The course is a comprehensive set of didactic lectures surveying fundamentals of transgender medical and surgical treatment. The material is meant to provide the student with core knowledge that is essential for current primary care providers caring for transgender patients. There are 10 modules led by the expert clinical faculty from the pioneering Center for Transgender Medicine and Surgery, located within the Mount Sinai Health System and the Icahn School of Medicine at Mount Sinai in New York City. The course begins with an introduction to frame the sea change that has taken place in the current medical practice of transgender health care. Subsequent modules allow individuals to learn key elements necessary to provide quality transgender medical care. As a whole, the modules provide an opportunity to develop a knowledgeable approach to behavioral health, primary care, hormone therapy, and the surgical options. Module 1: Introduction - Joshua D Safer Module 2: Making the Determination - Hansel Arroyo Module 3: Primary Care for Transgender Women - Zil Goldstein Module 4: Primary Care for Transgender Men - Zil Goldstein Module 5: What are the Essential Strategies to Transgender Hormone Therapy? - Joshua D Safer Module 6: Initiation and Maintenance of Hormones for the Trans Masculine Patient - Joshua D Safer Module 7: Initiation and Maintenance of Hormones for the Trans Feminine Patient -Joshua D Safer Module 8: Transgender Surgery: Chest & Face - Bella K Avanessian Module 9: Transmasculine Genital Surgery - Bella K Avanessian Module 10: Transfeminine Genital Surgery - Bella K Avanessian

Acute stroke is a time-dependent medical emergency. In acute ischemic stroke, the first objective is to restore brain flow using sistemic thrombolytic treatment and, in patients with large vessel occlusion, by endovascular treatment. In hemorrhagic stroke there are also specific treatments that can improve the clinical outcome. The sooner the initiation of all these therapies the higher the clinical benefit. Thus, the organization of Stroke Code systems coordinated between emergency medical systems and hospitals is crucial to achieve early medical attention and treament. Neurological scales facilitate stroke recognition at both hospital and pre-hospital levels and provide valuable information of stroke severity. The RACE scale is a prehospital scale validated as a tool to identify patients with suspected large vessel occlusion who are potential candidates for endovascular treatment. This course aims to update general knowledge in acute stroke and currently available treatments, to review the protocol of the Stroke Code and, finally, to train in the use of the RACE scale. The target profile of this course is aimed to all health professionals working in the field of emergencies.

In this course, you will get a thorough introduction to the emergency medical services system, and learn the foundation components to how it works as a whole. You will also learn the nuts and bolts of becoming a healthcare provider, and gain some basic knowledge about the human body. By the end of the course, you will be able to 1) understand the history and components of the EMS system, 2) speak the language of medicine with basic medical terminology, as well as have an understanding of basic human anatomy, 3) understand the different types of communications and how they are specific to EMS, 4) take vital signs and master the normal from the abnormal, and 5) master personal and scene safety, and begin the process of patient assessment.

COURSE 6 of 7. Fragmented healthcare has created the need for healthcare reform, changing how healthcare is delivered and managed by shifting the structure and culture of healthcare organizations across the U.S. In this course, you will explore ways that provider organizations can successfully move from volume to value through implementing Quality Improvement plans and Continuous Quality Improvement. Organizational improvement is a continuous process. To be successful means coming to grips with things you have to do, how they get done, and who needs to be involved. Paramount to the process is recognizing that every role—every team member—in the organization is important to a successful VBC strategy. You will also learn about adaptive leadership and how to advance vision and innovation through collaboration. Collaborative relationships between team members and leadership are critical to the transformation. You will explore strategies to gain buy-in, agreement, and understanding about the organization’s vision of value-based care and learn to engage team members in developing solutions to challenges. In the summative assignment, you will identify a measurable value-based care goal that would benefit from process improvement, describe how that goal will be communicated with the care team, and explain your role in leading the targeted improvements.

COURSE 3 of 7. This course is designed to introduce you to critical office-based processes that a value-based practice must manage in the drive towards improved patient outcomes. In Module 2, we’ll focus on office-based and clinical patient-based supporting functions. At every level in healthcare, guidelines, processes, and functions exist to improve outcomes, and following a consistent process will return the best effect. Refine your understanding of value and learn strategies to provide real assistance to patients to manage chronic diseases and navigate the complex healthcare system. Gain an overview of panel management, a systematic, proactive approach to identify and address unmet chronic and preventive care needs of patients that leads to better health outcomes. Learn how clinical patient-based questions related to immunizations, cancer screenings, or diabetes care can generate data to support a strategy of identifying non-utilization patterns. In the summative assignment, you will demonstrate your knowledge by explaining and synthesizing the importance of office-based processes and patient-based supporting functions to improve patient outcomes and experience as well as clinical quality. As you reflect on what you have learned in this course, you will also have an opportunity to consider the relationship between managing these processes and functions and the fundamental premise of value-based care.

