Apply to USF Now | Graduate Admissions | Events & Workshops | Giving to the Office of Graduate Studies

Graduate Course Proposal Form Submission Detail - PHC6030

Edit function not enabled for this course.


Current Status: SCNS Liaison Notified of Graduate Council Approval - 2016-04-21
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: in review by OGS; Required for MSPH - Genetic Counseling Conc. Approved; To USF Sys 4/21/16; to SCNS after 4/28/16


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5301 2015-10-16
     
    Department College Budget Account Number
    Global Health PH 640800
     
    Contact Person Phone Email
    Deborah Cragun 8139744232 dcragun@health.usf.edu

  2. Course Information

    Prefix Number Full Title
    PHC 6030 Introduction to Genetic Counseling

    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

    Credit Hours Section Type Grading Option
    1 C - Class Lecture (Primarily) -
     
    Abbreviated Title (30 characters maximum)
    Intro to Genetic Counseling
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    None.

    Corequisites

    None.

    Course Description

    Students will be introduced to the goals and basic components of genetic counseling sessions as well as basic medical genetics terminology, an historical perspective of the profession, and research topics in genetic counseling, genetics, and genomics.


  3. Justification

    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?

    Beginning in the Fall 2016 this will be a required course for the proposed MSPH in Genetic Counseling which will ideally begin admitting new cohorts of students each fall beginning with Fall 2016. Additionally, this course will be required in the proposed sequence to meet the accreditation requirements of the Accreditation Council for Genetic Counseling (ACGC).

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    To teach in this course individuals should be a board certified genetic counselor or have a terminal degree in Public Health, Health Communication, Education, Psychology, or a related field.


  4. Other Course Information

    A. Objectives

    1. Explain various roles and settings of genetic professionals involved in clinical care, laboratory practice, clinical research, and public health.

    2. Familiarize yourself with genetic and medical terminology.

    3. Understand the models, definitions and goals of genetic counseling, and how these have changed over time.

    4. Appreciate the historical aspects of the genetic counseling profession.

    5. Distinguish the scope of genetic counseling practice in relation to roles of other health professionals.

    6. Understand the NSGC code of ethics and professional expectations of training & practice.

    7. List and describe basic components of genetic counseling interactions in general and as they relate to various specialties and reasons for referral.

    8. Become familiar with the ABGC Practice-Based Competencies as a basis for both genetic counseling training and practice.

    9. Construct an accurate three to four generation pedigree using appropriate nomenclature.

    10. Gather information about various types of research projects in genetics, genetic counseling and public health genomics.

    11. Select your top three choices for the capstone research project (for those in the MSPH genetic counseling program).

    B. Learning Outcomes

    Construct relevant, targeted, and comprehensive personal and family histories and pedigrees.

    Demonstrate and utilize a depth and breadth of understanding and knowledge of genetics and genomics core concepts and principles.

    Describe the genetic counseling process.

    Demonstrate skills necessary to prepare for a genetic counseling case.

    Act in accordance with ethical, legal, and philosophical principles and values of the genetic counseling profession and the policies of one’s institution or organization.

    Demonstrate understanding of the research process.

    Demonstrate a self‐reflective, evidence‐based and current approach to genetic counseling practice.

    C. Major Topics

    Basic information about the genetic counseling profession; Genetic counseling in various settings/specialties; Observation and skill-based learning; Professional and training expectations; Genetic counseling code of ethics and scope of practice; Practice of Genetic counseling; Historical aspects of genetic counseling; Models and goals of genetic counseling; Practice-based competencies; Pedigree skills.

    D. Textbooks

    Uhlmann WR, Schuette JL, Yashar BM (2009) A Guide to Genetic Counseling (2nd ed.). Wiley-Blackwell. ISBN 978-0470179659

    E. Course Readings, Online Resources, and Other Purchases

    N/A

    F. Student Expectations/Requirements and Grading Policy

    Pre-class Assignments 20% (10 at 2 points each. Points may be deducted for incomplete work or work that clearly was completed without much thought).

    Medical Genetics Terminology Challenge Games 15% (15 points) Students can miss up to 3 games and still receive full points. After that they will lose 0.25% for each game they fail to complete successfully.

    Participation 50% (50 points total)

    Counseling outline & presentation 15% (15 points)

    Total points = 100

    A = 100-89.5%

    B = 89.49-79.5%

    C = 79.49-69.5%

    D = 69.49-59.5%

    F =

    G. Assignments, Exams and Tests

    1. Pre-class Assignments: Students will submit ten pre-class assignments. Further guidelines are outlined in the course calendar.

    2. Medical genetics terminology challenge games: Online links to a medical terminology matching games will be sent out 2-3 times per week. Students will have 48 hours to complete the 5-10 minute long games on Canvas.

    3. Participation:

    o Active participation in discussions

    o Respect for peers and provision of appropriate feedback

    o Attendance: Chronic tardiness (more than 2 times) and/or unexcused absence will result in a reduction in final class participation points

    4. Bulleted counseling outline and oral presentation [or “poster presentation” depending on class size] on a genetic condition or common reason for genetics referral. Include information, questions, or considerations that touch upon all of the main components of that type of genetic counseling session and list your sources of information (maximum of 2-3 pages). [Examples will be provided along with a grading rubric].

    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,

    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.

    I. Policy on Make-up Work

    All late assignments will be assessed a penalty of 1 point per day. Failure to complete any assignment will not be considered an excuse for being assigned an "I" grade in the course. Exceptions to this policy will be made only in the case of severe illness, documented family emergency, or similar problem.

    Disruption of the academic process and violations of the policies regarding academic integrity will not be tolerated. Review USF policies on Disruption of the Academic Process and the Academic Integrity of Students at:

    http://generalcounsel.usf.edu/regulations/pdfs/regulation-usf3.025.pdf

    Plagiarism will not be tolerated and is grounds for failure. Review USF Academic Dishonesty and Disruption of Academic Process Policy at:

    Undergraduate:

    http://www.ugs.usf.edu/pdf/cat1112/20112012.pdf#page=62

    Graduate:

    http://www.grad.usf.edu/inc/linked-files/USF_Grad_Catalog_2011-2012.pdf#page=39

    The University of South Florida has an account with an automated plagiarism detection service (Turnitin), which allows instructors and students to submit student assignments to be checked for plagiarism. I (the instructor) reserve the right to 1) request that assignments be submitted as electronic files and 2) submit students’ assignments to Turnitin, or 3) request students to submit their assignments to Turnitin through the course site. Assignments are compared automatically with a database of journal articles, web articles, the internet and previously submitted papers. The instructor receives a report showing exactly how a student’s paper was plagiarized.

    NOTE: An institution may not release a paper to a plagiarism detection software without the student’s prior consent unless all personally identifiable information has been removed, such as a student’s name, social security number, student number, etc.. Note that a paper/essay is considered an educational record and an institution may not ask a student to waive their rights under FERPA for the purpose of submitting papers to a plagiarism detection software.

    For more information about Plagiarism and Turnitin, visit:

    Plagiarism tutorial: http://davon.etg.usf.edu/share/plagiarism/story.html

    Turnitin: http://turnitin.com/en_us/training/student-training/submitting-a-paper

    J. Program This Course Supports

    Master of Science in Public Health (MSPH) Genetic Counseling


  5. Course Concurrence Information



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.