CHP Course Descriptions

Updated on January 24, 2023. 

AFN*800. DNAP Seminar I. This course is first in a series of four seminar courses that introduces the student to the role of the doctoral prepared nurse anesthetist in the healthcare arena. It includes concepts of professional wellness and ethical decision-making. Students begin planning for their final scholarly project. 2 s.h.

AFN*802. DNAP Seminar II. This course serves as a continuation of the DNAP Seminar Series. It includes the integration of organizational change concepts, leadership, ethics, and economics into the scholarly project. 2 s.h.

AFN*803. DNAP Seminar III. This course is a continuation of the DNAP Seminar Series. It focuses on the application of concepts of continuous quality assurance/quality improvement to the clinical process. Students will be working on the continued development and implementation of the scholarly project. 2 s.h.

AFN*804. DNAP Seminar IV. This is the final course in the DNAP Seminar Series. It includes the final synthesis of the components of the scholarly project including analysis of the data, discussion of the results, policy implications, and a plan for dissemination of the project. 2 s.h.

AFN*805. Teaching and Learning. This course focuses on the components of effecting teaching and learning. The emphasis is on the application of learning theories; designing effective models of teaching; and developing innovative educational experiences that facilitate achievement of desired learning outcomes. 2 s.h.

AFN*806. Foundations in HC Policy. This course is designed to provide an introduction to the role of the healthcare provider in understanding and influencing healthcare policy. The content initially focuses on the macroscopic view of policy-making, legislation, and regulation. Then learners are engaged in the analysis of policy and how to become influential when engaging policymakers. 3 S.H.

AFN*807. Principles of Pain Management. This course is a foundational pain management course that focuses on all aspects of chronic and acute pain management. Includes concepts in interventional pain management, ultrasound, pharmacotherapuetics, and complimentary techniques. Learners will have hands-on experiences using ultrasound technology. 2 s.h.

AFN*809. Mgmt Prin for Nurse Anes Prac. This course includes management principles relevant to leaders in nurse anesthesia. It includes content on financial management principles; billing/payment strategies; efficient deployment of resources; and contract development and negotiation. 3 s.h.

AFN*811. Princ of Evidence-Based Prac. This course focuses on the application of analytic methods for searching, selecting, evaluating, and synthesizing the literature. Includes a focus on types/levels of evidence and application of the best evidence to clinical practice. 3 s.h.

AFN*813. Clin Sim in Crisis Management. This course is a high-fidelity simulation lab course that applies theories of simulation to clinical management of low occurrence, high-risk anesthetic crisis. Emphasis will be on evidence-based decision-making and critical thinking skills. 1 s.h.

AFN*815. Prof Issues Seminar. This course provides the entry-level nurse anesthesia student with a foundational knowledge of the scope of practice of nurse anesthetists, an introduction to professional organizations, and the history of the profession. 1 s.h.

AFN*817. Chemistry and Physics of Anest. The emphasis of this course is on developing an understanding of measurement, basic physics principles, gas laws, states of matter, solutions, electricity, fire, and radiation safety, organic compounds, and the anesthesia machine. Drug calculations, clinical application of gas laws and chemical reactions, breathing circuits, and patient monitors will be covered along with the operating principles of the anesthesia machine. 2 s.h.

AFN*819. Human Anatomy for Nurse Anes. This course is a comprehensive review of human cadaver anatomy to include major muscles, skin, bones and joints, internal organs, vascular system, the central nervous system, and major nerves. It includes a full dissection laboratory with an emphasis on airway anatomy, neurovascular system, and internal organs. 5 s.h.

AFN*820. Information Systems. This course focuses on the development of knowledge and skills to use information management systems for clinical decision-making, implementing quality improvement initiatives, and evaluating the impact on patient care. The course will address legal and legislative issues impacting healthcare information systems. 3 s.h.

AFN*821. Adv Health and Phys Assessment. This course focuses on the integration of patient history and physical assessment in the development of an evidence-based, patient centered plan of care. Students will acquire needed skills that incorporates information from the physical, psychological, social, functional, and environmental domains. It includes diagnostic reasoning, risk assessment, and hands-on skill acquisition. 3 s.h.

AFN*823. Research Mthds for Nurse Anest. This course focuses on the acquisition of knowledge and application of skills related to the design and conduct of research. Course topics include justifying a research proposal, study design, research ethics, collecting and managing data, analyzing data, and interpreting and disseminating results. Students will use the knowledge acquired in this course when designing, implementing, and disseminating their scholarly projects. 3 s.h.

AFN*825. Adv Physiology and Pathophys. This course addresses the study of integrative regulatory mechanisms responsible for maintenance of homeostasis in the normal human and the alterations that occur in these mechanisms leading to specific disease processes. Understanding the mechanisms of disease is essential to the role of the health care professional in determining the appropriate therapy and/or surgical interventions for the patient. 5 s.h.

AFN*826. Anesthesia Principles I. This the first in a series of three courses that introduces the student registered nurse anesthetist to the art and science of anesthesia practice. Topics increase in difficulty from patient positioning and basic monitoring through anesthetic management of specific surgical cases to cardiac and obstetric anesthesia. This course focuses on the foundational provision of evidence-based, safe anesthesia care. 3 S.H.

AFN*828. Anesthesia Principles II. This the second in a series of three courses that introduces the student registered nurse anesthetist to the art and science of anesthesia practice. Topics increase in difficulty from patient positioning through anesthetic management of specific surgical cases to cardiac and obstetric anesthesia. This course focuses on intermediate anesthesiology content for the provision of evidence-based, safe anesthesia care. 5 S.H.

AFN*830. Anesthesia Principles III. This the third in a series of three courses that introduces the student registered nurse anesthetists to the art and science of anesthesia practice. Topics increase in difficulty through the series from patient positioning through anesthetic management of specific surgical cases to cardiac and obstetric anesthesia. This course focuses on advanced anesthesiology content. 3 s.h.

AFN*831. Clinical Simulation I. The purpose of the course is to provide nurse anesthesia students with foundational cognitive and psychomotor skills necessary to perform airway assessment and management plan for patients undergoing general anesthesia. The emphasis is on acquisition of nurse anesthesia technical skills and clinical decision-making utilizing evidence based practice principles applied to simulations of both low and high fidelity. 2 s.h.

AFN*832. Clinical Simulation II. The purpose of the course is to provide nurse anesthesia students with advanced cognitive and psychomotor skills necessary to perform clinical anesthesia management to includes case plans for patients undergoing general anesthesia. In addition to the reinforcement of skills demonstrated in prior courses, emphasis remains on acquisition of nurse anesthesia technical skills and evidence-based clinical decision making utilizing low and high fidelity simulation. 2 s.h.

AFN*833. Clinical Simulation III. The emphasis is on acquisition of nurse anesthesia technical skills and clinical decision-making utilizing a combination of both low and high fidelity simulation. For example, students will negotiate evidence-based simulated surgical procedures via an online simulation program (low-fidelity) as well as demonstrate hands-on patient care within a simulated operating room with a computerized patient mannequin (high fidelity). In addition to the reinforcement of skills demonstrated in prior courses, this course includes insertion of invasive monitoring catheters. 1 s.h.

AFN*835. Adv Pharmacology I. This course focuses on the basic and advanced clinical concepts of pharmacology and medication administration for the healthcare professional. Topics to be covered will include pharmacokinetics, pharmacodynamics, pharmacogenomics, pharmacology of the autonomic nervous system, pharmacology of the respiratory system, cardiac pharmacology, endocrine pharmacology and other topics relevant to pharmacology and medication administration. 3 s.h.

AFN*836. Advanced Pharmacology II. This course provides an exploration of the advanced clinical concepts of pharmacology for the anesthesia provider. The focus will be on the clinical application and utilization of anesthesia drugs and other medications relevant to anesthesia during the perioperative period. Application of principles of pharmacology to formulate proper strategies for providing an anesthetic while minimizing adverse effect will be utilized. 4 s.h.

AFN*841. Anesthesia Practicum I. First in a series of five clinical courses that develop proficiency in nurse anesthesia practice with an emphasis on integrating prior knowledge to decision-making and case management for various patient populations in the clinical area. 5 s.h.

AFN*842. Anesthesia Practicum II. Second in a series of five clinical courses that develop proficiency in nurse anesthesia practice. Emphasis on evidence-based practice and integration of knowledge to decision-making and case management for various patient populations. 10 s.h.

AFN*843. Anesthesia Practicum III. Third in a series of five clinical courses that develop proficiency in nurse anesthesia practice. Emphasis on complex case management and increasing autonomy and skill in the perioperative period. 10 s.h.

AFN*844. Anesthesia Practicum IV. Fourth in a series of five clinical courses that develop proficiency in nurse anesthesia practice. Emphasis on analyzing impacts of research on clinical practice and on increasing efficiency in decision-making and case management for various patient populations. 10 s.h.

AFN*845. Anesthesia Practicum V. Fifth in a series of five clinical courses that develop proficiency in nurse anesthesia practice. Emphasis is placed on autonomy and leadership in clinical practice. 10 s.h.

AFN*861. Foundations in Leadership. This course is an introduction healthcare leadership. Students will develop an understanding of the value of transformative leadership in healthcare through critical exploration of the literature. Students will engage with leaders in administration, education, policy, and research. 3 s.h.

AFN*871. Managing Change in Healthcare. This course will focus on the issues involved in leading strategic change in complex health care organizations. Five major areas will be explored: the key elements of interventions and modes of behavior used by change agents (including the skills and qualities of successful change agents) and specific examples of successful change and implementation efforts. The narrative of strategic change, management of uncertainty, the importance of interpersonal skills and emotional intelligence in the change process, the role of individuals, teams, and consultants in leading change will be topics of discussion. 3 s.h.

AFN*880. Independent Study. Students study a topic related to nurse anesthesia clinical practice, education, or policy under the supervision of an AFN faculty member. 1-11 Variable S.H.

CVP*610. Pharmacology for Perfusion. This course presents the fundamental principles of pharmacology necessary for an understanding of the mechanisms of action of drugs and knowledge for their rational and effective use or monitoring. Principles which support the clinical applications of drugs to dynamic patients, who exist in a variety of health states, will be shared. Principles include pharmacokinetics, pharmacodynamics, pharmacogenetics, and introductory therapeutics. A discussion of the impact of aging and disease on drug safety and the drug development process will be made. Interprofessional experiences will be used to help student gain exposure to many of the challenges related to drug therapy, and team-based problem solving skills will be applied. 4 s.h.

CVP*700. Clinical Monitoring. This course is designed to give the perfusion student an understanding of how patients are monitored in the health care setting. Specific focus will be in the arena of cardiac services in and outside the operating room and areas where extracorporeal services are utilized. This course presents the history and theory related to the various physiologic monitoring parameters encountered in the clinical setting, along with the physics and principles of operation of the instrumentation commonly employed in the care of cardiac surgery patients or any patient requiring care via extracorporeal technology. 3 s.h.

CVP*702. Perfusion Technology I. This course is designed to give the beginning student a practical and theoretical orientation to the environment of extracorporeal circulation. This course presents the history, basic components, equipment, and physiology related to extracorporeal circulation. The students will be exposed to ethical issues facing health care providers in today's environment. 3 s.h.

CVP*703. Perfusion Technology II. This course will focus on clinical devices used for cardiopulmonary bypass and the development of key clinical skills used on a daily basis in clinical perfusion. Students are taught equipment selection, set-up, and steps required for the safe operation of a life support system in a simulated operating room environment. 3 s.h.

CVP*703L. Perfusion Technology II Lab. This course will focus on clinical devices used for cardiopulmonary bypass and the development of key clinical skills used on a daily basis in clinical perfusion. Students are taught equipment selection, set-up, and steps required for the safe operation of a life support system in a simulated operating room environment. 1 s.h.

CVP*704. Research Methodology. This course provides a background on general principles and issues in clinical research design. These are explored through the formulation of the research objective and the research hypothesis and the specification of the study population, the experimental unit, and the outcome variables. This course integrates core clinical perfusion principles to provide experience in the development and critique of the methodological aspects of clinical research protocols and the clinical research literature. Assigned readings are drawn from contemporary perfusion scientific literature. 3 s.h.

CVP*706. Perioperative Blood Mgmt. This course is designed to introduce the cardiovascular perfusion student to blood management strategies employed during cardiac surgery. Each lecture will focus, in depth, on the principles and practices of blood conservation and autotransfusion during extracorporeal support. A review of hematology and coagulation monitoring will be included as part of the introduction to this topic. 2 s.h.

CVP*708. Pathophysiology for Perfusion. This course is designed to introduce the cardiovascular perfusion student to the essential physiological elements of perfusion practice. Each lecture will focus, in depth, on the pathological conditions associated with cardiothoracic surgery and extracorporeal support. Specific organ systems and biochemical responses to cardiopulmonary bypass in the aging population will be investigated. 4 SH

CVP*710. Fundamentals of Clinical Acid. This course is designed to give the beginning student the principles of acid-base physiology and the interpretation and treatment of clinical acid-base disorders. 2 SH

CVP*714. Cardiac Assist Devices. This course introduces student to the advanced practice associated with cardiac assist devices. Selection, operation and monitoring of various cardiac assist devices including both FDA approved and investigational devices. Other areas of focus will include patient education, community education, surgical coordination, clinical visits and managing VAD databases and clinical trials, including data analysis for presentations. 2 SH

CVP*716. Seminar I. This course will include case presentation and discussion of current practices and techniques in extracorporeal circulation from clinical rotations to introduce the students to the multiplicity of perfusion techniques from around the country. 1 SH

CVP*718. Pathophysiology. The purpose of this course is to acquaint the student with the basic principles of human physiologic function. Organ, tissue and cellular function is integrated through exploration of the major elements of overall homeostasis (i.e., health). Emphasis is placed on the regulatory mechanisms, which integrate the functional systemsof the body and maintain the adult organism in a dynamic steady state. Basic concepts of normal function are reinforced by consideration of many clinical and pathophysiological applications. 5 s.h.

CVP*719. Post Professional Pediatric Pe. This course reviews the anatomical and physiological characteristics of congenital heart defects and their implications for the conduct of perfusion. Special considerations in the conduct of perfusion for congenital heart surgery are discussed and modeled. 1 s.h.

CVP*720. Advanced Pediatric Perfusion. This course is designed to provide the student with students the anatomical and physiological characteristics of congenital heart defects, surgical repair techniques and the implications for cardiopulmonary bypass .Each week a series of related congenital heart defects are reviewed. Specific perfusion techniques related to the conduct of perfusion for congenital heart surgery will be discussed. 2 SH

CVP*721. Perfusion Technology I Lab. This course is designed to give the beginning student a practical and theoretical orientation to the environment of extracorporeal circulation.  This course presents the history, basic components, equipment, and physiology related to extracorporeal circulation.  The students will also be exposed to ethical issues facing healthcare providers today.  1 SH

CVP*722. Perfusion Simulation. This course introduces student to the advanced practice associated with cardiac assist devices. Selection, operation and monitoring of various cardiac assist devices including both FDA approved and investigational devices. Other areas of focus will include patient education, community education, surgical coordination, clinical visits and managing VAD databases and clinical trials, including data analysis for presentations. 2 SH

CVP*723. Clinical Monitoring Lab. This course is designed to give the perfusion student an understanding of how patients are monitored in the perioperative cardiac surgical environment.  Specific focus will be assigned to patient care delivery in conjunction with extracorporeal technology.  The curriculum will include the history and principles of device operation, as well as principles of operation and corrective measures for abnormal results. 1 SH

CVP*724. Quality Improvement and Inform. This course provides students with an understanding of quality management and performance improvement. This will include quality assessment, risk management, outcomes assessment, and benchmarking. The course focuses primarily on providing students with the necessary knowledge and skills for understanding systems improvement and then participating and leading quality improvement (QI) efforts. Students also gain knowledge of the importance of measuring and managing service excellence and patient satisfaction. This course also provides students with an introduction to health care information systems, with an emphasis on clinical information systems. Students are introduced to different types of clinical and administrative information systems used in health care today. 2 SH

CVP*726. Evidence-Based Medicine. This course will review research based on the classifications of evidenced based medicine and will include examples from the cardiovascular surgery and perfusion literature. 2 SH

CVP*728. Leadership and Health Services. This course introduces students to the management of health care facilities. Students gain an understanding of the major functions of management, governance, organizational structures, accreditation/licensure processes, and reimbursement issues in health care organizations. Students will become familiar with and understand the importance of the principles of management including planning, organizing, controlling, directing, and staffing in order to offer health care services. The course will also demonstrate the basic concepts and issues associated with the management and regulations of health care services delivery, and explore the impact of contemporary public policy issues confronting the health care system. 2 SH

CVP*730. Pathophysiology of Aging. This course presents a survey of the concepts of human disease as part of the aging process. It includes a study of immunological defense mechanisms, acute and chronic inflammation, repair mechanisms, modes of injury, diseases of development and growth, and blood disorders and neoplasia. 1 SH

CVP*731. Extracorporeal Life Support. This course introduces the CVP student to the advanced practice associated with extracorporeal life support (ECLS). Selection, operation, and monitoring of various modes of ECLS technologies including both FDA approved and investigational devices. Other areas of focus will include patient selection; indications and contraindications; modes of support and cannulation strategies; ECLS management including anticoagulation, infection control, nutrition, and ambulation; weaning and discontinuation of support; staffing and education; QA/QI, and long-term outcomes and follow-up. 1 S.H.

CVP*733. Principles and Practices. This course prepares the student for clinical experience. The goal of this course is to expose perfusion students to extracorporeal techniques using combinations of lecture and independent research. Experience with the techniques, collecting data in an organized and consistent matter, and participating in discussion gives students the opportunity to comprehend various extracorporeal techniques. 3 S.H.

CVP*733L. Principles and Practices Lab. This course prepares the student for clinical experience. The goal of this course is to expose perfusion students to extracorporeal techniques through in-vivo labs. Students will be provided with the objectives of the lab, and will organize and design the perfusion circuit to achieve these objectives. Experience with the techniques, collecting data in an organized and consistent matter, writing lab reports and participating in discussion gives students the opportunity to comprehend various extracorporeal techniques. Hands-on experience and reporting of these techniques prepares the student for the clinical experience. 1 S.H.

CVP*760. Clinical Experience I. This course is designed to provide the perfusion student an introduction to the operating room and various clinical arenas within the hospital. The student will learn to conduct diagnostic work-up procedures for cardiovascular diseases and other organ systems. The student will integrate their knowledge of anatomy, physiology, and pharmacology into the assessment and management of the patient undergoing cardiac surgery. The student will also develop their clinical skills in choosing appropriate CPB circuitry, assembling and priming the components, and conducting cardiopulmonary bypass. 6 SH

CVP*762. Clinical Experience II A. Clinical Experience II (CE II) is the major clinical course for senior Perfusion students. Students have successfully completed Clinical Experience I, Devices and Principles and Practices where they have acquired the skills of patient work-up, cardiopulmonary bypass (CPB) techniques, set-up and prime, as well as all didactic work and physiology, which includes intensive in vivo laboratories. CE II will begin developing the student's skills in management of the patient before, during, and after CPB. 6 s.h.

