UCC/UGC/YCC
Proposal for New Course
1. Effective BEGINNING of what term and year?: / Fall 2012See effective dates calendar.
2. College: / Health and Human Services / 3. Academic Unit: / Physician Assistant Studies
4. Course subject and number: / PHA 520 / 5. Units: / 3
6. Long course title: / Foundations of Clinical Practice I
(max 100 characters including spaces)
7. Short course title: / Found of Clin Pract I
(max. 30 characters including spaces)
8. Catalog course description (max. 60 words, excluding requisites):
This course will introduce core concepts in genetics, immunology, microbiology and the principles of evidence based medicine that are critical for creating a strong foundation for building core clinical knowledge and development of problem solving and medical decision making skills. Introduction to basic concepts of public health will be presented including disease prevention, surveillance, reporting and intervention for population health. 3 units lecture
9. Grading option: Letter grade Pass/Fail Both
10. Co-convened with: / N/A / 10a. UGC approval date*: / N/A
(For example: ESE 450 and ESE 550)
*Must be approved by UGC before UCC submission, and both course syllabi must be presented
11. Cross-listed with: / N/A
(For example: ES 450 and DIS 450)
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
12. May course be repeated for additional units? / Yes No
12a. If yes, maximum units allowed?
12b. If yes, may course be repeated for additional units in the same term?
/ Yes No
13. Prerequisites: / Admittance into the Department of Physician Assistant Studies Program
14. Co requisites: / N/A
15. Is this course in any plan (major, minor or certificate) or sub plan (emphasis or concentration)? Yes No
If yes, describe the impact and attach written responses from the affected academic units prior to college curricular submission.
PHA 520 is a required course in the Master of Physician Assistant Studies.
16. Is there a related plan or sub plan proposal being submitted? Yes No
If no, explain.
17. Does this course include combined lecture and lab components? Yes No
If yes, note the units specific to each component in the course description above.
18. Does this course duplicate content of existing courses? Yes No
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why NAU should establish this course.
19. Names of the current faculty qualified to teach this course: / Emily Babcock, MPAS, PA-C
20. Justification for new course.
This course is a part of the new Master of Physician Assistant Studies degree and meets the
ARC-PA accreditation standards for curriculum.
Answer 21-22 for UCC/YCC only:
21. Is this course being proposed for Liberal Studies designation? Yes No If yes, forward this form along with the appropriate supporting documentation to the
Liberal Studies Committee.
22. Is this course being proposed for Diversity designation? Yes No
If yes, forward this form along with the appropriate supporting documentation to the
Diversity Committee
Scott Galland 09/20/2011
Reviewed by Curriculum Process Associate Date
Approvals:
Department Chair/ Unit Head (if appropriate) DateChair of college curriculum committee Date
Dean of college Date
For Committee use only:
UCG/UGC/YCC Approval Date
:
Approved as submitted: Yes No Approved as modified: Yes No
:
Approved as submitted: / Approved as modified
:
Please attach proposed Syllabus in approved university format.
Department of Physician Assistant Studies
PHA 520 Foundations of Clinical Practice I Syllabus
3 Credits, 48 Clock Hours
3 credits of lecture (3 hours of contact time/week)
Instructor of Record: Emily Babcock, MPAS, PA-C
Office Address: TBD
Office Hours: TBD
Course Time and Location: Class will meet for lecture three hours per week on X day. Lecture is from X-X time.
Course Prerequisites: Admittance into the Department of PA Studies
Course Description:
The Foundations of Clinical Practice (I-III) is a cornerstone course in the curriculum which will span all three (3) first year semesters. This lecture based course series will provide physician assistant students with instruction in epidemiology, clinical presentation, diagnosis and management of patients from initial presentation through ongoing follow-up in a patient centered model including patient education and referral. Using an organ system and evidence based approach; lectures will present the most common clinical conditions (acute and chronic) seen by primary care providers. In addition, this course series will incorporate health promotion and disease prevention through lecture and student discussion. Physician assistant advocacy of healthy lifestyles and preventive medicine practices will be introduced to reduce the risk of patient illness, injury, and premature death. Preventive measures include the identification of risks factors, e.g. family history, disease screening, substance abuse, and domestic violence; immunization against communicable diseases; and promotion of safety practices. Students will be introduced to the most current authoritative clinical preventive service guidelines and recommendations in order to help people change their lifestyle and to move toward a state of optimal health. Where applicable, genetic mechanisms in health and disease will be integrated into each system, including parameters used to determine appropriate genetic risk factors, need for genetic testing and referral to genetic counselors.
