The Stanford M.D. A general framework for cultural competence follows: As a largely didactic course, Ethnicity and Medicine will focus mainly on the “knowledge” branch of the cultural competency formula (however, discussion section will focus on skill-building, and lecturers will address clinical skills when appropriate). This course, Ethnicity and Medicine, focuses somewhat more narrowly on ethnicity and the closely related but distinct issue of race. That is why we at Stanford Medicine hold diversity and inclusion as core values, and why we continue to strive, in many different ways, to create a welcoming environment for all individuals, from all backgrounds. ... medical students at the University of Delaware also participate in a “healthcare theater” to develop communication skills that help them build trust and personal connection with patients. What does it mean to say that someone is “Hispanic,” “African/African-American,” “White,” “Asian/Asian-American,” “Native American,” etc.? To understand these factors as they play in the lives of other people, we must first have a solid understanding of how they influence us in our own lives. This simple concept is commonly overlooked or ignored in practice. As issues come up for various ethnic groups throughout this course, students are encouraged to constantly relate these issues back to their own experience, comparing and contrasting, and working to truly identify the nature of differences which may exist between oneself and the ethnic/cultural group being studied. Class Notes. Privilege? Support Lucile Packard Children's Hospital Stanford and child and maternal health. She is a national and international sought after expert in obesity medicine who bridges the intersection of medicine, public health, policy, and disparities. Cross-cultural medicine is a rapidly growing area, and an area that can enrich your own personal perspective on the delicate interplay that race and ethnicity have on health care. The Stanford School of Medicine recently improved their MD program curriculum with new course offerings and scheduling. Stanford Medicine Stanford Medicine 25 – Promoting the Culture of Bedside Medicine Site Nav. Class days are concentrated 4 days a week leaving Wednesdays free. This course may be viewed as a “sampling” of ethnicity and medicine, which is, in turn, a sampling of the broader topic of culture and medicine. The School of Medicine offers courses of study leading to the M.S., Ph.D., and M.D. An important corollary to the above notion of intra-ethnic diversity is the fact that in studying culture/ethnicity in medicine, we do make generalizations about specific groups of people. Detection of mycoplasma contaminations / Cord C. Uphoff and Hans G. Drexler -- Eradication of mycoplasma contaminations / Cord C. Uphoff and Hans G. Drexler -- STR DNA typing of human cell lines : detection of intra- and interspecies cross-contamination / Wilhelm G. Dirks and Hans G. Drexler -- Classical and molecular cytogenetic analysis / Roderick A.F. Indeed, even health science researchers who never encounter individual patients need to understand the issues inherent in cross-cultural medicine. LHDP is available to all matriculating Stanford medical students. Regardless of our good intentions, WE ALL REGULARLY STEREOTYPE OTHERS. of one’s patients, c) recognize the important differences in value, belief, etc. Integration. Learn how we are healing patients through science & compassion, Stanford team stimulates neurons to induce particular perceptions in mice's minds, Students from far and near begin medical studies at Stanford. Today’s students are on the cutting edge of cross-cultural health science research, and with Stanford’s impressive research infrastructure, it is our goal to promote student involvement in the expansion of knowledge which is so critically needed in this area. It includes a summer early matriculation component directed at initiating a successful medical and leadership career, and a two-year leadership seminar series during the school year focused on increasing students’ knowledge of health inequities, the roles of physician leaders, and their leadership challenges. As a mainly didactic course, Ethnicity and Medicine will serve mostly to help students identify and understand the application of the various skills of communication employed in cross-cultural medicine. The distinction between stereotyping and hypothesis testing is fairly subtle, but very important, and hinges mainly on how we use the information we have about particular groups of people. This is by necessity, given only nine class meetings. The value of social or ethnic categorization is primarily as a marker for health status. Career/Fellowship Interests: Trauma. 