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Are you looking for health and Medical-free online programs? If so, continue reading. Did you know those top-ranked universities such as Harvard University, Stanford University, and the University of California, Berkeley offer free online programs? No need to say that health and medicine degree holders are among those who can get a job right away after education. Although the main part of health and medical courses are practical, online courses can help you to learn the principle and theoretical basic of medicine.

Online medical and health-free courses provide individuals with the opportunity to learn about various medical topics and enhance their knowledge and skills. This post discusses the advantages of online medical and health-free courses as well as a list of top-ranked universities offering free online medical and health courses including Harvard University, Stanford University, and the University of California, Berkeley.

Advantages of online medical and health-free courses

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Online Medical and Health Free courses at the Harvard University

One of the top universities in Health and medicine is Harvard University. In the following list, we have listed all free online courses in Health and Medical at Harvard University.

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Course Title: PredictionX: John Snow and the Cholera Epidemic of 1854

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Harvard University

Duration: One week

Difficulty: Introductory

Course Language: English

Pace: Self-paced

PLATFORM: edX

Subjects:

• John Snow’s role in creating modern epidemiology
• Description of 19th century London life

Summary:

In 1854, a cholera epidemic swept through the London neighborhood of Soho. In about three weeks, over 600 people died. This incident was, tragically, not unusual in London or the rest of the 19th-century world as a whole. The scourge of cholera seemed unstoppable and, even worse, unpredictable. But one doctor — ignored by the scientific community at large — set out to prove that he knew how cholera was spread.

Join us for this one-week, immersive learning experience where we explore John Snow’s London, from the streets of Soho to the dataset that helped create the map that changed our understanding of cholera and epidemiology forever.

This course features interactive tools including an interactive ArcGIS map of the 1854 cholera outbreak and a Timeline JS of John Snow’s investigation. This module is a part of PredictionX, which looks at the history of attempts to predict the future. PredictionX courses will cover topics from omens and oracles in ancient civilizations to modern computer simulations.

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Course Title: Mechanical Ventilation for COVID-19

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Harvard University

Duration: 1 week

Pace: Self-paced

Difficulty: Intermediate

Course Language: English

PLATFORM: edX

Subjects:

• Principles and physiology of mechanical ventilation
• Initial ventilator settings and adjusments
• Troubleshooting the ventilator
• Ventilating patients in special circumstances including Acute Respiratory Distress Syndrome and Obstructive Lung Disease
• How to evaluate a patient for extubation readiness and conduct the extubation procedure
• How standard ventilation practices are different in COVID-19 patients

Summary:

This course will help prepare licensed non-ICU hospital clinicians to assist in the operation of a ventilator. Given the increasing number of patients contracting COVID-19 and developing pneumonia, the medical system is, and will continue to be, in dire need of licensed medical professionals who can assist in the operation of mechanical ventilators.

This course provides general information about mechanical ventilation. It is intended for licensed medical professionals. Patient needs and clinical care settings vary, and the information provided is not intended as medical, diagnostic or treatment advice. Ventilators should be used under the supervision of a qualified licensed medical professional. Consult the manufacturer’s instructions for the particular device you are using and the product information sheet for any drug administered. This subject is complex and evolving. The authors and providers of this course do not warrant that the information provided is accurate in every respect or complete, and disclaim responsibility for your use and application of the information.

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Course Title: Human Anatomy: Musculoskeletal Cases

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Harvard University

TIME COMMITMENT: 3-6 hours per week

Duration: One week

Difficulty: Intermediate

Course Language: English

Pace: Self-paced

PLATFORM: edX

Subjects:

• John Snow’s role in creating modern epidemiology
• Description of 19th century London life

Summary: Human Anatomy: Musculoskeletal Cases 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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Course Title: MalariaX: Defeating Malaria from the Genes to the Globe

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Harvard University

Pace: Self-paced

Duration: 8 week

TIME COMMITMENT: 2-5 hours per week

Difficulty: Intermediate

Course Language: English

Subjects:

• The relationship between quality and population health
• A framework for understanding and thinking about healthcare quality
• Approaches to quality measurement
• The role of information and communication technology in assessing and improving quality
• Tools and contextual knowledge to improve the quality delivered in health systems

Summary:

Improving access to healthcare is only as useful as the quality of care provided. Many agree that quality is important – but what is it? How do we define it? How do we measure it? And most importantly, how might we make it better?

The course is designed for those who care about health and healthcare and wish to learn more about how to measure and improve that care – for themselves, for their institutions, or for their countries. Each session will be interactive and provide concrete tools that students can use. We will empower you to raise questions, propose concrete solutions, and promote change.

We have assembled leading thinkers from around the globe – not only people who are experts – but people with real, hands-on experience running organizations, hospitals, and ministries of health. So join us – whether you are a physician, nurse, or another healthcare provider, if you are a student of medicine, public health, or health policy, or a patient who simply cares about getting good care – this course is for you.

Learn More and Apply.

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Course Title: Strengthening Community Health Worker Programs

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Harvard University

Duration: 6 week

TIME COMMITMENT: 2-4 hours per week

Pace: Self-paced

Difficulty: Introductory

Course Language: English

PLATFORM: edX

Subjects:

• Core concepts in community health as part of primary health systems
• Key components in the design and optimization of community health worker programs as exemplified through country case studies
• How to advocate for community health worker programs with key stakeholders
• The evidence demonstrating the impact and returns of community health workers
• How to build coalitions to support government-led programs
• How to break down silos and reduce duplicative efforts in the wider community health ecosystem

Summary:

Despite medical and technological advances, half of the world’s population lacks access to essential health services, and over 8.9 million preventable deaths occur every year. There is an acute global shortage of health workers, a gap that will grow to 18 million by 2030. Studies show that training high-performing community health workers can help close these gaps and save more than 3 million lives annually. 

In the past few decades, many community health worker programs across the world have demonstrated their ability to save lives — including in the hardest-to-reach areas. Yet despite this progress, lessons on how to successfully scale these programs as part of national primary health systems are not widely shared.

This course, developed in collaboration with the Community Health Academy at Last Mile Health, introduces learners to the core concepts of community health worker programs, and explores what is needed to build and strengthen large-scale programs in order to improve access to high-quality health services. The curriculum highlights the key components of designing community health systems, addresses common management challenges, and showcases lessons learned from a range of contributors — from community-level practitioners to government leaders and other global health experts. Through case studies of exemplar countries (including Ethiopia, Bangladesh, and Liberia), participants will learn from leaders across the globe how to advocate for, build, and optimize community health worker programs.

This course was created by health systems leaders for health systems leaders. Whether you work in a Ministry of Health, lead or support a community health worker program, mobilize resources and advocate for increased investment in community health, or you are simply interested in knowing what it takes to deliver quality care through community health worker programs, learners will have the opportunity to advance their knowledge and skills to implement critical change. This course can be taken individually, but learners are also encouraged to convene their colleagues from within or across organizations to share insights and further enhance the learning experience. 

