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Graduate Course Proposal Form Submission Detail - PHC6601
Tracking Number - 5202
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Current Status:
Approved by SCNS - 2016-08-01
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: PH: Global Comm. Dis. Required. GC reviewed 10/12/15. Missing Obj; LO need revision Emailed 10/12/15. upd. To Gc. Approved To USF Sys 5/18/16; to SCNS after 5/25/16. Nmbr 6570 approved as 6601 eff 8/1/16
Detail Information
- Date & Time Submitted: 2015-02-26
- Department: Global Health
- College: PH
- Budget Account Number: 640800
- Contact Person: Michael White
- Phone: 48411
- Email: mwhite.usf@gmail.com
- Prefix: PHC
- Number: 6601
- Full Title: Human Genomics in Medicine and Public Health
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?: N
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Genomics Medicine Public Healt
- Course Online?: C -
Face-to-face (0% online)
- Percentage Online: 0
- Grading Option:
R - Regular
- Prerequisites:
- Corequisites:
- Course Description: Introduction of modern genetic technologies to health students who have limited training in molecular biology and biochemistry. The course will integrate these rapidly developing technologies into the real world of personal health.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed for new program/concentration/certificate
- 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? Presently this course is a required concentration core course for the MPH in Global Communicable Disease (TCD). The course has been offered one time (fall 2014) as a special topics course PHC 6934.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, 1 time
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Instructors must have an earned doctorate or terminal degree in the teaching discipline.
- Objectives: Week 1
1. Understand the basic principles of chromosome biology.
2. Learn what types of sequences comprise the human genome.
3. Grasp the concept of genome information as a molecular clock.
4. Review the features of gene structure in human cells.
5. Learn how split genes stabilize the genome and lead to new proteins.
6. What is comparative genomics and how can we use this information to understand molecular mechanisms.
Week 2
7. Learn about different types of mutations
8. Understand how mutations change protein function.
9. Grasp the concept of penetrance of gene varients.
10. Review the basics of transcription/translation—gene to mRNA to protein.
11. Learn about the major mechanisms that drive gene expression in the human cell.
12. Understand functional genomics and how it is used in medicine and public health.
Week 3
13. Learn the history and evolving innovations of sequencing technologies.
14. Learn how Next Generation Sequencing works and the future of sequencing technology.
15. Learn different types of high throughput genomic data, such as genome, exome, transcriptome, and epigenomes.
16. Learn about genome-wide-association-studies (GWAS) and the limitations of this method.
17. Learn about how human biomarkers are discovered with genomics.
18. Grasp the data challenges to be solved for genome sequencing to become mainstream.
Week 5
19. Learn to construct and interpret a pedigree.
20. Learn how to identify inheritance patterns and know characteristics of each: autosomal dominant, autosomal recessive, X-linked, Y-linked, mitochondrial.
21. Recognize Mendelian vs non-Mendelian inheritance patterns.
22. Demonstrate understanding and application of the following concepts: penetrance, expressivity, pleiotropy, heterogeneity, new mutation.
23. Be able to determine risk of recurrence of a specific condition in a given family.
24. Understand the concepts of complex disease and genetic inheritance.
25. Understand importance of genetic factors in the etiology of congenital anomalies and a variety of common disorders.
Week 6
26. Recognize common chromosomal and genetic disorders.
27. Understand the etiology and public health impact of chromosomal disorders.
28. Recognize effects of common teratogens.
29. Understand the genetic factors underlying autism and intellectual disability.
30. Describe the history of newborn screening (NBS), pre-conception carrier screening, and universal tumor screening (to identify Lynch syndrome) across the United States.
31. Compare and contrast advantages, limitations, and practical considerations of these screening programs.
32. Apply concepts of disease prevalence, test sensitivity and specificity, and costs to evaluate screening programs.
Week 7
33. Understand potential genomic contribution to risk for cardiovascular disease.
34. Learn genomic factors in cardiomyopathy/heart failure and peripheral arterial disease.
35. Appreciate the potential for using genomic information for class prediction of clinical response to treatment.
36. Learn basic concepts of pharmacogenomics and differential sensitivity to medications.
37. Understand the pharmacogenomics of antihypertensive medications.
38. Understand the pharmacogenomics of anti platelet and anticoagulation agents.
Week 8
39. Understand and distinguish inherited cancer susceptibility variants and acquired somatic mutations.
40. Understand current "actionable" mutations/variants, as well as how they may affect clinical decisions in the future.
41. Understand "Variants of unknown significance", and what genomics resources may be useful in determining significance.
Week 9
42. Review genomic screening techniques.
43. Learn about predictive opportunities for genomics testing (treatable and untreatable). Understand the challenge of identifying and reaching individuals at risk: "cascade screening or testing," "duty to warn."
44. Understand when predictive testing is not highly predictive, and why most current direct to consumer whole genome screens may be misleading. Provide an overview of the history of direct to consumer genomic screening.