2019 – 2020 The Committee on Admissions regards the diversity (broadly defined) of an entering class as an important factor in serving the educational mission of the school. Furthermore, these factors may have profound influences on how an individual approaches their own health, illness, and health care. Without the proper skills, awareness and knowledge base become largely academic and are virtually useless to us as clinicians. A fourth School of Medicine professor said that when arriving at Stanford from another institution, she immediately felt a difference in workplace culture. However, in this course race and ethnicity can both be viewed as markers for hypotheses related to health factors. The values cultivated through an organizational culture establish employee priorities and determine how workers pursue business goals. Like all skills, these abilities require first an understanding of their application, and secondly they require practice. Obviously, the lectures, readings and discussions should serve to heighten one’s awareness of how cultural variables may influence health, illness, and the giving and receiving of health care interventions. Available Closed Wait List Delivery Option. Many courses in the School of Medicine are open to any registered Stanford student who has fulfilled the prerequisites, subject to the usual limits of course enrollment and faculty approval. Following our traditional program timeline, the MSx Class of 2022 will kick off July 2021 and graduate June 2022. As the non-medical member on the Stanford Medicine 25 team, Jewel provides the patients’ perspective in developing and promoting well-rounded Stanford Medicine 25 bedside exam best practices that represent a dialogue and partnership between doctor and patient. ... A spring lecture series that challenges undergraduate students to explore how culture and language impact the effectiveness of clinical encounters. Yet, for minority patients such actions or statements can be acutely felt, painful, and traumatic (Garcia and Wallace, “PAs and Cultural Diversity,” Physician Assistant: A Guide to Clinical Practice, Ballweg et al., ed., 1994). Furthermore, a health care provider who has not directly experienced the effects of prejudice may find it difficult to understand the real impact that racially, ethnically, or culturally insensitive acts or words can have on an individual. The sampling which this course provides is a very valuable one, and this is particularly true when one considers the study of cross-cultural medicine as a lifelong endeavor, one which will require continual sampling of the myriad topics out there. Hillary Whitney in the 1988 film Beaches studies at Stanford. Include any impact on your medical school application preparation in the areas of academics, research, employment, volunteer service, and/or clinical experiences. LHDP is available to all matriculating Stanford medical students. As physicians we are devoting ourselves to taking care of others. Thus, these broad terms actually convey very little meaning. The speakers will present insights, findings, and programs targeting culturally diverse patients. Med School Education: Stanford University School of Medicine. The terms “ethnicity” and “race” refer to closely related but distinct cultural variables. It is our hope that this course will help launch career interests in the rapidly emerging field of cross-cultural medicine. This course will examine and promote culturally competent health care. At Stanford Facilitated At Work In-Person Online Free or paid. Physician and staff wellness was a tradition at Stanford Surgery before #burnout was a buzzword. Thus, one of the major dilemmas of this course is how to cover the wide range of elements contained in the broader conceptualization of culture, while focusing primarily on ethnicity, and given the existing time constraints. Without an understanding of these issues, one cannot fully digest, interpret, and apply the existing literature (particularly when stratified by ethnicity or other “cultural” variables) to a clinical problem. We created this website to complement live, hands-on Stanford Medicine 25 sessions — the site isn't meant to be a substitute for personal experience. The modules in the Ethnogeriatrics Overview were originally developed by members of the Collaborative of Ethnogeriatric Education in 1999 and 2000, with support from the Bureau of Health Professions, Health Resources and Services Administration. In the study of cross-cultural aspects of medicine, “students” often play a key role as “teachers.” Each and every one of us represents a highly unique set of experiences, thoughts, and perspectives. Through this course, you will be exposed to new ideas, you will be introduced to some of the leaders in the field, and you will begin to become familiarized with the resources available here at Stanford. For example, we may say (or hear) that Native American Indians are at much greater risk of experiencing alcoholism than the population as a whole. Thus, strictly speaking, the two terms are not interchangeable. At Stanford… Throughout the course, students should constantly evaluate and conceptualize the information they receive in terms of these five dimensions: 1. Congress should lift the ban on Pell Grants to help people in prison get a second chance, First Diversity Week at Stanford Medicine tackles tough topics in medical education, health care, Dr. Bonnie Maldonado, Senior Associate Dean of Faculty Development and Diversity, interviewed on Univision, On Geoge Floyd: Thoughts from a Black neurosurgeon with strong Stanford ties, Archive of Black Lives Matter weekly entries in the StanfordMed Daily, Portraits of Stanford Medicine Podcast Series, Portraits of Stanford Medicine: Three new podcasts on diversity. first and