The technical revolution has generated large amounts of data in healthcare and research, and a rapidly increasing knowledge about factors of importance for the individual’s health. This holds great potential to support a change from the one-size-fits-all paradigm to personalised or precision medicine, to guide and thereby improve each health decision of expected benefit for the patient. The SARS-CoV-2 pandemic has contributed to a great public and political awareness of the importance of personalised medicine, where the influence of host factors like age, sex, obesity, smoking, co-morbidities etc. confer increased risk of serious COVID-19 illness. It is expected that in the near future, a more systematic and data-driven approach for prediction and risk stratification of COVID-19 patients and many other patient groups, will increase and improve due to better understanding of disease pathology, including the influence of genetic variability and biomarkers on disease risk and outcome. The Nordic countries have unique welfare systems with general access to healthcare, and longitudinal nationwide health databases and biobanks. This infrastructure combined with unique person identifiers creates an optimal setting for personalised medicine development, and the Nordic model of research, translation, care and education can serve as a forefront example for the rest of the world. The course in Personalised medicine from a Nordic perspective will introduce, describe, define and discuss the concept of personalised medicine from the aspect of the patient, health-care and the infrastructure available to generate a learning environment that is integrated with everyday care of patients. The course also covers communication of risk and the ethical, legal and social aspects of personalised medicine and presents examples where personalised medicine approach is already used in routine care. The course was initiated by Faculty leaders in the Education Working Group of Nordic Medical Schools and received funding from the Joint Committee of the Nordic Medical Research Councils (NOS-M). Experts from all the Nordic countries participate in the course: Saedis Saevarsdottir, Sisse Ostrowski, Hans Tomas Björnsson, Richard Rosenquist Brandell, Henning Bundgaard, Engilbert Sigurðsson, Aarno Palotie, Ole A Andreassen, Runolfur Palsson, Alma Möller, Søren Brunak, Johan Askling, Carsten Utoft Niemann, Rudi Agius, Sofia Ernestam, Saemundur Oddsson, Henrik Ullum, Kari Stefansson, Patrick Sulem, Simon Rasmussen, Jens Lundgren, Anders Perner, Merete Lund Hetland, Heidi Bentzen, Henning Langberg, Sigurdur Kristinsson, Thor Aspelund, Jeanette Knox, David Arnar, Sigurdis Haraldsdottir, Hakon Heimer, Lone Frank, Mette Nordahl Svendsen, Bjorn Hofmann, and Morten Søgaard.

Welcome to your final course in Become and EMT! Prepare for the National Registry exam. The title for this course is a little bit misleading. We do hope that at the completion of this course that you feel more prepared to take the skills portion as well as the written portion of the national registry exam. More than anything else, however, our greatest hope is that we have given you the knowledge and tools to provide high quality patient care once you are certified as an EMT or once you achieve whatever level of patient care provider you aspire to. I think many of you have experienced in school or other training the difference between knowing the information needed to pass a test and being able to apply that information to a real life problem. We want you to be able to apply your knowledge! To accomplish this, there will be videos from prior courses to review, links to the national registry patient care checklists, and you will use these resources to complete a series of patient care scenarios that challenge you to apply what you have learned over the past 5 courses. The next couple of weeks are designed to stretch your knowledge and guide you to apply it to potentially real patient presentations. In addition, you will have the opportunity to practice peer review on the care plans that your fellow learners put together. Not only does this provide you the opportunity to see what other people would do in a similar situation but also reinforces your understanding of the material. Good luck and have fun with this last portion of the specialization!

Chronic pain is at epidemic levels and has become the highest-cost condition in health care. This course uses evidence-based science with creative and experiential learning to better understand chronic pain conditions and how they can be prevented through self-management in our cognitive, behavioral, physical, emotional, spiritual, social, and environmental realms. The goal of this course is to blend creative, experiential, and evidence-based teaching strategies to help participants understand chronic pain conditions and how a human systems approach can be applied to self-management strategies to reduce risk factors, enhance protective factors, and prevent chronic pain. There are four major objectives to the course; 1. Describe the prevalence, personal impact, and health care dilemma associated with chronic pain. 2. Recognize the clinical characteristics and underlying etiology of several common pain conditions and the peripheral, central, and genetic mechanisms of chronic pain 3. Based on the literature associated with risk and protective factors in the seven realms of our lives, learn specific strategies in each realm that can be employed daily to prevent chronic pain and enhance wellness. 4. Appreciate the value of a human systems approach to health care and how it can provide a basis for integrative, interdisciplinary, and individualized care to preventing pain and enhancing wellness. CONTINUING EDUCATION CREDIT Health Care Professionals Health care professionals who participate in this CE activity may submit this certificate statement of participation to their appropriate accrediting organizations or state boards for consideration of credit. The participant is responsible for determining whether this activity meets the requirements for acceptable continuing education. Email your Coursera certificate statement of completion to your appropriate organization.

This course takes a deep dive into the challenges families and friends of a patient with serious illness face and how you can care for and support them as a provider, social worker or family friend. Supporting Families and Caregivers especially focuses on the children of a patient with serious illness and their caregiver, and teaches you the best way to empower them to get the support they need. By the end of this course, you will be able to provide critical avenues of support for the people who are instrumental to your patients care, wellbeing and quality of life. Stanford Medicine is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. Visit the FAQs below for important information regarding 1) Date of original release and Termination or expiration date; 2) Accreditation and Credit Designation statements; 3) Disclosure of financial relationships for every person in control of activity content.

Palliative care provides invaluable help for patients living with serious or life-limiting illness and their family caregivers. Palliative care should be part of healthcare services to improve quality of life, the ability to tolerate and benefit from treatment and improve survival. In this course, you will learn about the nature of suffering and how this concept can help you understand the experience of people living with serious illness. Next, you will learn skills to more effectively communicate with patients, families and other care providers to both understand their experiences and provide an extra layer of support. In the next module you will explore your own core values and beliefs and how they impact your work with others. Finally, you will learn how to do a whole person assessment to understand the needs of people with serious illness so you can develop a plan to support them. You will be able to immediately use these insights, skills and tools in your work with people living with serious illness. In later courses, you will learn to ease pain and other symptoms, such as loss of appetite, shortness of breath and fatigue. In the final course, you will explore ways to ease psycho-social-spiritual distress. These courses will prepare you to bring basic palliative care to all in need.