CVP*763. Clinical Experience II B. Clinical Experience II (CE II) is the major clinical course for senior Perfusion Students. Student have successfully completed Clinical Experience I, Devices and Principles and Practices where they have acquired the skills of patient work-up, cardiopulmonary bypass (CPB) techniques, set-up and prime, as well as all didactic work and physiology, which includes intensive in vivo laboratories. CE II will begin developing the student's skills in management of the patient before during, and after CPB. 6 s.h.

CVP*764. Clinical Experience IIIA. This advanced course is designed to complete the student's clinical experience. The student will be expected to perform as though unsupervised in all routine cardiovascular procedures and will operate more complex devices. The student will be "on call" for weekend and emergency procedures. 6 SH

CVP*765. Clinical Exerience IIIB. This advanced course is designed to complete the student's clinical experience. The student will be expected to perform as though unsupervised in all routine cardiovascular procedures and will operate more complex devices. Students will choose either a leadership, pediatrics perfusion or cardiac assist track. 6 SH

CVP*770. Masters Research Project II. In this course the student develops a research project relating to cardiovascular perfusion resulting in a substantive paper that involves original collection or treatment of data and/or results in a research paper. Students select a clinical hypothesis to test and complete a research proposal in a topic pertinent to perfusion. The capstone project must evidence scholarly and/or professional analysis informed by the sustained and appropriate application of analytical methodologies. The final product of the research project must be a paper of publishable quality. This research project involves original research and exemplifies an original contribution to scholarship. 3 SH

CVP*771. Masters Research III. In this final research course, the student submits their research project for presentation and publication. The course requirements will include editorial changes suggested during peer review process. The capstone project will be completed by submitting the final paper for publication in a peer-reviewed perfusion related journal. 3 SH

CVP*772. Masters Research Project I. This course provides a background on general principles and issues in clinical research design. These are explored through the formulation of the research objective and the research hypothesis and the specification of the study population, the experimental unit, and the outcome variables. This course integrates on core clinical perfusion principles to provide experience in the development and critique of the methodological aspects of clinical research protocols and the clinical research literature. Assigned readings are drawn from contemporary perfusion scientific literature. 3 SH

CVP*773. Masters Research Project II. In this course the student develops a research project relating to cardiovascular perfusion resulting in a substantive paper that involves original collection or treatment of data and/or results ins a research. The final product of a research project is a paper of publishable quality. This research project involves original research and exemplifies an original contribution to scholarship.4 SH

CVP*774. Masters Research III. In this final research course, the student submits their research project for presentation and publication. The course requirements will include editorial changes suggested during peer review process. The capstone project will be completed by submitting the final paper for publication in a peer-reviewed perfusion related journal.

DHA*800. Organizational Behavior. This course will assist students in developing a framework for thinking about the organizational world of healthcare and its complexity. The specific emphasis will be health services organizations and management research, with an emphasis on organizational theory and organizational behavior. Organization theory is a set of approaches to the understanding of how organizations form, survive and grow, interact with each other, recruit and process members, gain and manage resources, and deal with problems both internal and external (Kilduff). Emphasis is placed on the study of organization structures, principles, techniques and processes as they relate to the management of health services organizations. Opportunities to gain a better understanding of organizational behavior issues such as motivation, leadership, group and team dynamics, emotion and affect, and diversity and inclusion are provided in case analyses and readings. The primary goals of this course are to apply relevant theories to a range of organizational problems and attain skills needed to be an effective leader and researcher in health services organization and management. 3 s.h.

DHA*801. Financial Managment. The focus of this course will be to improve the executive's ability to use financial information for strategic decision making. This will be accomplished through a review of the concepts and methods for financial analysis for healthcare organizations. This includes capital investment analysis with an emphasis on valuation, benchmarking, and marginal analysis. 3 s.h.

DHA*802. Healthcare Leadership. This class serves as an introduction to leadership course challenging students to explore their understanding of the importance of leadership in health administration. Students will utilize the knowledge and skill they acquire through experience, academic literature, research, and discussion as they participate in class discussions and exercises. In this process students are challenged to expand their current leadership knowledge in an interdisciplinary healthcare environment and develop their critical thinking abilities. Students will also improve their understanding of leadership in its historical context by analyzing the behavior and accomplishments of well-known leaders in history and literature. The capstone of the course will be a leadership self-assessment paper submitted at the end of the course. 3 s.h.

DHA*805. Qualitative Methods. This course provides students in the Doctorate of Health Administration program with an introduction to both quantitative and qualitative research methodologies that are used in health services research. The course enables students to nderstand the key elements of a research proposal and study. The student will begin developing skills in framing a researchable problem, formulating a research question or query, and designing a methodological approach. In addition, the course aims to enhance students' critical thinking skills in evaluating published research studies. 3 s.h.

DHA*807. Managing Healthcare Info. This course provides a senior-level view of the issues surrounding the adoption and use of information technology in health care. Students gain insight into national initiatives underway to further the development, expansion, and deployment of health care information systems (including clinical applications such as electronic health records, e-prescribing, provider order entry, disease management) and discuss their ramifications at the state and local levels. Issues surrounding the management of health information resources at the institutional level are also explored including topics such as strategic information systems planning; system selection and implementation; IT governance and management; IT budgeting; management's role in major IT initiatives; assessing and achieving value of health care information systems. 3 s.h.

DHA*808. Health Politics & Advocacy. This course is designed to provide students with a detailed understanding of the structure and functioning of the health policy process, particularly at the national level. Macro and micro-level models of the health policymaking process, and the operation of policy marketplaces, are described in the lectures and readings, along with applications of the models to health policymaking cases. There is a special focus on examining the current and possible future tradeoffs at the national government level between health services delivery preferences, and growing resource limitations. 3 s.h.

DHA*809. Change Management& Negotiation. This course focuses on the leadership and management of change in an organizational setting. Specifically, the course seeks to help students understand the dynamic relationship between external demands for change and internal objectives to meet stakeholder demand. The course will focus on organizational development strategies as well as individual negotiation skills to facilitate organizational change in the healthcare setting. 3 s.h.

DHA*811. Current Topics in Healthcare. The course will focus on current topics of interest and importance to the delivery and administration of healthcare. Activities will vary, but include critical reading of selected applied health services research publications, discussion of controversial and current issues facing healthcare administration professionals.1 s.h.

DHA*812. Evidence Based Decision Making. This course is the rigorous evaluation of the impact of different options that are available for treating a given medical condition for a particular set of patients. Topics include, 1) a review of research designs and statistics methods for comparative effectiveness research, 2) measurement of efficacy, effectiveness, cost and quality of life, 3) benchmarks for economic value, cost effectiveness, cost utility, and budget impact, 4) mathematical approaches for estimating expected outcomes; decision trees and Markov models. Use of current literature will be required as a means to examine examples of good and bad study design. 3 s.h.

DHA*814. Study Execution. This is an advanced seminar on principles and techniques for designing and implementing health care and managerial research studies. Students will learn to critically assess the literature and develop a dissertation proposal concept summary based on a topic of interest to them. The course will build on topics and research methods introduced in DHA XXX (Qualitative Methods). 3 S.H.

DHA*816. Diversity and Inclusion Mgmt. This course provides students in the Doctorate of Heath Administration program with the skills and resources needed to lead and foster a diverse workforce. Students will examine how their experiences and knowledge contribute to leadership competency. This course will explore the role of leadership in creating an inclusive organizational culture through readings, case studies, and student assignments. 3 S.H.

DHA*817. Strategy & Operations. This course will focus on current trends in healthcare strategy, and innovations in clinical operations.  Students will gain both concrete and soft skills to embrace a role to motivate and inspire others to act.  Operational topics will largely be informed by the class and may include sessions regarding crucial people skills, building a high value culture, empowering teams for success, and more.  Activities will vary, such as critical readings of selected books and articles related to healthcare strategy and operations, personal reflections on this topic, online discussions, and interactive activities conducive to a virtual environment.  3 S.H.

DHA*818. On-Campus Workshop. This course provides students the opportunity to engage with healthcare administration and policy leaders during the on-campus session. Using a workshop format, the session will provide students with professional development training. Students will engage in discussions and activities to explore emerging trends in healthcare administration and policy. 1 S.H.

DHA*850. Population Health Management. This course focuses on the development of skills and knowledge necessary for the DHA to enter into new and innovative leadership roles in addressing the health of populations. Population Health Management (PHM) is a set of strategies and mechanisms, tailored to the unique characteristics and needs of populations, designed to optimize health status, patient experiences, cost and utilization: The Triple Aim. PHM integrates facets of the healthcare delivery system, including providers, payers and hospital systems; communities; environment; patient characteristics, behaviors, and engagement; and public health systems to meet outcome objectives. PHM is a data driven approach and is organized around the four pillars of population health: chronic care management, quality and safety, health policy, and public health. The course focuses on using data and analytics to execute the population health management process. Analytics allow students to understand populations, including health outcomes, patterns of health drivers and the policies and interventions that link these two. Additional course content as it applies to population health management will include health systems theory, evidence-based practice principles, epidemiological concepts, and enabling informatics concepts. Students will have the opportunity to apply the course content to case studies and will assess and analyze a population health problem in groups. 3 s.h.

DHA*865. National Health Policy. This course builds on the knowledge of the general health policymaking process provided in Foundations in Health Policy (DHA-868). It is designed to provide students with an advanced understanding of the structure and functioning of the health policy process, particularly at the national level. The central didactic component of this class consists of a series of visits to Federal health agencies and health professional organization offices in Washington, DC. These sessions will include presentations by and discussions with agency and other policy-relevant health professionals. Prerequisites: DHA-868 3 s.h.

DHA*867. Quantitative Methods for Resea. This course is designed to give students the skills to use data sets and conduct quantitative analysis to address research questions. The course will use actual public-use secondary data sets to provide students experience with data management. The course will also provide presentation of statistical principles and methods most commonly used in health services research. Finally, the course will prepare students in the use of SPSS statistical analysis software. 3 s.h.

DHA*872. Leadership III. This class serves as the cumulative leadership course in the DHA program. You will apply the knowledge and skills you have acquired through academic literature, research and lectures as you participate in online and class discussions and exercises. This course will synthesize all the portions of the program and your experiences in your careers leading to potential changes and personal growth. 3 s.h.

DHA*878. Advanced Information Systems. Comprehensive study of the role and impact of IT (Information Technology) in health services organizations. Specific emphasis on the role IT plays from clinical and managerial perspectives. Topics include electronic health record, clinical decision support, privacy, patient safety, and security and confidentiality. 3 s.h.

DHA*880. DHA Independent Study. This course provides the student with the opportunity to engage in a mentored, individualized, in-depth study/experience in a focused area of healthcare administration. 1-3 S.H variable

DHA*990. Doctoral Project. Upon completion of the Doctoral Project, credit will be applied to complete the degree requirements. Specific guidelines for the Project and Committee composition are outlined in the DHA Policy Manual. .5-18 var. s.h.

GENEC*601. Genetic Counseling Principles. This course will introduce students to the fundamental components of genetic counseling including an overview of the history and development of the profession and skills utilized in prenatal, pediatric and adult counseling settings. Students will learn about case preparation, contracting, assessment of patient/family needs, family history and pedigree analysis, facilitating informed decision making, and resources to successfully conduct a patient visit. Additional skills include case follow-up, documentation and return of results. Reading, discussion and role-playing allow students to practice skills and gain familiarity with medical terminology. Other professional issues will be covered including the evolving landscape of genetics and genomics in medicine, cultural competence, genetic discrimination and related legislation, direct-to-consumer testing, and interprofessional skills for multidisciplinary teamwork. 3 s.h.

GENEC*602. Medical Genetics. This foundational course covers basic principles of human genetics and disease susceptibility including single gene, chromosomal and multifactorial disease and the underlying molecular and biochemical principles and patterns of inheritance. Population genetics topics include Hardy-Weinberg and Bayesian statistics in the context of real-world case examples. 2 s.h.

GENEC*603. Fetal and Prenatal Genetics. This course covers fundamental concepts of embryology and normal human development, as well as the range of deviations that can occur, including changes in anatomic development, genetic conditions, teratology and other pathologies. Students will explore human reproduction, genetic causes of infertility, and assisted reproductive techniques. Students will learn about preimplantation and prenatal screening and diagnostic techniques, ultrasound evaluation, carrier screening, pregnancy loss and termination, and build knowledge needed for practice in preconception and prenatal settings. 3 s.h.

GENEC*604. Principles of Counseling. This course is designed to provide students with an understanding of counseling theory and various counseling models, with emphasis on facilitating the therapeutic process and understanding the genetic counselor’s role in a therapeutic relationship. Students will practice basic counseling and communication skills, interviewing techniques, active listening and effective nonverbal communication. The grief process and psychosocial impacts of genetic diagnosis, risk and uncertainty are explored in detail. Mental health issues and comorbidities are examined, and students will learn about crisis intervention and resources and referral processes for patient support beyond the genetic counseling session. Additionally, students engage in self-reflection, identify personal strengths and challenges as a counselor, and explore self-care techniques to reduce professional burnout and promote wellness. 2 s.h.    

GENEC*605. Genetic Counseling Research. Basic concepts of research are emphasized, including methodology and study design, ethical principles, epidemiology and biostatistics.  Students will apply concepts to critically evaluate published medical and genetic counseling literature. Students will define area(s) of interest for their thesis/capstone project and begin project design. 2 s.h.

GENEC*606. Cancer Genomics. The biologic and cellular bases of cancer are reviewed, along with cancer types, epidemiology, basics of treatments, and the psychosocial impacts a cancer diagnosis can have on a patient and family. Students learn to recognize and offer counseling and testing for rare and common hereditary cancer syndromes and explore familial and personal risk assessment in the context of role plays and case scenarios. Tumor genomics are also explored including pathology and genomic drivers that may guide prognosis, personalized treatment and/or clinical trial eligibility. Students will become familiar with existing technologies, therapeutics and patient resources and appreciate the importance of continuing education given the rapid evolution in the field. 3 s.h.

GENEC*607. Health and Genetic Deviation. This course covers the range of normal physical and cognitive development in childhood, as well as natural progression that occurs through adolescence, adulthood, and aging. Deviations are reviewed including inborn errors of metabolism, developmental delay, autism spectrum disorders, and classic genetic syndromes of childhood. Adult and variable onset conditions are also explored, with emphases on subspecialty areas of genetic counseling practice including cardiovascular genetics, neurogenetics, hematology, pulmonary and ophthalmology. Pathways to diagnosis, including newborn screening, are reviewed. 3 s.h.

GENEC*608. Laboratory Methods. Historical, modern and emerging laboratory techniques utilized for genetic testing are reviewed so that students gain familiarity with capabilities, limitations and the general process of each technique. This course provides fundamental preparedness for genetic counselors to work in a laboratory setting and/or order and interpret genetic testing, including variant classification and interpretation. 1 s.h.

GENEC*609. Principles of Public Health. This course explores psychosocial determinants of health and roots of health inequity. Cultural competence and disability awareness are fostered through didactic teaching, readings, discussion and reflection. The US healthcare system is examined including insurance, billing and reimbursement principles. Students engage in study and discussion of public policy issues such as genetic counseling licensure and other timely topics, and explore legislative, privacy and confidentiality topics in the context of genetic counseling. 2 s.h.

GENEC*610. Advanced Genetics Topics. This course focuses advanced topics including biochemical genetics pathways, markers, phenotypes and treatments. Psychiatric genetic counseling and testing are explored, and pharmacogenomics are explored in the context of case examples and drug metabolism/selection. Select rare diseases with targeted therapies are reviewed from a mechanistic perspective. Students research the current state of personalized medicine, gene therapy and gene editing and share findings with classmates through presentations. 2 s.h.  

GENEC*611. Advanced Genetic Counseling. In this course students learn and practice advanced psychosocial counseling skills. Family dynamics, coping strategies, and assessment of patient/family social and informational needs are explored. Students practice assessment of learner needs, including learning style and medical literacy level, and develop teaching tools including verbal, written, multimedia and hands-on teaching methodologies. Students will practice counseling and teaching skills through role plays and outreach to a variety of patient groups, community and peer/professional groups. 2 s.h.

GENEC*612. Journal Club. This interactive course engages students in critical evaluation of medical genetics literature. Each student leads chooses a journal article that is timely, and/or of interest to the student’s professional goals or the profession at-large. The student will conduct critical evaluation and present the article to peers for stimulating group discussion. 1 s.h.

GENEC*613. Case Conference. This interactive course allows for presentation of actual cases encountered for purposes of both peer teaching and soliciting input from peers on challenging or complex cases. All students will present and engage in case discussion. 1 s.h.

GENEC*631. Clinical Practicum I. Students engage with standardized patients under supervision to gain experience and build skills in prenatal, pediatric and cancer genetic counseling. Students begin building their logbook to demonstrate a minimum of 50 participatory cases over the course of the program. 1 s.h.

GENEC*632 – Clinical Practicum II. Students engage in a 1-month full time (or equivalent) internship to build genetic counseling skills through active clinical and professional roles. Students will be paired with a clinical supervisor in an area of practice that aligns with personal interests. 6 s.h.

GENEC*633. Clinical Practicum III. Students continue to gain experience in diverse genetic counseling practice areas under supervision. With flexible scheduling, students will complete at least 150 contact hours split between at least 2 subspecialties, during this semester. Most cases are now participatory, as students build confidence in their counseling style and take on an increasing number of roles. 5 s.h.

GENEC*634. Clinical Practicum IV. Students continue to gain experience in diverse genetic counseling practice areas under supervision. With flexible scheduling, students will complete at least 120 contact hours split between at least 2 subspecialties, and additionally will identify an area of choice for a 30-hour elective rotation. Most cases and professional roles are now participatory, and at the completion of this semester students will have demonstrated successful performance of all practice-based competencies and completed their logbook with the ABGC required 50 participatory cases. 5 s.h.

GENEC*641. Thesis Preparation I. Students finalize their thesis topic, advisor and committee and begin working on their project. Scholarly activities include background literature review and creation of an annotated bibliography, development of project timeline and proposal/protocol, identification or development of survey tools, study methods and analysis plan. 2 s.h.

GENEC*642. Thesis Preparation II. With support of the thesis advisor and committee, students create or compile documents and resources relevant to their thesis, which may include study invitations, informed consent documents, establishing data use agreements, networking with members of rare disease communities, etc.  Submission to the institutional review board is expected during this summer session. 2 s.h.

GENEC*643. Thesis Preparation III. Thesis methods should be conducted during this Fall semester of year 2. Students continue to work with their thesis committee to accomplish specified project goals. Ideally, at the end of this session students have a complete data set ready for analysis. 2 s.h.   