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Course Title: Improving Your Business Through a Culture of Health

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Harvard University

Duration: 9 week

TIME COMMITMENT: 1-3 hours per week

Difficulty: Introductory

Course Language: English

PLATFORM: edX

Subjects:

• The business case to adopt a Culture of Health
• The ways you are already involved in health, whether you realize it or not
• How to implement a Culture of Health in your business to gain a competitive advantage
• How to reduce costs, increase revenues, and enhance your business’s reputation using a Culture of Health
• Real-world examples of Culture of Health implementation that could apply to your business

Summary:

While the United States is one of the world’s wealthiest nations, it is far from the healthiest. Our nation’s burden of disease affects businesses every day, from sick employees and families reducing productivity and increasing costs, to product recalls and failures, to environmental scandals such as toxic chemical emissions harming communities and reputations.

Named Runner Up for Best Online Program of 2018 by ProEd, this HarvardX course is presented by leading faculty from the Harvard T.H. Chan School of Public Health and the Harvard Business School and will provide businesses with strategies, tactics, and tools to gain a competitive advantage by implementing a Culture of Health to address these issues and stay ahead. Embracing a Culture of Health can improve your employees’ well-being as well as the health of your consumers, your communities, and the environment. A Culture of Health can help you to reduce costs, increase revenues and profits, and enhance your company’s reputation. 

For example, employees who work in a healthy and safe environment spend less time away from work for health reasons, decreasing interruptions, while increasing output and employee retention. When employees and customers spend less on health care, they have more disposable income to spend on non–health care needs, boosting the economy, and benefiting your business.

Strengthening your business using the Culture of Health approach will enhance the greater good by promoting well-being—benefitting society, your business and employees, your customers and communities, and you.

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Course Title: Humanitarian Response to Conflict and Disaster

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Harvard University

Duration: 5 week

Pace: Self-paced

PLATFORM: edX

TIME COMMITMENT: 3-4 hours per week

Difficulty: Introductory

Course Language: English

Subjects:

• Legal and historical frameworks shaping the professionalization of the humanitarian field
• An applied understanding of the principles guiding humanitarian response and the tensions that arise when operationalizing these principles in modern crises
• How to recognize and adapt to major trends affecting the scope and implementation of humanitarian work

Summary:

From the Syrian refugee crisis to the West Africa Ebola outbreak, humanitarian emergencies have reached unprecedented dimensions and proportions. As need for humanitarian aid grows, how can efforts to alleviate human suffering evolve with it?

This course from the Harvard Humanitarian Initiative and HarvardX seeks to prepare learners to recognize and analyze emerging challenges in the humanitarian field. The course explores the ethical and professional principles that guide humanitarian response to conflict and disaster. Participants will learn the legal and historical frameworks that shaped these principles, test their applicability to the challenges faced by humanitarian actors today.

Through four case studies covering the responses to crises in Goma (Zaire), Somalia, the Balkans, Afghanistan and Pakistan, participants will engage with Harvard faculty, current practitioners, and one another. These cases introduce major trends affecting the current landscape of humanitarian response – including rapid population displacement, violence against aid workers, and civil-military engagement. Thoughtfully engaging with this course will prepare participants to be informed and aware humanitarian practitioners, scholars, policy-makers, and global citizens.

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Course Title: Lessons from Ebola: Preventing the Next Pandemic

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Harvard University

Pace: Self-paced

Duration: 4 week

TIME COMMITMENT: 3-5 hours per week

Difficulty: Introductory

Course Language: English

Subjects:

• What happened during the Ebola outbreak in West Africa?
• What were the local challenges faced by patients, clinicians, and national policy makers?
• Why did the international response fail to halt Ebola and prevent its spread?
• How do we prevent the next the pandemic?

Summary:

Like no other event in recent history, the 2014 Ebola outbreak has made clear the fragility of existing health systems. While responding to the current epidemic is critical, we also have an opportunity to learn lessons to prevent the next global health catastrophe, forge partnerships across borders and disciplines, and demonstrate our commitment to value all human lives.

This four-week course provides the context in which to understand the Ebola outbreak — why now, and why did so many people suffer and die? The course lays out the global governance structure — what was the global response supposed to look like, and where did it fail? 

The course will feature practitioners, experts, and scholars who will focus on cultivating a better understanding of the Ebola epidemic and implications for future health systems to ensure that the world is more effective in preventing the next pandemic.

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Course Title: Improving Global Health: Focusing on Quality and Safety

Availability: Available now

Price: Online ed Medicine and Health Free Programs

TIME COMMITMENT: 2-4 hours per week

University: Harvard University

Duration: 8 week

Pace: Self-paced

Difficulty: Intermediate

Course Language: English

PLATFORM: edX

Subjects:

• The relationship between quality and population health
• A framework for understanding and thinking about healthcare quality
• Approaches to quality measurement
• The role of information and communication technology in assessing and improving quality
• Tools and contextual knowledge to improve the quality delivered in health systems

Summary:

Improving access to healthcare is only as useful as the quality of care provided. Many agree that quality is important – but what is it? How do we define it? How do we measure it? And most importantly, how might we make it better?

The course is designed for those who care about health and healthcare and wish to learn more about how to measure and improve that care – for themselves, for their institutions, or for their countries. Each session will be interactive and provide concrete tools that students can use. We will empower you to raise questions, propose concrete solutions, and promote change.

We have assembled leading thinkers from around the globe – not only people who are experts – but people with real, hands-on experience running organizations, hospitals, and ministries of health. So join us – whether you are a physician, nurse, or another healthcare provider, if you are a student of medicine, public health, or health policy, or a patient who simply cares about getting good care – this course is for you.

Learn More and Apply.

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Course Title: The Health Effects of Climate Change

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Harvard University

Duration: 7 week

Pace: Self-paced

TIME COMMITMENT: 3-5 hours per week

Difficulty: Introductory

Course Language: English

PLATFORM: edX

Subjects:

• Climate change’s impacts on nutrition, migration, and infectious diseases
• The research methods used in this field
• Strategies to mitigate and adapt to the health impacts of climate change
• How changes in Earth’s atmosphere affect health outcomes
• How to assess the various ways of addressing the health effects of global warming

Summary:

Our world’s climate is changing. Of the top twenty hottest years ever recorded, sixteen have occurred in the last two decades. This warming has already had a profound effect. Many feel powerless in the face of this challenge, but you can make a difference.

By looking at air quality, nutrition, infectious diseases, and human migration, this course will show you how increases in greenhouse gases impact public health. Experts working in a variety of settings will present their recommendations for responding to these challenges, and interested students will have the opportunity to learn about the research methods that measure the health effects of climate change.

Created with support from the Harvard Global Health Institute, this course will explain how climate change impacts people around the globe, but also how it directly affects you and your life. Though your risk rises with the rising global temperatures, climate change is a solvable problem, and there are things you can do to mitigate that risk.

This course is not an elegy for the planet, but a call to action. Enroll now to learn what you can do to reduce the harm caused by global warming.

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Course Title: China’s Political and Intellectual Foundations: From Sage Kings to Confucius

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Harvard University

Duration: 15 week

TIME COMMITMENT: 1-3 hours per week

Pace: Self-paced

Difficulty: Introductory

Course Language: English

PLATFORM: edX

Subjects:

• China’s history from political, geographic, and cultural perspectives.
• The beginning of Chinese history in archaeology and mythology.
• The blossoming of Chinese thought, from Confucius to the Legalists.
• Historical methods for explaining how complex civilizations are formed.
• How to analyze texts and artifacts.
• A critical appreciation of China’s literary, philosophical, political, and cultural resources.

