Graduate Course Proposal Form Submission Detail - PHC6940
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Approved by SCNS
Submission Type: New
Course Change Information (for course changes only):
Comments: Required for MSPH in Genetic Counc Conc. To GC 5/10/16. Duplicate entry? See tracking # 5416. Emailed 5/10/16. pending clarification. Confirmed. Upd for New Course. To GC. Apprd 5/23/16. Sys 5/23/16. to SCNS after 5/31/16. Nmbr 6574 apprd 6940 eff 8/1/16
- Department and Contact Information
Tracking Number Date & Time Submitted 5311 2015-10-28 Department College Budget Account Number Global Health PH 640800 Contact Person Phone Deborah Cragun 8139744232 email@example.com
- Course Information
Prefix Number Full Title PHC 6940 Clinical Practicum in Genetic Counseling Is the course title variable? N Is a permit required for registration? Y Are the credit hours variable? Y Is this course repeatable? Y If repeatable, how many times? 3 Credit Hours Section Type Grading Option 6-1 Z - Directed Individual Study R - Regular Abbreviated Title (30 characters maximum) Clinical Pract in Genetic Coun Course Online? Percentage Online C - Face-to-face (0% online) 0
Students will apply genetic counseling skills in clinical practice settings through reviewing the medical and genetic basis of clinical cases, interpreting genetic test results, and patient interactions.
A. Please briefly explain why it is necessary and/or desirable to add this course.
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?
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.)
Terminal Degree Required. Should also be board certified in genetic counseling.
- Other Course Information
1. Demonstrate and utilize a depth and breadth of understanding and knowledge of genetics and genomics core concepts and principles
2. Integrate knowledge of psychosocial aspects of conditions with a genetic component to promote client well-being.
3. Construct relevant, targeted, and comprehensive personal and family histories and pedigrees.
4. Identify assess, facilitate, and integrate genetic testing options in genetic counseling practice.
5. Assess individuals’ and relatives’ probability of conditions with a genetic component or carrier status based on pedigree, test results, and other pertinent information.
6. Demonstrate the skills necessary to successfully manage a case.
7. Critically assess the genetic/genomic, medical and social science literature and information.
8. Establish a mutually agreed upon agenda
9. Employ active listening and interviewing skills to identify, assess and empathically respond to stated and emerging concerns.
10. Use a range of counseling skills and models to facilitate informed decision‐making and adaptation to risks/conditions.
11. Promote client-centered, informed, non-coercive and value-based decision making.
12. Understand how to adapt genetic counseling skills for varied service delivery models
13. Apply genetic counseling skills in a culturally responsive and respectful manner to all clients
14. Effectively educate clients about a wide range of genetics and genomics information based on their needs, their characteristics, and the circumstances of the encounter
15. 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
16. Advocate for individuals and families.
17. Demonstrate a self-reflective, evidence-based and current approach to genetic counseling practice
18. Understand the methods, roles, and responsibilities of the process of clinical supervision of trainees
19. Establish and maintain professional inter-disciplinary relationships in both team and one-on-one settings, and recognize one’s role in the larger healthcare system
B. Learning Outcomes
At the end of the course, students will be able to:
Identify assess, facilitate, and integrate genetic testing options in practice.
Establish an agenda in practice-based encounters.
Evaluate and assess laboratories and test options.
Investigate availability, analytic validity, clinical validity, and clinical utility of screening, diagnostic and predictive tests.
Assess and respond to clinical needs of patients.
Coordinate and facilitate testing.
Interpret clinical implications of test results.
Evaluate and discuss testing implications.
Identify available research-related resources.
Apply knowledge of research methodology and study designs to educate clients about research studies relevant to them/their families.
C. Major Topics
This is an applied experiential-based course where students will gain practical experience researching the genetic basis of diseases, conducting medical record reviews, identifying appropriate testing options, counseling patients and interpreting test results.
Readings available on Canvas.
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
Pre-clinical Research Preparation - 20%
Participation and Supervisor Evaluation- 60%
Student Reflection- 20%
Total Points = 100
S/U: Students must score 80% or above to receive a satisfactory “S.”
Feedback from Mentors: Points for this course will be deducted if mentor’s feedback reflects lack of progress among students or failure to comply with expectations and professional conduct.
G. Assignments, Exams and Tests
1. Pre-clinical Research Preparation: Students will submit research summaries for each rotation as will be outlined on Canvas.
2. Participation: Students are expected to actively engage in clinical encounters and attain an acceptable number of countable cases (to be determined and agreed upon by the course director, student, and supervisor at the beginning of each rotation).
3. Supervisor Reviews: Supervisors will evaluate the performance of each student periodically throughout the rotation.
4. Student Reflections: Students will provide reflections upon what they have learned from each case and provide documentation necessary to meet log book requirements.
H. Attendance Policy
This course requires attendance at various rotational sites. Supervisors, and the course director will be responsible for setting each rotation schedule. Students are expected to attend all scheduled times at rotational sites and will be responsible for informing supervisors in the case of an emergency or inability to comply with their assigned rotation.
Students who anticipate that they will be unable to complete any aspect of this course due to the observation of a major religious observance must provide written notice to the instructor by the end of the second week of the course.
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
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 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
J. Program This Course Supports
Master of Science in Public Health (MSPH) Genetic Counseling
- Course Concurrence Information
This course is designed specifically for students in the genetic counseling concentration.