GENEC*644. Thesis Preparation IV. The final semester focuses on data analysis and dissemination of results. Students will take a leadership role in performing these tasks with guidance from their thesis advisor and committee. Students will identify a professional journal and prepare a first-author manuscript in accordance with journal-specific formatting guidelines. Additionally, students will prepare and submit an abstract to the spring MUSC Research Day and, if accepted, present a poster or oral presentation at this event. Students are also encouraged to submit their abstract to professional meetings such as NSGC or ABGC. Finally, students will present their thesis project and results to their peers and genetic counseling faculty at the culmination of the semester. 3 s.h.

GENEC*651. Professional Issues I. This course focuses on professionalism, skills and resources for the workplace, and ethical foundations in genetic counseling and healthcare. Students explore NSGC/CAGC Code of Ethics and present and discuss ethical dilemmas. Students practice utilizing genomics databases and tools to address clinical questions. Other topics include team theory, conflict resolution, professional communication and medical documentation. 2 s.h.

GENEC*652. Professional Issues II. Professional networking resources, the genetic counseling job market and career trajectories, and interviewing strategies are topics of focus in this professional issues seminar. Students update their curriculum vitae in preparation to apply for genetic counseling jobs and engage in mock interviews. 1 s.h.

GENEC*653. Professional Issues III. The processes of applying, preparing for and taking the ABGC board certification exam are highlighted. Students have the opportunity to identify content areas where additional instruction or review may be useful prior to graduation. The process of applying for state licensure (where applicable) is also covered, along with emerging professional issues and self-care strategies as students prepare to enter the workforce. 2 s.h.

HAP*512. US Health Care System. This course will provide an overview of the history, structure and dynamics of the U.S. healthcare system.The course will explore public and private healthcare financing and reimbursement and the impact they have on health systems.Students will be introduced to quality of care and quality improvement. Topics on current issues in healthcare reform and policy will be discussed. 3 S.H.

HAP*514. Applied Research & Statistics. This course will provide students with an overview of reading research results and extracting statistical information. Emphasis is placed on understanding the principles in the meaning and use of statistical analyses. Topics discussed include literature reviews, descriptive statistics, sampling distributions, hypothesis testing, correlation, and simple, multiple and logistic regression. 3 S. H.

HAP*524. Epidemiology. In this course, students will learn and apply concepts of epidemiology to multiple domains of public health. The course covers applications of epidemiologic methods and procedures to the study of the distribution and determinants of health and diseases, morbidity, and mortality in populations. Topics include quantitative aspects of epidemiology, data sources, measures of morbidity and mortality, social/descriptive epidemiology, health promotion, evaluation of association and causality, and study design. 3 S.H.

HAP*580. Guided Practicum Health Admin. In this course students will complete an extensive practicum project. The practicum project will give students the opportunity to highlight learned skills and knowledge related to a representative portion of the theoretical concepts, attitudes, competencies and skills mastered during their sequence of studies. This practicum experience allows student to engage in self-directed learning activities, including the production of materials, that will illustrate the understanding of competencies in investigation, critical thinking, synthesizing, assimilation, persuasion, organization and communication. 3 S.H.

HAP*620. Healthcare Reimbursement Syste. This course integrates information about the various U.S. healthcare payment systems. It examines the complex financial systems within today's healthcare environment and how payment systems function. The course gives the student an appreciation for the complexity of reimbursement systems and an understanding of the profund impact they have had on providers, payers, consumers, public policy makers, and the development of classification and information technology over time. 3 s.h.

HAP*632. Quality Mgmt of Hlth Care Svcs. This course is intended to provide the student with an understanding of components of a quality management program-quality assessment, risk management, utilization management, and patient safety. JCAHO standards for measuring quality will be introduced. Students will learn and apply principles, processes, and tools used in Quality Improvement. Students will also learn about outcomes assessment and the need for doing risk adjustment. An understanding of the types of data elements and information systems requirements needed for assessing outcomes, quality, and appropriate utilization will also be presented. 3 s.h.

HAP*635. The Language of Medicine. The Language of Medicine is a course designed to expose students to the clinical aspects of healthcare. The course introduces students in Health Administration and Policy to a word-building technique that enables them to substantially understand medical terms used in clinical settings. The course provided an introduction to disease processes. Common abbreviations and acronyms used in patient care are also introduced. It is believed that the knowledge gained from this course will enable students to communicate and interact more effectively with practitioners in healthcare facilities and better understand the meaning of clinical data. The course is particularly recommended for students with no clinical experience in healthcare. 1 S.H.

HAP*702. Health Care Financing. This course will provide students with an understanding of the variety of mechanisms for financing health care in the United States. Of particular interest are the consequences that each mechanism has for the cost and efficiency with which health care is provided. Specific topics include the range and implications of service payment mechanisms, mechanisms for capital acquisition and their effects, organizational structures, markets for firm governance, and for-profit vs. not-for-profit enterprises. 3 s.h.

HAP*704. Health Policy. This course is designed to provide students with a conceptual and analytical understanding of health policymaking and politics. Political and policymaking institutions and processes that affect the structure and functioning of the U. S. health care system will be examined. Fundamental concepts and issues associated with political decision making and the delivery of health services will be explored, including the impact of constitutional and other legal provisions, the activities of political parties and interest groups, the involvement of health professional associations and client organizations, and the relationships between economic factors and evolving health policymaking patterns. 3 s.h.

HAP*705. Health Economics. This course is designed to provide students with a conceptual and analytical understanding of health economics. Health care systems in the United States will be examined from the perspective of supply, cost and demand determination. Fundamental concepts and issues associated with economic decision-making and selected economic issues will be explored through the application of various socioeconomic concepts and behavioral models. 3 s.h.

HAP*718. Directed Study in Health. 1-3 s.h.

HAP*721. Health Care Delivery Systems. This course is a systematic approach to understanding the origin and evolution of the U.S. health care delivery system. Topics include the history of medical care in the U.S., description of the variety of health personnel and facilities that comprise the system, including an investigation of selected contemporary health policy issues, public health, mental health, and alternative systems. 3 s.h.

HAP*722. Health Behavior & Epidemiology. An introduction to health behavior and the principles, strategies, and perspectives of epidemiology. Examples are drawn from selected diseases, health relevant behaviors, and health service problems. The course provides a general understanding of health states of populations, prevention efforts and the basic conceptual tools for translating epidemiological findings. 3 s.h.

HAP*725. Statistical Analysis in Health. Systematic instruction in research design and selected methods for health services research. Introduction to the use of ANOVA, simple regression, multiple regression, discriminant analysis and path analysis as statistical techniques that might be applied in health administration and health care research. Prerequisite: Completion of at least one undergraduate level statistics course with a grade of 147C148 or better. 3 s.h.

HAP*726. Health Care Accounting. This course introduces the student to selected financial accounting topics such as principles of health care accounting, financial statement preparation, governance and internal control, financial statement analysis, capital structure and leverage, working capital management, stock and bond valuations. 3 s.h.

HAP*729. Financial Mgmt for Hc Organiza. This course introduces the student to selected strategic finance topics such as cost concepts, costing systems, cost-volume-profit analysis, cost and revenue prediction, pricing strategies, budgeting, variance analysis, inventory management, performance evaluation, and incentive compensation. Prerequisite: HAP-726. 3 s.h.

HAP*730. Healthcare Project Management. This course is designed to provide students with an overview of Operations Management within a healthcare organization. More specifically, it will focus on the many tools available to assess the organization's strategic and tactical position as well as the tools and techniques required to shift an organization from its current state to one closer to the leadership's stated vision. Emphasis will be placed on using project management as the discipline used to deliver on strategic objectives, including a review of the required governance that must be in place to be effective. Students will be expected to demonstrate project management tools and techniques through the implementation of a semester-long project within the community. 3 s.h.

HAP*735. Health Law & Risk Management. This course introduces the student to legal concepts and issues related to health care management. Special topics include liability, risk management, patient-provider relationships, fraud and abuse, antitrust, and health legislation. This course will also examine selected business law topics including agency and partnership, business corporations, and joint ventures. 3 s.h.

HAP*737. Organization Theory and. This course introduces the major historical and contemporary theories of organization and human behavior in the workplace. Emphasis is placed on the study of organization structures, principles, techniques and processes as they relate to the management of health services organizations. Opportunities to gain a better understanding of organizational behavior issues such as motivation, leadership, decision-making, interpersonal conflict, and group dynamics are provided in case analyses and skill building exercises. 3 s.h.

HAP*738. Management and Health. This course provides an overview of the variety of information systems used in health care. Concepts related to strategic information systems planning will be introduced. The intent of the course is to give students a broad understanding of the use of technology in health care to manage both clinical and administrative information. 3 s.h.

HAP*739. Strategic Mgmt in Hlthcare Svc. This course includes health care administrative decision making with emphasis on analyzing business problems, formulating policies, and implementing plans for action. Comprehensive cases provide the opportunity to study the proper interrelationships among production/operations, marketing, human resources, and the other functions involved in managing a health care enterprise. Special emphasis is place on the planning function and the principles of health care marketing. 3 s.h.

HAP*740. Human Resource Management. This course addresses the traditional personnel functions in health service organizations such as recruitment, selection, job analysis, performance appraisal, compensation/benefits, employee health and safety, grievance, collective bargaining, employee discipline, and discharge. Additionally, current social, behavioral, and legal issues are discussed from a human resource planning and management perspective. The student will not only gain a better understanding of human resource processes, procedures, and issues, but will also acquire skills important to the effective management of people in organization. 3 s.h.

HAP*743. Managing Across Continuum Care. The purpose of this course is to provide students with an understanding of the role and functions of the health care manager in a variety of health care settings (examples include physician group practice, long term care, home care). Students have an opportunity to work with individual in these areas and obtain practical experience. Special attention is given to the unique regulations and standards governing the management of these organizations as well as the key issues facing key stakeholders in these settings. Additionally, students are introduced to career opportunities in consulting, the pharmaceutical industry, and entrepreneurial initiatives. 3 s.h.

HAP*744. Decision Analytics. Healthcare administrators are rich in data that can be leveraged for decision-making. However, this is predicated on theoretical frameworks and tools to gain insight from these data. Most operational problems are so complex that there are many good options; applications of decision analytics tools arm the healthcare administrator with the ability to distinguish between the options-even in the face of very similar options. To that end, this course introduces students to quantitative and analytical techniques to aid discernment in operational healthcare settings with the goal of improving your decision-making ability through the use of quantitative tools. 3 s.h.

HAP*746. Strategic Mgmt & Mkt. This course provides students with the opportunity to investigate the strategic management and marketing function within health care organizations. It is a capstone experience intended to integrate prior master's program material. It emphasizes on the organizational strategic planning process, including the principles and methods of strategic assessment, marketing, administrative decision-making, competitive analysis, market analysis, strategy formulation and selection, implementation and evaluation of strategic actions. 3 s.h.

HAP*753. Seminar in Ethical Leadership. This course is intended to help students gain insight into ethical considerations in several settings: individual; organizational; bioethical and in the concept or organizational social responsibility. Students will gain an appreciation for the historical roots of western ethical precepts as the foundation for our current legal and ethical principles. Students apply a model of ethical resolution through cases as well as more recent developments in the public press. The ACHE code of Ethics will specifically be reviewed while other professional codes of ethics will be referenced, highlighting the concept of distinguishing individual, organizational, and professional ethics. In addition, students will be exposed to and discuss several advanced tools of leadership including building alliances, persuasion, negotiation, motivating others, gender bias in the workplace and self-development. These tools will be highlighted and discussed for their leadership value and ethical implications. 1-3 var. s.h.

HAP*754. Summer Internship. The Internship is an essential component of the Residential MHA Program. It is intended to provide MHA students with opportunities to apply theories and techniques learned in the classroom to actual situations, issues or problems within the healthcare community. It provides a student an opportunity to work with an experienced healthcare manager in a health care facility for a concentrated ten-week period of time. The scope of the Internship is broad and students should expect to be involved in a wide-range of management-level activities. Students may expect to be engaged in at least two projects as a component of the Internship experience. 10 S.H. Summer

HAP*756. Executive Skills I. This course is the first course of two Executive Skills courses. It is taught seminar style and provides multiple opportunities for students to improve writing and presentation skills as well as engage with professionals from the healthcare community. Guest speakers and special events augment classroom discussion and experiences. The purpose of this class is to help students develop executive skills that will maximize their opportunities for success, and prepare students for presenting themselves in the best possible light. 1 s.h.

HCS*300. Intro to Health Behavior/Educ. This course will explore theoretical models and concepts of health behavior and education using a social-ecological framework as well as change management models. The use of models in the development of health education interventions will be covered. 3 s.h.

HCS*302. Foundations of Public Health. This course will introduce students to the field of public health, including its history and development. Students will review the major disciplines of public health as well as its key components. Current public health challenges will be examined worldwide, in the US, and in South Carolina. 3 s.h.

HCS*304. Social Determinants of Health. This course will examine the fundamental determinants of health, including socioeconomic status, stress, social support, and early life experiences. Students will focus on selected determinants of health and health issues that are relevant to the United States and South Carolina. 3 s.h.

HCS*307. Academic and Scientific Writin. This course will strengthen student competencies in academic and scientific scientific writing as a process, students will learn to navigate a diversity of genres, communicate complex information in plain language, edit for clarity and tone, and think critically about a document's audience, message, and purpose. 2 s.h.

HCS*310. Program Planning and Implement. This course will provide the techniques for assessing needs, planning, writing objectives, developing logic models and Gantt charts, and implementing health promotion programs in the clinic, workplace, and community. 3 s.h.

HCS*312. Overview of the U.S. Health Ca. This course will provide an overview of the structure and components of the U.S. healthcare system, as well as the different professions. Students will review public and private healthcare insurance plans. 3. s.h.

HCS*314. Applied Research and Statistic. This course will provide students with an extracting statistical information. Students will assess evidence presented in the health sciences and be able to understand and evaluate evidence for treatment effectiveness and health disparities. 3 s.h.

HCS*316. Etiology and Pathophysiology O. This course provides a broad overview of the most common chronic diseases. Throughout the semester, aspects of disease epidemiology, diagnosis, and treatment will be explored. The course will begin with an overview of foundational vocabulary and concepts, as well as a broad analysis of the most common chronic diseases. A framework for the basic disease processes will be established before moving on to discussions of specific organ systems. The course will conclude with a consideration of diseases that impact multiple organ systems. 3 s.h.

HCS*318. Evaluation of Health Promotion. This course introduces the topic of program planning and evaluation in public health settings. Each class is intended to provide the foundation for the knowledge needed to understand the basic program planning and evaluation process in a variety of public health settings including state and local health departments, national public health agencies, nonprofit organizations, and international public health settings. 3 s.h.

HCS*320. Introduction to Health Policy. The course will provide students with a broad, contextual overview of healthcare policy, policy implications, and factors driving policy outcomes. Through the use of case studies, peer-reviewed articles and current events, this course will provide a framework for understanding how politics influences policy and how social as well as political forces shape healthcare delivery in the United States. 3 s.h.

HCS*322. Health and Disease Across the. This course will introduce the basic principles that promote health of individuals throughout the lifespan. It will examine the physiological, socioeconomic, cultural, and behavioral factors that impact health, disease, and quality of life across the lifespan. This course will emphasize the role of health promotion and disease prevention across different life stages, and the impact of aging on health and disease; it will discuss major causes of morbidity and mortality in the United States. 3 s.h.

HCS*324. Principles of Epidemiology. In this introductory course, students will learn and apply basic concepts of epidemiology to multiple domains of public health. The course covers applications of epidemiologic methods and procedures to the study of the distribution and determinants of health and diseases, morbidity, and mortality in populations. Topics include quantitative aspects of epidemiology, data sources, measures of morbidity and mortality, evaluation of association and causality, and study design. 3 s.h.

HCS*330. Practicum Development. This course is a series of self-guided developmental activities resulting in the formulation of a learning contract to be used to complete the senior practicum. Students will build on the previous learning experiences, completion of self-assessments, and identification of personal and career goals to develop senior practicum goals, learning objectives, learning strategies, evidence of learning, and evaluation. 1 s.h.

HCS*331. Practicum Development II. This course is a continuation of a series of self-guided developmental activities resulting in the formulation of a learning contract to be used to complete the senior practicum. Students will build on the previous learning experiences, completion of self-assessments, and identification of personal and career goals to develop senior practicum goals, learning objectives, learning strategies, evidence of learning, and evaluation. 1 s.h.

HCS*406. Global Health. This course is designed to provide students with an overview of factors related to illness, health, and healing from a comparative perspective that transcends national borders and regional interests, and takes cultural difference and cross-cultural diversity into account. It will introduce global health using its contemporary definition, determinants, development and direction as a field into a broad global context. Using the language of global health, it will also discuss health systems financing and delivery infrastructure for various countries globally. 3 s.h.

HCS*410. Rural Public Health. Rural residents face distinct health challenges due to economic conditions, cultural/behavioral factors, and health provider shortages that combine to impose striking disparities in health outcomes among rural populations. This course will address specific diseases and disorders faced by rural populations, service delivery challenges, practitioner shortfalls in rural areas, and promising community health approaches and preventive measures. The course also addresses rural healthcare ethics and international perspectives. 3 s.h.

HCS*412. Leadership in the Health Profe. The purpose of the course is to introduce principles and theory of leadership and management in the health professions. Leadership and management concepts, principles and practices will be presented. Students will be introduced to strategic planning, grant development and team building and training. Studies will investigate their own leadership skill set and determine strategies they can use to improve these skills. Students will learn how to incorporate cultural competence in leadership and management. Lastly, students will learn how to address conflict resolutions and negotiations. 3 s.h.

HCS*480. Guided Practicum. This course provides students an opportunity to apply learning outside a classroom setting to gain practical knowledge of a chosen healthcare profession. Students will identify an area for exploration, innovation or improvement in a chosen healthcare profession. This practicum experience allows students to complete activities to validate mastery of learning objectives which the student has designed to fulfill previously discovered interests and needs. The foundation for the practicum course is the learning contract developed in HCS-330. 3 s.h.

HIN*700. Database Management. This course focuses on the fundamentals of database design, data organization and utilization. Topics include database types, data warehouses, data marts, integration and interoperability of heterogeneous data sources, data manipulation and processing, application programming interfaces and health care data architectures. Other topics include data types, data standards, information classification, open EHRs, Fast Healthcare Interoperability Resources (FHIR), and analytics applications architectures using team science practices. 3 s.h.

HIN*701. Health Informatics Foundations. This course introduces students to the management of health care facilities. Students gain an understanding of the major functions of health, leadership, interprofessional collaborative practice, human factors and sociotechnical systems. By the end of the course, students will understand, develop a philosophy of, and be able to identify the essential elements and skills necessary to manage efficient and effective health care organizations. Students will become familiar with and understand the importance of the principles of management including professionalism, planning, organizing, controlling, directing, interprofessional collaborative practice and staffing in order to offer health care services ranging from preventive to sub-specialty care to rehabilitation and continuing care. Students will also understand the social and behavioral problems and theories to address them as they relate to achieving the best health outcomes for individuals and populations. 3 s. h.

