Stanford University School of Medicine
Course Director

Cheryl Gore-Felton, PhD
Professor & Associate Chairman of Psychiatry and Behavioral Sciences, Associate Dean for Academic Affairs
Stanford University School of Medicine
Course Director

Alan K. Louie, MD
Professor (Teaching) of Psychiatry and Behavioral Science
Stanford University School of Medicine
Planner

Laura W. Roberts, MD, MA
Chair & Professor of the Department of Psychiatry and Behavioral Sciences
Stanford University School of Medicine
Planner

Melissa Packer, MA
Project Coordinator
Psych/Public Mental Health & Population Sciences
Stanford University School of Medicine
Planner

Mary Ann Norfleet, PhD
Psychiatry and Behavioral Sciences
Stanford University School of Medicine
Planner

Stephaine Evans, PhD
Psychiatry and Behavioral Sciences
Stanford University School of Medicine
Planner

Ellen Hendriksen, PhD
Clinical Assistant Professor of Psychiatry and Behavioral Sciences
Stanford University School of Medicine
Planner
Speaker

David Spiegel, MD
Wilson Professor and Associate Chair
Psychiatry and Behavioral Sciences
Stanford University School of Medicine
Speaker

Rex Huang, MD
Chief of the Division of Child and Adolescent Psychiatry
Assistant Chief of the Department of Psychiatry
Kaiser Permanente San Jose Medical Center
Author

Helen Wilson, PhD
Clinical Assistant Professor of Psychiatry and Behavioral Science
Stanford University School of Medicine
Author

Technical Design and Development

Mike McAuliffe
Stanford EdTech

Kimberly Walker, PhD
Stanford EdTech

Greg Bruhns
Stanford Online

Role Play Actors

Derek Yee
Michael Abts
Richard Forrell
Pamela NemecekLance Huntlan
Valerie Weak
Rotimi Agbabiaka

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

### Commercial Support Acknowledgement

This activity received no commercial support.

### Cultural and Linguistic Competency

California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws. You are encouraged to visit the portal: http://lane.stanford.edu/portals/cultural.html.

## 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

Culpepper, L. Managing depression in primary care: achieving remission. Primary Care Companion Journal of Clinical Psychiatry. 2006;8(2):88-97.

Hegarty K, Gunn J, Blashki G, Griffiths F, Dowell T, Kendrick T. How could depression guidelines be made more relevant and applicable to primary care? A quantitative and qualitative review of national guidelines. Br J Gen Pract. 2009;59(562):e149-56.

Luoma JB, Martin CE, Person JL. Contact with mental health and primary care providers before suicide: a review of the evidence. Am J Psychiatry. 2002;159(6):909-916.

Mitchell J, Trangle M, Degnan B, et al. Institute for Clinical Systems Improvement. Adult Depression in Primary Care. 16th Ed, September 2013. See https://www.icsi.org/_asset/fnhdm3/Depr-Interactive0512b.pdf

O'Connor EA, Whitlock EP, Beil TL, Gaynes BN. Screening for depression in adult patients in primary care settings: a systematic evidence review. Ann Intern Med. 2009;151(11):793-803.

Pirkis J, Burgess P. Suicide and recency of health care contacts. A systematic review. Br J Psychiatry. 1998;173:462-474.

Pignone MP, Gaynes BN, Rushton JL, et al. Screening for depression in adults:a summary of the evidence for the U.S. Preventive Services Task Force. Ann Intern Med. 2002;136(10):765-776.

©2015 Stanford University School of Medicine

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

Date:
Friday, October 2, 2015 to Thursday, August 31, 2017
Go to Course
Course topic:

Stanford University School of Medicine

Presented by:

The Department of Orthopaedic Surgery at Stanford University School of Medicine.

## Course Description

This CME activity is a refresher on relevant functional musculoskeletal anatomy and physical exam techniques of the shoulder. Using case examples as well as didactics, animated visualizations, and video demonstrations, this course is designed to elevate the practicing physician’s confidence in understanding the current evidence base in managing routinely encountered conditions of the shoulder. Specific indications and timing for intervention and practices including various injection techniques are highlighted. In addition to providing a solid foundation in both physical exam and interventional skills, the curriculum is intended to introduce the physician to the role of ultrasound as a diagnostic and therapeutic tool in assessing shoulder conditions.

