Did you know that frailty can affect the quality of life of older people? Did you know that frailty can impose a burden on the significant others of older people? If you are a member of the general public and would like to know about the prevention of frailty and the promotion of healthy ageing, or if you are a healthcare professional who would like to provide the best care for older people and family members in order to combat frailty, this course is for you. The aim of this course is not only to provide theoretical knowledge about frailty, but also to give practical input to help our learners become familiar with frailty and how to manage it. Frailty is a common condition among older people. It is associated with ageing, which is a trend that is becoming a major concern around the globe. Frailty is not only costly in terms of medical expenses, but also imposes a mental and financial burden on the family members of older people with the condition. A person with frailty is also at an increased risk of disease, disability, and death. However, frailty is reversible. Preventing frailty is an important target in the promotion of healthy ageing. Apart from introducing concepts related to frailty, this course also provides some practical approaches to help individuals, including the older people themselves, caregivers, and healthcare professionals, to monitor and manage frailty in daily life. Short movies and videos are used for illustration. The techniques introduced in this course for managing frailty can be incorporated into daily life, making frailty easier to manage. This course is designed for anyone interested in the management of frailty. Taking this course will help you to manage the frailty and promote the health of older people around you.

Overview Internet Enduring Material Sponsored by the Stanford University School of Medicine. Presented by the Department of Psychiatry and Behavioral Sciences at Stanford University School of Medicine Although dementia is the most common diagnosis in older adulthood it is under-recognized in primary care. This gap in recognition is even greater for patients, their caregivers and families who belong to various ethnic and racial minority populations. As U.S. residents are aging, and becoming more racially and ethnically diverse, physicians and other healthcare providers will increasingly need to tailor their care to specific populations. This series of continuing education activities is designed to help healthcare providers recognize dementia, select culturally appropriate assessment tools, and communicate effectively about dementia care in ethnically and racially diverse populations. This initial course, Dementia and Diversity in Primary Care: A Primer - Guidelines, Ethnic Differences, and Assessment, will introduce primary care physicians and members of their care teams to the “ethnogeriatric imperative” and its impact on dementia. Future courses will provide information on assessing and caring for diverse racial and ethnic groups. Accreditation The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians. The Stanford University School of Medicine designates this enduring material for a maximum of 1.5 AMA PRA Category 1 Credits™ . Physicians should claim only the credit commensurate with the extent of their participation in the activity. If you would like to earn CME credit from Stanford University School of Medicine for participating in this course, please review the information here prior to beginning the activity. Additional Instructors Yuan Marian Tzuang, MSW Annecy Majoros, BA Cynthia Nakayama, BS

Taught by leading experts in pediatric HIV clinical care and treatment, nursing, and global health, this course will equip nurses and midwives with the skills they need to provide quality clinical care to children living with HIV according to the latest clinical guidelines from the World Health Organization. The course is self-paced to accommodate individual schedules and learning needs. ICAP at Columbia University has been a leader in international HIV care and treatment for over a decade. We have worked with governments and local organizations to help make HIV care and treatment widely available and patient centered. Through sharing lessons learned and insights from ICAP’s work, we hope to improve your knowledge and appreciation for pediatric HIV care and treatment and ultimately the care that children living with HIV receive.

It is highly likely that you, a member of your family, or a close friend will face the decision of whether to use a medication to treat a diagnosed psychiatric disorder. Do you have the skills and knowledge to participate in the decision to use a drug as therapy? This course prepares you to be an effective collaborator with your physician, psychiatrist, or psychologist when deciding if a medication is appropriate treatment. The course introduces fundamental principles for the use of drugs as therapy. It encourages students to have realistic goals regarding the strengths and limitations of psychiatric medications. It provides basic understanding of how a drug acts upon the brain to improve behavioral symptoms. You will learn how new drugs are developed to become viable options for treatment, and how they are ultimately approved for being prescribed. Additionally, this course provides perspective on the proper use of psychiatric medication as a part of a multifactor treatment program. Altogether, you will acquire a working knowledge to gain confidence that a psychiatric medication is being used wisely to give the best advantage for a successful improvement of symptoms while minimizing risk of side effects.

During the five weeks of our course you will look into some of the most interesting and important areas of contemporary bioethics. This course, unlike other courses in bioethics, is primarily directed towards students reading biomedicine and not only medical educations leading to a certain profession, like physicians, nurses, physiotherapists etc. The latter students often have ethical codes specific to their profession. Moreover, much of their ethical training is about ethical problems that arise in the relationship between health care professional and patient. This course is directed to the students who have scientific biomedical training as their main focus. Such students often end up in development and research or at biomedical laboratories. However, they encounter ethical questions in their professional lives as well. Here are a few examples of the ethical questions that will be addressed during the course: How should we use animals or humans in biomedical research? For instance, what level of risk for harm is allowed? What are the rights of privacy or autonomy of patients or research subjects? How should we distribute the benefits and burdens of medical interventions locally and globally? What medical tests should healthcare offer? Are the certain tests, for instance genetic tests, that should not be offered at all? Who should get access to genetic information about an individual that results from a genetic test? Insurance companies? Employers? Researchers? Relatives? Should we use medical interventions only to cure disease or also to improve the functioning of already healthy individuals? In order to tackle these questions in a fruitful way, basic concepts and tools from ethics in general and bioethics in particular is an integral part of the course.