Summary:

This course, the first in a comprehensive series on China, introduces you to the history, geography, and culture of the country.

Time, space, and identity — enduring issues in Chinese history — are explored. You’ll study China’s early dynasties to understand how physical geography impacted its inhabitants and how the many ethnicities within the country affected Chinese identity. You’ll learn about China’s origins as told in ancient texts and through modern archeology. You’ll explore the first dynasties during the Chinese bronze age, the many facets of Confucianism and his Analects, and the competing schools of thought that followed.

New political and moral ideas appear in Chinese culture in this period — ideas that make up the country’s intellectual foundations and still resonate today. Join us to learn about China’s origins and how early concepts in Chinese culture still matter in the 21st century.

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Course Title: The Opioid Crisis in America

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Harvard University

Duration: 10 weeks

TIME COMMITMENT: 1-2hours per week

Pace: Self-paced

Difficulty: Introductory

Course Language: English

PLATFORM: edX

Subjects:

• Medical and non-medical use of opioids, including heroin and fentanyl
• How to manage pain with and without opioids
• The risks and neurological pathways to opioid addiction
• That addiction is a disease of the brain, not a lack of will 
• The multiple ways people can become addicted to opioids
• The latest harm reduction approaches for law enforcement and public health officials

Summary:

On average, 130 Americans die every day from an overdose of opioids, the class of drugs that includes heroin, hydrocodone, codeine, morphine, and fentanyl. Around 70% of all opioid overdose deaths involved a prescription opioid. Drug overdose is now the leading cause of accidental death in the United States — opioid addiction is driving this epidemic.

In this course, you’ll learn about the origins and spread of this epidemic. Our experts will cover the appropriate ways this class of drugs should be used, but we will also explore the impact of opioid misuse on the individual, family, and community. You’ll hear about effective medical treatments for addiction and how to reduce the stigma that exists around addiction. You’ll learn how to help prevent overdose deaths and explore the multiple pathways to recovery.

Join us to confront this epidemic with a broad perspective of the causes, effects, and solutions to the opioid crisis. After learning about harm-reduction approaches and evidence-based interventions to prevent addiction and support recovery, you will be equipped to confront the opioid epidemic. 

This course is available for Continuing Education credit. Enroll in the course to learn more about options for earning credit.

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Course Title: Principles of Biochemistry

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Harvard University

Duration: 15 weeks

TIME COMMITMENT: 4-6 hours per week

Pace: Self-paced

Difficulty: Intermediate

Course Language: English

PLATFORM: edX

Subjects:

• The structure and function of the chemical building blocks of life
• How to navigate protein structures using PyMOL
• The central role of enzymes in catalyzing the reactions of life
• The primary metabolic pathways that power cells
• The intricate mechanisms that regulate cellular metabolism
• The integration of biochemical processes in the context of cells, tissues, and whole organisms

Summary:

Principles of Biochemistry integrates an introduction to the structure of macromolecules and a biochemical approach to cellular function. Topics addressing protein function will include enzyme kinetics, the characterization of major metabolic pathways and their interconnection into tightly regulated networks, and the manipulation of enzymes and pathways with mutations or drugs. An exploration of simple cells (red blood cells) to more complex tissues (muscle and liver) will be used as a framework to discuss the progression in metabolic complexity. Learners will also develop problem-solving and analytical skills that are more generally applicable to the life sciences.

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Course Title: Early Childhood Development: Global Strategies for Interventions

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Harvard University

Duration: 7 weeks

TIME COMMITMENT: 1-3 hours per week

Pace: Self-paced

Difficulty: Introductory

Course Language: English

PLATFORM: edX

Subjects:

• Gain knowledge about the state of the science on effective interventions for early childhood development.
• Learn what makes programs successful around the world in supporting early childhood development and why some programs fail.
• Reflect on changes for your program, becoming familiar with the steps to design successful interventions that support early childhood development and understand what services you need to prioritize.
• Explore strategies to enable widespread adaptation of quality programming and evaluate the effectiveness of your programming.

Summary:

How can we ensure that we don’t fail the next generation of children? What investments do we need to make an impact? What implementation decisions do we need to make for program success?

An estimated 250 million children in low- and middle-income countries risk not meeting their development potential in the first five years of life—leading to lifelong impacts on health, learning, behavior, and overall adult productivity. During this critical time, strategic interventions can ensure children have a strong foundation to lead healthy, productive lives as engaged citizens.

There is an urgent need to increase access to high-quality early childhood development intervention programs on national and global scales. While the science behind the importance of early development and funding for these programs has increased globally, policy development, research, and implementation best practices have not been widely adopted. As the COVID-19 virus disrupts health, nutrition, childcare, and education services, and stretches social and child protection systems to their limits, children and families least able to cope are being hit hardest with inequities in childhood development widening. Evidence-based policies that support families and young children are needed now more than ever. This course examines best practices in child and family policies, advocacy, financing, and pathways to scale—showing you how to generate an innovative, scalable intervention strategy that supports early childhood development.

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Course Title: Practical Improvement Science in Health Care: A Roadmap for Getting Results

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Harvard University

Duration: 7 week

TIME COMMITMENT: 2-5 hours per week

Pace: Self-paced

Difficulty: Introductory

Course Language: English

PLATFORM: edX

Subjects:

• Why improvement science is valuable in health, health care, and daily life.
• Why understanding a system is critical to improving a process.
• The value of conducting iterative tests of change.
• How an improvement project evolves into reliable, standard work.
• How to design and execute a personal improvement project, including an aim, measures, and tests of change.
• How interprofessional teams come together to do successful improvement work.

Summary:

Developed through a collaboration between HarvardX and the Institute for Healthcare Improvement, PH 556x: Practical Improvement Science in Health Care: A roadmap for getting results will provide learners with the valuable skills and simple, well-tested tools they need to translate promising innovations or evidence into practice. A group of expert faculty will explore a scientific approach to improvement — a practical, rigorous methodology that includes a theory of change, measurable aims, and iterative, incremental small tests of change to determine if improvement concepts can be implemented effectively in practice. Faculty will present this science through the lens of improving health and health care, but will also share examples of how improvement can (and does) influence our daily lives.

Each week, learners will dive into engaging, interactive materials and relevant resources to start building an improvement toolkit that will serve them long after the seven-week course ends. Learners will immediately put their new skills to the test as they work each week on a personal improvement project that will show them the power of the science that has improved healthcare — and other industries — around the world for decades.

The only prerequisite for the course is curiosity, but the reward is a lifetime of improvement.

In support of improving patient care, the Institute for Healthcare Improvement is accredited by the American Nurses Credentialing Center (ANCC), the Accreditation Council for Pharmacy Education (ACPE), and the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing education for the healthcare team. This activity has also been approved by the National Association for Healthcare Quality for CPHQ CE credit. If you are interested in earning CEUs for this course, please visit www.IHI.org/PH556X to see the options and steps required prior to enrolling or taking any action on edX.

Learn More and Apply.

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Online ed Medicine and Health Free Programs at Stanford University

If you are interested to learn more about the principle of health and medicine, you can take some top-class free online programs at Stanford University. In the following list, we listed all available Online ed Medicine and Health Free Programs at Stanford University.

