See how easy it is? 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. Available Closed Wait List Delivery Option. Skylar in the 1997 film Good Will Hunting plans on attending medical school at Stanford. These culturally-related factors will undoubtedly differ from person to person. Geneticists describe this as the fact that there is often more intra-racial genetic diversity than inter-racial genetic diversity. Quite the same Wikipedia. Arts Intensive — 3 Week Fall Program. Stanford Medicine integrates a premier medical school with world-class hospitals to advance human health. Alumni dispatches beginning from the 1940s. He is a clinical assistant professor of neurology and neurological sciences and, by courtesy, of neurosurgery at Stanford University School of 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. 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. 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. 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. This distinguished physician's life of learning included a crash course in medicine. 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. 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. There, you’ve just stereotyped a member of a particular group. Menu. If you have any questions, please send e-mail to ron.garcia@stanford.edu, 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. Stanford Libraries' official online search tool for books, media, journals, databases, government documents and more. “Men need to be part of the solution. Without a knowledge of self, one has nothing against which to compare the characteristics of others. 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). Stanford Medicine 25 Promoting the Culture of Bedside Medicine We teach and promote bedside exam skills to students, residents and healthcare professionals both in person and online. Within each unit in this course, students are encouraged to actively search for clinical applications to the issues raised. Nearly half of all medical students report having been publicly embarrassed by faculty, staff, or peers. 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). Class days are concentrated 4 days a week leaving Wednesdays free. Dean Minor speaks with Dr. Augustus White, the first African American graduate from Stanford's School of Medicine. This is by necessity, given only nine class meetings. 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. STANFORD, Calif. (KRON) — Some Stanford Medical School staff who do not treat COVID-19 patients were accidentally vaccinated this weekend ahead of schedule. For some people this is hard to believe. After completing my medical school education at Stanford, I knew I wanted to stay for residency. This course will examine and promote culturally competent health care. 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. Below are the secondary essay prompts for the Stanford University School of Medicine in Stanford, CA. Come learn from distinguished clinicians and researchers about the role of race and culture in caring for patients. Alaska Native Americans. >> Read Story. 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. The role of self in cross-cultural medical education cannot be overemphasized. The Stanford Medicine 25 This site is a map to a territory that must be explored in person. 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. Knowledge of Others. And we do it all the time. 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. The values cultivated through an organizational culture establish employee priorities and determine how workers pursue business goals. 3. 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. “Ethnicity” generally refers to identification with a group based on such things as common ancestry, country of origin, religion, and race. 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. Without the proper skills, awareness and knowledge base become largely academic and are virtually useless to us as clinicians. The School of Medicine offers courses of study leading to the M.S., Ph.D., and M.D. News story; View profile The speakers will present insights, findings, and programs targeting culturally diverse patients. Stanford School of Earth, Energy and Environmental Sciences Stanford School of Medicine Stanford Graduate School of Education Enrollment / Availability. Industry Immersion — Courses in Fashion, Music, Film. Stanford Medicine Stanford Medicine 25 – Promoting the Culture of Bedside Medicine Site Nav. What values, beliefs, customs, characteristics, social norms and mores make you an unique individual? 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. Finally, now consider how these individual influences may interact with each other in complex ways. 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. Stanford is an equal employment opportunity and affirmative action employer. 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. 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 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). 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. Breakout sessions will examine students' and other participants' own experiences with belonging, vulnerability within communities, and other issues. The Stanford Medicine 25 initiative does exactly that. 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 all do it. A knowledge of self is critical to the understanding of others. 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. Awareness/Sensitivity. Support teaching, research, and patient care. Think about a group with which you have had little or no experience. Called the Discovery Curriculum, MSM students take a subset of the MD required courses along with the MD students. Prejudice and discrimination still persist in the American health care system. 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. Students are expected to master material on their own; seeking help is seen as a sign of weakness. This doesn’t make us bad people, it simply makes us human. At Stanford Facilitated At Work In-Person Online Free or paid. It would be an impossible mission to know about the culturally sensitive and competent treatment of all patients. 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. Portraits of Stanford Medicine: Peter Poullos, See more diversity related articles in the Stanford Medicine Scope Blog. Furthermore, these factors may have profound influences on how an individual approaches their own health, illness, and health care. 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. We have made significant progress, but we cannot be satisfied until we know that all individuals feel fully supported in achieving their potential. Like all skills, these abilities require first an understanding of their application, and secondly they require practice. 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. The terms “ethnicity” and “race” refer to closely related but distinct cultural variables. 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. 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. 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. 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. Hobbies: Watching basketball and football, live music, lifting weights, community service, listening to audiobooks. Med School Education: Stanford University School of Medicine. ), has many interpretations and definitions. 