## Intended Audience

This course is designed for primary care physicians including family practice and internal medicine physicians, neurologists, rheumatologists, and emergency medicine physicians.

## Dates, Duration & Fee

• Release Date: October 2, 2015
• Expiration Date: August 31, 2017
• Estimated Time to Complete: 2 Hours
• CME Credits Offered: 2.00
• Registration Fee: FREE

Please review all of the information on this page before clicking the Courseware tab at the top of the page to begin the course.

## To Obtain CME Credits

• Review the information below and complete the entire activity.
• Complete the CME Post-test, CME 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:

• Describe relevant functional musculoskeletal anatomy and biomechanics as they relate to routinely encountered conditions of the shoulder.
• Conduct a standardized physical examination to efficiently assess the shoulder and help generate an accurate differential diagnosis.
• Identify indications for immediate, urgent, or early referral to the appropriate sub-specialist.
• Formulate appropriate management strategies for various shoulder conditions based on current evidence, including the indications, timing and methods of performing targeted shoulder injections.

1. Introduction
2. Module 1. Introduction to Shoulder Anatomy and Pain
3. Module 2. Comprehensive Physical Exam of Shoulder
4. Module 3. Indications for Referrals
5. Module 4. Conservative Management of Shoulder Pain
6. Course Wrap-up
7. Resources and References
8. Help!

## 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:

Eugene Yousik Roh, MD
Clinical Assistant Professor of Orthopedic Surgery
Stanford University School of Medicine
Course Director
Author/Speaker

Assistant Professor (Affiliated) of Orthopedic Surgery
Stanford University School of Medicine
Medical Director, Regional Amputation and Transitional Rehabilitation Program
Veterans Administration, Palo Alto Health Care System
Course Director
Author/Speaker

Rebecca Dutton, MD
Chief Resident
Stanford University School of Medicine
Planner
Author/Speaker

YT Chen, MD
Sports Medicine Fellow
Stanford University School of Medicine
Planner
Reviewer

Technical Design and Development

Mike McAuliffe
Stanford EdTech

Kimberely Walker, PhD
Stanford EdTech

Greg Bruhns
Stanford Online

Derek Yee

## Hardware/Software Requirements

• Computer with Internet connection
• Current version of Chrome, Firefox or Safari browser. You must have javascript enabled.

## Accreditation and Designation of Credits

The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The Stanford University School of Medicine designates this enduring material for a maximum of 2.00 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

## Commercial Support Acknowledgement

This activity received no commercial support.

## Cultural and Linguistic Competency

California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws. You are encouraged to visit the portal: http://lane.stanford.edu/portals/cultural.html

## 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

Aly AR, Rajasekaran S, Ashworth N. Ultrasound-guided shoulder girdle injections are more accurate and more effective than landmark-guided injections: a systematic review and meta-analysis. Br J Sports Med. 2015;49(16):1-42-1049.

American Academy of Orthopaedic Surgeons (AAOS). Clinical practice guideline on optimizing the management of rotator cuff problems. Rosemont (IL): American Academy of Orthopaedic Surgeons; 2010.

Comer GC, Liang E, Bishop JA. Lack of proficiency in musculoskeletal medicine among emergency medicine physicians. Journal of Orthop Trauma. 2014; 28(4): e85-e87.

Day CS, Yeh AC, Franko O, Ramirez M, Krupat E. Musculoskeletal medicine: an assessment of the attitudes and knowledge of medical students at Harvard Medical School. Academic Medicine. 2007; 82(5): 452-457.

DiCaprio MR, Covey A, Bernstein J. Curricular requirements for musculoskeletal medicine in American medical schools. Journal of Bone and Joint Surgery. 2003; 85-A(3): 565-567.

Dragoo JL, Braun HJ, Kim HJ, Phan HD, Golish SR. The in vitro chondrotoxicity of single-dose local anesthetics. Am J Sports Med. 2012 Apr;40(4):794-9.

Hermans J, Luime JJ, Meuffels DE, et al. Does this patient with shoulder pain have rotator cuff disease?: the Rational Clinical Examination systematic review. JAMA. 2013;310(8):837-847.

Karandikar O, Ortiz O. Kinetic chains: a review of the concept and its clinical applications. PM&R. 2011; 3(8): 739-745.