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Title: Child Nutrition and Cooking

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Stanford School of Medicine

Description:

Eating patterns that begin in childhood affect health and well-being across the lifespan. In the USA, we are in the midst of a childhood obesity epidemic that threatens to leave our children with a shorter life expectancy than their parents. As processed foods become more readily available around the world, other developed nations are beginning to follow suit. This course examines contemporary child nutrition in America from the individual decisions made by each family to the widespread food marketing targeting our children. The health risks associated with obesity in childhood are also discussed. Students will learn what constitutes a healthy diet for children and adults and how to prepare simple, delicious foods aimed at inspiring a lifelong celebration of easy home-cooked meals. This course will help prepare students to be the leading health providers, teachers and parents of the present and future.

Course Syllabus:

Week one: Introduction to the problem – the childhood obesity epidemic facing the USA in particular and many developed nations who are following suit. Why should we care and what can be done? What are the current recommendations, how have they changed and how well are we doing in meeting our children’s dietary needs? Cooking also starts this week with how to make a simple breakfast and a stir-fry. We also explore the six basic ingredients every cook should have on hand! 

Week two: What constitutes a balanced meal? What are carbohydrates, fats and proteins and how do we choose the healthiest of these? What is a glycemic index? Learn tricks for controlling portion sizes while maintaining satisfaction; cooking continues with more healthy breakfast alternatives, an easy dinner all in one dish, and a simple, (gluten-free) cake for special occasions. 

Week three: How to pack a quick, healthy lunch for a child and why this is so important; how to shop for fruits and vegetables and navigate the supermarket for better health; what are the benefits of the family meal? How can we “make over” our children’s favorite foods, and help them enjoy healthier treats? 
Week four: How do plant a kitchen garden? Gardening as a way of getting children excited about fresh foods; learn what’s meant by the terms “organic” and “locally grown”; learn more creative ideas for serving vegetables, how to involve children in the kitchen and basic techniques for making soups and cooking fish. 

Week five: Summing it all up. What have we learned about encouraging the right food choices despite environmental challenges like advertising and readily available processed foods? How can we make choices that benefit our health and the health of our planet? Cooking this week: the simple stew, a basic homemade salad dressing plus a Sunday morning treat that will make the whole family smile.

Recommended Background:

If you have access to basic cooking equipment, a source of food ingredients and a healthy dose of curiosity, we welcome you to join this course.

Suggested Readings:

Weekly optional readings, which can be accessed through the internet, will be posted for discussion amongst class members.

Course Format:

This course can be enjoyed by a wide variety of students who are interested in promoting health and enjoyment throughout their lives and the lives of the children they care for. Short 3-9 minute videos with integrated, introductory-level quizzes are paired with a collection of “blackboard style” videos that help us better understand our food. Dynamic food-preparation assignments and opportunities to collaborate with classmates around the world will add spice and flavor to this one-of-a-kind course.

Instructor:

Maya Adam, MD, Lecturer, Stanford School of Medicine

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Title: COVID-19: Training for Healthcare Workers

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Stanford School of Medicine

Description:

COVID-19 is rapidly spreading across the globe and all providers must be prepared to recognize, stabilize and treat patients with novel coronavirus infection.  Following completion of this short course physicians, nurses, and other healthcare professionals will have a unified, evidenced-based approach to saving the lives of patients with COVID-19, including those who are critically ill.

Learning modules are broken into short videos presented in a richly illustrated and compelling manner. The course is self paced and providers can schedule their learning to fit with their schedules. Topics include symptoms and signs in patients with COVID-19, early stabilization of patients, preventing the need for intubation, and ventilator management. The best evidence and guidelines are summarized while accompanying handouts provide written learning points and links to online resources. Simple infographics are available for providers to utilize within their care facilities to educate and promote optimal care across their entire institution.

What you will learn:

• Key features of COVID-19 and common presenting symptoms.
• Prevention of  COVID-19 transmission to healthcare providers and other individuals. 
• How to assess and give immediate care to patients in acute respiratory distress to prevent worsening.
• How to provide advanced management and stabilization of patients in severe respiratory distress, including early ventilator management.

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Title: Dementia and Diversity in Primary Care: A Primer – Guidelines, Ethnic Differences, and Assessment (CME)

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Stanford School of Medicine

Description:

Internet Enduring Material Sponsored by: Stanford University School of Medicine

Presented by: 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.

Who Should Enroll:

This course is designed for physicians in primary care, family practice, internal medicine and psychiatry specialties and nurses and social workers who work with older people. 

Learning Objectives:

At the conclusion of this activity, participants should be able to:

• Compare the risk of developing Alzheimer’s disease in racial and ethnic minorities to the general population.
• Identify the barriers faced by ethnic/racial minorities in obtaining diagnosis and services after onset of dementia.
• Identify dementia in older adults from diverse race/ethnic backgrounds.

Table of Contents:

1. Introduction
2. Overview of Dementia and Ethnicity
3. Diagnostic Guidelines for Neurocognitive Disorders
4. Overview of Dementia Care for Primary Care Providers
5. Literature Regarding Ethnic Differences in Dementia Treatment
6. Dementia Assessment for Primary Care Providers
7. Diagnosis and Treatment of Dementia for Primary Care Providers 
8. Course Wrap-Up 
9. Resources and References
10. Help! 

Learn More and Apply.

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Title: Dementia and Diversity in Primary Care: African American Populations

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Stanford School of Medicine

Description:

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 course, Dementia and Diversity in Primary Care: African American Populations, will provide information on assessing and caring for Dementia patients, their families, and caregivers in African American Populations.

The initial course in the series, Dementia and Diversity in Primary Care: A Primer – Guidelines, Ethnic Differences, and Assessment, should be taken prior to other courses in the series as it addresses the diagnosis and treatment of Dementia, while this course addresses best practices, cultural information, and appropriate assessment tools for African American populations.

What you will learn

At the conclusion of this activity, participants should be able to:

• Select culturally appropriate dementia assessment tools for African American patients.
• Utilize strategies to communicate effectively about dementia care with the families of patients with dementia from African American backgrounds.

Topics include:

• Introduction
• Module 1. Disparities in Health Care
• Module 2. Dementia Assessment
• Module 3.
• Caregiving
• Course Wrap-Up
• Resources and References
• Help!

Learn More and Apply.

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Title: Dementia and Diversity in Primary Care: Latino Populations (CME)

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Stanford School of Medicine

Description:

This course, Dementia and Diversity in Primary Care: Latino Populations, will provide information on assessing and caring for Dementia patients, their families, and caregivers in Latino/Hispanic American Populations.

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 course, Dementia and Diversity in Primary Care: Latino Populations, will provide information on assessing and caring for Dementia patients, their families, and caregivers in Latino/Hispanic American Populations. The initial course in the series, Dementia and Diversity in Primary Care: A Primer – Guidelines, Ethnic Differences, and Assessment, should be taken prior to other courses in the series as it addresses the diagnosis and treatment of Dementia, while this course addresses best practices, cultural information, and appropriate assessment tools for Latino/Hispanic American populations.Intended Audience This course is designed for physicians in primary care, family practice, internal medicine and psychiatry specialties and nurses and social workers who work with older people. 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. Additional Instructors Yuan Marian Tzuang, MSW Annecy Majoros, BA Cynthia Nakayama, BS

What you will learn

• Select culturally appropriate dementia assessment tools for Latino/Hispanic American patients.
• Utilize strategies to communicate effectively about dementia care with the families of patients with dementia from Latino/Hispanic American backgrounds.