HIN*702. Intro to Health Care Informati. This course provides students with a broad overview of the role of health care information systems (HCIS) in health care delivery. Key topics include the historical evolution of modern HCIS; features, functions, and benefits of electronic health records (EHR); and the related topics of interoperability, safety, and usability. Planning, governance, and management of health information, data, and systems are explored. Students gain an understanding of the role of HCIS, health information technology (HIT), data, data analytics, and emerging technologies in achieving a digital transformation within the health care delivery system. 3 s.h.

HIN*704. Health Care Data-Content, Stan. This course introduces the student to relevant health care data topics. Students will become familiar with data coding standards along with different strategies for representing data, information, and knowledge including vocabularies, terminologies and ontologies. They will gain insight into relationships between disparate health data standards, semantics, as well as database concepts (data modeling, relational databases, and structured query language), clinical data warehouses, big data systems and data mining. Students explore knowledge discovery in the context of differing data and system types. 3 s.h.

HIN*705. Electronic Health Records. This course focuses on the fundamentals of electronic health records, data organization and utilization. Topics include models of EHR data, data warehouses, data marts, data extraction, manipulation and processing, application programming interfaces and health care data architectures. Instruction of Sequel and Python are also included. Online EHR practice is provided. 3 s.h.

HIN*706. Systems Analysis and Design. This course provides the student with a fundamental understanding of the systems life cycle, and key processes involved in the analysis, design, implementation, evaluation and ongoing maintenance and support of health care information systems. Students participate in a hypothetical system selection and implementation process and gain experience in defining system requirements, evaluating vendor products, negotiating contracts and project management. Students also gain experience in mapping clinical workflow and process improvement, and in optimizing the use of health IT to facilitate patient care and improve efficiency. Additionally, students will study different methods for assessing the value of health IT investments. 3 s.h.

HIN*708. Applied Statistical & Research. This course provides a working knowledge of approaches to the analysis of archival data for research and quality improvement purposes. Students gain practice in reading, understanding, and presenting statistical materials. Topics include data set and variable descriptions; issues of ascertainment bias associated with retrospective data; criteria for the selection of descriptive statistics; visual presentation of parameters; formulation of hypotheses appropriate for the data; multivariable analysis for continuous dependent variables; log transformation and gamma distribution models; logistic regression; Kaplan Meier curves; controls for selection bias; use of factor and cluster analysis for data reduction. Statistical software package required. Students are also introduced to research methods and how to critically evaluate the literature. 3 s.h.

HIN*710. Data Mining and Analytics. With the continued influx of computers into every aspect of the healthcare environment, huge amounts of data are being generated and stored. To translate the vast amount of data into information and knowledge, health care provider organizations need to be able to extract information knowledge and patterns from data to remain competitive in the market and promote advances in health care (e.g. comparative effectives). Students will gain an understanding of the principles of data mining and machine learning and will gain hands-on experience in implementing data mining projects. This course will cover techniques and topics that are widely used in real-world data mining projects including classification, clustering, dimension reduction, feature selection, machine learning algorithms and open-ended knowledge discovery. Class assignments and projects will use real-world data sets and tools to apply the data analytical skills being learned. 3 s.h.

HIN*716. Ethical, Legal, and Regulatory. This course introduces students to the ethical, legal and regulatory issues relevant to the use of information technology in health care. Key topics include protecting patient confidentiality and securing health information; HIPAA privacy and security regulations; legal medical record; licensure and accreditation standards; health information exchange; preventing and managing breaches; cyber-security; business continuity and disaster planning; managing contracts with business associates. 3 s.h.

HIN*718. Capstone Project. Students will complete their capstone project at MUSC or another approved capstone project. The capstone project will provide the student with real world experience in participating in some aspect of a health IT project developing competency in information science and technology, leadership, professionalism, and human and sociotechnical systems. Students are expected to enhance their knowledge and skills in areas such as project management, synthesis, workflow analysis, system evaluation, or data analytics. Students are expected to apply and synthesize concepts presented throughout the curriculum. 3 s.h.

HIN*719. Advanced HIT & Data Technique. This course provides the students with hands-on experience to explore the use of data and approaches in health care. Topics can include Neural Networks, building a Natural Language Processing engine, genomics data, data integration and interoperability. Students will also be exposed to practices including writing an interface in HL7 and using and implementing NLP. 3 s.h.

HIN*720. Current Issues & Advances HIT. The purpose of this course is to provide students with the opportunity to explore contemporary issues and advances in health information technology in an interactive, seminar-type format. Students will engage with, and learn from, leading health informatics experts and practitioners in the field. Students will also read, evaluate, and discuss current journal articles related to current topics. These topics may include, but are not limited to, human factors engineering and its role in ensuring HIT usability and safety; mobile computing; digital transformation; patient engagement  digital strategies; telehealth; pharmacy informatics; dental informatics; and genomics computing. Students can also assume a leadership role in exploring in depth emerging issues/topics in health information technology of interest to them. 3 s.h.

HIN*780. Thesis Option. Students who are interested in conducting research in health informatics should choose the thesis option. The student will work with a faculty research advisor (and least two other committee members) in developing a research proposal with well-defined problem statement, hypothesis/research question, review of the literature, and methods. Student will present the proposal and conduct independent research study. Thesis requires final defense of research to a Thesis Committee. Thesis will span more than one semester. 3 s.h.

HRS*720. Indep Stdy in Health Services. This course provides the student with the opportunity to engage in a mentored, individualized, in-depth study/experience in a focused area of health services as it relates to health and rehabilitation sciences. 1-4 var. s.h.

HRS*721. Indep Stdy in Health Serv II. In this course, students will have their second opportunity to explore a health services topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research method. 1-4 varialbe S.H.

HRS*722. Indep Stdy in Health Serv III. In this course, students will have their third opportunity to explore a health services topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research method. 1-4 variable S.H.

HRS*723. Indep Stdy in Health Serv IV. In this course, students will have their fifth opportunity to explore a health services topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research method. 1-4 variable S.H.

HRS*724. Indep Stdy in Health Serv V. In this course, students will have their fifth opportunity to explore a health services topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research method. 1-4 variable S.H.

HRS*725. Indep Stdy in Functional Limit. This course provides the student with the opportunity to engage in a mentored, individualized, in-depth study/experience in a focused area of functional limitations as it relates to health and rehabilitation sciences. 1-4 var. s.h.

HRS*726. Functional Lmt Indep Study II. In HRS students will have their second opportunity to explore a functional limitations topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research. 1-4 var S.H.

HRS*727. Indep Stdy in Func Limit III. In this course, students will have their third opportunity to explore a functional limitations topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research. 1-4 variable S.H.

HRS*728. Indep Stdy in Func Limit IV. In this course, students will have their fourth opportunity to explore a functional limitations topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research method. 1-4 variable S.H.

HRS*729. Indep Stdy in Func Limit V. In this course, students will have their fifth opportunity to explore a functional limitations topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research method. 1-4 variable S.H.

HRS*730. Indep. Stdy in Path & Impairme. This course provides the student with the opportunity to engage in a mentored, individualized, in-depth study/experience in a focused area of pathology and impairment as they related to health and rehabilitation sciences. 1-4 var. s.h.

HRS*731. Indep Stdy in Path & Imp II. In this course, students will have their second opportunity to explore a health services topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research method. 1-4 variable S.H.

HRS*732. Indep Stdy in Path & Imp III. In this course, students will have their third opportunity to explore a health services topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research method. 1-4 variable S.H.

HRS*733. Indep Stdy in Path & Imp IV. In this course, students will have their fourth opportunity to explore a health services topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research method. 1-4 variable S.H.

HRS*734. Indep Stdy in Path & Imp V. In this course, students will have their fifth opportunity to explore a health services topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research method. 1-4 S.H.

HRS*735. Special Topics in Hlth Srvcs. This course provides the student with the opportunity to explore a specialized area of interest in health services related to health and rehabilitation sciences. 1-4 var. s.h.

HRS*740. Special Topics in Func. Limita. This course provides the student with the opportunity to explore a specialized area of interest in functional limitations related to health and rehabilitation sciences. 1-4 var. s.h.

HRS*745. Special Topics in Pathology an. Students will take part in a research laboratory. This will allow students to become familiar with research activity in several laboratories at MUSC. These rotations will help students identify the laboratory in which they will perform their Dissertation research. 1-4 var. s.h.

HRS*750. Indep Stdy in Health Serv VI. In this course, students will have their sixth opportunity to explore a health services topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research method. 1-4 variable S.H.

HRS*760. Indep Stdy in Path & Imp VI. In this course, students will have their sixth opportunity to explore a health services topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research method. 1-4 variable S.H.

HRS*770. Functional Lmt Indep Study VI. In this course, students will have their sixth opportunity to explore a functional limitations topic of interest in an in-depth individualized manner.  This will allow students to gain knowledge specific to their career goals.  The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty.  As determined between the student and the Independent Study Supervisor, and independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research method. 1-4 variable S.H.

HRS*800. Intro. to Translational Resear. Students will critically evaluate the relevant literature to broaden their perspective on translational research and funding opportunities. Invited guest speakers, MUSC faculty, postdoctoral fellows and students will present recently published papers and develop research proposals related to translational research. 3 s.h

HRS*801. Applied Research. This course provides students in the Doctorate of Health Administration program and the PhD in Health and Rehabilitation Science with an introduction to qualitative and survey research methodologies that are used in health service/health care research and program evaluation. The course uses recently published health services research papers teach students the key elements of study designs and data analysis, group discussion to enhance students' critical thinking skills in evaluating published research studies, and the content of the papers to teach current issues in health services research. The course assignments enable each student to begin developing skills in identifying research topics in their area of interest. Assignments include identifying a qualitative or survey research problem, choosing design features, describing study strengths and weaknesses and writing a plan for data collection and analysis. 3 s.h.

HRS*802. Comparative Effectiveness Rese. The Congressional Budget Office (2007) defined CER as: "rigorous evaluation of the impact of different options that are available for treating a given medical condition for a particular set of patients" (CBO, 2007 p.3). A recent Institute of Medicine (IOM, 2009) list of CER topics for priority funding identify 4 types of designs: 1) Systematic Review; 2) Decision analysis models; 3) Observational Study; and 4) Large Pragmatic Clinical Trials. This course will introduce students to the concepts and methods of CER and provide an understanding of how CER may contribute to improvements in health care. 3 s.h.

HRS*805. Evidence-Based Practice for Re. In HRS 805, students preparing for a research career will gain an understanding of the facilitators and barriers to applying research evidence to clinical and health practice. Students will be exposed to the article critique and peer review process to allow them to examine the current literature that provides the foundation for evidence-based clinical practices. Students will learn about research synthesis publications and how to contribute to them in their fields.

HRS*810. Health and Rehabilitation Mode. In HRS 810, students will explore and critically review models of health and rehabilitation science. Students will learn how to develop conceptual models and use these models as a foundation for research questions. 3 s.h.

HRS*811. Fundamentals of Grant Writing. The main objective of this seminar course is to train students to develop a research idea in their area of interest and transform it into a complete NIH R21 grant application. The R21 application is unique in that it affords the opportunity to conduct a high risk study as long as it has a corresponding high reward potential. The course will be administered by the primary instructor but will take advantage of the unique knowledge base and skill sets of a few invited guest speakers (MUSC faculty and/or postdoctoral fellows). 3 s.h.

HRS*812. Seminar on Health Services Res. A health services research (HSR) covering the evolution of HSR over the last 40 years. Students will review the original studies that effected the major "paradigm shifts" that HSR has undergone since the 1970s. Students will discuss classical health services models and design approaches and critically analyze contemporary HSR studies, in view of the models, designs and methods used in the classical studies. 1 s.h.

HRS*813. Fundamen of Grant Writing II. The overarching objective of this course is to refine/revise/optimize the written grant project developed in the first course, Fundamentals of Grant Writing.  To achieve this objective, students will receive and respond to a structured and critical (NIH-style) review process provided by seasoned investigators within CHP.  While didactics will be minimized in this course, there will be some instruction on various aspects of the grant submission process not fully addressed in the first course (i.e., NIH Review, building budgets, etc.). 3 s.h.

HRS*814. Basic Academic Teaching Skills. This course provides an overview of the principles of adult learning; instructional design, instructional methods, skills, media, and evaluation; and instructional technology for use in health and rehabilitation sciences. Emphasis will be on the design, delivery, and evaluation of selected units of instruction. Under guided conditions, graduate students will hone teaching skills for use in a wide variety of contexts. 2 s.h.

HRS*815. Hlth & Rehab Sci Lab Rotation. Through rotations through applied laboratories, students will be exposed to diverse research arenas, scientific approaches, technologies and experiences. 1-6 var. s.h

HRS*819. Teaching Practicum in HRS. Under faculty supervision, students will engage in teaching-learning contexts that allow for the application of instructional design, delivery, and evaluation principles, and further hone their teaching skills to meet the needs of a variety of learners: students, peers, patients, and community members. Prerequisite: HRS-814 1-4 s.h. (variable)

HRS*820. Statistical Methods for Rehab. This course provides a working knowledge of approaches to the analysis of archival data in rehabilitation research. The course is intended for PhD students in the College of Health Professions, but would also be of interest to graduate students in other professional programs. Topics include 1) data set and variable description; 2) issues of ascertainment bias associated with retrospective data; 3) criteria for the selection of descriptive statistics; 4) visual presentation of parameters; 4) formulation of hypotheses appropriate for the data; 5) multivariable analysis for continuous dependent variables; 6) log transformation; 7) logistic regression; 8) Kaplan Meier curves; 9) controls for selection bias; 10) use of factor and cluster analysis for data reduction; 11) interpretation of outputs from SAS and SPSS statistical software; 12) presentation and discussion of results. Students will use SAS or SPSS software to perform analyses of observational data to answer rehabilitation questions and interpret results in terms of both clinical and statistical conclusions. Minimum pre-requisites include basic statistics preparation and a minimum of 6 hours completed in the doctoral curriculum, or permission of the instructor. 3 s.h.

HRS*825. Human Anatomy for Doctoral Stu. Human Anatomy provides students with a detailed examination of all structural aspects of all regions of the human body. Doctoral students will have opportunity for special emphasis on regions and systems that relate to their research interests through papers or projects as agreed upon between student, content advisor and Dr. Thomas. 6 s.h.

HRS*829. Teaching Practicum II. In this course, the student will have their second opportunity to gain significant experience in teaching groups of learners in higher education under the tutelage of an experienced faculty member. The nature of the teaching-learning process may be highly variable as dictated by student interest and learner context. For example, the practicum may take place in a classroom, lab, clinic, community, or via distance technology. 1-4 s.h.

HRS*834. Diversity & Inclusion in Sci. In HRS*834, students will explore the concepts of diversity and inclusion in general and as they apply to science. Students will learn about the impact of disparities in disease distribution and health outcome, inclusion of diverse populations in scientific studies, and scientific workforce diversity. 1 s.h.

HRS*839. Teaching Practicum III. In this course, the student will have their third opportunity to gain significant experience in teaching groups of learners in higher education under the tutelage of an experienced faculty member. The nature of the teaching-learning process may be highly variable as dictated by student interest and learner context. For example, the practicum may take place in a classroom, lab, clinic, community, or via distance technology. 1-4 variable s.h.

HRS*849. Teaching Practicum IV. In this course, the student will have their fourth opportunity to gain significant experience in teaching groups of learners in higher education under the tutelage of an experienced faculty member. The nature of the teaching-learning process may be highly variable as dictated by student interest and learner context. For example, the practicum may take place in a classroom, lab, clinic, community, or via distance technology. 1-4 variable s.h.

HRS*850. HRS Lab Rotation II. In this HRS course, students will have their second opportunity to take part in research. This will allow students to become familiar with research activities in their field of interest at MUSC. These rotations will help students develop the knowledge and skills needed to perform their Dissertation research. 1-6 variable s.h.

HRS*851. HRS Lab Rotation III. In this HRS course, students will have their third opportunity to take part in research. This will allow students to become familiar with research activities in their field of interest at MUSC. These rotations will help students develop the knowledge and skills needed to perform their Dissertation research. 1-6 variable s.h.

HRS*852. HRS Lab Rotation IV. In this HRS course, students will have their fourth opportunity to take part in research. This will allow students to become familiar with research activities in their field of interest at MUSC. These rotations will help students develop the knowledge and skills needed to perform their Dissertation research. 1-6 variable s.h.

HRS*853. HRS Lab Rotation V. In this HRS course, students will have their fifth opportunity to take part in research. This will allow students to become familiar with research activities in their field of interest at MUSC. These rotations will help students develop the knowledge and skills to needed to perform their Dissertation research. 1-6 variable s.h.

HRS*854. HRS Lab Rotation Vi. In this HRS course, students will have their sixth opportunity to take part in research. This will allow students to become familiar with research activities in their field of interest at MUSC. These rotations will help students develop the knowledge and skills to needed to perform their Dissertation research. 1-6 variable s.h.

HRS*990. Dissertation Course. Dissertation work includes original investigation that gives evidence of mature scholarship and critical judgment, indicates knowledge of research methods and techniques, and demonstrates the ability to carry out independent investigation. Preparation of the dissertation may comply with the regulations contained in A Guide to the Preparation of Theses and Dissertations, which is available in the Graduate Office or through the College of Graduate Studies website. 1-12 s.h.

OTD*800. Intro to Occupational Therapy. This course introduces students to the theoretical underpinnings of occupational therapy via an exploration of occupational science, the study of humans as occupational beings, and the occupational therapy conceptual practice models. The role of occupation as the philosophical foundation and central core of the profession is explored, along with its history, ethics, domain, process and key organizations. The current status of, and challenges for, the profession are discussed across a variety of contexts (medical, educational, and community), and for a variety of recipients (individuals, organizations, and populations). The overall goals of the course are to (1) encourage students to develop an occupational perspective and lens through which to view the world; (2) foster students' ability to situate themselves and their learning within the field as a whole; (3) engage students in the process of envisioning and developing their career trajectory; and (4) offer resources to support students' wellness along the academic journey. 3 s.h.

OTD*801. Academic Teaching Skills. This course provides an overview of the principles of adult learning; instructional design; instructional methods, skills, media, and evaluation; and instructional technology for use in health, health sciences, and health care delivery arenas. Emphasis will be on the design, delivery, and evaluation of selected units of instruction. Under guided conditions, graduate students will hone teaching skills for use in a wide variety of contexts. 3 s.h.

OTD*802. Therapeutic Interactions. Concepts of therapeutic use of self are defined and discussed including self-awareness of attributes and skills for effective interpersonal interaction with clients and caregivers. Effective collaboration between the occupational therapist and occupational therapist assistant and members of the health care team is discussed. Principles of interviewing techniques and group process dynamics, theory, and skills are presented and discussed in the context of occupational therapy practice. 1 s.h.

