Graduate Course Proposal Form Submission Detail - GMS6521
Submission Type: New
Course Change Information (for course changes only):
- Department and Contact Information
Tracking Number Date & Time Submitted 5303 2015-10-16 Department College Budget Account Number Medicine MD 06119 Contact Person Phone Kathleen Pope 8132598695 firstname.lastname@example.org
- Course Information
Prefix Number Full Title GMS 6521 Clinical Genetics Case Conference 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) Clinical Genetics Case Conf Course Online? Percentage Online C - Face-to-face (0% online) 0
GMS 6520 Applied Clinical Genetics
Students work through clinical genetics cases that present multifaceted challenges including complex disease processes and clinical presentations, complicated testing options and/or results interpretation, challenging scenarios and ethical dilemas.
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 2017 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?
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 have a terminal degree in Medicine, Public Health, Health Communication, Education, Psychology, or a related field.
- Other Course Information
1. Develop advanced understanding of essential and complex clinical genetics topics.
2. Demonstrate clinical problem-solving ability.
3. Demonstrate knowledge of symptomatology and genetic etiology for common genetic syndromes, and ability to independently find answers to clinical questions that arise.
4. Gain additional experience and demonstrate competence identifying appropriate online genetics resources, including identification of clinically available testing options.
5. Develop and improve teaching and leadership skills via leading a small group discussion focused on problem-based learning.
6. Demonstrate ability to form a genetics differential diagnosis.
7. Recognize appropriate counseling challenges and strategies in a clinical scenario.
8. Demonstrate thoughtful consideration and understanding of ethical dilemmas.
9. Show respect for patient privacy and demonstrate professionalism in a collaborative case conference setting.
10. Practice lifelong learning skills by reading and synthesizing the assigned readings prior to the case conference, and show understanding of the readings via participation in the discussion.
B. Learning Outcomes
Demonstrate and utilize a depth and breadth of understanding and knowledge of genetics and genomics core concepts and principles.
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 oneís institution or organization.
Demonstrate a self‐reflective, evidence‐based and current approach to genetic counseling practice.
-Display initiative for lifelong learning.
-Demonstrate scholarly approach to genetic counseling, including using available evidence‐ based principles in the preparation and execution of an encounter.
Establish and maintain professional inter‐disciplinary relationships in both team and one‐on‐ one settings, and recognize oneís role in the larger healthcare system; Develop positive relationships with professionals across disciplines.
Effectively give a presentation on genetics, genomics, and genetic counseling issues:
-Assess and determine educational goals and learning objectives based on the needs and characteristics of the audience.
-Develop an educational method or approach that best facilitates the educational goals of the presentation and considers the characteristics of the audience.
-Present using a delivery style that results in effective communication.
-Assess oneís own teaching style and use feedback or other outcome data to refine future encounters.
Integrate knowledge of psychosocial aspects of conditions with a genetic component to promote client well‐being. Understand psychosocial and ELSI issues related to encounters.
Identify assess, facilitate, and integrate genetic testing options in genetic counseling practice. Incorporate results from tests to provide accurate risk assessment.
Demonstrate the skills necessary to successfully manage a case.
C. Major Topics
Pediatric Genetics Case: Including interpretation of Whole Exome Sequencing report; Cancer Genetics Case; Adult Genetics Case; Prenatal Genetics Case; Metabolic Case; Cancer Genetics Case; Newborn Screening Case; Cardiogenetics Case; Prenatal Genetics Case; Pediatric Genetics Case.
or for now:
None. Course readings available on canvas.
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
Class Participation- 60 points
Prepare case/lead discussion- 30 points
Professionalism: 10 points
Total points = 100
A = 100-89.5%
B = 89.49-79.5%
C = 79.49-69.5%
D = 69.49-59.5%
G. Assignments, Exams and Tests
1. Class participation in each discussion.
2. Preparing a case and leading discussion.
3. Professionalism: respect for the opinions of colleagues, considerate treatment of others in small group discussion, demonstrate respect for patients, and preserve patient privacy in preparation of the case presentation.
H. Attendance Policy
Course Attendance at First Class Meeting Ė 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 Ė Registration - 4.0101,
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. Itís 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:
Plagiarism will not be tolerated and is grounds for failure. Review USF Academic Dishonesty and Disruption of Academic Process Policy at:
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 studentsí 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 studentís paper was plagiarized.
NOTE: An institution may not release a paper to a plagiarism detection software without the studentís prior consent unless all personally identifiable information has been removed, such as a studentís 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
J. Program This Course Supports
Master of Science in Public Health (MSPH) Genetic Couseling
- Course Concurrence Information
Master of Science in Public Health (MSPH)