Cancers are a serious threat to people's lives. People are very afraid of cancers but have little knowledge of them. The course will introduce the basic concepts of oncology, the basic knowledge of cancer biology, and the content of clinical oncology. We expect students to pay attention to cancers, understand cancers, increase awareness of cancer prevention, and stimulate students' enthusiasm and interest in cancer research in the future. This course will use the world's authoritative English textbook "The Biology of Cancer" by the famous cancer biologist Robert A. Weinberg as the main bibliography, focusing on the basic concepts of cancer biology and the development of modern science and clinical cancers. Although the course is mainly related to the medical profession, the explanation emphasizes the knowledge explanation based on science, and the non-professional students can apply for study. Students in the fields of medicine, biology, pharmacy, biomedicine, chemistry, physics, etc. have more advantages in this course. The course invites 8 professors and clinical experts from Tsinghua University School of Medicine and Beijing Tsinghua Chang Gung Memorial Hospital to work on cancer research. The strong faculty members bring the most cutting-edge and most advanced course content to students.

Overview Internet Enduring Material Sponsored by the Stanford University School of Medicine. Presented by Division of Cardiovascular Medicine in the Department of Medicine at Stanford University School of Medicine This CME online activity seeks to improve the ability and skills of the practicing physician and allied professional to manage atrial fibrillation with appropriate, effective, timely interventions and timely referrals. The online activity will discuss techniques to optimize outcomes of catheter ablation, device therapy, and medical therapy of patients with atrial fibrillation. The online activity will utilize animated videos, interactive case scenarios, and quizzes to optimize learning. Intended Audience This course is designed for physicians in cardiology, family practice, primary care, internal medicine and other interested allied health professionals such as nurses, nurse practitioners, and physician assistants. 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 1.0 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.

How do we breathe? What is the purpose of our lungs? What is the link between oxygen and life ? These questions open a vast field of discovery to help us understand respiration. This course is for anyone who wants to understand human respiratory physiology, the operation of respiration and the lungs. Immersed in the heart of the university and hospital practice, you’ll learn from professors, health professionals, interns and medical students. Together we’ll discuss topics that are close to the world surrounding us: respiration during exercise, at high altitude, the role of air pollutants, asthma, and other important respiratory issues. During the course experts will discuss specific and practical topics such as how to comprehend oxygenation of a patient, why and when to administer oxygen, and what hyperventilation means. This course will also discuss in depth human anatomy, physical volumes and pressures of gasses, blood, oxygen, CO₂, lungs, tissues, smoking and chronic bronchitis.

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.

Te has preguntado alguna vez: ¿por qué se hinchan los pies después de una boda?, ¿cómo prevenir la insuficiencia renal?, ¿cuánta agua hay que beber al día?, ¿cuánta agua es demasiada?, ¿por qué beber agua era una forma de tortura en la edad media?, ¿cómo terminar un maratón sin deshidratarte?, ¿por qué los médicos pueden llegar a prescribir dietas pobres en frutas y verduras?, ¿por qué se pueden presentar dolores en los riñones?, ¿debes tomar suplementos de fósforo para la memoria?, ¿cómo retrasar el envejecimiento? Y, sobre todo… ¿por qué murió el campeón del concurso de bebedores de cerveza? Este curso es una introducción a la fisiología (funcionamiento normal) y patología (enfermedades) de los riñones, comenzando con los mecanismos que mantienen el equilibrio del agua, de la sal, del potasio, del fósforo, de la vitamina D, de la eritropoietina (si, esa, ¡la EPO de los escándalos del deporte!) y, sobre todo, de la hormona del antienvejecimiento Klotho. Este curso te permitirá conocer mejor el funcionamiento de los riñones y aplicar estos conocimientos a tu vida cotidiana. No son necesarios conocimientos previos de Medicina. Acompáñanos en este viaje a la fisiología renal y su impacto sobre la salud y la enfermedad.