OTD*803. Therapeutic Interactions Lab. Concepts of therapeutic use of self are applied for effective interpersonal interaction with clients and caregivers. An opportunity to practice effective interviewing skills, interpersonal communication, OT/OTA collaboration, and effective group leadership and facilitation is provided both in the classroom and community setting. 1 s.h.

OTD*804. Advanced Clinical Outcomes. This course will discuss the broad array of clinical outcomes and their uses from monitoring individual clients to determining Center for Medicare and Medicaid Services payments. In addition to interpreting the psychometrics of outcome measures, students will become aware of the challenges of collecting and using outcome measures in practice and explore methods for facilitating their collection and use. 3 s.h.

OTD*805. Population Health. This course provides a foundation in population health, including epidemiological methods, community/population assessment, and intervention approaches for culturally diverse and vulnerable populations. The manner in which health care delivery systems, public health agencies, community-based organizations, and other entities work together to develop interventions to improve the health outcomes in the local, national, and global communities they serve will be examined. The role of occupational therapy practice in improving the health of populations will be discussed. 3 s.h.

OTD*806. Human Anatomy. This course in gross anatomy provides students with the knowledge of clinical anatomy necessary to practice their expertise upon graduation. The contents of the course include gross anatomy and an introduction to anatomical radiology, and will be conducted to represent a survey of the entire human body. Teaching/learning methodologies will include lectures and discussions, prosected human cadavers, and computer applications. The course will be taught regionally (i.e. upper limb, lower limb, spine, etc.), and will survey all morphologic systems. 5 s.h.

OTD*807. Surface Anatomy Lab. This course provides students with the knowledge of clinical surface anatomy necessary to practice in the field of occupational therapy. Students will review and palpate bony landmarks, soft tissue structures, and muscles in the upper and lower extremity, head, neck, back, thorax, and abdomen. Students are challenged to apply new knowledge by simulating the role of therapist during lab and practical exams. Students are also expected to demonstrate professional attitudes and use lay terminology during simulations in order to prepare for real patient interaction. 1 s.h.

OTD*808. Advanced Instructional Design. This course provides an in-depth understanding of instructional design, instructional methods, skills, media, and evaluation for health professionals teaching in academia, clinical, and community settings. Emphasis will be on the development of advanced teaching skills that foster high levels of thinking for all types of learners. Students will apply lessons learned to develop and critique an online instruction module. 3 s.h.

OTD*809. Pathophysiology. This course presents the pathogenesis of common disease processes or conditions with demonstration of the progression of each pathologic condition both at its cellular level in addition to the clinical presentation of signs and symptoms at the macro level. This clinical pathology course for student physical therapists will reflect the effects of pathologic processes on the individual's functional abilities and limitations, with the relationship between impairment and functional limitations as the key focus using both the medical and Nagi disablement models. Practice patterns from the Guide to Physical Therapist Practice will be incorporated and used as an expert consensus document. 3 s.h.

OTD*810. Neuroscience. This course will provide students with the opportunity to thoroughly examine the structure and function of the human nervous system with emphasis on functional considerations related to human movement and clinical practice. This course will include a study of microscopic and macroscopic anatomical components of the central, peripheral, and autonomic nervous systems with emphasis on the organization of functional systems. The neurophysiological principles which are related to neural transmission and function of the various structures and systems will also be examined. Signs and symptoms related to various pathological conditions affecting the nervous system will be emphasized and students will be expected to correlate the clinical manifestations with the anatomical location of the pathology and/or pathology of neurotransmitter systems. 4 s.h.  Course Prerequisites: OTD 806

OTD*812. Visionary Leadership. This course will equip students to analyze progress as a leader and move forward towards innovation for desired professional goals. Students will develop and apply skills to build self-awareness, contextual awareness, collaborative capacity, and implementation strategies for current and future leadership roles. Students will also explore future leadership trajectories, and course content will include expert presentations, review of relevant evidence and frameworks, and development of skills in organizational change for current and future settings. Course goals for students are as follows: (1) Analyze progress as a leader and identify goals for future growth in current and future settings, (2) Demonstrate skills to effectively lead diverse and inter-professional teams, (3) Evaluate workplace and community needs to become agents of change. 3 s.h.

OTD*813. Musculoskeletal I. This course is the first of two major courses that will provide the student with a solid foundation in the evaluation of musculoskeletal disorders using the biomechanical, occupational adaptation frames of reference (FOR) and Person/Environment/Occupation (PEO) model of practice. Students will explore other occupational therapy FORs and models to apply to musculoskeletal conditions. Included in this first segment are; 1) Principles of evidence-based and best practice evaluation techniques, including but not limited to interviewing skills, muscle testing, goniometry, dexterity and endurance. 2) Application of evidence-based and occupation-based techniques related to physical body structural impairments of the musculoskeletal system. 3) Application of dynamic performance analysis to functional daily living tasks. 4) The science of biomechanics and kinesiology is presented as the foundation for looking at acute and chronic musculoskeletal injuries/disorders to integrate clinical decision-making and problem solving. 3 s.h.

OTD*813L. Musculoskeletal Lab I. This course is the first of two major laboratory experiences which provide the student with a solid foundation in the occupational therapy evaluation and treatment of musculoskeletal disorders. Students will study and practice assessment tests and measurement skills including occupational profile, initial interviewing skills, manual muscle testing, measurement of joint range of motion, vital sign assessments, dexterity, sensation testing, and neurological screening. 2 s.h.  Course Prerequisites: OTD 806

OTD*814. Musculoskeletal II. This course is the second of two major courses that will provide the student with a solid foundation in evaluation and treatment of musculoskeletal disorders. Included in this course are the continued exploration of evaluation and treatment of orthopedic disorders and the progression into more complicated conditions and advanced treatment techniques. Principles of occupational task adaptation, upper extremity evaluation and treatment, industrial rehabilitation, treatment modalities, and orthotic fabrication are presented. 4 s.h.

OTD*814L. Musculoskeletal II Lab. This course is the second of the laboratory courses that will provide the student with evaluation and treatment skills for musculoskeletal disorders. Included in this second segment are: 1) the continued exploration of evaluation and treatment methodology for orthopedic disorders, 2) principles and application of modality use, 3) occupational tasks, 4) upper extremity evaluation and treatment, 5) industrial rehabilitation and adaptation, 6) orthotic fabrication of static and dynamic splints, and 7) case study presentations to integrate clinical decision-making and problem-solving skills. The laboratory skill building activities are designed to ensure the development of advanced occupational therapy evaluation and treatment skills. All activities are demonstrated and practiced to continue to develop on the practical skills acquired during the first segment of the course. 2 s.h.

OTD*815. Evidence-Based Practice I. This course introduces students to the concepts of evidence-based practice. Students will specifically learn the concepts of quantitative research by giving attention to basic principles underlying the process of clinical science, including concepts of the scientific methods related to experimental research. Three major aspects of the scientific method addressed will be: 1) reliability and validity, 2) research design and 3) data analysis/interpretation. Students will learn how to search, read, and analyze literature that investigates current occupational therapy practice in preparation for capstone projects. 2 s.h.

OTD*816. Level I Fieldwork A. This course provides guided observation and selected participation in various aspects of the occupational therapy process during a full-time, one-week, Level I Fieldwork experience.  In addition to the clinical experience, the format of this course includes discussion and preparatory activities for participating in the Level I Fieldwork experience and future Level II Fieldwork experiences. Students will learn to be part of the therapy team and professionally interact with clients and healthcare providers. This course will provide students the opportunity to translate their professional behavior, observation skills, performance skills and clinical application of their knowledge into a practice environment. Experiences may take place in a variety of settings and provide students the means to apply learned content from previous and concurrent courses. 1 s.h.

OTD*817. Pediatrics I. This course examines the major sensorimotor, cognitive, neuromotor, and psychosocial theories of normal development from childhood to adulthood from an occupational therapy perspective. The etiology and clinical features of common infant and childhood diseases/disorders will be discussed with emphasis on neurological and biomechanical conditions. Students will be introduced to common occupational therapy assessments and treatment approaches used to evaluate the development and occupational performance of infants and children in the following areas: motor skill acquisition, visual perceptual, fine motor, self-help, oral motor/feeding, and neuromotor. Clinical decision making and treatment in a variety of therapeutic settings will be discussed in lecture and coordinated with activities in Pediatric 601 lab course. 3 s.h.  Course Prerequisites: OTD 806

OTD*817L. Pediatrics Lab I. This course examines the major sensorimotor, cognitive, neuromotor, and psychosocial theories of normal development from childhood to adulthood from an occupational therapy perspective. The etiology and clinical features of common infant and childhood diseases/disorders will be discussed with emphasis on neurological and biomechanical conditions. Students will be introduced to common occupational therapy assessments and treatment approaches used to evaluate the development and occupational performance of infants and children in the following areas: motor skill acquisition, visual perceptual, fine motor, self-help, oral motor/feeding, and neuromotor. Clinical decision making and treatment in a variety of therapeutic settings will be discussed in lecture and coordinated with activities in this lab. 1 s.h. Course Prerequisites: OTD 806

OTD*818. Pediatrics II. This course is a continuation of material from Pediatrics I. Emphasis is placed on the etiology, clinical features, and occupational performance of common infants, children, and adolescents with various disorders. An emphasis in this course will be placed on disorders of cognition, fine motor, developmental, and sensory processing. Students will be introduced to common occupational therapy assessments and evidenced based treatment approaches used to evaluate children with cognitive delays and sensory processing deficits in the following areas: visual perceptual, fine motor, self-help, oral motor, and sensory processing. In addition, the provision of OT services in various pediatric setting will be discussed as well as the role of OT on the interprofessional rehabilitation team with other specialists and the OTA to provide quality family centered care. Guest lectures will provide an introduction to advanced treatment techniques. Clinical decision making and treatment in a variety of community based and therapeutic settings will be discussed in lecture and coordinated with activities in Pediatric II Lab course. 3 s.h.

OTD*818L. Pediatrics II Lab. This lab course will provide hands-on, experiential, community based experiences to apply principles and ideas presented in Occupational Performance in Pediatrics II Lecture course. Emphasis will be placed on completion of occupational therapy pediatric assessments, developing occupation-based treatment goals and activities, and family-centered care for infants and children with developmental disorders. Students will demonstrate skills for grading and adapting treatment ideas as well as documentation for pediatric occupational therapy services. Learning activities will include completion of assessments, treatment plans, treatment activities, and home program development for infants, children, and youth with disabilities. Clinical decision making and treatment in a variety of therapeutic settings will be discussed and applied in hands-on and case-based lab activities and coordinated with content in the Pediatrics II lecture course. 2 s.h.

OTD*819. Neurorehabilitation I. This is the lecture component of Neurorehabilitation 1. This lecture + lab course enables entry level Occupational Therapy Doctorate students to acquire, develop and apply evaluation and treatment skills for individuals who cannot fully participate in life activities because of stroke-related functional movement, sensory and spatial skill dysfunction. The student will integrate neuroplasticity, motor learning, and rehabilitation conceptual models with occupational therapy frameworks as the basis for comprehensive evidence-based stroke OT. This course is taught in an immersive modular format, i.e., "bootcamp" style, to optimize opportunities for students to immediately apply readings and lecture materials to numerous first-hand interactions with stroke survivors and caregivers. Students will gain an in-depth awareness of OTs critical and unique in role stroke recovery through dynamic interactive in-class discussions, engaging online learning activities, and active involvement with clients/caregivers. 2 s.h.

OTD*819L. Neurorehabilitation I Lab. This is the lab component of Neurorehabilitation 1. This lecture + lab course enables entry level Occupational Therapy Doctorate students to acquire, develop and apply evaluation and treatment skills for individuals who cannot fully participate in life activities because of stroke-related functional movement, sensory and spatial skill dysfunction. The student will integrate neuroplasticity, motor learning, and rehabilitation conceptual models with occupational therapy frameworks as the basis for comprehensive evidence-based stroke OT. This course is taught in an immersive modular format, i.e., "bootcamp" style, to optimize opportunities for students to immediately apply readings and lecture materials to numerous first-hand interactions with stroke survivors and caregivers. Students will gain an in-depth awareness of OTs critical and unique in role stroke recovery through dynamic interactive in-class discussions, engaging online learning activities, and active involvement with clients/caregivers. 1 s.h.

OTD*820. Neurorehabilitation II. This course promotes entry-level occupational therapy skills in the evaluation and treatment of individuals with incomplete and complete spinal cord injury. Emphasis is placed on selecting appropriate compensatory and/or restorative strategies to regain maximal occupational performance across a variety of activities, including bowel and bladder function, sexuality, skin management, bed mobility, manual and power wheelchair skills, adaptive wheelchair sports, and community integration. Through interactive discussion with individuals with spinal cord injury, students will appreciate the role of occupational therapy in advocating for individuals with any type of disability. 1 s.h.

OTD*820L. Neurorehabilitation II Lab. This course is the correlate lab to the OT-820 lecture course and promotes entry-level occupational therapy skill in the evaluation and treatment of individuals with movement skill dysfunction resulting from neurological disorders. Students will have the opportunity to be actively involved with clients with spinal cord injury in the classroom and in the community. Students will practice neurorehabilitation evaluations and make decisions on when to select a compensatory or restorative approach to improve functional independence. Students will also learn neurorehabilitation skills such as wheelchair mobility, transfers, equipment selection, functional activities, and facilitation of movement. Through interaction with clients, students will experience first-hand the effects of disability on occupational performance and the potential to regain quality of life after disability. 1 s.h.

OTD*821. Neurorehabilitation III. This course promotes entry-level occupational therapy skills in the evaluation and treatment of individuals with cognitive and perceptual dysfunction resulting from acquired neurological conditions. Theories and evidence-based principles of evaluation, treatment, and adaptation will be presented with specific emphasis on the relationship between occupational performance and cognitive frameworks as they relate to occupational therapy practice. This course also includes an introduction to rehabilitation across a variety of inpatient settings, including ICU, acute care, acute rehab, and skilled nursing facilities. 3 s.h.

OTD*821L. Neurorehabilitation III Lab. This course is the correlate lab to the Neurorehabilitation III: Cognition, Communication, and Social Skills Lecture course. The lab is designed to prepare occupational therapy students with the necessary knowledge and skills to make and execute sound and reasonable clinical decisions as it applies to individuals with cognitive impairment. Students will evaluate and treat brain injury survivors, practice documentation skills, develop a cognitive screening assessment, and engage in a shadowing experience with an occupational therapist at MUSC Acute Care Hospital. 1 s.h.

OTD*822. Level I Fieldwork B. This course provides guided observation and participation in various aspects of the occupational therapy process with emphasis on behavioral health and/or psychosocial factors.  The format includes a mixed-methods approach to Level I Fieldwork in conjunction with classroom activities.  This course will provide students the opportunity to translate their professional behavior, observation skills, and clinical knowledge into a practice environment.  Experiences may take place in a variety of settings (medical, educational, role-emerging, community-based), including simulation, and provide students the means to apply learned content from previous and concurrent courses. 1 s.h.

OTD*823. Wellness in Action. This course provides a structure to support integration of interprofessional wellness behaviors into daily routines. Theories and evidence-based principles of habit formation and population health will be presented with emphasis on the relationship between specific behaviors and general wellbeing. This course also includes activity-based sessions, which will connect entry-level students with community resources that support areas of wellness such as rest, connection, physical activity, and nutrition. 1 s.h. 

OTD*825. Evidence-Based Practice II. This evidence-based practice course introduces and provides preliminary experience with qualitative research approaches used to generate new knowledge in the rehabilitation sciences. Attention will be given to exploring the advantages and disadvantages of qualitative research methods, the principles of methodologic rigor, strategies for qualitative analysis, the importance of ethical research conduct, and to examining and critiquing existing professional evidence that may be used to inform practice. 1 s.h. 

OTD*827. Intuitive Leadership. This elective will enable post professional occupational therapy doctoral students to become more effective in the roles of leader, mentor, advocate, and facilitator in the practice of occupational therapy. Students will acquire insights and knowledge that will promote exemplary leadership skills, enhance mentorship, and promote the vision, mission, and provision of occupational services globally. The focus is on intuitive leadership. The intuitive leader is one that is able to fill in gaps of information based on previous experiences and knowledge, effectively synthesize and analyze problems, make decisions with little or extensive information, and employ inventive solutions. The relevance of intuitive thinking, beliefs, roles, cultures, and leadership-mentorship will be highlighted through applied learning experiences. Course goals for the student are as follows: (1) Identify and utilize intuitive leadership skills to enhance and promote optimal leadership-mentorship (2) Effectively evaluate roles, perceptions, behaviors, cultures, and environments in order to facilitate change, (3) Skillfully demonstrate the ability to advance the science of occupation and occupation-based practice within the discipline of occupational therapy. 3 s.h.

OTD*830. Leadership and Management I. This course will introduce occupational therapy students to topics related to leadership and management with an overview of healthcare systems, educational systems, and community-based systems. Service delivery and processes for occupational therapy practice will be discussed as well as foundational skills and resources for professional development. Principles of program and organizational development will be included to expand the capacity and impact of occupational therapy in traditional and unmet areas of practice, education, and research. Principles of grant writing will also be discussed as a vehicle to secure funds for practice and research. Course content will include presentations from experts, panel discussions, and interactive lectures. 2 s.h.

OTD*831. Leadership and Management II. This course will discuss contemporary service delivery and management as related to increasingly complex health care and social environments. Students will be introduced to concepts and principles of leadership and management including healthcare policy and reform, advocacy, business management, staff development, and healthcare administration. Career development and ongoing professional responsibilities will also be discussed. 3 s.h. 

OTD*834. Topics in Aging. This is the lecture component of Topics in Aging. This course will examine the foundational, clinical, and behavioral sciences pertinent to the application for the occupational therapy process of evaluation, intervention, and outcomes for older adults. Students will gain knowledge of the multiple issues surrounding occupational therapy practice with older adults including age-related changes, common diagnoses and conditions, ethical and legal issues impacting service delivery, and the influence of contextual factors on occupational performance. 1 s.h.

OTD*834L. Topics in Aging Lab. This is the lab component of Topics in Aging. This course will examine the foundational, clinical, and behavioral sciences pertinent to the application for the occupational therapy process of evaluation, intervention, and outcomes for older adults. Students will gain knowledge of the multiple issues surrounding occupational therapy practice with older adults including age-related changes, common diagnoses and conditions, ethical and legal issues impacting service delivery, and the influence of contextual factors on occupational performance. 1 s.h.

OTD*835. Scholarship I. This course promotes professional knowledge, skills and attitudes that occupational therapy students need for the Doctoral Capstone - doctoral experience and project - with an emphasis on tenets of scholarship, leadership and evidence-based practice. The course includes didactic sessions and hands-on, small group seminar sessions with students led by respective Doctoral Capstone faculty mentors for students to prepare for Doctoral Capstone. 1 s.h.