Learn More and Apply.

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Title: Dementia and Diversity in Primary Care: South Asian American Populations (CME)

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Stanford School of Medicine

Description:

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 course, Dementia and Diversity in Primary Care: South Asian American Populations, will provide information on assessing and caring for Dementia patients, their families, and caregivers in South Asian American Populations.

The initial course in the series, Dementia and Diversity in Primary Care: A Primer – Guidelines, Ethnic Differences, and Assessment, should be taken prior to other courses in the series as it addresses the diagnosis and treatment of Dementia, while this course addresses best practices, cultural information, and appropriate assessment tools for South Asian American populations.

Who Should Enroll

This course is designed for physicians in primary care, family practice, internal medicine and psychiatry specialties and nurses and social workers who work with older people.

Learning Objectives:

At the conclusion of this activity, participants should be able to:

• Select culturally appropriate dementia assessment tools for South Asian American patients.
• Utilize strategies to communicate effectively about dementia care with the families of patients with dementia from South Asian American backgrounds.

Learn More and Apply.

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Title: Health Across the Gender Spectrum

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Stanford School of Medicine

Description:

This course offers an intimate, story-based introduction to the experiences of six transgender children and their families. Through illustrated stories and short teaching videos, learners will gain a better understanding of gender identity and the gender spectrum. Stanford physicians, K-12 educators, and transgender faculty members offer practical tips for parents, teachers, healthcare providers and anyone who wants to help create a more gender-expansive environment – one in which all people can live authentically. As a global community of unique individuals, we can begin to build a world that is ready to nurture and love each and every child.

What you will learn:

At the conclusion of this activity, participants should be able to:

• Develop empathy for and greater understanding of the experience of transgender individuals.
• Proactively identify and communicate with non-conforming, transgender and LGBT patients and their families in order to provide optimal care.
• Integrate supportive care in managing the health needs of transgender individuals, including the needs of transgender children.

Topics include:

• Introduction
• Test Your Knowledge
• Module 1: What is Gender Identity?
• Module 2: What is the Gender Spectrum?
• Module 3: How do We Create a Gender-Inclusive Society?
• Course Wrap-Up
• Resources and References
• Help!

Learn More and Apply.

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Title: How To Taper Patients Off Of Chronic Opioid Therapy

Availability: Available now

Price: Online ed Medicine and Health Free Programs

University: Stanford School of Medicine (Online ed Medicine and Health Free Programs)

Description:

This CME activity will enable doctors to recognize when risks of chronic opioid therapy outweigh benefits, and how to safely and compassionately taper patients off of chronic opioid therapy (including the use of buprenorphine to make this transition). A real life patient case scenario will be used to illustrate these principles in practice, including what to say to patients to communicate risks and provide support through the difficult period of withdrawal. When to refer for addiction treatment will also be discussed.

Intended Audience:

This course is designed to meet the educational needs of physicians and nurses in primary care, family practice, internal medicine, neurology, oncology, psychiatry, addiction medicine, and interested Allied Health Professionals.

What you will learn

• Recognize when risks of chronic opioid therapy outweigh benefits and effectively communicate this information to patients.
• Employ language to prepare patients in advance for the opioid taper, and to provide emotional support in the midst of withdrawal.
• Integrate the key features of a successful outpatient taper off of chronic opioid therapy: go slowly, take breaks, never go backwards.
• Distinguish the signs and symptoms of opioid use disorder (addiction), and intervene with compassion when, in the process of a taper, an opioid use disorder comes to light.
• Counsel patients on non-opioid alternatives to chronic pain

Learn More and Apply.

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Title: Hypertension in Primary Care (CME)

Availability: Available now

University: Stanford School of Medicine

Price: Online ed Medicine and Health Free Programs

Description:

This CME activity presents critical information in the diagnosis and management of hypertension in the primary care setting through interactive case presentations. These cases describe common and challenging care dilemmas. The activity will cover the principles of hypertension pathophysiology and diagnosis; recent hypertensive guidelines and trials; and the development of appropriate hypertensive regimens for both uncomplicated and resistant hypertension. In addition, the activity will cover when advanced diagnostics and referral to specialty care are indicated.

At the conclusion of this activity, participants should be able to:

• Perform appropriate diagnostic assessments
• Identify the physiologic drivers of hypertension and their treatment implications
• Provide appropriate prescription regimens in resistant hypertension patients
• Apply recent guidelines and studies to hypertensive care

Learn More and Apply.

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Title: Identifying Early Signs of Psychosis in Adolescents and Young Adults

Availability: Available now

University: Stanford School of Medicine

Price: Online ed Medicine and Health Free Programs

Description:

This CME activity provides a practical approach to the identification and screening of suspected psychosis. Narrative storytelling and didactic pieces provide a unique insight into the mind of a patient experiencing the early signs and symptoms of psychosis. Case scenarios will be used to demonstrate skills in talking to young people, and their families, about psychosis. Early warning signs will be reviewed along with high-yield screening questions to support understanding, identifying and treating psychosis in adolescents and young adults.

What you will learn

At the conclusion of this activity, participants should be able to:

• Recognize the identifying signs of psychosis and the range of patient presentations in psychosis
• Describe the signs of psychosis and impact of misdiagnosis or missed diagnosis
• Apply appropriate screening questions to aid the identification of a possible ?psychotic disorder

Topics include:

• Introduction
• Module 1. Basics of Psychosis
• Module 2. A Psychosis Diagnosis
• Module 3. Treating Psychosis
• Course Wrap-Up
• Resources and References
• Help!

Learn More and Apply.

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Title: Interprofessional Education for 21st Century Care

Availability: NA

University: Stanford School of Medicine

Price: Online ed Medicine and Health Free Programs

Description:

Physician trainees are put into clinical multidisciplinary teams with little knowledge of their non-MD colleagues, and are often unaware of the specialized expertise these other team members possess and they have no framework for understanding the complex interdisciplinary team environment. This lack of understanding results in confusion and missteps that can lead to patient care errors, potentially hostile working conditions, and decreased job satisfaction. This self-paced course will give you a basic understanding of the roles and backgrounds of some core members of the interdisciplinary team as well as insight into these professionals views of the types of common misunderstandings and miscommunication that can derail interprofessional collaboration. This curriculum has been developed from focus groups and interviews with non-physician healthcare professionals at one academic medical center. Most focus group participants worked in inpatient acute care: as such, the curriculum is focused primarily on acute inpatient care.

You will Gain:

• An understanding of, and ability to describe, roles and backgrounds of an interdisciplinary team
• Insight into common misunderstandings and miscommunication in interprofessional collaboration

Learn More and Apply.

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Title: Introduction to Food and Health

Availability: Available now

University: Stanford School of Medicine

Price: Online ed Medicine and Health Free Programs

Description:

We find ourselves facing global epidemics of obesity and diabetes. To address these public health crises, we urgently need to explore innovative educational strategies for physicians and the general public. Physicians who eat a healthy, balanced diet and who understand what that entails, are more effective at counseling their patients to improve their health behaviors.