foremost, and only later would we pay any attention to possible generalizations regarding groups to which she or he may belong. This distinguished physician's life of learning included a crash course in medicine. “When I arrived at Stanford over 30 years ago, this approach was unique among medical schools,” he said, noting that it … systems between patient and provider, and d) negotiate an acceptable treatment plan for the patient (see Berlin and Fowkes 1993, in Unit 1 of your syllabus for further elaboration.). Stanford University, officially Leland Stanford Junior University, is a private research university located in Stanford, California.Stanford was founded in 1885 by Leland and Jane Stanford in memory of their only child, Leland Stanford Jr., who had died of typhoid fever at age 15 the previous year. 5. Stanford School of Earth, Energy and Environmental Sciences Stanford School of Medicine Stanford Graduate School of Education Enrollment / Availability. 【Information Department, China Medical University Hsinchu Hospital】 There are three jobs provided for the Stanford intern students in the Information Department: 1. The ability to elicit information, listen, understand, explain, recognize differences, and negotiate treatment intervention competently and sensitively, reflects learned skills. Within each unit in this course, students are encouraged to actively search for clinical applications to the issues raised. Fortunately, the skills of cultural competence can indeed be learned by everyone if given the desire. The ultimate goal for the study of ethnicity and medicine is to develop awareness, knowledge, skills, attitudes, and behaviors in parallel, such that one begins to develop an integrated approach to the practice of medicine. Stanford University, officially Leland Stanford Junior University, is a private research university located in Stanford, California.Stanford was founded in 1885 by Leland and Jane Stanford in memory of their only child, Leland Stanford Jr., who had died of typhoid fever at age 15 the previous year. ... UK and an Honorary Senior Lecturer at the University of Edinburgh Medical School. We have made significant progress, but we cannot be satisfied until we know that all individuals feel fully supported in achieving their potential. Recognizing this tendency, what can be done? Support Lucile Packard Children's Hospital Stanford and child and maternal health, Center of Excellence in Diversity in Medical Education Spring Lecture Series. She helped develop a new clinic, Stanford Coordinated Care, which opened in 2012for patients with chronic conditions. Systematic and conscious examination of one’s own values, beliefs, etc., is not commonly done by individuals in our society, unless given a structured forum in which to do so. As dean of the Stanford University School of Medicine, Lloyd Minor has championed the prevention of illness—using not only data and advanced technologies, but also a greater awareness of the behavioral and social factors (such as inequities) that strongly influence health. For example, we may make certain predictions about an African-American patient, however, if we then learn that she is a practicing Buddhist, our expectations may change. Stanford MSx is excited to welcome two cohorts in 2021. In fact, it has been suggested that teachers of cross-cultural medicine should direct the “knowledge” arm of the teaching paradigm mainly at “knowledge of self.” Ethnicity and Medicine, however, given its lecture format, will focus primarily on developing knowledge in the realm of the “other” rather than the “self.” The discussion section following lecture will provide greater opportunity, for those who enroll in it, to more closely examine “self,” and will thus provide a more holistic experience for those students. The term “cultural competency,” like other terms in cross-cultural medicine (e.g., “culture,” “ethnicity,” etc. In the context of cross-cultural medicine, “skills” refers largely to one’s ability to communicate effectively. As the non-medical member on the Stanford Medicine 25 team, Jewel provides the patients’ perspective in developing and promoting well-rounded Stanford Medicine 25 bedside exam best practices that represent a dialogue and partnership between doctor and patient. Much more meaning, and potentially useful information can often be conveyed by using more specific identifying terms, such as “Korean-American,” or “Navajo,” rather than “Asian” or “Asian-American,” and “Native American” respectively. Within each unit of this course, students should attempt to outline the issues most relevant to the ethnic group(s) being studied, and to develop a base of knowledge regarding each group. As noted in 2 above, this information should be constantly compared and contrasted to one’s knowledge base regarding self. This site is produced by the Office of Faculty Development and Diversity. If medicine is to embrace the notion of treating the “person” rather than the disease, then everyone from primary care physicians to specialists to researchers must develop the knowledge and practice the skills of cross-cultural medicine. The student-penned entries appear on Scope once a week during the academic year; the entire blog series can be found in the Stanford Medicine