OTD*835S. Scholarship I Seminar. This course supports the didactic sessions in the Scholarship I course by integrating hands-on activities in small group sessions led by respective Doctoral Capstone faculty mentors in preparation for Doctoral Capstone. This course is the first of a two-part seminar series that expands the professional knowledge, skills, and  attitudes that occupational therapy students need for the Doctoral Capstone – doctoral experience and project – with an emphasis on the tenets of scholarship, leadership, and evidence-based practice.1 s.h.

OTD*836. Scholarship II. This course is the second of a two-part series that expands the professional knowledge, skills and attitudes that occupational therapy students need for the Doctoral Capstone - doctoral experience and project - with an emphasis on tenets of scholarship, leadership and evidence-based practice. The course includes didactic sessions and hands-on, small group seminar sessions with students led by respective Doctoral Capstone faculty mentors for students to prepare for Doctoral Capstone. 1 s.h.

OTD*836S. Scholarship II Seminar. This course supports the didactic sessions in the Scholarship II course by integrating hands-on activities in small group sessions led by respective Doctoral Capstone faculty mentors in preparation for Doctoral Capstone. This course is the second of a two-part seminar series that expands the professional knowledge, skills, and attitudes that occupational therapy students need for the Doctoral Capstone - doctoral experience and project - with an emphasis on the tenets of scholarship, leadership, and evidence-based practice.1 s.h.

OTD*837. Scholarship III. This course is the third of a three-part series that expands the professional knowledge, skills, and attitudes that occupational therapy students need for the Doctoral Capstone - doctoral experience and project - with an emphasis on tenets of scholarship, leadership, and evidence-based practice. The course includes didactic sessions and hands-on, small group seminar sessions with students led by respective Doctoral Capstone faculty mentors for students to prepare for Doctoral Capstone. 1 s.h.

OTD*837S. Scholarship III Seminar. This course supports the didactic sessions in the Scholarship III course by integrating hands-on activities in small group sessions led by respective Doctoral Capstone faculty mentors in preparation for Doctoral Capstone.  This course is the second of a three-part seminar series that expands the professional knowledge, skills, and attitudes that occupational therapy students need for the Doctoral Capstone - doctoral experience and project - with an emphasis on the tenets of scholarship, leadership, and evidence-based practice. 1 s.h.

OTD*838. Synthesis of Clinical Skills. This course fosters greater development of clinical reasoning through engagement in complex case studies, simulated experiences, and guided reflection. Students are encouraged to take a holistic approach in organizing, reviewing, and conceptualizing, and applying knowledge to multifaceted clinical scenarios. Requirements include successful completion of the Comprehensive Practical Exam. The primary goal of this course is to facilitate the transition from thinking like a student to thinking like a therapist in preparation for Level II Fieldwork. 1 s.h.

OTD*839. Level II Fieldwork B. This course is the second of two full-time Level II Fieldwork experiences designed to emphasize the application of an academically acquired body of knowledge by providing students with an in-depth experience in performance of the occupational therapy process.  Under supervision, students will evaluate and treat clients across the life span reflecting diversity of diagnosis and culture.  Level II Fieldwork student supervision should progress from direct to less direct (i.e., novice to entry-level), the quality and scope to ensure protection to consumers, appropriate role modeling of occupational therapy practice, and supports student's current and developing levels of competence. 12 s.h.

OTD*840L. Psychosocial Practice Lab. Lab activities are designed to facilitate skills in evaluation and treatment of individuals with mental health diagnoses and/or psychosocial concerns. Students will have the opportunity to engage in simulation experiences, collaborate intraprofessionally, and practice group facilitation skills. 1 s.h. 

OTD*845. Teaching Experience. This course prepares the clinician or junior faculty member to transition into academia through an intensive teaching experience involving observation, assistance, and direct instruction in an online or on campus classroom. Emphasis will be on the student’s professional growth, work ethic, and scholarship in an academic environment through interactions with an experienced teaching mentor and ongoing journal reflections. 3 s.h.

OTD*846. Level I Fieldwork C. This course provides guided observation and selected participation in various aspects of the occupational therapy process during a full-time, one-week, Level I Fieldwork experience.  In addition to the clinical experience, the format of this course includes discussion and preparatory activities for participating in the Level I Fieldwork experience and future Level II Fieldwork experiences. Students will learn to be part of the therapy team and professionally interact with clients and healthcare providers. This course will provide students the opportunity to translate their professional behavior, observation skills, performance skills and clinical application of their knowledge into a practice environment. Experiences may take place in a variety of settings and provide students the means to apply learned content from previous and concurrent courses. 1 s.h.

OTD*850. Community-Based Elective. This elective course provides an opportunity for individuals and/or a small group of students to actively participate with faculty members or community preceptors in innovative community-based experiences that will improve the health needs of diverse communities. Students will gain experience examining how their professional skills may be harnessed to respond to the health needs of the community. 1-3 var. s.h.

OTD*851. Independent Study. This elective course provides an opportunity for individual students to study a topic related to OT under direct faculty supervision. 1 s.h.

OTD*852. Special Topics in Ot. This elective course provides an opportunity for students to expand knowledge and skills in an area of special interest. Variable credit 1-3 s.h.

OTD*853. Special Topics in Ot II. This elective course provides an opportunity for students to expand knowledge and skills in an area of special interest. Special Topics in OT II is specifically designed to offer a different clinical focus than the Special Topics in OT elective course.. Variable credit 1-3 s.h.

OTD*854. Level II Fieldwork A. This course is the first of two full-time Level II Fieldwork experiences designed to emphasize the application of an academically acquired body of knowledge by providing students with an in-depth experience in performance of the occupational therapy process. Under supervision, students will evaluate and treat clients across the life span reflecting diversity of diagnosis and culture. Level II Fieldwork student supervision should progress from direct to less direct (i.e., novice to entry-level), the quality and scope to ensure protection to consumers, appropriate role modeling of occupational therapy practice, and supports student’s current and developing levels of competence. 12 s.h.

OTD*880. Professional Seminar. This course provides an intensive seminar to synthesize didactic and Fieldwork experiences in preparation for the transition from student to therapist. The seminar focused on review of requisite skills for taking the national certification examination and readiness into the practice environment. Attention is given to establishing a career trajectory, developing plans for continuing competence and ongoing professional contribution, and creating an effective balance between one's personal and professional life. 1 s.h.

OTD*881. Academic Teaching Seminar. The course provides an overview of the principles of adult learning, instructional design, and educational technology for use in health professions education. Using a book club format., students will read an evidence-based text, answer critical thinking questions, and participate in an in-person small group discussion. Students will apply lessons learned to prepare and present a mini teaching lesson.Relationship to the Curriculum: With emphasis on the MUSC OTD curriculum threads of evidence-based practice and leadership, this course is designed to help students learn best practices for teaching and learning so that they can begin to think and act like an instructor in health, health sciences, and health care delivery arenas. 1 s.h.

OTD*885. Capstone Planning. In this course post-professional occupational therapy doctoral students will have the opportunity to explore a topic of interest in an in-depth individualized manner in order to gain knowledge specific to their career goals and in preparation for their Capstone project. The students will identify and work closely with a faculty mentor having expertise in their topic area of interest. Students and mentors will negotiate a contract that will tailor learning activities, milestones and requirements to adequately meet the 3 credit hours required for the course. Individualized learning activities may include but are not limited to conducting a thorough literature review of a topic, conducting a needs assessment, learning new research methods, conducting a mentored research experiment, and/or completing reflective writing assignments. At the conclusion of the course, the student will have formulated a working draft of one's Capstone project. 3 s.h.

OTD*886. Capstone Proposal. At the conclusion of this course, the Post Professional Occupational Therapy Doctorate student will have an approved proposal for their Capstone project and therefore be ready to implement the project in the next semester. Throughout the course, students will work closely with their Capstone mentor to write a project proposal and move the proposal from a draft to a finalized version through an iterative process of review and revisions. Emphasis will be on the student's professional growth in scholarly writing and logical thinking through readings, interactions with experienced proposal writers, and response to feedback from mentors and peers. 3 s.h.

OTD*887. Capstone. Students pursuing an occupational therapy doctorate degree (OTD) are required to complete an individual 14-week (560 contact hours) Doctoral Capstone following the successful completion of all Level II Fieldwork. The doctoral capstone provides an in-depth, mentored experience specific to the interests, skills, and professional goals of the occupational therapy student. The doctoral capstone fosters in-depth knowledge of occupational therapy skills (those beyond a generalist level) through engagement in a doctoral capstone. Under the mentorship of faculty students select, develop, and plan an individualized capstone project with emphasis in (one or more) clinical practice skills, research skills, population-based health, leadership, program and policy development, or education. The primary goal of the doctoral capstone is to facilitate the transition from thinking like a student to thinking, acting, and leading like a therapist. 14 s.h.

OTD*888. Post Prof Capstone Project. This is the final course in the Capstone sequence of courses, and the final course in the post-professional OTD program. During this course, students will complete their Capstone project. The project will demonstrate the synthesis and integration of theory, evidence-based practice and advanced knowledge in one's area of practice. Students will demonstrate professionalism, leadership, and independence. Students will submit a written version of their Capstone Project that is suitable for professional dissemination, and in a final on-campus session, students will deliver an oral presentation of their Capstone Project to an invited audience. 6 s.h.

PA*606. Human Anatomy. Human Anatomy is a broad, survey course that provides students with a detailed examination of all structural aspects of the human body. The course is presented by regions and allows students to learn and assimilate the morphology of different areas of the human body in an organized and logical fashion. Students are expected to become skilled at identification of anatomical structures, and are also expected to become proficient at recognition of structural arrangements and structural relationships. Anatomical structures are correlated with radiographic images in each of the regions studied. The course content is designed to correlate with important clinical problems that students may encounter as practitioners, and students are encouraged to start acquainting themselves with ways that anatomical alterations can affect normal function. The course is taught via lectures, class discussions, and laboratory dissection/prosection of human cadavers. Students have the opportunity to further their knowledge of anatomy by using computer-assisted technology, which is available online. Prerequisite: Enrollment into the Physician Assistant Program. 6 s.h.Summer.

PA*607. Intro to the PA Profession. This seminar course is designed specifically for the PA student covering the following topic areas: the healthcare delivery system and the PA role and legal standing in US health care, federal programs and initiatives in health care delivery, payment mechanisms and reimbursement policies, federal health care policy as well as risk management and quality assurance. Collaboration with other health care providers in the team approach to patient care will be emphasized. A critical review of selected readings will be required for classroom discussions. Prerequisite: Enrollment into the Physician Assistant Program. 1 s.h. Summer

PA*611. Independent Study Anatomy. This seminar course is designed specifically for students who have had a previous anatomy course. The student will work independently on anatomical case based studies in order to expand their ability to apply anatomic concepts to common patient conditions and situations. 2 s.h.

PA*614. Fundamentals of Clin Med I. The Fundamentals of Clinical Medicine (FCM) course series introduces the study of the disease process. Emphasis is placed on the integration of the essential anatomy, physiology, pathology, microbiology, pharmacology, and medical terminology relevant to medical problems encountered in the primary care setting. The differential diagnosis of symptoms and physical findings along with interpretation of laboratory and radiographic tests appropriate to each system are discussed. Topics include dermatology, EENT, endocrinology, hematology and cardiology. 6 s.h.

PA*615. Fundamentals of Clin Med II. This course continues the introduction to the study of the disease process. Emphasis is placed on the integration of the essential anatomy, physiology, pathology, microbiology, pharmacology, and medical terminology relevant to medical problems encountered in the primary care setting. The differential diagnosis of symptoms and physical findings along with interpretation of laboratory and radiographic tests appropriate to each system is discussed. Topics include respiratory, musculoskeletal, genitourinary, renal, women's health and gastrointestinal diseases. 6 s.h.

PA*616. Fundamentals of Clin Med III. This course continues the introduction to the study of the disease process. Emphasis is placed on the integration of the essential anatomy, physiology, pathology, microbiology, pharmacology, and medical terminology relevant to medical problems encountered in the primary care setting. The differential diagnosis of symptoms and physical findings along with interpretation of laboratory and radiographic tests appropriate to each system is discussed. Topics include neurology, psychiatry and infectious disease. 3 s.h.

PA*617. Clinical Problem Solving I. This course will consolidate the topics of medicine by developing a logical methodology of assessment of disease processes or syndromes, and subsequent intervention. Students will master the ability to generate differential diagnoses specific to the patients' presenting complaints, signs and symptoms and laboratory data. A problem-based learning format is used. Prerequisites: Human Anatomy, Clinical Laboratory Medicine. 2 s.h.

PA*618. Clinical Problem Solving II. Clinical Problem Solving II is a continuation of Clinical Problem Solving I. Prerequisites: Clinical Problem Solving I, Fundamentals of Clinical Medicine I, Physical Diagnosis. 2 s.h. Spring.

PA*619. Clinical Problem Solving III. Clinical Problem Solving III is a continuation of Clinical Problem Solving II. Prerequisites: Clinical Problem Solving II, Fundamentals of Clinical Medicine II. 1 s.h. Summer.

PA*624. Pharmacotherapeutics I. This course teaches the fundamental principles of pharmacotherapy by presenting the rational for treatments as well as the recommended treatment plans for a specific category of disease processes, symptoms and conditions in sequence with body system topics of PA614 Fundamentals of Clinical Medicine I. Students learn to individualize medication regimens based on drug attributes, clinical evidence, comorbidities, drug mechanism of action, drug safety, monitoring parameters and treatment cost. Lecture material is augmented by case-based exercises designed to develop pharmacotherapy decision making skills. Prerequisite: Principles of Pharmacology 3 s.h. Fall

PA*625. Pharmacotherapeutics II. This course is a continuation of PA 624 and teaches pharmacotherapy by presenting the rational for treatments as well as the recommended treatment plans for a specific range of disease processes, symptoms and conditions in sequence with body system topics within PA 615 Fundamentals of Clinical Medicine II. Students will continue to learn how to individualize medication regimens based on drug attributes, clinical evidence, comorbidities, drug mechanism of action, drug safety, monitoring parameters and treatment cost. Lecture material is augmented by case-based exercises designed to develop pharmacotherapy decision making skills. Prerequisite: Pharmacotherapeutics I 3 s.h. Spring.

PA*626. Pharmacotherapeutics III. This course is a continuation of PA 625 and teaches pharmacotherapy by presenting the rational for treatments as well as the recommended treatment plans for a specific range of disease processes, symptoms and conditions in sequence with body system topics within PA 616 Fundamentals of Clinical Medicine III. Students will continue to learn how to individualize medication regimens based on drug attributes, clinical evidence, comorbidities, drug mechanism of action, drug safety, monitoring parameters and treatment cost. Lecture material is augmented by case-based exercises designed to develop pharmacotherapy decision making skills. Prerequisite: Pharmacotherapeutics II 2 s.h. Summer.

PA*630. Bioethics. This course introduces key concepts related to medical law, ethics and bioethics and uses a case based approach to explore the central moral, philosophical, and social problems in health care. Students reflect on the relationships among moral, professional and legal obligations of physician assistants, including those involving honesty, and respect for patient well-being, autonomy, dignity and confidentiality. 1 s.h.

PA*632. Principles of Pharmacology. This course introduces the pharmacologic principles and concepts which are paramount to making sound pharmacotherapeutic decisions. The course explores how medications are delivered to the body, how they are eliminated from the body and how they work in the body. Key concepts include mechanism of action, pharmacokinetics, drug targets, pharmaceutical math, drug toxicity and drug interactions. Lecture material is augmented by case-based exercises designed to develop pharmacotherapy decision making skills. There will also be a review of microbiology to refamiliarize students with common, clinically relevant organisms that cause disease as well as an introduction to antibiotics. Prerequisite: Enrollment in the Physician Assistant Program 2 s.h. Summer.

PA*633. International Physician Assist. This course is designed to expose the student to PA practice in other nations, with a focus on investigating the similarities and differences between practice in the United States and other nations. Students will interact with PA students from the host program(s), participate in PA education in the host system, and explore aspects of the health care system in the country selected for study. 1 s.h.

PA*634. History & Physical Exam Skills. This course focuses on the clinical knowledge and skills necessary for the physician assistant in primary care practice to perform a thorough assessment of a patient using a body-system approach. Students will rely on knowledge of anatomy and physiology in clinical and simulated patient experiences with emphasis on therapeutic communication, medical history, and physical examination. 2 s.h.

PA*636. Clinical Skills & Procedures. This course builds clinical skills needed to negotiate the clinical year successfully. Skills to be learned this semester will be multiple and include: surgical knot-tying, suturing, orthopedic splinting, passage of NG tubes, cerumen and foreign body removal from ear and nose, operating room procedures, lumbar puncture, arthrocentesis, diagnostic ultrasound, I & D of abscesses, treatment of ingrown toenails, subungual hematoma evacuation, cryosurgery, IV line placement, local and topical anesthesia techniques, peripheral nerve blocks, removal of corneal and conjunctival foreign body, tonometry, nasal packing, ABG collection, bladder catheterization, pulmonary function testing, treatment of Bartholin's cyst/abscess, pap smear screening, inguinal hernia reduction, STD screening, treatment of nursemaid's elbow, IM, SQ and intradermal injections and pre-school children oral health assessment and fluoride varnish application. You will do physical exams on hospitalized patients with internal medicine resident supervision and critique/instruction. You will all participate in an OR experience. Prerequisite: History and Physical Examination Skills. 2 s.h.

PA*641. Student Personal Wellness. This elective course is open to physician assistant students with an interest in personal wellness and developing a better work-life balance. Students enrolled in this course will learn the "PATIENCE" (Physician Assistant (student) Training (for) Introspection, rElaxation, aNd Career Endurance) Curriculum, which was developed for this course. The Elective will be mainly web-based, with occasional in-person meetings. It will incorporate principles of work-life balance such as introspection and relaxation to help promote career longevity and avoidance of early burnout. Assignments will include a choice of reading assignments, personal/self-reflections, journaling, and activities such as meditation to promote an improved sense of personal wellness and work-life balance. A majority of the assignments will be submitted via online modalities. Furthermore, attention on reducing work stress, encouraging personal health, improving sleep hygiene, and decreasing dependence on electronics will be incorporated. This elective will provide a unique experience that students would not ordinarily be exposed to in other classes within the physician assistant student curriculum. Prerequisite: Admission into the PA program. 1 s.h.

PA*642. Pertinent Topics in Peds. This course will provide students with a fundamental knowledge base regarding General Pediatrics. The student will be able to later apply this knowledge clinically in the evaluation and treatment of newborns, infants, children and adolescents. 1 s.h.

PA*643. Human Physiology & Basic Patho. This course provides an in depth discussion of normal human physiology which builds upon prerequisite coursework. Course topics, where applicable, will be integrated with PA 606 - Human Anatomy. In addition, basic pathophysiologic concepts will be discussed in preparation for the subsequent physician assistant studies curricula.3 s.h.

