Graduate Course Proposal Form Submission Detail - PAS6002
Edit function not enabled for this course.
Approved by SCNS
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 1/14/13. for MA in P.A.; GC approved 1/28/13. to USF Sys 1/28/13; to SCNS 2/5/13. Approved eff 4/1/13. Nmbr 6003 approved as 6002
- Department and Contact Information
Tracking Number Date & Time Submitted 3004 2012-11-26 Department College Budget Account Number Graduate School MD HSC-10009-611600-000000-0000000 Contact Person Phone Larry Collins 813-396-9424 firstname.lastname@example.org
- Course Information
Prefix Number Full Title PAS 6002 Medical Communication & Cultural Competency Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 2 C - Class Lecture (Primarily) - Abbreviated Title (30 characters maximum) MED COMMUN & CULT COMP Course Online? Percentage Online C - Face-to-face (0% online) 80
Cultural differences have always been integral to American society and represent a dynamic mixture of races, ethnicity and beliefs. Only recently has there been recognition of the importance of these cultural differences in medical education.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for new program/concentration/certificate
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
Consistent with other Physician Assistant Degree Programs
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
PA, MD, PhD, ARNP, MSW
- Other Course Information
1. Enhance training of students to become ethically, culturally, and clinically competent;
2. Develop sensitivity to persons who are different by virtue of cultural, race, age, economic circumstance, disability or other reasons;
3. Continue development of student foundational and professional abilities;
4. Promote a lifelong commitment to social responsibility, and citizenship.
5. Expose PA students to underserved, diverse, and/or cultural aspects of a community;
6. Encourage student awareness of the interdependence of health and social issues;
7. Increase awareness of resources available to underserved and diverse populations;
8. Foster professionalism by encouraging reflection on ethics, values, & diverse views
a. Record experiences in a journal from which to reflect upon cognitive, affective, behavioral, and diversity impressions during the clinic experience, using journal entries to add detail and richness to the reflection discussion;
b. Communicate thoughts and feelings regarding self and patient experiences with peers and small group leaders in the reflection sessions.
9. Understand the goals of health communication and effective strategies to achieve these goals
10. Understand the use of health communication strategies to address diverse health populations and settings
11. Develop skill in preparing health communication literature
B. Learning Outcomes
At the conclusion of the course students will be able to:
1. Define cultural determinants
2. Define / describe health communication
3. Recount historical events that shape how diverse populations interact with the health care system.
4. Recognize how personal worldview shapes relationships and encounters.
5. Describe and use Bennett’s Model of Intercultural Sensitivity.
6. Recount changes in family structure, racial/ethnic distribution, socioeconomic status, and immigrant/refugee movements in the last 20 years.
7. Understand and apply theoretical frameworks related to health communication
8. Explore health communication targeted to interpersonal, community, and social perspectives
9. List the behavioral and social factors that influence population health.
10. List differing health status for diverse groups.
11. Describe the predominant immigrant groups, the impact of their journey on how they interface with the health care system, and common health issues they face
12. Understand the significance of health literacy in health communication
13. Explore a variety of health promoting communication strategies and communication channels
14. Recognize how socioeconomic status and insurance influences access to care.
C. Major Topics
Bennett’s Model of Intercultural Sensitivity.
Family structures, racial/ethnic distribution, socioeconomic status, and immigrant/refugee movements
Military health care framework
Health literacy and health communication
Health Communication: From Theory to Practice. Renata Schiavo, editor. New York, NY: Jossey-Bass. 2007.
E. Course Readings, Online Resources, and Other Purchases
Selected current articles reflecting cultural competencies in medicine and health care.
F. Student Expectations/Requirements and Grading Policy
Participation and Group discussion (20%)
Weekly small group discussions provide an opportunity to engage in in-depth discussions regarding your understanding of the material, and your particular perspective, critical analyses, concern, agreement, and disagreement of aspects of the assigned activities or readings. Small group discussions will occur in the 3rd hour of class each week. All group participants will create 2 short answer questions (with full responses/1 page type written) based on key concepts, issues of interest and critical analyses of assigned weekly readings.
During the small group discussions, participants will form into small groups, review their respective discussion questions, understanding, critical analysis of the assigned activities/readings. Participant groups will summarize and informally present their discussion for the larger class.
One page (type written) consisting of two (2) individually developed questions/answers based on the assigned readings for that week. Each question must be accompanied by a complete response/answer (indicate page # and paragraph within the article/reading). Properly reference the reading/article associated with the question/answer.