Lynch JR, Schmale GA, Schaad DC, Loepold SS. Important demographic variables impact the musculoskeletal knowledge and confidence of academic primary care physicians. The Journal of Bone and Joint Surgery. 2006; 88(7): 1589-1595.

Malanga GA, Nadler S. Musculoskeletal Physical Examination: An Evidence-Based Approach. Philadelphia: Elsevier Health Sciences, 2006.

Matheney JM, Brinker MR, Elliott MN, Blake R, Rowane M. Confidence of graduating family practice residents in their management of musculoskeletal conditions. The American Journal of Orthopedics. 2000; 29(12): 945-952.

New Zealand Guidelines Group. The diagnosis and management of soft tissue shoulder injuries and related disorders. Wellington: ACC, July 2004.

Pedowitz RA, Yamaguchi K, Ahmad CS. American Academy of Orthopaedic Surgeons. Optimizing the management of rotator cuff problems. J Am Acad Orthop Surg. 2011;19(6):368-79.

Piper SL, Kramer JD, Kim HT, Feeley BT. Effects of local anesthetics on articular cartilage. Am J Sports Med. 2011;39(10):2245-53.

Soh E, Li W, Ong KO, Chen W, Bautista D. Image-guided versus blind corticosteroid injections in adults with shoulder pain: a systematic review. BMC Musculoskelet Disord. 2011 Jun 25;12:137.

Woolf AD, Pfledger B. Burden of major musculoskeletal conditions. Bull World Health Organ. 2003; 81(9): 646-656.

©2015 Stanford University School of Medicine

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

Date:
Monday, December 21, 2015
Go to Course
Course topic:

## Course Description

Genetics and genomics are undergoing an unparalleled revolution. A better understanding of biology and human health can create breakthroughs in disease treatment and introduces the prospect of personalized medicine. This course will begin with an introduction and review of the general principles of genomics and molecular biology. You will then explore in detail the key genomic technologies and computational approaches that are driving advances in prognostics, diagnostics, and treatment. Learn how scientists sequence, assemble, and analyze the function and structure of genomes. Explore methods for determining the heritability of traits & diseases by studying the larger population, and learn how gene identification can help identify targets for therapeutic intervention. Explore how you could use personal genomics to manage your health.

This course is the required second course in the Stanford Genetics and Genomics Certificate.

## You will learn

• The principles of genetics, genes and traits
• The applications and implications of genome sequencing
• How personal genomics might impact healthcare
• Tools used to diagnose and treat diseases
• Methods for determining the heritability of traits and diseases

## Instructors

Anne Brunet, Associate Professor of Genetics, Stanford University

Hinco Gierman, Geneticist, Illumina

Julie Granka, Personal Geneticist, Ancestry.com

Jonathon Pritchard, Professor of Genetics and Biology, Stanford University

Gavin Sherlock, Associate Professor of Genetics, Stanford University

Michael Snyder, Professor and Chair of Genetics; Certificate Academic Director, Stanford University

Barry Starr, Director, Outreach Activities; Certificate Program Director, Stanford University

#### ONLINE COURSE

Sample Course Syllabus

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

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

Date:
Monday, December 21, 2015
Go to Course
Course topic:

## Course Description

The field of genetics is rich with discovery. Mapping the human genome, conducting genetic testing, and identifying new vaccines are just a few of the many ways genetics can have a powerful impact on our world. This course provides a stair-step introduction of genetics from the basic concepts to exploring more complex topics, including molecular biology, gene mapping and screening, and reverse and forward genetic research.You will explore both what is known about genes as well as how we use genetics research to better understand basic biology. This course will create the solid foundation needed to be successful in the subsequent courses within the program.

This course is the required first course in the Stanford Genetics and Genomics Certificate.

## You will learn

• The structure and function of genes, chromosomes and genomes
• How traits get passed down through generations
• The fundamentals of molecular biology
• The use of genetic methods to analyze protein function, gene regulation and inherited disease
• Existing and emerging model organisms of genetic research

## Instructors

Kasia Bryc, Personal Geneticist, 23andMe

William Greenleaf, Assistant Professor of Genetics, Stanford University

Michael Snyder, Professor and Chair in Genetics; Certificate Academic Director, Stanford University

Barry Starr, Director, Outreach Activities; Certificate Program Director, Stanford University

Ruth Tennen, Lecturer, Stanford University

Monte Winslow, Assistant Professor of Genetics, Stanford University