PA*651. Geriatrics. This course provides the student with a broad overview of challenges unique to caring for our aging population. The purpose of the course is to facilitate students' ability to perform quality geriatric patient care and to foster collaboration of the students with other professionals working in geriatrics by fieldwork at interdisciplinary geriatric settings. Co-requisites: Fundamentals of Clinical Medicine III. 1 s.h. Summer.

PA*652. Principles of Emergency Medic. The course introduces the fundamental principles of emergency medicine practice. Initial, life-saving and stabilizing interventions for the critically ill or injured as well as the common conditions in the emergency department are discussed. 2 s.h.

PA*653. Principles of Surgical Care. This course introduces surgical care and techniques. Topics covered include wound healing, pre- and post-operative management and specifics of surgical management of body systems. 2 s.h.

PA*654. Diagnostic Medicine I. This course provides instruction in basic and applied laboratory and radiologic studies. The topics will align with the module topics of PA 614 Fundamentals of Clinical Medicine I. Prerequisites: co-enrollment in PA 614 Fundamentals of Clinical Medicine I. 2 s.h.

PA*655. Diagnostic Medicine II. This course is a continuation of Diagnostic Medicine I and provides instruction in basic and applied laboratory and radiologic studies. The topics will align with the module topics of PA 615 Fundamentals of Clinical Medicine II and PA 616 Fundamentals of Clinical Medicine III. Prerequisites: PA*654 Diagnostic Medicine I. 2 s.h.

PA*656. Public Health. This course is an introduction to public health for healthcare providers and introduces the basic principles of public health practice applicable to clinical practice.  The course will expose students to basic epidemiology, social determinants of health, theory of health promotion and health behavior, global and tropical medicine, and introductory health economics, with the goal of increasing student awareness of the social and economic complexities of healthcare delivery and infection control.  Theoretical models of health promotion and vaccine dissemination as well as data collection methods will be utilized.  Discussion of epidemiologic study design and will introduce students to critical appraisal of medical research. 1 s.h.

PA*662. Pathophysiology I. This course reviews the basic physiologic regulatory mechanisms responsible for maintenance of homeostasis in the normal human and introduces the pathophysiologic alterations which occur in these mechanisms leading to specific disease processes. It also presents a molecular and genetic basic of disease, and it provides clinical correlations which support concurrent coursework involving the treatment of disease. Understanding the mechanisms of disease is essential in the role of the physician assistant. Prerequisites: None. 3 s.h. Fall.

PA*663. Pathophysiology II. This course will build on the knowledge gained in PA*663, reviewing the basic physiologic regulatory mechanisms responsible for maintenance of homeostasis in the normal human and introduces the pathophysiologic alterations which occur in these mechanisms leading to specific disease processes. It focuses on organ systems including respiratory, circulatory, renal, GI and endocrine, providing clinical correlations which support concurrent coursework involving the treatment of disease. Prerequisites: PA*663. 3 s.h. Spring.

PA*665. Cultural Competency. This course is an introduction to cultural competency, as it relates to patient care and patient outcomes. The course will serve to educate on health disparities, social determinants of health, and guidelines for caring for patients from diverse populations. Focus will be placed on the effect of race, ethnicity, immigration status, sexual identity, disability, and religion on patient experiences of health care and barriers to health. Students will apply principles from bioethics to this course. 2 s.h.

PA*670. Clinical Rotation I. Seven supervised, five-week clinical courses provide students with hands-on clinical experience and evaluation into the medical and surgical care for pediatric and adult patients. Students are actively engaged in the delivery of care in inpatient and outpatient care settings. The rotation experiences offer training in seven distinct disciplines, which are family medicine, internal medicine, pediatrics, women's health (includes obstetrics and/or gynecology), mental health, emergency medicine, and surgery. The students evaluate medical and surgical patients and follow their daily progress; thereby developing the ability to elicit history and physical findings, correlate those findings along with the patients' physiologic and biochemical data and emotional state in order to formulate a plan for patient management. This ability to analyze, synthesize and make decisions is fundamental to the clinical rotation experience. Students are also given opportunities to develop skills and demonstrate competency in performing and interpreting certain medical procedures and tasks. Attendance at rounds, and an orientation to the intensive care unit, grand rounds and medical conferences may be required of students. In certain settings, there are opportunities to work with a variety of house staff or related health professionals to gain a broader understanding of interdisciplinary health delivery and use of medical technologies. Students also receive instruction and evaluation in professional competencies including relating to colleagues, communicating with patients, understanding the PA role and limitations, self-confidence, reliability, dependability, attitude, and appearance. 5 s.h.

PA*672. Clinical Rotation II. Seven supervised, five-week clinical courses provide students with hands-on clinical experience and evaluation into the medical and surgical care for pediatric and adult patients. Students are actively engaged in the delivery of care in inpatient and outpatient care settings. The rotation experiences offer training in seven distinct disciplines, which are family medicine, internal medicine, pediatrics, women's health (includes obstetrics and/or gynecology), mental health, emergency medicine, and surgery. The students evaluate medical and surgical patients and follow their daily progress; thereby developing the ability to elicit history and physical findings, correlate those findings along with the patients' physiologic and biochemical data and emotional state in order to formulate a plan for patient management. This ability to analyze, synthesize and make decisions is fundamental to the clinical rotation experience. Students are also given opportunities to develop skills and demonstrate competency in performing and interpreting certain medical procedures and tasks. Attendance at rounds, and an orientation to the intensive care unit, grand rounds and medical conferences may be required of students. In certain settings, there are opportunities to work with a variety of house staff or related health professionals to gain a broader understanding of interdisciplinary health delivery and use of medical technologies. Students also receive instruction and evaluation in professional competencies including relating to colleagues, communicating with patients, understanding the PA role and limitations, self-confidence, reliability, dependability, attitude, and appearance. 5 s.h.

PA*674. Clinical Rotation III. Seven supervised, five-week clinical courses provide students with hands-on clinical experience and evaluation into the medical and surgical care for pediatric and adult patients. Students are actively engaged in the delivery of care in inpatient and outpatient care settings. The rotation experiences offer training in seven distinct disciplines, which are family medicine, internal medicine, pediatrics, women's health (includes obstetrics and/or gynecology), mental health, emergency medicine, and surgery. The students evaluate medical and surgical patients and follow their daily progress; thereby developing the ability to elicit history and physical findings, correlate those findings along with the patients' physiologic and biochemical data and emotional state in order to formulate a plan for patient management. This ability to analyze, synthesize and make decisions is fundamental to the clinical rotation experience. Students are also given opportunities to develop skills and demonstrate competency in performing and interpreting certain medical procedures and tasks. Attendance at rounds, and an orientation to the intensive care unit, grand rounds and medical conferences may be required of students. In certain settings, there are opportunities to work with a variety of house staff or related health professionals to gain a broader understanding of interdisciplinary health delivery and use of medical technologies. Students also receive instruction and evaluation in professional competencies including relating to colleagues, communicating with patients, understanding the PA role and limitations, self-confidence, reliability, dependability, attitude, and appearance. 5 s.h.

PA*676. Clinical Rotation IV. Seven supervised, five-week clinical courses provide students with hands-on clinical experience and evaluation into the medical and surgical care for pediatric and adult patients. Students are actively engaged in the delivery of care in inpatient and outpatient care settings. The rotation experiences offer training in seven distinct disciplines, which are family medicine, internal medicine, pediatrics, women's health (includes obstetrics and/or gynecology), mental health, emergency medicine, and surgery. The students evaluate medical and surgical patients and follow their daily progress; thereby developing the ability to elicit history and physical findings, correlate those findings along with the patients' physiologic and biochemical data and emotional state in order to formulate a plan for patient management. This ability to analyze, synthesize and make decisions is fundamental to the clinical rotation experience. Students are also given opportunities to develop skills and demonstrate competency in performing and interpreting certain medical procedures and tasks. Attendance at rounds, and an orientation to the intensive care unit, grand rounds and medical conferences may be required of students. In certain settings, there are opportunities to work with a variety of house staff or related health professionals to gain a broader understanding of interdisciplinary health delivery and use of medical technologies. Students also receive instruction and evaluation in professional competencies including relating to colleagues, communicating with patients, understanding the PA role and limitations, self-confidence, reliability, dependability, attitude, and appearance. 5 s.h.

PA*678. Clinical Rotation V. Seven supervised, five-week clinical courses provide students with hands-on clinical experience and evaluation into the medical and surgical care for pediatric and adult patients. Students are actively engaged in the delivery of care in inpatient and outpatient care settings. The rotation experiences offer training in seven distinct disciplines, which are family medicine, internal medicine, pediatrics, women's health (includes obstetrics and/or gynecology), mental health, emergency medicine, and surgery. The students evaluate medical and surgical patients and follow their daily progress; thereby developing the ability to elicit history and physical findings, correlate those findings along with the patients' physiologic and biochemical data and emotional state in order to formulate a plan for patient management. This ability to analyze, synthesize and make decisions is fundamental to the clinical rotation experience. Students are also given opportunities to develop skills and demonstrate competency in performing and interpreting certain medical procedures and tasks. Attendance at rounds, and an orientation to the intensive care unit, grand rounds and medical conferences may be required of students. In certain settings, there are opportunities to work with a variety of house staff or related health professionals to gain a broader understanding of interdisciplinary health delivery and use of medical technologies. Students also receive instruction and evaluation in professional competencies including relating to colleagues, communicating with patients, understanding the PA role and limitations, self-confidence, reliability, dependability, attitude, and appearance. 5 s.h.

PA*679. Clinical Rotation VI. Seven supervised, five-week clinical courses provide students with hands-on clinical experience and evaluation into the medical and surgical care for pediatric and adult patients. Students are actively engaged in the delivery of care in inpatient and outpatient care settings. The rotation experiences offer training in seven distinct disciplines, which are family medicine, internal medicine, pediatrics, women's health (includes obstetrics and/or gynecology), mental health, emergency medicine, and surgery. The students evaluate medical and surgical patients and follow their daily progress; thereby developing the ability to elicit history and physical findings, correlate those findings along with the patients' physiologic and biochemical data and emotional state in order to formulate a plan for patient management. This ability to analyze, synthesize and make decisions is fundamental to the clinical rotation experience. Students are also given opportunities to develop skills and demonstrate competency in performing and interpreting certain medical procedures and tasks. Attendance at rounds, and an orientation to the intensive care unit, grand rounds and medical conferences may be required of students. In certain settings, there are opportunities to work with a variety of house staff or related health professionals to gain a broader understanding of interdisciplinary health delivery and use of medical technologies. Students also receive instruction and evaluation in professional competencies including relating to colleagues, communicating with patients, understanding the PA role and limitations, self-confidence, reliability, dependability, attitude, and appearance. 5 s.h.

PA*680. Clinical Rotation VII. Seven supervised, five-week clinical courses provide students with hands-on clinical experience and evaluation into the medical and surgical care for pediatric and adult patients. Students are actively engaged in the delivery of care in inpatient and outpatient care settings. The rotation experiences offer training in seven distinct disciplines, which are family medicine, internal medicine, pediatrics, women's health (includes obstetrics and/or gynecology), mental health, emergency medicine, and surgery. The students evaluate medical and surgical patients and follow their daily progress; thereby developing the ability to elicit history and physical findings, correlate those findings along with the patients' physiologic and biochemical data and emotional state in order to formulate a plan for patient management. This ability to analyze, synthesize and make decisions is fundamental to the clinical rotation experience. Students are also given opportunities to develop skills and demonstrate competency in performing and interpreting certain medical procedures and tasks. Attendance at rounds, and an orientation to the intensive care unit, grand rounds and medical conferences may be required of students. In certain settings, there are opportunities to work with a variety of house staff or related health professionals to gain a broader understanding of interdisciplinary health delivery and use of medical technologies. Students also receive instruction and evaluation in professional competencies including relating to colleagues, communicating with patients, understanding the PA role and limitations, self-confidence, reliability, dependability, attitude, and appearance. 5 s.h.

PA*682. Clinical Rotation VIII. Seven supervised, five-week clinical courses provide students with hands-on clinical experience and evaluation into the medical and surgical care for pediatric and adult patients. Students are actively engaged in the delivery of care in inpatient and outpatient care settings. The rotation experiences offer training in seven distinct disciplines, which are family medicine, internal medicine, pediatrics, women's health (includes obstetrics and/or gynecology), mental health, emergency medicine, and surgery. The students evaluate medical and surgical patients and follow their daily progress; thereby developing the ability to elicit history and physical findings, correlate those findings along with the patients' physiologic and biochemical data and emotional state in order to formulate a plan for patient management. This ability to analyze, synthesize and make decisions is fundamental to the clinical rotation experience. Students are also given opportunities to develop skills and demonstrate competency in performing and interpreting certain medical procedures and tasks. Attendance at rounds, and an orientation to the intensive care unit, grand rounds and medical conferences may be required of students. In certain settings, there are opportunities to work with a variety of house staff or related health professionals to gain a broader understanding of interdisciplinary health delivery and use of medical technologies. Students also receive instruction and evaluation in professional competencies including relating to colleagues, communicating with patients, understanding the PA role and limitations, self-confidence, reliability, dependability, attitude, and appearance. 5 s.h.

PA*685. Clinical Rotation Elective. This elective rotation experience is designed to provide the student with an opportunity to have additional hands-on clinical experience in any of the seven distinct disciplines, which are family medicine, internal medicine, pediatrics, women's health (includes obstetrics and/or gynecology), mental health, emergency medicine, or surgery to gain experience in any specialty or subspecialty of medicine of their choice. Students are actively engaged in the delivery of care in inpatient and outpatient care settings. The students evaluate medical and surgical patients and follow their daily progress; thereby developing the ability to elicit history and physical findings, correlate those findings along with the patients' physiologic and biochemical data and emotional state in order to formulate a plan for patient management. This ability to analyze, synthesize and make decisions is fundamental to the clinical rotation experience. Students are also given opportunities to develop skills and demonstrate competency in performing and interpreting certain medical procedures and tasks. Attendance at rounds, and an orientation to the intensive care unit, grand rounds and medical conferences may be required of students. In certain settings, there are opportunities to work with a variety of house staff or related health professionals to gain a broader understanding of interdisciplinary health delivery and use of medical technologies. Students also receive instruction and evaluation in professional competencies including relating to colleagues, communicating with patients, understanding the PA role and limitations, self-confidence, reliability, dependability, attitude, and appearance. 5 s.h.

PA*690. Graduate Project I. The outcome for the graduate project is for the student to develop a physician assistant practice oriented project wherein he/she employs the principles of evidence-based practice by integrating current published medical research. In consultation with a faculty member the student will develop a clinically relevant question and/or community project. The student will be required to present his/her graduate project to the faculty and the PA program and the College of Health Professions community at the conclusion of the course. 1 s.h.

PA*691. Graduate Project II. The outcome for the graduate project is for the student to develop a physician assistant practice oriented project wherein he/she employs the principles of evidence-based practice by integrating current published medical research. In consultation with a faculty member the student will develop a clinically relevant question and/or community project. The student will be required to present his/her graduate project to the faculty and the PA program and the College of Health Professions community at the conclusion of the course. 1 s.h.

PA*695. Research Methods for Hlth Prof. This course will introduce the Physician Assistant student to the research process as informed consumers and potential future participants in research. Topics covered include the characteristics of a research study, methods of control in experimental research, internal and external validity, experimental research designs, evaluation of research, statistics and test construction. Also addressed are scientific writing, strategies for conducting literature searches, research ethics and elements of a research proposal. 3.s.h.

PA*696. EOC Independent Study. Students study a topic related to physician assistant clinical practice, education or policy under the supervision of an PAS faculty member. 1-4 var. s.h.

PT*700. Foundations of Physical Therap. This course introduces the student to the history, development, and current issues of the physical therapy profession and the American Physical Therapy Association. The Code of Ethics and Core Values of Professionalism will be presented and discussed. Legal and regulatory issues related to the physical therapy profession will be examined. Professional communication, intercultural communication, and cultural competence will be discussed in the context of patient/client and professional relations. The International Classification of Functioning Disability and Health (ICF) framework for patient/client management will be introduced. 2 s.h.

PT*701. Neuroscience. This course will thoroughly examine the structure and function of the human nervous system with emphasis on functional considerations related to clinical practice. It will include a study of microscopic and macroscopic anatomical components of the central, peripheral, and autonomic nervous system with emphasis on the organization of functional systems. The neurophysiological principles which are related to neural transmission and function of the various pathological conditions affecting nervous system will be emphasized and students will be expected to correlate the clinical manifestations with the anatomic location of the pathology. 4 s.h.

PT*705. Movement Science. Movement Science involves the study of human biomechanics and kinesiology based on an in-depth knowledge of applied human anatomy. Students begin with the study of general biomechanics (including Newton's laws, free body diagrams, and computation of vector quantities) and tissue mechanics (including the response of musculoskeletal tissues of interest under different loading conditions). The course then moves on an in-depth study of applied human anatomy and kinesiology by body region with emphasis on normal, gross form and function as it relates to the practice of Physical Therapy. 3 s.h.

PT*705L. Surface Anatomy Lab. The purpose of this laboratory course is to provide students the opportunity to develop palpation skills and to appreciate the differences of a variety of tissue types while learning clinical surface anatomy. The course uses a regional approach and is designed to correlate with the Human Anatomy course. 1 s.h.

PT*710. Adult Development & Aging. This course will examine foundational, clinical, and behavioral sciences pertinent to the examination, evaluation, and planning of treatment interventions for adults across the lifespan. We will focus on how to modify physical therapy examinations and interventions based on changes that occur in the body over time. The impact of ethical, legal and psychosocial issues affecting adults will also be presented. 3 s.h.

PT*711. Clinical Pathophysiology. Clinical Pathophysiology presents an in depth view of the pathogenesis of common disease processes and conditions. Included in the presentations and discussions are demonstrations of the progression of each pathologic condition at the cellular level and signs and symptoms at the macro level. The course content reflects the effects of pathologic processes on an individual's functional abilities and limitations, along with the relationship between disease related impairment and functional limitations as the key focus. Disease etiology along with prognosis are also presented in detail and the ICF model is used as an expert consensus document for the basic framework of the course content. Pathologic processes and conditions discussed include cellular injury and inflammation; tissue healing; immunology and diseases of the immune system; and neoplasia. Also discussed are infectious, cardiopulmonary, collagen vascular, hepatic, gastrointestinal, renal and endocrine diseases. 3 s.h.

PT*712. Applied Physio & Nutrition. This course is designed to provide the student with a firm understanding of both the acute and chronic adaptations that occur in the human body in response to physical activity/exercise. An emphasis is placed on metabolic, cardiorespiratory, and musculoskeletal adaptations to exercise. Students will learn to administer and interpret a variety of tests and measurements used to assess fitness/athletic performance, and to develop sound exercise prescriptions based on the results of these tests. The role of nutrition in optimizing health and performance will also be addressed. This course will also help prepare interested students for the National Strength and Conditioning Association's Certified Strength and Conditioning Specialist (CSCS) examination. 3 s.h.

