Graduate Course Proposal Form Submission Detail - PAS6029
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Approved by SCNS
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 1/14/13. for MA in P.A. Needs revised objectives. Faculty emailed 1/25/13. updated. Approved. to USF Sys 2/20/13. to SCNS 2/28/13. Apprd eff 4/1/13
- Department and Contact Information
Tracking Number Date & Time Submitted 3021 2012-11-27 Department College Budget Account Number Medicine MD HSC-10009-611600-000000-0000000 Contact Person Phone Larry Collins 813-396-9424 email@example.com
- Course Information
Prefix Number Full Title PAS 6029 Pathophysiological Basis of Disease II 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 4 C - Class Lecture (Primarily) - Abbreviated Title (30 characters maximum) PATHOLPHY BASIS OF DISEASE II Course Online? Percentage Online C - Face-to-face (0% online) 100
The essentials of diagnosis and management of the most common clinical problems seen by primary care practitioners. Using an organ systems and life stages approach, clinical information is presented in conjunction with appropriate correlative lectures.
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?
To be 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
Upon completion of this course, the first-year physician assistant student will be able to:
- Demonstrate knowledge of the mechanisms for homeostasis in the human body and changes related to infection, injury, inflammation and repair, cellular death, wound healing processes, and neoplastic diseases for all organ systems.
- Identify and recognize the components of the human nervous system including the autonomic nervous system, synapses and neurotransmitters, the cerebral cortex, reticular system, limbic system, motor system, sensory system, and vestibular system and apply this knowledge to recognition and explanation of the pathophysiology of some common abnormalities of these systems which results in disease states.
- Recognize the physiological process of vision, hearing, smell, and taste and demonstrate an understanding of those processes to the recognition and explanation of the pathophysiology of some common abnormalities of these functions which results in disease states.
- Identify and recognize the components of the respiratory system and apply this knowledge to the recognition and explanation of the pathophysiology of some common abnormalities of this system which results in disease states.
- Identify and recognize the components of the cardiovascular system and apply this knowledge to the recognition and explanation of the pathophysiology of some common abnormalities of this system which results in disease states.
- Identify and recognize the components of the hematologic and immunologic system and apply this knowledge to the recognition and explanation of the pathophysiology of some common abnormalities of this system which results in disease states.
- Identify and recognize the components of the digestive system including the mouth, esophagus, stomach, small intestine, duodenum, jejunum, ileum, large intestine, liver and pancreas and apply this knowledge to the recognition and explanation of the pathophysiology of some common abnormalities of this system which results in disease states.
- Identify and recognize the components of the musculoskeletal system and apply this knowledge to the recognition and explanation of the pathophysiology of some common abnormalities of this system which results in disease states.
- Identify and recognize the components of the renal system and apply this knowledge to the recognition and explanation of the pathophysiology of some common abnormalities of this system which results in disease states.
- Identify and recognize the components of the endocrine system and apply this knowledge to the recognition and explanation of the pathophysiology of some common abnormalities of this system which results in disease states.
- Identify and recognize the components of the male and female reproductive system and apply this knowledge to the recognition and explanation of the pathophysiology of some common abnormalities of this system which results in disease states.
- Develop a working knowledge of physiology and pathology concepts and the ability to apply those concepts in the recognition of disease states.
B. Learning Outcomes
By the end of the course, students will be able to:
1. Define the scope of pathology and the activities, tools, and roles involved in the practice of pathology.
2. Describe the general categories of disease conditions and the general mechanisms of disease.
3. Use accurate vocabulary to describe the immune system and its components.
4. Describe immune cell structure function and interactions.
5. Identify tissues that are part of the immune system.
6. Describe the body’s immune reactions to infections and tissue injury.
7. Demonstrate problem solving skills and and diagnostic reasoning to diagnose immunologic diseases.
8. Correlate microbial infection with immunologic findings.
9. Correlate immunologic conditions with pathologic findings.
10. Use appropriate vocabulary to describe disease processes and communicate findings to other health care workers and to patients.
11. Describe the molecular and cellular basis for inflammatory disease states.
12. Describe the molecular, genetic and cellular bases for neoplastic diseases.
13. Explain the pathophysiology of pathologic conditions encountered in clinical practice.
14. Recognize abnormal gross and microscopic findings in the context of the clinical problem.
15. Interpret laboratory findings associated with disease conditions and explain the use of the laboratory for diagnostic purposes, including indications for ordering and proper specimen collection.
16. Describe the appropriate application of autopsy and surgical pathology findings to quality assurance for improvement of clinical practice.