Unplugged category. The team of medical professionals worked in partnership with patients to improve the quality of their lives. Health care providers, in the business of taking care of people, are generally well intentioned, and are often unaware that certain actions or statements are racially, ethnically, or culturally offensive. At some schools, however, the academic culture is toxic. “Race,” on the other hand, is a “pseudobiologic” construct used to identify groups based on perceived or presumed biological differences, and is often designated by skin color, rather than actual cultural differences. For the secret of the care of the patient is in caring for the patient. We have broadly defined “culture” to include such things as religion, sexual orientation, socioeconomic status, and others (see above). Their paper was published in … Stanford Medicine Unplugged is a forum for students to chronicle their experiences in medical school. Cautionary Note: it is important to remember that in developing a “knowledge base” about a particular ethnic group, one is engaging in the act of stereotyping. Take a moment to list all of the groups with which you identify, then consider how your membership in each group influences you as an individual. By creating a more inclusive Stanford Medicine community and working to eliminate health and educational inequalities everywhere, we act not only on the side of justice, we fulfill our vision of bringing hope and healing to all people around the world. Available Closed Wait List Delivery Option. (1000 characters) Below are the secondary essay prompts for the Stanford University School of Medicine in Stanford, CA. Awareness/Sensitivity. 3. Below are the secondary essay prompts for the Stanford University School of Medicine in Stanford, CA. Students are expected to master material on their own; seeking help is seen as a sign of weakness. Why I Chose Stanford PM&R: I chose Stanford PM&R because of its mix of supportive culture, focus on exploration and research, and standing at the forefront of the field. What values, beliefs, customs, characteristics, social norms and mores make you an unique individual? This doesn’t make us bad people, it simply makes us human. He is a clinical assistant professor of neurology and neurological sciences and, by courtesy, of neurosurgery at Stanford University School of Medicine. However, it is realistic to learn about our biases and how they can lead to poor patient outcomes. This module is designed to provide information to increase the healthcare provider’s awareness of specific cultural, racial, ethnic, and tribal influences on health and health care of older Alaska Natives. Fatima Cody Stanford, MD, MPH, MPA, FAAP, FACP, FTOS is an obesity medicine physician scientist, educator, and policy maker at Massachusetts General Hospital and Harvard Medical School. >> Read Story. It includes a summer early matriculation component directed at initiating a successful medical and leadership career, and a two-year leadership seminar series during the school year focused on increasing students’ knowledge of health inequities, the roles of physician leaders, and their leadership challenges. As the ultimate goal, “cultural competence” may be viewed as that combination of awareness, knowledge, skills, attitudes and behaviors, which, when applied in the health care setting, results in a maximally beneficial outcome for both the patient and the provider. [Epub ahead of print] PMID: 29298183 Support teaching, research, and patient care. From Dr. Ralph Greco's initial creation of the General Surgery Residency's Balance in Life Program to our more recent formations of a staff wellness committee, we are dedicated to caring for each Stanford Surgery member's physical, psychological, professional, and social wellbeing. Hobbies: Watching basketball and football, live music, lifting weights, community service, listening to audiobooks. The intra-cultural variation within groups precludes a standard set of information which applies to all members of a given group of people. Andrew Fire – Physiology or Medicine (2006) shared with Craig Mello of the University of Massachusetts Medical School for recognizing that certain RNA molecules can be used to turn off specific genes in animal cells. Stanford University School of Medicine. Stanford Medicine has a number of opportunities for high school students and undergraduates at Stanford and other schools preparing for a future in medicine or science. The role of self in cross-cultural medical education cannot be overemphasized. In the 1988 film Die Hard, it is mentioned that Mr. Takagi graduated from Stanford Law School in 1962. After completing my medical school education at Stanford, I knew I wanted to stay for residency. The intern student will be responsible for the project related to use deep learning algorithm to predict or classify the disease or cancer. Join us for an event focused on belonging, specifically looking at the role belonging plays in one's psychological wellbeing, its importance to success, and the challenges to belonging inherent in Stanford culture. Nearly half of all medical students report having been publicly embarrassed by faculty, staff, or peers. 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