45. Appreciate the current implementation of whole exome / whole genome testing in the clinical setting and the genetic counseling process: frontline experience from genetics clinic
46. Discuss ethical concerns related to presymptomatic screening and testing.
47. Predict and discuss future challenges when more highly predictive testing becomes available direct to consumer.
48. Discussion: Imagine the future of presymptomatic genomic screening. What do you think it will look like? What do you think it should look like? Consider the role of genetics professionals in the future.
Week 10
49. Provide an example of genetic discrimination and breach of privacy.
50. Explain the extent to which U.S. laws protect against genetic discrimination and promote privacy of genetic information.
51. Apply principles of medical ethics to real-world genetics practice (examples will include pre-implantation genetic diagnosis and genetic screening programs).
52. Analyze health economics of various genetic screening programs (e.g., newborn screening for various conditions and universal tumor screening for Lynch syndrome).
53. List several factors that may contribute to genomics health disparities and critically evaluate literature on the topic.
54. Evaluate potential ways to address and prevent wider disparities.
Weeks 12-14 Student Presentations
55. Understand the historical literature that identified the genetic basis of a human disease.
56. Learn the genetic and biochemical mechanism that underlies that disease.
57. Teach others the clinical symptoms, molecular basis, and current treatments for the selected disease.
- Learning Outcomes: Upon completion of this course each student will be able to:
1. Define the molecular features of the human genome landscape
3. Describe the technologies used to visualize and analyze the sequence of the human genome
4. Explain how the genome landscape changes structurally and at the sequence level
5. Describe how changes in chromosome structure and sequence lead to genetic disorders.
6. Describe how genetic disorders are diagnosed in prenatal, newborn, and adult disease settings.
7. Summarize how genetic and genomic information is used to prevent and treat disease.
8. Discuss the public health, social, and ethical ramifications of genetic testing.
- Major Topics: Genomics history, Review of cells and chromosomes, Human genome landscape and the genome operating manual, Mistakes in the operating manual. How somatic and germ line mutations arise and change the shapes of proteins, How to find the mistakes and do they matter. Common variants or rare mutations?, Human pedigrees and the principles of inheritance, Genomics in child development, population screening for genomic disorders and genetic counseling, Genomics in adult health, The future of personalized medicine, The gene-environment interface, Genomics and health disparities,
- Textbooks: Public Health Genomics: The Essentials by Claudia N. Mikail
Jossey-Bass, A Wiley imprint, San Francisco, CA
- Course Readings, Online Resources, and Other Purchases: On-Line web sites:
http://www.cdc.gov/genomics/translation/competencies/ Public Health Competencies
http://www.genome.gov/pages/careers/healthprofessionaleducation/geneticscompetency.pdf American Nursing Association Competencies
http://www.omim.org/ Online Mendelian Inheritance in Man
http://www.ncbi.nlm.nih.gov/books/NBK1116/
http://www.genetests.org/ Information on genetic testing and genetic service locations
http://www.ncbi.nlm.nih.gov/books/NBK22183/ Genes and Disease, NCBI
http://www.genome.gov National Human Genome Research Institute
http://www.cdc.gov/genomics public health genomics
http://www.cdc.gov/genomics/hugenet human genome epidemiology network
http://www.nchpeg.org national coalition for health professional education in genetics
- Student Expectations/Requirements and Grading Policy: Students are expected to complete any required reading or related assignments in advance of the class session on the topic.
Students are expected to learn the materials presented in lecture and in assigned readings.
Students are expected to actively engage in class discussions and skill activities.
Alternative dates for examinations and/or missed course work may only given in cases of extreme circumstances, or emergencies at the sole discretion of the course director(s). Students are required to provide appropriate documentation, which must be deemed acceptable by the instructor/course director(s) BEFORE being granted an extension of time to complete the missed course work and/or exam.
Student presentations will cover historical, genetic, biochemical, and clinical information on an important human disease. A course handout will provide more details and presentation requirements.
Course Grading Criteria
Exams 3 @ 200pts=600 pts total (60%)
Participation 150 pts (15%)
Presentation 250 pts (25%)
Exam 1 covers sections 1 & 2, Exam 2 covers section 3 &4, Final exam covers the material from student presentations (student questions)
- Assignments, Exams and Tests: Exams 3 @ 200pts=600 pts total (60%)
Participation 150 pts (15%)
Presentation 250 pts (25%)
Exam 1 covers sections 1 & 2, Exam 2 covers section 3 &4, Final exam covers the material from student presentations (student questions)
- 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,
http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)
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.
- Policy on Make-up Work: Alternative dates for examinations and/or missed course work may only given in cases of extreme circumstances, or emergencies at the sole discretion of the course director(s). Students are required to provide appropriate documentation, which must be deemed acceptable by the instructor/course director(s) BEFORE being granted an extension of time to complete the missed course work and/or exam.
- Program This Course Supports: MPH Global Communicable Disease (TCD)
- Course Concurrence Information: MSPH Global Communicable Disease (PGD), MPH Global Health Practice (GLO)
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.