This fully online course is intended to prepare surgical care providers to deliver surgical care during a pandemic, while protecting their patients, their colleagues, themselves and their families from potential infection. The course will review aspects of a pandemic that are relevant to surgical providers, different timelines of a pandemic, how provision of surgical care needs to change during these timeframes, and how to protect themselves and others from infection during the pandemic. Surgical services are an essential part of healthcare systems. In times of pandemics, healthcare systems can be disrupted and overwhelmed, while all resources are redirected to treatment of those infected by the pandemic organism. Consequently, there needs to be a plan in place to protect essential surgical services, so that patients who require urgent and life-saving surgical care do not suffer collaterally from the impact of the pandemic. Additionally, operating rooms are high-risk environments for the transmission of infectious diseases to healthcare workers. With the progression of the pandemic, when resources become scarce, anxiety and stress levels are high; as prevalence of the disease increases exponentially, the stress on the surgical system will rise similarly and the safe maintenance of essential surgical services will be threatened. This course aims to inform surgical teams of the risk during pandemics, prepare them to respond appropriately, give them tools to ensure their safety, build pathways to maintain specific surgical services and anticipate and mitigate long term impacts. When appropriate, real life case studies, and clinical examples will be used. We will use examples and case studies drawn from the ongoing SARS-CoV-2 (COVID-19) pandemic, but also from past events like the SARS-CoV (SARS) outbreak in 2003 and the Ebola outbreak in 2014. Where possible, relevant discussion of implications to low versus high resource settings will be integrated into the course material. However, the materials reviewed in many respects are not unique to a particular resource setting. By the end of the course, students will demonstrate capabilities in provision of surgical care services during a pandemic. This online course is accredited for up to 20.0 Mainpro+/MOC Section 3 credits (credit conversion available for: AMA PRA Category 1 Credits™ and American Academy of Family Physicians Prescribed Credits).

Overview Modern healthcare is complex and has many opportunities for error. To ensure patient safety, hospitals and healthcare systems must continually strive to work together as a team, create a culture of patient safety, and identify and mitigate risks. SafetyQuest is a sequential series of online CME gaming modules (levels 1 - 4) that provide an innovative and immersive experience to understanding the underlying causes of patient safety issues. This unique educational program emphasizes a problem-solving approach to preventing errors in all healthcare settings and seeks to ensure that patients are provided with care that supports the key quality aims of the Institute of Medicine. Throughout the series, learners will work to save patients from preventable harm and will errors and will gain problem solving quality improvement and safety tools to approach these issues. Case-based scenarios using multiple game modalities will be used to put these principles into practice and save future lives. Intended Audience This course is designed for physicians across all specialty areas. 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 2.00 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.

Is it permissible to create human clones? Would you really want to live forever? Is brain death the death of a human being? These controversial questions will be explored through stories in Manga in this bioethics course. Bioethics is an interdisciplinary field of study that looks into ethical, legal, and social implications of life sciences and health care. This course will help you understand key ethical issues surrounding crucial problems that literally impact your life from birth to death. Topics include: Living Donor Organ Transplantation Cloning Technology ES Cells and iPS Cells Lifespan and Eternal Life Brain Death and Organ Transplants You will also learn about ethical arguments and regulations in Japan and other countries concerning life sciences and healthcare through Lectures and the Discussion forum. Our hope is, through this course, you will better understand and formulate your own opinions on these important issues. DISCLAIMER: The intention of this course is to present different arguments and perspectives on a number of different topics on bioethics. In other words this course DOES NOT aim to instill in its audience any particular perspective, religious or otherwise, on each topic. This course is Part 2 of a two-part series, but can be taken as a stand-alone course. You do not need to have completed Part 1. No previous knowledge of bioethics is needed.

Physicians and healthcare providers are - fundamentally - professional story-listeners, story-shapers, and story-responders. This shouldn’t come as a surprise; people have always related to each other and the world through the telling, listening, and interpreting of stories. But increasingly complex health problems, compounded by social factors and other burdens, make for increasingly complex stories. Healthcare professionals make decisions, including the appropriate use of technology, based on the stories patients share. Yet, storytelling and listening are skills that are often largely omitted from the training of healthcare professionals. Healthcare providers must think more creatively, more like creative writers. In the narrative disaster zone of the emergency department, patients’ stories often feel like first drafts, and first drafts—for most of us—can be raw and messy. Expertise with stories is a low-tech skill that’s fundamental to connection, communication, curiosity, and problem-solving. It’s a clinical ability with multiple potential benefits, ranging from making us more mindful of our thinking to improving patient engagement. Aptitude with stories can both expand our tolerance for uncertainty and reduce risk. We’ll focus on stories - challenging stories, in particular. We’ll discuss why healthcare providers must think more creatively, even in a field that prides itself on its grounding in scientific evidence. Making the right diagnosis is critically important, but so is learning how to ask the right questions, developing comfort with uncertainty, and working within constraints. In order to treat patients effectively, we must do everything in our power to ensure that the story we are hearing is the one our patients are trying to tell.

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.