This course, Ethnicity and Medicine, focuses somewhat more narrowly on ethnicity and the closely related but distinct issue of race. Below are the secondary essay prompts for the Stanford University School of Medicine in Stanford, CA. Welcome to the Department of Urology at Stanford University School of Medicine Diversity, Equity and Inclusion webpage! She is a national and international sought after expert in obesity medicine who bridges the intersection of medicine, public health, policy, and disparities. Stanford is an equal employment opportunity and affirmative action employer. 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. 5. ... programs like ACE at Johns Hopkins take the same approach and are advocating for and prioritizing bedside medicine as part of the medical school curriculum and residency training. These five dimensions are outlined in the Course Curriculum below, along with specific examples of material presented in this course. 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. 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. Regardless of our good intentions, WE ALL REGULARLY STEREOTYPE OTHERS. Several female School of Medicine faculty blame a culture of sexual harassment and sexism for what they say is an inadequate University response to … >> Read Story. Thus, a prime objective of any educational experience regarding culture and medicine should be to create an environment in which individuals can and do systematically and objectively examine their own culturally-related values, beliefs, customs, characteristics, and social norms and mores - the “self” which they bring to the clinical encounter. 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. The role of self in cross-cultural medical education cannot be overemphasized. Stanford School of Medicine offers a wide range of diversity and inclusion programs, events, and activities for all constituencies including medical students, graduate students, residents/fellows, postdoctoral researchers, faculty, and staff. For example, to identify someone simply as “Asian” ignores tremendous potential differences in language, customs, traditions, history, values, religion, family structure, diet, and other things which distinguish one “Asian” group from another. By learning to hypothesis test rather than stereotype, we may be empowered to apply our knowledge of cross-cultural issues without damaging the patient-provider relationship in the process. A second major goal for this course is to stimulate interest in, encourage, and promote continued interest in cross-cultural medicine among students. After completing my medical school education at Stanford, I knew I wanted to stay for residency. “When I arrived at Stanford over 30 years ago, this approach was unique among medical schools,” he said, noting that it … What does it mean to say that someone is “Hispanic,” “African/African-American,” “White,” “Asian/Asian-American,” “Native American,” etc.? The values cultivated through an organizational culture establish employee priorities and determine how workers pursue business goals. Sheri Fink, MD, opens eyes to wartime's medical quandaries. For the purposes of this course we will define cultural competency as the clinician’s ability to work effectively with patients and colleagues from differing cultures. Thus, when one refers to the notion of becoming “culturally competent,” they are actually referring to the process of enhancing one’s knowledge base and clinical skills toward the goal of providing culturally competent care. 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. THAN THERE IS AMONG CULTURAL GROUPS, especially within similar socioeconomic levels. Abiram Bala, MD. 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. Read more about their programs and services. Without a knowledge of self, one has nothing against which to compare the characteristics of others. Innovative programs ensure diversity is reflected in our programs, culture and leadership. Throughout the course, students should constantly evaluate and conceptualize the information they receive in terms of these five dimensions: 1. dean, stanford school of medicine Medical community rallies for racial justice The event at Stanford provided a venue for health care workers and students to express their feelings about violence against African Americans and to voice their demands for change. Think about a group with which you have had little or no experience. Find curated resources for education, donation and activism, and self-care, This resource database will help you find what fits your needs and how you can get engaged, Read letter to Stanford community from Provost Persis Drell, Lucile Packard Children's Hospital Stanford. The following graphic illustrates the teaching framework used in Ethnicity and Medicine: Ethnicity and Medicine will build a knowledge base in the context of the five major dimensions of how culture impacts patient care. Celina began her career at Stanford Health Care in 2008in Ambulatory Care in the Orthopedic Clinicas an office assistant. Include any impact on your medical school application preparation in the areas of academics, research, employment, volunteer service, and/or clinical experiences. In the wake of a mass movement against racial injustice and police brutality in America, affiliates of Stanford Medical School are speaking up about … The Stanford Medicine 25 This site is a map to a territory that must be explored in person. 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. Now, consider what you know about members of that group, regardless of how little it may be. Note that each of these latter variables cuts across all racial/ethnic lines. Thus, simply memorizing a list of differences between one’s own cultural group(s) and another’s can lead to a collection of stereotypes which can cloud rather than clarify clinical encounters. The ability to elicit information, listen, understand, explain, recognize differences, and negotiate treatment intervention competently and sensitively, reflects learned skills. Each section of the syllabus contains a short introduction which includes prompts to help students conceptualize the material in terms of the following five course objectives. 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. 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. 3. However, if as a clinician we see a Native American Indian in our practice and presume for some reason that she suffers from alcoholism, we are stereotyping, and this not only has broad societal ramifications, but it may also negatively impact the clinical encounter, reducing the satisfaction of both the patient and the clinician. Stanford Medical Youth Science Program immerses students in the medical sciences while giving them the tools and exposure to address the health and educational disparities that affect communities. 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. 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. 