This CME activity provides a practical approach to supporting healthy eating for a variety of medical needs. Through the use of didactic videos, animated cases, and interactive activities course participants will gain proficiency in recommending well-established nutritional practices and assessing barriers to healthy eating for patients and physicians alike. By evaluating personal eating behaviors and barriers to healthy eating, physicians will emerge from the course better equipped to support sustainable positive change in their patients’ food choices while simultaneously having an opportunity to embark on optimizing their own nutritional health.

Intended Audience:

This course is designed to meet the educational needs of physicians in primary care, family practice, and internal medicine as well as nurse practitioners, physician assistants and allied health professionals involved in nutritional assessment and education of patients.

Learning Objectives:

• Describe the fundamental principles of nutrition.
• Conduct a motivational interview and nutritional assessment in a primary care setting using evidence-based techniques and tools.
• Formulate a strategy based on a nutritional assessment to improve their health and their patients’ health.
• Guide patients and themselves through iterative, targeted goals to improve nutrition and health outcomes.
• Provide patients with skills-based learning resources to support their achievement of targeted nutrition goals.

Learn More and Apply.

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Title: Managing Atrial Fibrillation (CME)

Availability: Available now

University: Stanford School of Medicine

Price: Online ed Medicine and Health Free Programs

Description:

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 fibrilation 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 fibrilation. The online activity will utilize animated videos, interactive case scenarios, and quizzes to optimize learning.

Who Should Enroll

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.

Learning Objectives:

At the conclusion of this activity, participants should be able to:

• Manage atrial fibrillation with appropriate, effective, timely interventions, including the ability to: identify asymptomatic atrial fibrillation, prescribe oral anticoagulation, recommend rate control strategies, recommend rhythm control strategies including catheter ablation.
• Provide comprehensive management and care of patients with arrhythmias, including timely referrals to other sub specialists.
• Identify sub-groups of patients with atrial fibrillation at risk for stroke and actively manage these patients to reduce their risk.

Learn More and Apply.

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Title: Molecular Foundations of Medicine

Availability: Available now

University: Stanford School of Medicine

Description:

This self-paced  course contains selected topics that will help participants understand applications of molecular biology in medicine. Topics include reading the primary literature, molecular techniques, DNA recombination, and genome expression. The materials consist of short videos linked to questions that help participants evaluate their understanding of the material.

Cost: Free

What you will learn

• Molecular techniques
• DNA recombination
• Genome expression

Learn More and Apply.

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Title: Presentation and Management of Pediatric Acute-Onset Neuropsychiatric Syndrome (CME)

Availability: Available now

University: Stanford School of Medicine

Price: Online ed Medicine and Health Free Programs

Description:

This CME activity provides a practical approach to the recognition and management of Pediatric Acute-Onset Neuropsychiatric Syndrome, also referred to as PANS. PANS is relatively newly understood, under-identified, and therefore under-treated in clinical practice. In PANS, “medical” infectious and inflammatory diseases present with severe, often debilitating “mental” psychiatric and neurological symptoms. When the connections between infection, inflammation and PANS symptoms are not suspected and identified, the opportunity for clinical treatment may be missed or delayed.  During this course, typical presentations will be illustrated with case scenarios. Different aspects of evaluation will be demonstrated, including physical examination for neurological soft signs. Treatment algorithms will also be demonstrated, and the role of family education, multidisciplinary coordination and need for school accommodations will be discussed.

At the conclusion of this activity, participants should be able to:

• Recognize the signs and symptoms of PANS in patients.
• Administer the appropriate first line treatments to PANS patients.
• Effectively refer PANS patients to specialist care and coordinate care with these healthcare providers.
• Educate and counsel PANS patients and their families on care at home and at school.

Learn More and Apply.

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Title: Prescription Drug Misuse and Addiction: Compassionate Care for a Complex Problem (CME)

Availability: Available now

University: Stanford School of Medicine

Price: Online ed Medicine and Health Free Programs

Description:

The Psychiatry and Behavioral Sciences Department at Stanford University School of Medicine

This CME activity provides a practical approach to the management of prescription drug misuse and addiction, including how to use the clinical interview and CURES (California’s Prescription Drug Monitoring Program) to identify if a problem exists, and how to intervene once the problem has been identified. Animated didactic videos, interactive slides, and video case scenarios will be used to put these principles into practice with a treatment algorithm. The most compassionate approach to tapering patients down and off the medication they are misusing will also be discussed.

Intended Audience:

This course is designed for physicians and all health care providers who interact with patients around the is20sue of prescription medication, e.g. nurses, pharmacists, physician assistants.

Learning Objectives:

• Describe the current state of the prescription drug misuse problem.
• Describe the role of the provider in the prescription drug misuse problem.
• Recognize drug-seeking patterns and strategies used by patients who are misusing prescription medications.
• Diagnose a prescription drug use problem when it is present.
• Reduce or avoid using enabling and defensive behaviors which exacerbate the problem in the patient.
• Describe the implications for treatment and outcomes when prescription drug misuse is recognized as a chronic medical illness.
• Interpret findings on CURES, California’s prescription drug monitoring program, to identify a prescription drug problem.

Learn More and Apply.

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Title: Optimizing Antimicrobial Therapy with Timeouts (CME)

Availability: NA

Price: Online ed Medicine and Health Free Programs

University: Stanford School of Medicine

Description:

Internet Enduring Material Jointly Provided by:
Stanford University School of Medicine (CME) and Tufts University School of Medicine (CPE)

Presented by:
The Division of Infectious Diseases and Geographic Medicine at Stanford University School of Medicine

Antibiotic misuse is widespread and has dire patient and public health consequences. National organizations, including the CDC and the Joint Commission, advocate for a formal “Antibiotic Timeout” to reassess empiric antibiotics 48-72 hours after their initiation. During this Timeout, clinicians should answer the following questions:

• Does the patient have an infection that will respond to antibiotics?
• If so, is the patient on the right antibiotic(s) and is it being administered in the correct dose and by the correct route and (in the case of intravenous therapy) duration of infusion?
• Can a more targeted antibiotic regimen be used to treat the infection (i.e., de-escalation)?
• For how long should the antibiotic(s) be administered?

This CME/CPE activity provides a practical approach to performing “Antibiotic Timeouts” in the inpatient setting. Using short, didactic sessions, we will provide examples on how to reassess antibiotic therapy started empirically using clinical, laboratory, and microbiological data. The majority of this CME/CPE will be high-yield, interactive inpatient cases covering skin and soft tissue infections, pneumonia, catheter-associated urinary tract infections, and neutropenic fever, that illustrate the timeout process and the principles of appropriate use of antimicrobials.

Who Should Enroll

This course is designed to meet the educational needs of physicians from a wide variety of specialties including cardiology, critical care, family practice, general surgery, hospitalists, infectious diseases, internal medicine, neurology, oncology, pediatrics, and urology, as well as pharmacists, nurse practitioners, and physician assistants.

Learning Objectives:

At the conclusion of this activity, participants should be able to:

• Describe the principles and shortcomings of empiric antibiotic therapy.
• Routinely conduct all steps of the antibiotic timeout, in accordance with CDC guidelines on antibiotic stewardship that include:
  • Analyzing laboratory and clinical data
  • Formulating a rationale for continued antibiotic use
  • Documenting rationale in patient’s electronic medical record
  • Determining the most effective duration of antibiotic therapy
  • Deciding when it is appropriate to switch from an IV to oral route of antibiotic administration

Learn More and Apply.

