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. Read more about their programs and services. In cross-cultural medicine we often talk about membership in particular cultural groups (e.g., Hispanic, gay/lesbian, poor, refugee, Democrat, Hindu, etc.) The field of cross-cultural medicine is wide open, and we hope that with the help of this course, students will be stimulated to seek out pre-clinical, clinical, public service, and research opportunities in related areas. Support teaching, research, and patient care. For some people this is hard to believe. Here are Stanford University School of Medicine’s secondary questions. 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. Thus, these broad terms actually convey very little meaning. An important corollary to the above notion of intra-ethnic diversity is the fact that in studying culture/ethnicity in medicine, we do make generalizations about specific groups of people. Hear participants, counselors, and SMYSP staff speak about their experiences with this life-changing program. Providing optimal care necessitates that we do everything possible to ensure sensitive and competent treatment. Stanford Medical School professors say gender discrimination and harassment allowed to flourish ... “There is a culture that needs to change,” she said. 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. “Men need to be part of the solution. However, it is realistic to learn about our biases and how they can lead to poor patient outcomes. On the other hand, if this same woman comes into our practice and we work her up, conscious of the fact that alcohol may be an issue, but not necessarily expecting it to be so, we are “hypothesis testing,” rather than stereotyping, and we are practicing good medicine and doing our patient a service. The ability to elicit information, listen, understand, explain, recognize differences, and negotiate treatment intervention competently and sensitively, reflects learned skills. in isolation, as if an individual belonged to just a single group at a given time. 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. Below are the secondary essay prompts for the Stanford University School of Medicine in Stanford, CA. Hillary Whitney in the 1988 film Beaches studies at Stanford. The department traces its origin to the founding of Stanford University as a school that was both academically rigorous and practically oriented, aspiring to produce “cultured and useful citizens.” Our first three professors joined the faculty in 1891, the year the university itself was founded. It would be an impossible mission to know about the culturally sensitive and competent treatment of all patients. Finally, as depicted in the graphic, Ethnicity and Medicine will begin to make connections between cultural competency at the individual practitioner level and how that can translate to the American health care delivery system in general. Only 0.5% of the medical residents at Stanford are in on the first round of shots. He is a clinical assistant professor of neurology and neurological sciences and, by courtesy, of neurosurgery at Stanford University School of Medicine. As a preeminent academic medical center, Stanford Medicine is dedicated to improving human health through discovery and 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. Students are expected to master material on their own; seeking help is seen as a sign of weakness. 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 value of social or ethnic categorization is primarily as a marker for health status. Indeed, as a result of a personal and collective history of prejudice and discrimination, racial, ethnic, or cultural minority patients may in fact be hypersensitive to such actions or words. Discovery Curriculum provides education in biomedical and clinical sciences along with study and independent research through scholarly concentrations. What’s that got to do with diversity? What Inclusion Means to Us 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. A fourth School of Medicine professor said that when arriving at Stanford from another institution, she immediately felt a difference in workplace culture. Sharing one’s thoughts, experiences and perspectives with the larger class flavors our dialogue with the richness of diversity which we collectively represent. In reality, of course, every individual belongs to multiple “cultural” groups, and their identification, to varying degrees, with these groups may result in complex and unpredicted manifestations. This doesn’t make us bad people, it simply makes us human. Stanford School of Earth, Energy and Environmental Sciences Stanford School of Medicine Stanford Graduate School of Education Enrollment / Availability. Each of these labels (and others not listed) identifies a broad and richly diverse group of peoples. Diversity activities at Stanford University School of Medicine are widespread and integrated into medical education curriculum, graduate education and graduate medical education student activities, as well as career development opportunities for trainees and faculty. Stanford Medicine Stanford Medicine 25 – Promoting the Culture of Bedside Medicine Site Nav. The following graphic illustrates the teaching framework used in Ethnicity and Medicine: Ethnicity and Medicine will build a knowledge base in the context of the five major dimensions of how culture impacts patient care. The Stanford School of Medicine has a long tradition of leadership in medical research, education, and effective clinical therapies. Recognizing this tendency, what can be done? Include any impact on your medical school application preparation in the areas of academics, research, employment, volunteer service, and/or clinical experiences. 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. Available Closed Wait List Delivery Option. LHDP is available to all matriculating Stanford medical students. Regardless of our good intentions, WE ALL REGULARLY STEREOTYPE OTHERS. Tasnim Ahmed is a second-year medical student from Bangladesh and Queens, New York. 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. Celina began her career at Stanford Health Care in 2008in Ambulatory Care in the Orthopedic Clinicas an office assistant. Thus, we might include such typical variables as race, ethnicity, country of origin, and so on, in our definition. For the purposes of this course we will define cultural competency as the clinician’s ability to work effectively with patients and colleagues from differing cultures. Awareness/Sensitivity. Stanford Medicine integrates a premier medical school with world-class hospitals to advance human health. Note that each of these latter variables cuts across all racial/ethnic lines. This course will examine and promote culturally competent health care. The Stanford School of Medicine recently improved their MD program curriculum with new course offerings and scheduling. The Stanford Medicine 25 This site is a map to a territory that must be explored in person. 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. 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. 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. 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. This site is produced by the Office of Faculty Development and Diversity. Throughout the course, students should constantly evaluate and conceptualize the information they receive in terms of these five dimensions: 1. Arts Immersion — Trips to Culture Capitals. In order to sensitively and effectively approach individuals from cultural backgrounds other than our own in a medical setting, we must first have an understanding of the factors which makes us, as individuals, culturally unique. “When I arrived at Stanford over 30 years ago, this approach was unique among medical schools,” he said, noting that it … Practical skills form the functional interface between ethnicity and medicine. 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