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Prescription drugs are among the most common health care interventions and have turnedsome once-fatal diseases into manageable conditions — but they have also been a growing source of controversy. Patients in the US struggle with increasing costs and express concerns about whymany conditions,such as Alzheimer’s disease, remain without adequate therapeutic options. At the center of these debates lies the US Food and Drug Administration (FDA), a federal agency responsible for monitoring the prescription drug marketplace and enforcing basic rules and laws that affect how prescription drugs are discovered, developed, and sold. This course investigates the major issues affecting the regulatory approval and evidence-based use of prescription drugs. You willlearn the rules and regulationsgoverning the pricing, marketing, and safety monitoring of approved prescription drugs and the importance of the FDA in regulating key aspects of the pharmaceutical market. Continuing Medical Education (CME) Medical professionals who enroll in the verified track and successfully complete Module 2: Drug Development and Approval can earn 2 AMA PRA Category 1 Credits™.
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    The course consists of four sections, in a suggested order that is by no means required. For example, a news report may stimulate you to learn about CRISPR. If so, please feel free to skip to the “Molecular Techniques” tab, and go to the “CRISPR and Genome Editing” sub-tab. Some videos are best studied in sequence. Such videos appear as a single tab. For example, in the “Reading the Primary Literature” tab, a sub-tab labeled “Kaplan Meier” actually consists of two related videos, “Kaplan Meier Curves 1: How to Draw Them” and “Kaplan Meier Curves 2: How to Read Them”.
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      Drug discovery is a challenging field, but the pathway most drugs navigate from concept to market is predictable and based upon repeated experimentation. The process requires scientists with expertise in chemistry, biology, and medicine. This course focuses on four aspects of drug development. regulation - approval protocols for government regulatory agencies pharmacodynamics - how a drug affects the body pharmacokinetics - how a drug flows through the body lead discovery/optimization - the steps for finding and improving molecules as potential drugs The course closes with two case studies of molecules that have advanced through the development process and into clinical trials.
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        “If history is our guide, we can assume that the battle between the intellect and will of the human species and the extraordinary adaptability of microbes will be never-ending.” (1) Despite all the remarkable technological breakthroughs that we have made over the past few decades, the threat from infectious diseases has significantly accelerated. In this course, we will learn why this is the case by looking at the fundamental scientific principles underlying epidemics and the public health actions behind their prevention and control in the 21st century. This is the first (origins of novel pathogens) of the four courses, covers these topics: Epidemics: Past, Present and Future Discussion on Ebola and Zika Outbreak, and Supplementary Module on Next Generation Informatics for Global Health Ecology, Evolution and Emergence of Infectious Diseases Medical Detective: Bug Hunting in Epidemics 如果历史是我们的向导,我们可以认为人类的智慧和意志与微生物种惊人的适应性之间的斗争将永远持续下去。”(1) 尽管过去的几十年间我们在科技领域取得了令人瞩目的突破,可是传染病对人类的威胁却显著增加。本课程将通过学习流行病学的基础科学原理以及预防与控制流行病的公共卫生措施,对上述现象予以阐释。 这是四個课程中的第一个(新型病原體的起源): 流行病:过去、现在和未来 讨论埃博拉和寨卡疫情的爆发,以及全球卫生信息学的补充单元 传染病的生态、演变和形成 医学侦探:追踪流行病的病原体 --------------------------------------------------------------------------------------------------------------------------------------- (1) Fauci AS, Touchette NA, Folkers GK. Emerging Infectious Diseases: a 10-Year Perspective from the National Institute of Allergy and Infectious Diseases. Emerg Infect Dis 2005 Apr; 11(4):519-25.
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          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.
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            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.
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              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.
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                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.
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                  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.
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                    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.