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. There, you’ve just stereotyped a member of a particular group. Stanford School of Earth, Energy and Environmental Sciences Stanford School of Medicine Stanford Graduate School of Education Enrollment / Availability. 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. 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. We have made significant progress, but we cannot be satisfied until we know that all individuals feel fully supported in achieving their potential. 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. A fourth School of Medicine professor said that when arriving at Stanford from another institution, she immediately felt a difference in workplace culture. In the context of medicine, it is useful to define “culture” very broadly, as consisting of the assumptions, beliefs, and expectations that influence behaviors and decision-making. This is by necessity, given only nine class meetings. In the study of cross-cultural medicine we will examine the various values, beliefs, customs, patterns of thought and behavior, and other variables which may distinguish one group of people from another, and which may impact health, illness, and the giving and receiving of health care. As we hear and read about various ethnic groups and associated health issues in this course, all students are highly encouraged to continually relate, compare, and contrast the knowledge they receive about others directly to oneself. The term “cultural competency,” like other terms in cross-cultural medicine (e.g., “culture,” “ethnicity,” etc. Even worse, without an understanding of the intersection of culture, health, and medicine, a researcher may be unable to properly formulate hypotheses from the outset. Students are expected to master material on their own; seeking help is seen as a sign of weakness. In the study of cross-cultural medicine it is easy to make generalizations about particular cultural groups (without such generalizations there would be no point in studying cross-cultural medicine). Coupled with this is the “Stanford culture” that has limited the size of faculty growth such that every school has a fixed faculty (or billet) cap—which makes every recruitment precious and which, in turn, forces more horizontal interactions and makes “empire building” anathema. In the study of cross-cultural medicine, it is important to keep in mind that there is no “cookbook” approach to patients from a particular cultural background. 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. As physicians we are devoting ourselves to taking care of others. 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. 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. Our goal is to draw from people with a variety of backgrounds and life experiences to reach a new level of innovation in teaching, research and caring for patients. 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. Called the Discovery Curriculum, MSM students take a subset of the MD required courses along with the MD students. >> Read Story. This is a statistical reality. Only 0.5% of the medical residents at Stanford are in on the first round of shots. The Stanford Medicine 25 Blog features articles promoting the culture of bedside medicine. 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. Industry Immersion — Courses in Fashion, Music, Film. in isolation, as if an individual belonged to just a single group at a given time. 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. Knowledge of Self. Alumni dispatches beginning from the 1940s. Indeed, even health science researchers who never encounter individual patients need to understand the issues inherent in cross-cultural medicine. A knowledge of self is critical to the understanding of others. He is a clinical assistant professor of neurology and neurological sciences and, by courtesy, of neurosurgery at Stanford University School of Medicine. LHDP is available to all matriculating Stanford medical students. The rapidly emerging reality, however, is that anyone who treats patients (even the most highly specialized of physicians) must be versed in the knowledge and skills of cross-cultural medicine if they are to be a truly competent and confident practitioner. Thus, for example, if we had a group of 10 “White” subjects and a group of 10 “Hispanic” subjects, we would likely find that while the individuals in each group differ greatly, if we could somehow average the individuals in each group, the “White” group would not be that different from the “Hispanic” group. Thus, these broad terms actually convey very little meaning. Arts Intensive — 3 Week Fall Program. 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.). 【Information Department, China Medical University Hsinchu Hospital】 There are three jobs provided for the Stanford intern students in the Information Department: 1. Breakout sessions will examine students' and other participants' own experiences with belonging, vulnerability within communities, and other issues. Sharing one’s thoughts, experiences and perspectives with the larger class flavors our dialogue with the richness of diversity which we collectively represent. Discovery Curriculum provides education in biomedical and clinical sciences along with study and independent research through scholarly concentrations. Their paper was published in … There is no set of “rules” for a given group which applies to all members of that group. Practical skills form the functional interface between ethnicity and medicine. 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. Prejudice and discrimination still persist in the American health care system. What values, beliefs, customs, characteristics, social norms and mores make you an unique individual? And we do it all the time. 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. first and foremost, and only later would we pay any attention to possible generalizations regarding groups to which she or he may belong. Recognizing this tendency, what can be done? This distinguished physician's life of learning included a crash course in medicine. Stanford Medicine Secondary Essay Prompts (If you have updated prompts, please submit them at updatesecondaries.com) These prompts are from the 2020 Application Cycle. Nurses perceived a stronger safety culture than physicians or pharmacists.While it is difficult to isolate the effects of the team training intervention from other events occurring during the year between training and postevaluation, overall the intervention seems to have improved the safety culture on these medical … 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. Stanford School of Medicine offers a wide range of diversity and inclusion programs, events, and activities for all constituencies including medical students, graduate students, residents/fellows, postdoctoral researchers, faculty, and staff. [Epub ahead of print] PMID: 29298183 As we move through the course, you are encouraged to actively try to make cognitive and behavioral connections between the awareness, knowledge, skills, attitudes, and behaviors which will develop along the way. The discussion section will provide greater opportunity for students to practice communication skills in the context of cross-cultural medicine through case studies, role-plays, and other experiential activities. She helped develop a new clinic, Stanford Coordinated Care, which opened in 2012for patients with chronic conditions. 