17. Formulate differential diagnoses based upon pathologic findings.
18. Explain the correlation of clinical-pathologic findings with conditions.
19. Interpret radiologic findings that accompany pathologic lesions.
20. Demonstrate problem solving ability when presented with patient scenarios including pathologic findings (small group laboratory discussions).
21. Use evidence-based medicine to obtain information involved in solving case-based problems.
22. Meet compliance standards when ordering laboratory tests.
23. Demonstrate Professionalism in working with colleagues and faculty.
24. Demonstrate an attitude of care and concern for patients and their families affected by pathologic disease states.
25. Treat patients, as represented by laboratory, pathology, and radiologic specimens and records, with respect, dignity, and confidentiality.
26. Describe the fundamental mechanisms of cell injury, repair and adaptation.
27. Describe the interpretation of pathology in the diagnosis of common neonatal, pediatric, congenital and hereditary diseases.
28. Describe the pathogenesis and immunologic aspects of aging and the principles of aging at the clinical, cellular and sub-cellular levels.
29. Describe the pathogenesis, clinical, pathological and laboratory features of hemodynamic, vascular, cardiac and respiratory diseases.
30. Locate appropriate resources (e.g. journal articles) and apply the information to small group cases and other pathologic discussions/study
C. Major Topics
Renal & Genitourinary
Gynecologic & Breast
Fauci, Anthony S. Harrison's Principles of Internal Medicine. New York: McGraw-Hill Medical, 2008.
Blueprints: Obstetrics and Gynecology, 5th Ed.
Fitzpatrick’s Color Atlas and Synopsis of Clinical Dermatology, 6th Ed.
Nelson Textbook of Pediatrics, 19th Ed.
Current Diagnosis and Treatment in Orthopedics, 4th Ed.
E. Course Readings, Online Resources, and Other Purchases
Selected readings from current literature
F. Student Expectations/Requirements and Grading Policy
Expectations of Students
You are part of a community of learners that includes students, faculty and support personnel. As part of that community, we all have the responsibility to actively contribute to the educational process. Your responsibilities include:
o As a professional in the field, you should make a conscientious effort to attend each session and to be on time. History and experience show that students who attend classes regularly do much better work and earn better grades. Attendance in lectures is strongly encouraged.
o Student attendance and active participation in small groups will be mandatory. Attendance records will be kept to aid in tracking student participation. Your presence is required for effective team function, and you will be graded on team participation as a measure of your professional competence.
• Adequate preparation for class
o This is particularly important in the small group sessions where students are expected to read the article and answer the worksheet questions in advance.
• Active participation
o You are expected to take an active role in your own education by participating actively in the small group discussion. Every student has some knowledge and experience to contribute.
o Being able to make a cogent and thoughtful argument are skills worth developing early in your training as you will be called upon to do this repeatedly in your clinical years and beyond.
• Independent and group study
o Another way to enhance your learning is to participate in a study group. You will get as much out of your education as you put into it. The more independent work you do – additional readings, practicing skills – the better prepared you will be. Interacting with your classmates in active discussions of the material is a terrific way to test your assumptions.
o PLEASE NOTE – If you participate in a study group to prepare, you should not divide the questions among the group, unless specifically instructed to do so by your instructor. It is fine to discuss the questions on the worksheets and the articles, but the answers you bring to small group must be your own.
o You must be competent in the use of email and the E*Value/Blackboard (Bb) course management system. Information and grades will be disseminated via E*Value/Bb.
o Assignments will be submitted electronically to the course site. It is your responsibility to understand this technology.
• Strive for excellence - Do not be satisfied with minimal contributions and performance.
G. Assignments, Exams and Tests
There will be four (4) integrated block examinations. These examinations will cover material in all the lectures for the four to five weeks prior to each examination. The pathology component of each examination may include the following types of questions:
• Multiple choice written questions without illustrations
• Multiple choice written questions with illustrations
Block 5 Urinary System, Digestive System
Block 6 Female and Male Reproductive System, Endocrine System and Head and Neck
Block 7 Hematology, Musculoskeletal System: bone, soft-tissues and muscle
Block 8 Central and Peripheral Nervous System, Eye and Skin
There will be 8 integrated quizzes, 2 per block on the second and third week of each block. The questions for quizzes will test only the materials (lectures and SMG discussions) covered during the previous week.
Students who have an unexcused absence from an examination or a quiz will lose the entire score awarded for that examination or quiz, and the final grade for the course will reflect this loss.
Small Group Sessions
There will be 9 SMG sessions. In addition, student leaders assigned to each session must attend the preview session to prepare for their role. Satisfactory is defined as being present and punctual to each assigned activity, staying engaged during the session, listening respectfully to others and contributing regularly, exhibiting understanding of the topic by previous review of the assigned materials (lecture power points and reading of text book chapters or any other assigned readings) and demonstrate analytical thinking ability. In addition, the student acting as a leader would be evaluated by the assigned faculty for compliance with the goals and objectives of the particular SMG discussion he/she is leading, which are discussed during the preview session that precedes each SMG discussion.