2018 Jan 2. Stanford MSx is excited to welcome two cohorts in 2021. Again, both can be defined in many ways. Sheri Fink, MD, opens eyes to wartime's medical quandaries. 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. first and foremost, and only later would we pay any attention to possible generalizations regarding groups to which she or he may belong. Thus, strictly speaking, the two terms are not interchangeable. In addition, he is Medical Director of the Neurosciences Service Line at Stanford Health Care – ValleyCare and is Medical … 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). Knowledge of Self. 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. This site is produced by the Office of Faculty Development and Diversity. 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. 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. At Stanford Facilitated At Work In-Person Online Free or paid. She helped develop a new clinic, Stanford Coordinated Care, which opened in 2012for patients with chronic conditions. As noted in 2 above, this information should be constantly compared and contrasted to one’s knowledge base regarding self. Physician and staff wellness was a tradition at Stanford Surgery before #burnout was a buzzword. Stanford Medical School. Favorite thing about the Bay Area: The weather, close proximity to many daytime adventures, enlightened culture of intellectuals The Stanford School of Medicine recently improved their MD program curriculum with new course offerings and scheduling. Include any impact on your medical school application preparation in the areas of academics, research, employment, volunteer service, and/or clinical experiences. Several key concepts which should always be kept in mind when studying aspects of cross-cultural medicine are outlined below. Now, consider what you know about members of that group, regardless of how little it may be. Ultimately, this requires that we learn to recognize our own preconceptions about others, and then learn to work around these preconceptions. At some schools, however, the academic culture is toxic. The team of medical professionals worked in partnership with patients to improve the quality of their 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. 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. An exciting course that challenges you to explore how culture and language impact the effectiveness of clinical encounters. 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. 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. A central principle in the study of cross-cultural medicine is that the study of others begins with the study of self. 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 value of social or ethnic categorization is primarily as a marker for health status. Recognizing this tendency, what can be done? Stanford Medicine Stanford Medicine 25 – Promoting the Culture of Bedside Medicine Site Nav. Support Lucile Packard Children's Hospital Stanford and child and maternal health, Center of Excellence in Diversity in Medical Education Spring Lecture Series. Thus, we might include such typical variables as race, ethnicity, country of origin, and so on, in our definition. We developed an approach to an integrated communication strategy to identify opportunities to leverage diversity partnerships. 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. 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. 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. The School of Medicine seeks to attract students who are passionate about scholarship and wish to improve the health of the world's people through research, innovation, and leadership. Welcome to the Department of Urology at Stanford University School of Medicine Diversity, Equity and Inclusion webpage! 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. 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. Support Lucile Packard Children's Hospital Stanford and child and maternal health. Indeed, if we could all always remember this simple fact, there would be little or no need for so-called “sensitivity training,” because we would automatically treat each person as a highly unique individual (regardless of skin color, style of dress, pattern of speech, etc.) There is no set of “rules” for a given group which applies to all members of that group. The intra-cultural variation within groups precludes a standard set of information which applies to all members of a given group of people. “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. 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. Providing optimal care necessitates that we do everything possible to ensure sensitive and competent treatment. ... UK and an Honorary Senior Lecturer at the University of Edinburgh Medical School. In the context of cross-cultural medicine, “skills” refers largely to one’s ability to communicate effectively. THAN THERE IS AMONG CULTURAL GROUPS, especially within similar socioeconomic levels. Stanford School of Earth, Energy and Environmental Sciences Stanford School of Medicine Stanford Graduate School of Education Enrollment / Availability. 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. One useful paradigm for approaching the cross-cultural clinical encounter is to a) have a prior understanding of one’s own values, beliefs, etc., b) elicit the medically relevant values, beliefs, etc. LHDP is available to all matriculating Stanford medical students. 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.). 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 … 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. 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. This is a statistical reality. But we might also include such things as socio-economic status, sexual orientation, gender, age, ability (the other way of looking at “disability”), degree of acculturation, and religious conviction. We encourage you to “teach” your classmates through sharing, both in and outside of class. A fourth School of Medicine professor said that when arriving at Stanford from another institution, she immediately felt a difference in workplace culture. 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. 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. 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. Support teaching, research, and patient care. Throughout the course, students should constantly evaluate and conceptualize the information they receive in terms of these five dimensions: 1. 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. Practical skills form the functional interface between ethnicity and medicine. As a partial solution, we encourage breadth of thinking as you complete the readings, listen to lectures, and participate in discussions. Following our traditional program timeline, the MSx Class of 2022 will kick off July 2021 and graduate June 2022. Thus, these broad terms actually convey very little meaning. 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. 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. This course is designed to provide information that will help health care professionals provide culturally competent patient care. It is our hope that this course will help launch career interests in the rapidly emerging field of cross-cultural medicine. What does it mean to say that someone is “Hispanic,” “African/African-American,” “White,” “Asian/Asian-American,” “Native American,” etc.? 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