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Title: Nets 101 (CME)

Availability: Available now

University: Stanford School of Medicine

Price: Online ed Medicine and Health Free Programs

Description:

Over the past several decades, the incidence of neuroendocrine tumors (NETs) has sharply increased.  The selection of initial and subsequent therapies requires careful consideration of both tumor and treatment characteristics. This online CME course seeks to update physicians concerning guidelines and best practice recommendations, so they understand the basics of NET nomenclature, pathology, epidemiology, and identify appropriate treatment strategies. 

This course is designed to meet the educational needs of physicians in oncology, radiology, endocrinology, hematology, medical oncology, surgical oncology, nuclear radiology.

Learn More and Apply.

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Title: Musculoskeletal Primer for the Non-Orthopedist

Availability: Available now

University: Stanford School of Medicine

Description:

This CME activity focuses on providing a biomechanical and anatomic framework for physicians to understand musculoskeletal medicine, providing a clinical paradigm and confidence that clinicians can apply to all musculoskeletal injury care, reducing referral needs, improving recovery timeframes, and reducing condition relapse potential. Interactive Case scenarios, video demonstrations of exam techniques, and computer modeling will augment the didactic material. Patient education tools will be accessible online for reference in an effort to foster further learning and patient independent recovery.

Intended Audience:

This course is designed for physicians in family practice, primary care, general surgery, internal medicine, neurology, emergency medicine/ urgent care, as well as nurse practitioners, physician assistants, and allied health professionals.

Dates, Duration & Fee:

• Release Date: July 26, 2017
• Expiration Date: July 26, 2020
• Estimated Time to Complete: 2.50 Hour
• CME Credits Offered: 2.50
• Registration Fee: FREE

To Obtain CME Credits:

• Review the information below and complete the entire activity.
• Complete the CME Post-test, CME Assessment Survey, and CME Activity Completion Statement at the end of the activity.
• You must receive a score of 75% or higher on the post-test in order to receive a certificate. You will have two attempts to answer each multiple-choice question (or one attempt for questions with only two options) to pass the post-test.
• Once you attest to completing the entire online activity and have scored 75% or higher on the post-test, your certificate will be generated automatically and will be available on your Dashboard page.
• Physicians will be awarded AMA PRA Category 1 Credits„¢. All other participants will receive a Certificate of Participation.

Learning Objectives:

At the conclusion of this activity, participants should be able to:

• Evaluate a patient for basic musculoskeletal conditions associated with posture, ergonomics and biomechanics.
• Reduce prescription of narcotic pain medications while enhancing utilization of physical modalities (physical therapy, acupuncture, myofascial or active release techniques) through integration of biomechanical- and trigger-point-based diagnostic approaches.
• Differentiate between common musculoskeletal conditions, based on patient history and mechanism of injury to target the root cause of pain and dysfunction.
• Manage musculoskeletal injuries through employing imaging studies as tools to guide treatment and referrals.
• Educate patients regarding performance of independent home exercises, additionally gaining an online stretching source for patient referral.

Learn More and Apply.

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Title: SafetyQuest: Level Four – Mastering QI

Availability: Available now

University: Stanford School of Medicine

Price: Online ed Medicine and Health Free Programs

Description:

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.

What you will learn

At the conclusion of this activity, participants should be able to:

• Utilize Lean principles such as 5S and reducing waste to improve quality of care for your patients
• Analyze quality improvement data using statistical process control
• Apply high value care to your practice

Topics include:

• Introduction
• Test Your Knowledge
  • Case 6 | QI Tool: High Value Care | Readmission
  • Case 10 | QI Tool: 5S | What’s the Plan?
  • Case 13 | QI Tool: SPC | Delayed Diagnosis
  • Case 15 | QI Tool: SMART Goals | Missing Medications
  • Case 18 | QI Tool: High Value Medications | Surgery Consent
• Course Wrap-Up
• Resources and References
• Help!

TO OBTAIN CME CREDITS:

• Review the information below and complete the entire activity.
• Complete the CME Post-test, CME Assessment Survey, and CME Activity Completion Statement at the end of the activity.
• You must receive a score of 75% or higher on the post-test in order to receive a certificate. You will have two attempts to answer each multiple-choice question (or one attempt for questions with only two options) to pass the post-test.
• Once you attest to completing the entire online activity and have scored 75% or higher on the post-test, your certificate will be generated automatically and will be available on your Dashboard page.
• Physicians will be awarded AMA PRA Category 1 Credits™. All other participants will receive a Certificate of Participation.

Learn More and Apply.

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Title: SafetyQuest: Level One – Q1 Basics

Availability: Available now

University: Stanford School of Medicine

Price: Online ed Medicine and Health Free Programs

Description

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 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.

What you will learn

At the conclusion of this activity, participants should be able to:

1. Integrate best practice patient safety and goals of care (GOC) communication techniques (e.g. IPASS handoffs, SBAR communication, stop the line/CUS words/call for help early, debriefing, GOC documentation) into practice with teams to reduce the risk of adverse events and increase patient safety.
2. Utilize principles from the Joint Commission’s National Patient Safety Goals to reduce the risk of adverse events and increase patient safety.
3. Apply QI tools and concepts such as PDCA, A3, high reliability, and the swiss cheese model to improve the quality of care for your patients.

Topics include

• Introduction
• Test Your Knowledge
• Level One: QI Basics
• Case 1 | QI Tool: Swiss Cheese | Wrong Patient
• Case 3 | QI Tool: Critical Language | Missing Code Status
• Case 4 | QI Tool: PDCA | Catheter Associated UTI
• Case 7 | QI Tool: Time-Out | Wrong Side
• Case 11 | QI Tool: High Reliability | Unclean Hands
• Course Wrap-Up
• Resources and References
• Help!

Learn More and Apply

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Title: Stories of Infection

Availability: Available now

University: Stanford School of Medicine

Price: Online ed Medicine and Health Free Programs

Description

This course introduces learners to a variety of infectious diseases using a patient-centered, story-based approach. Through illustrated, short videos, learners will follow the course of each patient’s illness, from initial presentation to resolution. Integrating the relevant microbiology, pathophysiology and immunology, this course aims to engage and entice the learner towards future studies in microbiology, immunology and infectious diseases.

The patient-centered videos included in this course were created as part of the Re-imagining Medical Education initiative, led by Charles Prober MD, Senior Associate Dean of Medical Education at the Stanford School of Medicine. This initiative was the first of its kind to explore the collaborative creation of foundational medical education online content by inter-institutional teams of faculty. The content presented in this course was created by faculty from Stanford University School of Medicine, in collaboration with The University of Washington School of Medicine, Duke University School of Medicine, UCSF School of Medicine, and The University of Michigan Medical School. Support for this initiative was provided by the Robert Wood Johnson Foundation and the Burke Family Foundation.

Learn More and Apply.

