Fassiotto M, Simard C, Sandborg C, Valantine H, Raymond J. Acad Med. Alaska Native Americans. What values, beliefs, customs, characteristics, social norms and mores make you an unique individual? STANFORD, Calif. (KRON) — Some Stanford Medical School staff who do not treat COVID-19 patients were accidentally vaccinated this weekend ahead of schedule. What does it mean to say that someone is “Hispanic,” “African/African-American,” “White,” “Asian/Asian-American,” “Native American,” etc.? The School of Medicine offers courses of study leading to the M.S., Ph.D., and M.D. “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. These five dimensions are outlined in the Course Curriculum below, along with specific examples of material presented in this course. The Stanford Medicine 25 website recently passed 500,000 total visits and 375,000 unique visits since our initial launch in February, 2012. 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. Yet, these labels still persist in everything from U.S. Census data to lay conversation, and one must be mindful of what they really mean. 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. 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. Available Closed Wait List Delivery Option. 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. 3. 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. 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.). Discovery Curriculum provides education in biomedical and clinical sciences along with study and independent research through scholarly concentrations. As a partial solution, we encourage breadth of thinking as you complete the readings, listen to lectures, and participate in discussions. [Epub ahead of print] PMID: 29298183 Throughout the course, students should constantly evaluate and conceptualize the information they receive in terms of these five dimensions: 1. Med School Education: Stanford University School of Medicine. LHDP is available to all matriculating Stanford medical students. Stanford Medicine Secondary Essay Prompts (If you have updated prompts, please submit them at updatesecondaries.com) These prompts are from the 2020 Application Cycle. A knowledge of self is critical to the understanding of others. She is a national and international sought after expert in obesity medicine who bridges the intersection of medicine, public health, policy, and disparities. 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. Hear participants, counselors, and SMYSP staff speak about their experiences with this life-changing program. This simple concept is commonly overlooked or ignored in practice. Alumni dispatches beginning from the 1940s. Each of these labels (and others not listed) identifies a broad and richly diverse group of peoples. There, you’ve just stereotyped a member of a particular group. 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. News story; View profile The department traces its origin to the founding of Stanford University as a school that was both academically rigorous and practically oriented, aspiring to produce “cultured and useful citizens.” Our first three professors joined the faculty in 1891, the year the university itself was founded. The Stanford M.D. Providing optimal care necessitates that we do everything possible to ensure sensitive and competent treatment. Thus, these broad terms actually convey very little meaning. 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. We developed an approach to an integrated communication strategy to identify opportunities to leverage diversity partnerships. The values cultivated through an organizational culture establish employee priorities and determine how workers pursue business goals. 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. Developing a knowledge-base about the intersection of ethnicity and medicine is clearly a main objective of this course. Again, both can be defined in many ways. 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. Prejudice and discrimination still persist in the American health care system. However, one VERY important point is often overlooked, or becomes lost along the way, and that is this: Often THERE IS GREATER VARIATION WITHIN ANY GIVEN CULTURAL GROUP (e.g., African-Americans, East Europeans, female or male homosexuals, the poor, etc.) Here are Stanford University School of Medicine’s secondary questions. Thus, as clinicians, we will commonly be faced with situations in which our own values, beliefs, customs, characteristics, and social norms and mores will differ significantly from those of our patients. Integration. Favorite thing about the Bay Area: The weather, close proximity to many daytime adventures, enlightened culture of intellectuals The role of self in cross-cultural medical education cannot be overemphasized. THAN THERE IS AMONG CULTURAL GROUPS, especially within similar socioeconomic levels. Fortunately, the skills of cultural competence can indeed be learned by everyone if given the desire. “Culture,” it turns out, is a fairly difficult term to define. Awareness/Sensitivity. Indeed, as a result of a personal and collective history of prejudice and discrimination, racial, ethnic, or cultural minority patients may in fact be hypersensitive to such actions or words. Stanford Medical School. 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. 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. In the context of cross-cultural medicine, “skills” refers largely to one’s ability to communicate effectively. Nearly half of all medical students report having been publicly embarrassed by faculty, staff, or peers. 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. 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 … These culturally-related factors will undoubtedly differ from person to person. 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. 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. Undergraduate Programs in the School of Medicine. Career/Fellowship Interests: Trauma. 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. “When I arrived at Stanford over 30 years ago, this approach was unique among medical schools,” he said, noting that it … (1000 characters) Below are the secondary essay prompts for the Stanford University School of Medicine in Stanford, CA. The Stanford Medicine 25 initiative does exactly that. 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. What Inclusion Means to Us 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. Only 0.5% of the medical residents at Stanford are in on the first round of shots. >> Read Story. 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. Read more about their programs and services. Finally, now consider how these individual influences may interact with each other in complex ways. 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). Sheri Fink, MD, opens eyes to wartime's medical quandaries. 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. Their paper was published in … After completing my medical school education at Stanford, I knew I wanted to stay for residency. 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. And at the heart of this enduring mission is a diverse group of Stanford Medicine faculty, students, trainees, and staff contributing immeasurably. 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. of one’s patients, c) recognize the important differences in value, belief, etc. We encourage you to “teach” your classmates through sharing, both in and outside of class. Innovative programs ensure diversity is reflected in our programs, culture and leadership. This distinguished physician's life of learning included a crash course in medicine. Physician and staff wellness was a tradition at Stanford Surgery before #burnout was a buzzword. In the past it has been suggested that the study of cross-cultural aspects of health care is mostly only a concern to primary care specialists. 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 … 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. 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. As physicians we are devoting ourselves to taking care of others. 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. Stanford Medical Center was scheduled to start vaccinating frontline health care workers Friday morning with the 5,000 doses of the Pfizer vaccine already on hand. On the other hand, if this same woman comes into our practice and we work her up, conscious of the fact that alcohol may be an issue, but not necessarily expecting it to be so, we are “hypothesis testing,” rather than stereotyping, and we are practicing good medicine and doing our patient a service. 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. John Timmer - Dec 18, 2020 10:10 pm UTC Enlarge / Protests by medical … Welcome to the Department of Urology at Stanford University School of Medicine Diversity, Equity and Inclusion webpage! Support Lucile Packard Children's Hospital Stanford and child and maternal health, Center of Excellence in Diversity in Medical Education Spring Lecture Series. 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. 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. 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. We all do it. This course, Ethnicity and Medicine, focuses somewhat more narrowly on ethnicity and the closely related but distinct issue of race. The term “cultural competency,” like other terms in cross-cultural medicine (e.g., “culture,” “ethnicity,” etc. “Ethnicity” generally refers to identification with a group based on such things as common ancestry, country of origin, religion, and race. 2018 Jan 2. Skill-building. Hobbies: Watching basketball and football, live music, lifting weights, community service, listening to audiobooks. Below are the secondary essay prompts for the Stanford University School of Medicine in Stanford, CA. 【Information Department, China Medical University Hsinchu Hospital】 There are three jobs provided for the Stanford intern students in the Information Department: 1. Now, consider what you know about members of that group, regardless of how little it may be. 4. 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