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. Without the proper skills, awareness and knowledge base become largely academic and are virtually useless to us as clinicians. Stanford Medicine Unplugged is a forum for students to chronicle their experiences in medical school. If you have any questions, please send e-mail to firstname.lastname@example.org, Leadership Education for Aspiring Physicians, Summer Research Experience for Community College Students, GME Diversity Committee (Residents and Fellows), Leadership in Health Disparities Lecture Series, Lucile Packard Children's Hospital Stanford. 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. 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. Stanford University School of Medicine is the medical school of Stanford University and is located in Stanford, California.It traces its roots to the Medical Department of the University of the Pacific, founded in San Francisco in 1858. Undergraduate Education: University of California, Berkeley Med School Education: Duke University School of Medicine Career/Fellowship Interests: Arthroplasty, Spine Hobbies: travel, electronic music, movies, tech Favorite thing about the Bay Area: The Bay Area is home for me.There’s tons to do with an exciting culture of innovation. Boys in white [print] : student culture in medical school in SearchWorks catalog Skip to search Skip to main content 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. 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. degrees. Career/Fellowship Interests: Trauma. Stanford MSx is excited to welcome two cohorts in 2021. 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). 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. The MSx Class of 2021 will arrive in January and graduate in December 2021. The FARTHER framework—as defined by Stanford Graduate School of Business Professor Huggy Rao—is a useful way to approach People Operations, helping businesses define their values and create a successful culture: 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. Thus, we might include such typical variables as race, ethnicity, country of origin, and so on, in our definition. >> Read Story A central principle in the study of cross-cultural medicine is that the study of others begins with the study of self. 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. Finally, as depicted in the graphic, Ethnicity and Medicine will begin to make connections between cultural competency at the individual practitioner level and how that can translate to the American health care delivery system in general. At Stanford Facilitated At Work In-Person Online Free or paid. LHDP is available to all matriculating Stanford medical students. Again, both can be defined in many ways. Typically between 60% and 85% of medical students at Stanford have opted for at least one extra year of medical school to incorporate other scholarly pursuits, Bernstein said. ... A spring lecture series that challenges undergraduate students to explore how culture and language impact the effectiveness of clinical encounters. Portraits of Stanford Medicine: Peter Poullos, See more diversity related articles in the Stanford Medicine Scope Blog. Class days are concentrated 4 days a week leaving Wednesdays free. However, it is realistic to learn about our biases and how they can lead to poor patient outcomes. The Stanford M.D. Stanford Medical School professors say gender discrimination and harassment allowed to flourish ... “There is a culture that needs to change,” she said. John Timmer - Dec 18, 2020 10:10 pm UTC Enlarge / Protests by medical … At Stanford… James T. Campbell, a History professor at Stanford, says that unlike at Harvard, Stanford’s culture emphasizes such practical application immediately, not just after students graduate. ... 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. Skill-building. The SMCI is the result of years of hard work by many leaders across Stanford Medicine, all aligned in their commitment to foster a spirit of collaboration and a culture of continuous improvement. The intern student will be responsible for the project related to use deep learning algorithm to predict or classify the disease or cancer. Geneticists describe this as the fact that there is often more intra-racial genetic diversity than inter-racial genetic diversity. Available Closed Wait List Delivery Option. Diversity activities at Stanford University School of Medicine are widespread and integrated into medical education curriculum, graduate education and graduate medical education student activities, as well as career development opportunities for trainees and faculty. To understand the big picture, he and Tait Shanafelt, MD, Stanford Medicine's chief wellness officer, teamed with organizational culture theorist Edgar Schein, PhD, to view the medical profession through the lens of organizational science. As you gather information on various cultural groups throughout this course and in the future, be mindful that statements about a particular group are by definition stereotypes, and may not apply to individuals you come into contact with. Support teaching, research, and patient care. And at the heart of this enduring mission is a diverse group of Stanford Medicine faculty, students, trainees, and staff contributing immeasurably. Class Notes. The School of Medicine offers courses of study leading to the M.S., Ph.D., and M.D. The information in such a knowledge base will not necessarily apply to all members of the group in question, and relying too heavily on such a knowledge base can lead to a ”cookbook” approach to clinical medicine, with a basis on stereotypes which may or may not hold for individual patients or colleagues (see “Thinking About Ethnicity with Respect to Medicine” below for further discussion). ... UK and an Honorary Senior Lecturer at the University of Edinburgh Medical School. 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. Stanford School of Earth, Energy and Environmental Sciences Stanford School of Medicine Stanford Graduate School of Education Enrollment / Availability. 2018 Jan 2. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or … Hillary Whitney in the 1988 film Beaches studies at Stanford. Fassiotto M, Simard C, Sandborg C, Valantine H, Raymond J. Acad Med. Dean Minor speaks with Dr. Augustus White, the first African American graduate from Stanford's School of Medicine. Stanford Medical School. Here are Stanford University School of Medicine’s secondary questions. The Diversity Center of Representation and Empowerment, or D-CORE, provides a space where any member of the Stanford Medicine community interested in issues of inclusion and diversity can hold meetings or just hang out and study. 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