Evaluation of this learning component will consist of the following:
• Weekly submission of questions/answers (Q&A)
• Q&A Submissions will be evaluated on:
1. Relevance to the weekly topic
2. Critical analysis of the reading
3. Quality of questions / answers
Group project & online presentation (25% total) [instructor/peer evaluation]
Small groups students will create a health communication ‘message’ in a format (communication channel) that can be submitted and viewed online (i.e., poster, video, poem (printed/enacted), music, cartoon, comic strip, puppetry…) within a 3 minute time frame. Possible health topics will be discussed in class. In addition, you will also submit a written report detailing the development of your project.
Include in the written Health Communication Project report (typed, APA format) and include:
• An overview of the health topic
• Purpose or proposed intent of health communication message
• Rationale for the chosen communication strategy
• The theoretical model(s)/framework(s) guiding the development of your health communication message
• Identify and provide rationale for the targeted population segment
• Briefly discuss strengths/limitations of your chosen health communication strategy
• How you addressed cultural sensitivity
Mid-term exam (20%)
Short answer and multiple choice questions based on class room discussion, lecture notes, and readings up to midterm.
Final exam (35%)
Short answer and multiple choice questions based on class room discussion, lecture notes, and readings for the term.
G. Assignments, Exams and Tests
Participation and Group discussion (20%)
Group project & online presentation (25% total)
Mid-term exam (20%)
Final exam (35%)
H. Attendance Policy
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
Academic and Professional Integrity Standards
Students are required to maintain both academic and professional integrity requirements to remain in good standing in the physician assistant program.
Academic Requirements: To achieve satisfactory academic progress leading to promotion in the Physician Assistant Program, the student must achieve a GPA of 3.00 in each term (summer, fall, spring). In addition, the student may receive no single grade in any course less than a C. The PA program considers a grade below C to represent unsatisfactory academic progress. Unsatisfactory academic progress may result in conditional promotion, withdrawal, or dismissal from the program. Students are required to have a cumulative GPA equal to or greater than 3.0 to graduate.
Students earning a final grade of D or F in the PA program may be dismissed. This may also lead to withdrawal of financial aid.
Professional Integrity Requirements: Students may be dismissed from the physician assistant program for failure to meet the following professional conduct standards:
• Failure to comply with professional behavior standards.
• Failure to comply with learning objectives set forth in a formal learning contract between the program and the student.
• Clinical misconduct, including, but not limited to:
• Conduct that constitutes harassment, threats or abuse of, or discrimination against peers, faculty, patients, or others.
• Provision of physician assistant services, including laboratory experiences in courses, while under the influence of an illegal substance and/or alcohol.
• Breach of patient/client confidentiality.
• Failure, during a clinical experience, to comply with the Policies and Procedures of the clinical facility.
• Failure to comply with the Physical Assistant Studies student and Departmental Policies outlined in the student handbooks.
• Failure to comply with the Physician Assistants Ethical Guidelines to Professional Conduct (www.nccpa.net, www.aapa.org).
Violations of the professional integrity requirements will result in a hearing with the Progress and Promotion Committee. Findings of misconduct to self, faculty, the University internship facility and/or patient may result in failure in the assignment, failure in the course or dismissal from the program. For situations that result in dismissal from the program, a notation of “Required to Withdraw for Program Integrity Reasons” will be placed on the student’s record and transcripts
Academic Honesty Guidelines
Students attending the USF Morsani College of Medicine are awarded academic degrees in recognition of successful completion of coursework in the study of medicine. Each individual is expected to earn his or her degree on the basis of personal effort. Consequently, any form of cheating on examinations or plagiarism on assigned papers constitutes unacceptable deceit and dishonesty. Disruption of the classroom or teaching environment is also unacceptable. Unprofessional behaviors cannot be tolerated in the university community and will be punishable, according to the seriousness of the offense, in conformity with established rules and procedures.
All students are required to abide by the USF Academic Dishonesty and Disruption of Academic Process Guidelines that have been accepted by the university and are displayed in detail in the USF Student Handbook.
Punishment for the violation of any of the academic honesty guidelines will depend on the seriousness of the disruption and will range from a private verbal reprimand to dismissal from the Morsani College of Medicine.
Students have the right to appeal disciplinary actions to the appropriate committee through the Morsani College of Medicine Office of Student Affairs. Such appeals must be submitted in writing within ten (10) business days of notification of the decision.
c. Requirement to Report Criminal Incident
Students are required to report any interaction with the police resulting in an arrest or that results in being brought before the criminal justice system within fifteen (15) days of the incident. This requirement is independent of whether or not there is a conviction involved. Failure to report any incident will result in action by the APRC for unprofessional behavior. APRC action may result in disciplinary action up to and including dismissal from the M.D. Program.
J. Program This Course Supports
- Course Concurrence Information