This course series builds on lectures presented in the Anatomy, Physiology and Pathology, Introduction to History Taking and Physical Examination, and the Pharmacology and Pharmacotherapeutics courses and will foster the development of the knowledge synthesis and application needed in the Clinical Decision Making course and ultimately clinical practice.
The first course of this series, Foundations of Clinical Practice I will introduce the student to core scientific concepts in genetics, immunology, microbiology and the principles of research and evidence based medicine critical for creating a strong foundation upon which to build core clinical knowledge and develop problem solving and medical decision making skills. Introduction to basic concepts and principles of public health will also be presented including disease prevention, surveillance, reporting and intervention for population health.
Student Learning Expectations/Outcomes for this Course:
Student Learning Outcomes: Upon completion of this course, through written and/or oral examination, practical examination, class participation and course readings and assignments the student will be able to:
1. Build a foundation of core knowledge in the areas of genetics, immunology, and microbiology needed for understanding disease manifestation and utilizing that knowledge to support and develop clinical reasoning and decision making.
2. Define the parameters of nutrition and nutritional excess and deficiencies with a focus on the impact of BMI on the health of the individual, weight loss methods and healthy lifestyles.
3. Describe the utility of evidence based medicine and apply it to the clinical decision making process.
4. Identify the importance of public health by studying public health organizations and Healthy People 2020.
Course structure/approach:
The course utilizes lecture format to introduce the material followed by in depth dissection two days per week.
Textbooks and Resources:
Gunder, L.M., & Martin, S.A. (2011). Essentials of medical genetics for health professionals.
Sudbury, MA: Jones & Bartlett Learning.
Hay, W.W., Levin, M., Deterding, R., & Sondheimer, J. (2011). Current diagnosis and
treatment pediatrics. (20th Ed.). McGraw-Hill Companies, Inc.
Genetics Online Modules:
Miami Institute of Human Genomics online genetics graduate course:
http://www.mihg.org/weblog/education/2009/11/online-genetics-courses.html
National Coalition for Health Professional Education in Genetics (NCHPEG):
http://www.nchpeg.org/index.php?option=com_content&view=article&id=26&Itemid=64
Healthy People 2020: http://www.healthypeople.gov/2020/topicsobjectives2020/default.aspx
Course Outline: (with Instructional Objectives)
Week 1: Microbiology
Week 2: Microbiology
Week 3: E1, Genetics
Week 4: Genetics
Week 5: Genetics
Week 6: E2, Immunology
Week 7: Immunology
Week 8: Assignment 1, Immunology
Week 9: Immunology
Week 10: E3, Nutrition
Week 11: Nutrition
Week 12: Evidence-Based Medicine
Week 13: E4 Concepts in Public Health
Week 14: Concepts in Public Health
Week 15: Concepts in Public Health
Week 16: Assignment 2, Concepts in Public Health, Final
Assessment of Student Learning Outcomes:
Students will be evaluated through the following methods:
Written Lecture Exams 60% (each 15% of total grade)
Assignments 20% (each 10% of total grade)
Final written exam, comprehensive 20%
100% total
Students will take the exam on the NAU Phoenix Bio-Medical Campus.
Assignments:
In addition to attending and participating in the scheduled lectures, student will also be required to complete two written assignments during the course. Each assignment is due by the designated due date. The student will perform a literature search for a current article. Assignment 1 must be on a topic discussed in weeks 1-7 and assignment 2 must be on a topic discussed in weeks 8-15, but is the student’s choice as to the focus of that article. The body of the paper must be 2-3 pages in APA style and must include in addition a title page, references and tables or graphs as needed.
Grading System:
The following grading scale will be used:
A 90-100
B 80-89
C 70-79
F ≤69
Course policy:
Retests/make-up exams: Make-up exams will not be offered unless you can demonstrate (e.g., with a doctor’s letter) that your absence on the exam day was unavoidable.
Attendance: Attendance in lecture and laboratory is mandatory due to the material presented. Please refer to the NAU DPAS Student Handbook on policies on attendance.
Student Responsibilities
Students are expected to attend all classes and to read the defined reading assignments as stated on the instructional objectives prior to class. This will facilitate comprehension of the material presented in lecture. Students are also expected to take all examinations as defined by the course.