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
Didactic Attendance Policies
Students are encouraged to attend all scheduled hours of instruction. Mandatory sessions and participation requirements are listed on the final page of this syllabus. Recognizing that situations arise which require students to miss time from course responsibilities, the procedures presented below will be followed when absence is necessary.
1. Religious Observances
All students, faculty and staff at the University of South Florida have a right to expect that the University will reasonably accommodate their religious observances, practices and beliefs. Students are expected to attend classes and take examinations as determined by the University. The University will attempt, at the beginning of each academic term, to provide written notice of the class schedule and formal examination periods. The University, through its faculty, will make every attempt to schedule required classes and examinations in view of customarily observed religious holidays of those religious groups or communities comprising the University’s constituency. Any student who believes that he/she has been treated unfairly with regard to the above should contact the Office of Student Affairs.
a. Emergencies for Personal Illness, Family Illness, etc.
The student must contact both the Course Directors by e-mail or telephone and Student Affairs by e-mail or telephone to report his/her absenteeism on the first day of being absent. He/she should indicate the nature of the emergency or unexpected illness. The student must also complete and submit the Absence Report Form. Specifics on planned and unplanned absences, as well as unexcused absences, are listed below.
b. Exam Attendance Procedures
Students are expected to attend all scheduled hours of instruction. However, attendance at all examinations is mandatory, and all students should take the examinations on the day and time scheduled.
Absence for attendance at a professional meeting or other educational or research related activity should be submitted for approval to the Course Directors at least 6 weeks prior to the event. Each request for absence will be considered on a case-by-case basis. Personal travel plans should not be considered valid excuses for missing an exam.
To receive an excused, planned absence, the student must submit a completed Exam Absence Request form to the Course Directors. A copy of the written request must also be submitted to the Office of Student Affairs as soon as possible before the exam occurs. The Course Directors or designee will make the final determination to grant or deny the request and will inform the Office of Student Affairs of the decision. The Office of Student Affairs will subsequently notify the student and the Office of Educational Affairs.
If the student has an unanticipated, unplanned absence on the day of an exam, he/she must contact Student Affairs by 8:30 a.m. on the day of the exam. When the student returns to school he/she must fill out and sign the Absence Report form. Documentation for the absence to be excused (e.g. physician’s note, accident report, etc.) will be at the discretion of the OSA.
Students who miss an examination for any reason are required to contact the Office of Educational Affairs (974-2435) prior to returning to class to determine the date and time of the make-up examination. Dates and times of make-up examinations are determined by the Program Director in consultation with Course Directors.
In general, make-up examinations must be taken within 48 hours of the original examination date. If a student’s absence from an examination is unexcused, the grade recorded for the exam will be the student’s actual score or 69, whichever is lower, and will not include a group score. A second unexcused absence will result in a grade of “0” and action taken by the Academic Performance Review Committee (APRC) regarding professionalism.
3. Mandatory Course-Specific Events
In addition to examinations, the following are all considered mandatory events:
b. Small group conferences
c. Problem-solving sessions
d. Team Based Learning sessions
e. Large group/Active Learning sessions
In general, in order to be excused from one of these events, the same procedure for examinations is followed. The student must first directly contact the Course Directors with a copy of the request to Student Affairs. The Absence Request form should be completed and given to the Course Directors as soon as possible for planned absences. The Course Directors will make the determination to grant or deny a request in addition to any required remediation.
An unanticipated absence on the day of an event requires notification of the Course Directors and Student Affairs. Upon returning to campus, the Absence Report form should be completed and given to the Course Directors. The Course Directors will make the determination to grant or deny the absence in addition to any required remediation.
Students who miss course-specific mandatory events are expected to acquire the same level of competency as other students involved in the course. Therefore, students with an excused absence may be assigned work to complete by the Course Directors in order to remediate. In the case of an unexcused absence the Course Directors may assign a “0” or no credit for the missed work and/or require other remediation at their discretion. Multiple absences, or a prolonged absence, could result in failure of the course or a grade of “Incomplete”, at the discretion of the Course Directors. In any event all absences for course-specific mandatory events and the outcome should be reported to the OSA by the Course Directors.
Sign-in sheets will be used for laboratories, case studies and group discussion conferences to determine attendance (Sign-in sheets WILL NOT be used for lectures). Signing an attendance roster when you didn’t attend or arrive late to a lab, or signing the roster for another student is considered an unprofessional act and a violation of the honor code.
J. Program This Course Supports
- Course Concurrence Information