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Title: Thinking Critically: Interpreting Randomized Clinical Trials (CME)

Availability: Available now

University: Stanford School of Medicine

Price: Online ed Medicine and Health Free Programs

Description

This course seeks to fulfill the clinical community’s need to improve skills in the critical evaluation of clinical research papers. Competency in critical appraisal skills can have a significant impact by improving clinical practice, quality of research projects, and peer-review of manuscripts and grants. The course will utilize efficient and engaging videos with relevant clinical examples to cover essential research methodology principles. The online format will provide opportunities for self-paced learning and practicing critical appraisal of a variety of published studies that evaluate benefit, harm, and prognosis.

Who Should Enroll

This course is designed for national and international physicians, medical researchers, residents, fellows, and allied health professionals in all specialties.

Learning Objectives

• At the conclusion of this activity, participants should be able to:
  • Analyze the concepts of randomization and blinding in reducing bias.
  • Develop strategies to critically appraise randomized clinical trials and determine if study results are valid.

Learn More and Apply.

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Title: To Prescribe or Not To Prescribe? Antibiotics and Outpatient Infections (CME)

University: Stanford School of Medicine

Availability: Available now

Price: Online ed Medicine and Health Free Programs

Description

Internet Enduring Material Sponsored by Stanford University School of Medicine. Presented by the Division of Infectious Diseases in the Department of Medicine at Stanford University School of Medicine

Who Should Enroll

This course is designed for physicians in family practice, primary care, internal medicine, obstetrics and gynecology, emergency medicine, pharmacists, as well as nurse practitioners, physician assistants, and allied health professionals.

Learning Objectives

At the conclusion of this activity, participants should be able to:

• Define the scope and implications of antibiotic misuse in the outpatient setting.
• Recognize when antimicrobials are indicated in common outpatient infections.
• Select the most appropriate empiric antimicrobial choice and duration of therapy for common outpatient bacterial infections.
• Employ effective communication strategies when discussing antibiotic decisions with patients.

Learn More and Apply.

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Title: Type 2 Diabetes Management (CME)

Availability: Available now

University: Stanford School of Medicine

Price: Online ed Medicine and Health Free Programs

Description

This CME activity provides a practical approach to lifestyle and medication management for type 2 diabetes mellitus. The course will take the learner through a case-based learning activity focusing on new medications and medication algorithms. Note: Insulin therapy is not addressed in this course. The course will also address culturally sensitive food-based counseling to facilitate lifestyle modifications.

At the conclusion of this activity, participants should be able to:

• Recognize the new/most recent treatment options for type 2 diabetes.
• Evaluate patients for appropriate treatments and comorbidities.
• Evaluate patients for medication/ treatment adherence.
• Formulate progression of treatment plans for patients who haven’t improved on current regimens.
• Use culturally sensitive communication tactics when discussing importance and safety of medication and treatment adherence with patients.

Learn More and Apply.

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Title: Unconscious Bias in Medicine (CME)

Availability: Available now

University: Stanford School of Medicine

Price: Online ed Medicine and Health Free Programs

Description

Internet Enduring Material Sponsored by the Stanford University School of Medicine. Presented by the Office of Faculty Development and Diversity at Stanford University School of Medicine

This CME activity provides education on unconscious bias in the academic medicine workplace. Existing research on unconscious bias will provide a science-based view of this seemingly non-science topic. Case studies with examples of unconscious bias, self-assessment opportunities, and exploring bias busting strategies will enable learners to understand how to bring the content into their own unique environments.

Who Should Enroll

This course is designed to meet the educational needs of physicians from all specialties as well as other Health Care Professionals.

Learning Objectives

At the conclusion of this activity, participants should be able to:

• Describe the effects of unconscious bias in everyday interactions with patients, students, colleagues, and team members.
• Apply specific “bias-busting” techniques that can be used in the medical and academic environment.
• Identify where personal unconscious biases may reside across gender, race/ethnicity, and/or cultural attributes in the workplace.
• Develop strategies to correct personal unconscious biases in daily interactions.

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Title: Understanding Einstein: The Special Theory of Relativity

Availability: NA

University: Stanford School of Medicine

Price: Online ed Medicine and Health Free Programs

Description

In this course we will seek to understand Einstein, especially focusing on the special theory of relativity that Albert Einstein, as a twenty-six year old patent clerk, introduced in his miracle year of 1905. Our goal will be to go behind the myth-making and beyond the popularized presentations of relativity in order to gain a deeper understanding of both Einstein the person and the concepts, predictions, and strange paradoxes of his theory. Some of the questions we will address include: How did Einstein come up with his ideas? What was the nature of his genius? What is the meaning of relativity? What’s special about the special theory of relativity? Why did the theory initially seem to be dead on arrival? What does it mean to say that time is the fourth dimension? Can time actually run more slowly for one person than another, and the size of things change depending on their velocity? Is time travel possible, and if so, how? Why can’t things travel faster than the speed of light? Is it possible to travel to the center of the galaxy and return in one lifetime? Is there any evidence that definitively confirms the theory, or is it mainly speculation? Why didn’t Einstein win the Nobel Prize for the theory of relativity?

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Title: Writing in the Sciences

Availability: Available now

University: Stanford School of Medicine

Price: Online ed Medicine and Health Free Programs

Description

This course teaches scientists to become more effective writers, using practical examples and exercises. Topics include: principles of good writing, tricks for writing faster and with less anxiety, the format of a scientific manuscript, and issues in publication and peer review. Students from non-science disciplines can benefit from the training provided in the first four weeks (on general principles of effective writing).

Course Format

In the first four weeks, we will review principles of effective writing, examples of good and bad writing, and tips for making the writing process easier. In the second four weeks, we will examine issues specific to scientific writing, including: authorship, peer review, the format of an original manuscript, and communicating science for lay audiences. Students will watch video lectures, complete quizzes and editing exercises, write two short papers, and edit each others’ work.

Course Syllabus

Week 1 – Introduction; principles of effective writing (cutting unnecessary clutter)
Week 2 – Principles of effective writing (verbs)
Week 3 – Crafting better sentences and paragraphs
Week 4 – Organization; and streamlining the writing process
Week 5 – The format of an original manuscript
Week 6 – Reviews, commentaries, and opinion pieces; and the publication process
Week 7 – Issues in scientific writing (plagiarism, authorship, ghostwriting, reproducible research)
Week 8 – How to do a peer review; and how to communicate with the lay public

Learn More and Apply.

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Would you like to know the salary amount of PhD and postdoc positions in Europe? 

• Salary of PhD student and Postdoc in Denmark
  • PhD Salary in Denmark
  • Postdoc Salary in Denmark
• Salary of a PhD student and Postdoc in Norway
• Salary of PhD student and Postdoc in Switzerland
  • PhD Salary in Switzerland
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• Professors’ salary in the UK
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• Salary of Marie-curie postdoctoral fellowship
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• Doctorate Degree Business Administration Salary

You can find all the available full-funded PhD positions in different countries here.

• Germany – Fully Funded PhD
• Switzerland – Fully Funded PhD
• Denmark – Fully Funded PhD
• UK – Fully Funded PhD
• Sweden – Fully Funded PhD
• Finland – Fully Funded PhD
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If you want to do your further education in the traditional way, we have also a list of available academic positions. You can see our fully funded Academic Positions such as Master Fellowships and Postdoctoral positions. Fully funded PhD Positions and Fully Scholarships in Different countries are other options.