The program expects all students to consistently conduct themselves in a professional manner, to demonstrate respect, compassion and integrity, sensitivity to differences in all interactions and to demonstrate emotional resiliency, stability, flexibility and tolerance of ambiguity and anxiety.
All cell phones and electronic devices must be turned off and out of sight during exams. If a student is found with a cell phone out during an exam, the student will receive an immediate grade of zero for the exam, and potentially further disciplinary action.
NAU Policy on Academic Dishonesty:
ACADEMIC DISHONESTY is a form of misconduct that is subject to disciplinary action under the Student Code of Conduct and includes the following: cheating, fabrication, fraud, facilitating academic dishonesty and plagiarism.
Plagiarism: any attempt to knowingly or deliberately pass off other's work as your own.
Cheating: any attempt to gain an unfair advantage over one's fellow students.
Fabrication: any attempt to present information that is not true when the author knows the information presented is false.
Fraud: any attempt to deceive an instructor or administrative officer of the university.
Facilitating Academic Dishonesty: any attempt to assist an act of academic dishonesty by another individual.
If you are charged with academic dishonesty, you are subject to the Arizona Board of Regents’ Student Code of Conduct and procedures established by NAU, specifically the Academic Dishonesty policy, outlined in the http://www4.nau.edu/stulife/handbook.htm.
University policy:
SAFE ENVIRONMENT POLICY NAU’s Safe Working and Learning Environment Policy seeks to prohibit discrimination and promote the safety of all individuals within the university. The goal of this policy is to prevent the occurrence of discrimination on the basis of sex, race, color, age, national origin, religion, sexual orientation, disability, or veteran status and to prevent sexual harassment, sexual assault or retaliation by anyone at this university.
You may obtain a copy of this policy from the college dean’s office or from the NAU’s Affirmative Action website http://home.nau.edu/diversity/. If you have concerns about this policy, it is important that you contact the departmental chair, dean’s office, the Office of Student Life (928-523-5181), or NAU’s Office of Affirmative Action (928-523-3312).
STUDENTS WITH DISABILITIES If you have a documented disability, you can arrange for accommodations by contacting Disability Resources (DR) at 523-8773 (voice)or 523-6906 (TTY), (e-mail)or 928-523-8747 (fax).Students needing academic accommodations are required to register with DR and provide required disability related documentation. Although you may request an accommodation at any time, in order for DR to best meet your individual needs, you are urged to register and submit necessary documentation (www.nau.edu/dr) 8 weeks prior to the time you wish to receive accommodations. DR is strongly committed to the needs of student with disabilities and the promotion of Universal Design. Concerns or questions related to the accessibility of programs and facilities at NAU may be brought to the attention of DR or the Office of Affirmative Action and Equal Opportunity (523-3312).
INSTITUTIONAL REVIEW BOARD Any study involving observation of or interaction with human subjects that originates at NAU—including a course project, report, or research paper—must be reviewed and approved by the Institutional Review Board (IRB) for the protection of human subjects in research and research-related activities.
The IRB meets monthly. Proposals must be submitted for review at least fifteen working days before the monthly meeting. You should consult with your course instructor early in the course to ascertain if your project needs to be reviewed by the IRB and/or to secure information or appropriate forms and procedures for the IRB review. Your instructor and department chair or college dean must sign the application for approval by the IRB. The IRB categorizes projects into three levels depending on the nature of the project: exempt from further review, expedited review, or full board review. If the IRB certifies that a project is exempt from further review, you need not resubmit the project for continuing IRB review as long as there are no modifications in the exempted procedures.
A copy of the IRB Policy and Procedures Manual is available in each department’s administrative office and each college dean’s office or on their website: http://www.research.nau.edu/vpr/IRB/index.htm. If you have questions, contact the IRB Coordinator in the Office of the Vice President for Research at 928-523-8288 or 523-4340.
ACADEMIC INTEGRITY The university takes an extremely serious view of violations of academic integrity. As members of the academic community, NAU’s administration, faculty, staff and students are dedicated to promoting an atmosphere of honesty and are committed to maintaining the academic integrity essential to the education process. Inherent in this commitment is the belief that academic dishonesty in all forms violates the basic principles of integrity and impedes learning. Students are therefore responsible for conducting themselves in an academically honest manner.