Musculoskeletal AnatomyX invites students to join medical and basic science faculty at Harvard Medical School (HMS) to learn about musculoskeletal injuries commonly seen in clinical practice. For each case, students visit the HMS Clinical Skills Center to observe the initial patient encounter and physical examination by an orthopedic surgeon. Following the patient encounter, students complete the interactive gross anatomy, histology and radiology learning sessions essential for understanding the case. The anatomy learning sessions include observing actual dissections in the Harvard Medical School anatomy laboratories revealing and explaining the human anatomy relevant for each clinical case. After completing the case learning sessions, students review pertinent radiology images, commit to a tentative diagnosis from a list of differential diagnoses, and accompany the patient to a virtual operating room to observe the surgical treatment. In the virtual operating room, students observe narrated videos of actual surgical procedures. Clinical content for each case is developed in close collaboration with leading orthopedic surgeons and radiologists at Brigham and Women’s Hospital. This course will take you inside the anatomy laboratories where students entering medicine, dental medicine, and other health professions study anatomy by performing anatomical dissections. Content includes videos, photographs, and other content, including anatomical images and videos showing cadaver dissection, that some people may find offensive, disturbing or inappropriate.

Brain and behavior are inextricably linked in neuroscience. The function of the brain is to govern behavior, and the aim of this course is to causally link biophysical mechanisms with simple behaviors studied in mice. The brain processes information through the concerted activity of many neurons, which communicate with each other through synapses organised in highly dynamic networks. The first goal of the course is to gain a detailed understanding of the structure and function of the fundamental building blocks of the mammalian brain, its synapses and neurons. The second goal is to understand neuronal networks, with specific emphasis on the interactions of excitatory glutamatergic and inhibitory GABAergic neurons. The third goal is to place neuronal network function in the context of sensory processing ultimately leading to behavioral decisions and motor output.

The real-life stroke scenario presented in ANA101x Human Anatomy has invited vigorous discussions on whether fully recovery from a severe stroke is possible and how it could happen. The knowledge of anatomy has arisen a series of queries on body functioning that are commonly implicated in stroke. An extension of human anatomy fundamentals towards functional anatomy has formed the basis of intervention approaches for functional recovery undertaken by different healthcare professionals, which is guiding the ultimate goals of post-stroke rehabilitation program for regaining independence and quality-of-life of the individuals. Therefore, this course is particularly designed to delineate the stroke recovery process and its underlying scientific rationales. Continuing using the same clinical case of Mr Law, this course walks you through the recovery journey, known as stroke care pathway involving multiple healthcare professionals to compose module ONE. In module TWO, intervention approaches practiced in key healthcare disciplines underpinned by the functional anatomy will be explored. Finally, the course knowledge will be assessed using an experiential approach using a set of mini case studies derived from the mainstream scenario of Mr Law.

Antiretroviral Therapy (ART) is a critical tool in the fight against the global HIV epidemic.  With ART, antiretroviral drugs are used to suppress the HIV virus, stop the progression of the disease, and prevent onward transmission. In 2016, the World Health Organization (WHO) updated their consolidated guidelines on the use of antiretroviral drugs in the fight against HIV. This course will equip health workers with the skills they need to use antiretroviral therapy for HIV treatment and prevention according to these updated clinical guidelines. Taught by clinical experts in HIV and global health, the course is self-directed to accommodate individual schedules.

Regardless of where physicians practice they are expected to be calm, cool, and collected when confronted with undifferentiated, critically ill patients. Medical education in most countries however, focuses on approaching patients in a methodical, time intensive manner. Although this approach can be effective for certain patients and settings, it can prove disastrous during those moments when time is of the essence. The specialty of Emergency Medicine (EM) centers on rapidly sorting, assessing, and stabilizing undifferentiated patients regardless of the etiology of their condition. Designed by educational leaders in the field of EM, this course is designed to teach healthcare providers the necessary skills to recognize and manage patients with life-threatening emergencies. “What Every Provider Should Know: Clinical Fundamentals” features high quality video lectures, online case scenarios with questions, a discussion forum, and the chance to demonstrate your knowledge by testing to achieve a statement of accomplishment. A detailed syllabus is provided, which focuses on the most clinically relevant information. Lectures and materials are all online allowing students the flexibility to proceed at their own pace and schedule. Case-based discussions are initiated with a video presentation of an undifferentiated patient. Key decisions and studies are highlighted and student responses may also be posted for other course participants and faculty to review. Video discussions of the online cases with an expert clinician provide practical answers and insightful commentary. Emphasis is placed on a methodical approach to patient evaluation and the importance of time-sensitive emergency interventions. Common medical myths and pitfalls are also addressed throughout the course. This course can easily be taught to individual providers, or arranged for groups of providers or students within their hospitals, medical schools or universities. Providers working together and taking the course as a group have the advantage of institutional support, and the chance to reinforce key concepts during their clinical practice.