PT*712L. Applied Physio & Nutrition Lab. This laboratory course includes demonstration and practice of various testing and training methods available to physical therapists for assessing and improving the fitness of their clients in the five major fitness component areas: cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition. In addition, there will be lab time devoted to nutritional assessment concepts/techniques. 1 s.h.

PT*716. Biomechanical Analysis. This course utilizes a format of lecture, laboratory experience, and case-based learning to prepare the student to use observational gait analysis techniques to identify specific gait abnormalities, the causes for these deviations, and propose treatment options for optimizing functional gait. 1.5 s.h.

PT*717. Differential Diagnosis. This course takes a systems approach in differential screening, interpretation of results, and differentiating dysfunction within the scope of physical therapist practice from those that indicate a referral to other health care practitioners. 2 s.h.

PT*718. Human Anatomy. This course in gross anatomy is designed to provide students with the knowledge of clinical anatomy necessary to practice their expertise upon graduation. The contents of the course include gross anatomy and an introduction to anatomical radiology, and is conducted to represent a survey of the entire human body. Teaching/learning methodologies include lectures and discussions, prosected human cadavers, and computer applications. The course is taught regionally (i.e. upper limb, lower limb, spine, etc.), and surveys all morphologic systems. 4 s.h. lecture, 1 s.h. lab. Pre-requisites: Admission to the program

PT*720. Owning a Private Practice. This course is for Doctor of Physical Therapy (DPT) students interested in learning the art and science of becoming a successful entrepreneur in the physical therapy industry. Students will be introduced to planning, operational, and analytical skills that will improve the likelihood of success in starting their own private practices or introducing new services in different health care settings (acute care hospital, rehabilitation center, etc.). Local leaders in our field will provide a glimpse of the marketing, finance, operations, management, market research, and strategy involved with owning a physical therapy practice. Site visits to a variety of private practice clinics will provide exposure to a variety of clinic sites and organizational structures. It is hoped that participation in this course will help instill an entrepreneurial mindset in DPT students irrespective of the practice environment in which they choose to work. 1 s.h.

PT*724. Therapeutic Exercise. This course provides an introduction to the theory, scientific principles, and evidence for the use of various types of exercise employed by physical therapists for the promotion, maintenance, and restoration of optimal health and physical function as well as the prevention of disease and movement dysfunction. Emphasis will also be placed on basic exercise techniques related to muscle performance (including strength, power, and endurance) and stretching/flexibility activities. The impact of environmental factors such as setting (acute care, home, gym setting, sports, aquatic, and industrial) and types of equipment (horse, balls, tubes, and bands) on exercise considerations is an important focus of this course. Case based instruction, evidence-based practice and clinical reasoning are emphasized throughout. 2 s.h.

PT*724L. Therapeutic Exercise & Massage. Laboratory sessions will provide instruction and experience in various modes of therapeutic exercise and massage. Emphasis will be placed on basic exercise techniques related to muscle performance (including strength, power, and endurance) and stretching/flexibility activities. The implementation of the Annual Check-Up By A Physical Therapist is an integral component of this course. Case based instruction, evidence-based practice and clinical reasoning are emphasized. 1.5 s.h.

PT*725L. Biophysical Agents. This course provides an introduction to the theory, scientific principles, and evidence for the use of various types of biophysical agents employed by physical therapists for the promotion, maintenance, and restoration of optimal health and physical function through both cognitive and psychomotor teaching methods. Emphasis will be placed on understanding the underlying indications for and practical application of a variety of modalities currently used in clinical practice. Laboratory sessions will provide instruction and experience in the application of biophysical agents for the management of pain, dysfunction, impaired muscle performance, range of motion limitations, and the delivery of medications. Emphasis will also be placed on safe and appropriate utilization of all physical agents for a variety of diagnoses and impairments. Case based instruction; evidence-based practice and clinical reasoning are emphasized. 1.5 s.h.

PT*726L. Functional Mobility. The purpose of this laboratory-based course is to develop skill in the performance of dependent and assisted bed mobility, transfers, and gait training. Students will also be introduced to the acute care environment including electronic medical records, chart review, patient care, interprofessional communications, lift equipment, etc. This will be an integrated clinical experience with students participating in patient care delivery in an acute care environment. 1 s.h.

PT*727A. Cardiovascular & Pulmonary A. This course will introduce students to common diseases/conditions involving the cardiovascular, pulmonary, and lymphatic systems, as well as the various types of interventions used to treat them. There will be an emphasis on the role of the physical therapist in providing appropriate preventative and rehabilitative exercise programs and risk factor modification education for persons with, or at risk for cardiovascular, pulmonary, and/or lymphatic diseases/conditions 2 s.h.

PT*727B. Cardiovascular & Pulmonary B. This course will introduce students to common diseases/conditions involving the cardiovascular, pulmonary, and lymphatic systems, as well as the various types of interventions used to treat them. There will be an emphasis on the role of the physical therapist in providing appropriate preventative and rehabilitative exercise programs and risk factor modification education for persons with, or at risk for cardiovascular, pulmonary, and/or lymphatic diseases/conditions. 1 s.h.

PT*727LA. Cardiovascular/Pulmon PT LabA. This laboratory course will assist student physical therapists in developing requisite entry-level cardiovascular, pulmonary, and lymphatic examination and treatment skills. Activities to be covered include: pulse palpation, blood pressure assessment, auscultation of heart and breath sounds, basic EKG interpretation, diagnostic and functional exercise testing, risk factor assessment, interpretation of lab values, bronchial hygiene, airway clearance techniques, and physical therapy treatment in the ICU setting. .50 s.h. in Summer .50 s.h. in Fall.

PT*727LB. Cardiovascular/Pulmon PT LabB. This laboratory course will assist student physical therapists in developing requisite entry-level cardiovascular, pulmonary, and lymphatic examination and treatment skills. Activities to be covered include: pulse palpation, blood pressure assessment, auscultation of heart and breath sounds, basic EKG interpretation, diagnostic and functional exercise testing, risk factor assessment, interpretation of lab values, bronchial hygiene, airway clearance techniques, and physical therapy treatment in the ICU setting. 1 s.h.

PT*728. Imaging/Electrophysiology. This course reviews the foundations and principles of imaging and the use of imaging studies in physical therapy. Case studies are used. The course proceeds to cover the principles of the use of electrophysiologic studies with neuromuscular disease and injury. The role of the physical therapist specialist in electrophysiology, the process to become a clinical specialist, and the role of the non-specialist to make the appropriate referral are discussed. Students enrolled in the course are required to attend a minimum of two imaging seminars that are conducted by the house staff of the MUSC Radiology Department. 2 s.h.

PT*729. Special Topics in Pediatrics. This course is designed to provide an overview of special topics that are relevant to pediatric physical therapy practice, in order to advance students' clinical reasoning skills. These topics will be covered in the classroom and through clinical observation experiences. Course content will be finalized based on students' specific interests. Some potential topics include: -Neonatal intensive care unit (NICU) -Art therapy -Music therapy -Feeding therapy interventions (motor and sensory-based) -Cortical vision impairment -Orthotic undergarments and strapping products (i.e. Theratogs, Spio) -Dressing techniques and adaptive strategies -Aquatic therapy -Providing family-centered compassionate care -Childhood adversity and promoting resilience -Modified barium swallow studies -Pediatric outcome administrations 1 s.h.

PT*730. Musculoskeletal I. Musculoskeletal I prepares students to be safe, proficient, and reflective physical therapy practitioners following the principles for evidence based practice regarding the examination, evaluation, diagnosis, establishing a prognosis and the treatment/management for the peripheral neurological and musculoskeletal systems related to post-surgical rehabilitation, injury, dysfunction, and/or medical problems. The course focuses on the lower quarter. 3 s.h.

PT*730L. Musculoskeletal I Laboratory. This laboratory course provides students with the skill and practice to perform screening, examination, evaluation, clinical reasoning, and intervention for lower quarter and associated areas of the musculoskeletal system. Emphasis is placed injuries, diseases, and factors that affect movement and function. Rehabilitation and therapeutic intervention techniques are practiced and integrated with previous learning experiences and case studies. 3 s.h.

PT*731. Musculoskeletal II. Musculoskeletal II is a 3 S.H. lecture 2 S.H. laboratory. Lecture: Musculoskeletal II is the second in a series of courses that prepares students to be safe, proficient, and reflective practitioners in examining and treating dysfunction and disorders of the musculoskeletal system. Emphasis is placed on evidence-based practice, as well as current research and theory. Musculoskeletal II primarily addresses lower quarter problems and addresses the preferred practice patterns 4B-1 through 4J-1 from the Guide to Physical Therapist Practice. Lab: The laboratory component of Musculoskeletal II provides detailed instruction and learning experiences focusing on the examination, evaluation and clinical management of individuals with lower quarter musculoskeletal problems and dysfunction. 3 s.h.

PT*731L. Musculoskeletal II Lab. This laboratory course provides students with the skill and practice to perform screening, examination, evaluation, clinical reasoning, and intervention for upper quarter and associated areas of the musculoskeletal system. Emphasis is placed on injuries, diseases, and factors that affect movement and function. Rehabilitation and therapeutic intervention techniques are practiced and integrated with previous learning experiences and case studies. 2 s.h.

PT*732. Muscuskeletal III. Musculoskeletal III prepares students to be safe, proficient, and reflective physical therapy practitioners following the principles for evidence based practice regarding the examination, evaluation, diagnosis, establis.h.ing a prognosis and the treatment/management for the peripheral neurological and musculoskeletal systems related to post-surgical, injury, dysfunction, and/or medical problems. The course focuses on the spine, pelvic girdle, and craniomandibular regions. 3 s.h.

PT*732L. Musculoskeletal III Lab. This laboratory course provides students with the skill and practice to perform screening, examination, evaluation, clinical reasoning, and intervention for the spine and associated areas of the musculoskeletal system. Emphasis is placed on injuries, diseases, and factors that affect movement and function. Rehabilitation and therapeutic intervention techniques are practiced and integrated with previous learning experiences and case studies. 2 s.h.

PT*733. Prosthetics and Orthotics. This course is designed to provide students with opportunities to develop, integrate, and apply knowledge and skills necessary to examine and treat individuals with selected musculoskeletal impairments. Topics include management of clients needing spinal or foot orthoses and/or upper or lower limb prostheses. The laboratory sessions are designed to provide students with opportunities to apply examination and treatment techniques used in the management of such individuals. 1.5 s.h.

PT*734. Manual Therapy:  Upper Body. This course will focus on the examination, differential diagnosis, and treatment of frequently encountered clinical presentations in patients with selected neuromuscular and musculoskeletal dysfunction involving the upper body and the cervical spine.  A case-based format will focus upon relevant issues pertaining to the differentiation of clinical conditions involving the cervical spine, the cervico-thoracic complex and the upper extremity.  Structured laboratory sessions will provide instruction in pertinent assessment techniques as well as an introduction to applied manual therapy techniques for treatment of the upper quarter region.  Featuring the elements and principles of Treatment Based Classification System, this course is structured to present a format for evaluation and treatment of the cervico-thoracic spine, and regional considerations, utilizing advanced orthopedic skills.  Emphasis will be placed on enhancing clinical decision-making skills and integrating manual therapy procedures within the overall plan of care for the patient with upper quarter pain.  Relevant research and evidenced based principles will be presented and discussed.  The course will include lectures, discussions, and structured laboratory sessions. 1.0 s.h.

PT*735. CSCS Exam Preparation. Through weekly meetings and on-line activities, students will review pertinent strength and conditioning topics and content areas in preparation for taking the Certified Strength and Conditioning Specialist (CSCS) examination. The CSCS certification is awarded by the National Strength and Conditioning Association (NSCA), and is one of the most respected credentials in the area of strength and conditioning. The CSCS certification will prove valuable not only to physical therapists that work primarily with athletes, but is relevant to any physical therapist that prescribes strength and conditioning activities for their clients/patients as part of a prevention, rehabilitation, or general health & fitness program.  0.5 s.h.

PT*736. Sports Rehab Outreach II. This course provides education regarding the management of the athlete or active individual from injury prevention to high performance. Students learn the principles of injury prevention, sports performance, and general training principles.  Students participate in the development and implementation of injury prevention programs to various sports, tracking injury rates when able and providing relevant intervention as able. Students participate in the development and implementation of small group training sessions using evidence-based tests, measures, interventions, and outcomes tools. Students learn and perform running gait analyses and provide relevant interventions based on findings. Students will understand and apply the principles of blood flow restriction to the performance training for athletes. 1.0 s.h.

PT*737. Trigger Point Dry Needling. This laboratory course will enhance the ability of students to examine and evaluate patients with myofascial pain and dysfunction utilizing integrated orthopedic manual therapy approaches and evidence-based practice principles.  The laboratory will emphasize the physical examination and intervention techniques with the use of trigger point dry needling for specific muscles covered in the course.  1.0 s.h.

PT*740. Clinical Practicum I. (8 weeks) This is the student's first full-time onsite clinical learning experience supervised by a licensed physical therapist with a progression of learning opportunities, application techniques, and professional behavioral abilities. 8 s.h.

PT*741. Clinical Practicum II. (10 weeks) Onsite clinical learning experience. 10 s.h.

PT*742. Clinical Practicum III. (10 weeks) Onsite clinical learning experience. 10 s.h.

PT*743. Clinical Practicum IV. (12 weeks) Onsite clinical learning experience.12 s.h.

PT*746. Health Promotion and Professio. This course will focus on professional roles, responsibilities, and current issues affecting the physical therapy profession. It will emphasize the importance of community engagement to promote health and optimum wellness and prevent disease/secondary conditions associated with movement dysfunction. Students will be required to complete a health education community presentation on a topic chosen by the target audience. 2 s.h.

PT*748. Pharmacology. This course provides the student with knowledge concerning pharmacokinetics, pharmacodynamics, and pharmacotherapeutic principles, adverse effects, and interactions with medications commonly used with individuals in inpatient and outpatient settings. Student recognition of adverse effects and the influence of medications and natural remedies on function is emphasized with problem solving regarding communication with the individual and their health care providers and modifying the physical therapy program. Pharmacological content is also covered in the cardiovascular, pulmonary, neurological, and musculoskeletal portions of the curriculum.1 s.h.

PT*749. Healthcare Delivery. This course introduces students to various health care systems, legal and ethical issues affecting the delivery of health services, regulation of health care systems, and payment policy. 2 s.h.

PT*751. Integumentary Physical Therapy. This course is designed to provide student physical therapists to effectively examine and treat individuals with integumentary impairments. 2 s.h.

PT*752. Motor Development. Motor Development explores normal development of gross motor, fine motor, language, self care, cognition, psychosocial, and play skills across the lifespan from in utero to young adulthood. The course concentrates on embryology, introductory genetics, development of head control, trunk control, transitional movements, upright standing postures, and typical gross motor skills of children birth through young adulthood. Opportunities will be provided to experience and analyze gross motor development and movements in young children. Cultural considerations affecting motor development of children will also be reviewed. Discussion of motor development and recovery topics related to infants and children born prematurity, cardiac defect, arthrogryposis, myelomeningocele, and plagiocephaly will be introduced. 2 s.h.

PT*755. Neuromuscular I. This course is the first of two major courses that will provide students with a solid foundation in the examination of and interventions for individuals with neuromuscular disorders. The emphasis in this course will be on examination using the ICF framework emphasizing objective outcomes and evidence based interventions. Both traditional and contemporary models of neurological rehabilitation will be presented and the application of an integrated model will be emphasized. Lectures and discussions will utilize case studies to integrate information and enhance the development of clinical problem solving skills and translating evidence based practice into clinical practice. Psychosocial issues and their impact on patient outcomes will be discussed and volunteer patients and families will present the psychosocial aspects of their personal experiences. 3 s.h.

PT*755L. Neuromuscular I Lab. The emphasis in this course will be on examination using the ICF framework emphasizing objective outcomes and evidence based interventions. Application of an integrated model along with translating evidence into clinical practice will be emphasized and practiced on live patients. Volunteer patients and patient simulations will be utilized in lab sessions to promote the application of skills to "real life" situations. Psychosocial issues and their impact on patient outcomes will be discussed and volunteer patients and families will present the psychosocial aspects of their personal experiences. 3 s.h.

PT*756. Neuromuscular II. This course is the second of two major courses that will provide students with a solid foundation in the examination of and interventions for individuals with neuromuscular disorders. This course will focus on the physical therapy evaluation using the ICF framework related to chronic progressive neurological disorders and spinal cord injuries. Specific objective outcomes and translation of evidence based practice will be emphasized throughout the course. Lectures and discussions will utilize case studies to integrate information and enhance the development of clinical problem solving skills. Psychosocial issues and their impact on patient outcomes will be discussed and volunteer patients and families will present the psychosocial aspects of their personal experiences.3 s.h.

PT*756L. Neuromuscular II Lab. This course will focus on the physical therapy evaluation using the ICF framework related to chronic progressive neurological disorders and spinal cord injuries. Specific objective outcomes and translation of evidence based practice will be emphasized throughout the course. Labs will include patient interactions for patients with both spinal cord injury and a variety of progressive neuromuscular disorders to allow students to apply the information emphasized in lecture and lab. Psychosocial issues and their impact on patient outcomes will be discussed and volunteer patients and families will present the psychosocial aspects of their personal experiences. 2 s.h.

PT*758. Manual Therapy: Lower Body. This course will focus on the examination, differential diagnosis, and treatment of frequently encountered clinical presentations in patients with selected neuromuscular and musculoskeletal dysfunction involving the lower body and the lumbar spine. A case-based format will focus upon relevant issues pertaining to the differentiation of clinical conditions involving the lumbar spine, the lumbopelvic complex, the hip joint, and the lower extremity. Structured laboratory sessions will provide instruction in pertinent assessment techniques as well as an introduction to applied principles of Treatment Based Classification System, this course is structured to present a format for evaluation and treatment of the lumbopelvic spine, and regional considerations, utilizing advanced orthopedic skills. Emphasis will be placed on enhancing clinical decision-making skills and integrating manual therapy procedures within the overall plan of care for the patient with low back pain. Relevant research and evidenced based principles will be presented and discussed. The course will include lectures, discussions, and structured laboratory sessions. 1 s.h.

PT*760. Pediatrics. The pediatrics lecture course examines the etiology, impairments, evaluations, and evidence-based treatment interventions of children with disability across the life span. The International Classification of Functioning, Disability and Health will serve as the framework for lectures to enhance the development of clinical reasoning skills. 3 s.h.

PT*760L. Pediatrics Laboratory. Pediatrics Lab offers a variety of demonstrations and hands-on clinical experiences related to pediatric physical therapy evaluations and evidenced-based treatment interventions for children with disabilities. It will serve to complement the pediatric didactic content. 1 s.h.

PT*761. Practice Management. This course introduces students to the following topics: current concepts and principles of management, development of a business plan for a new program/service, human resource management, and reimbursement updates. The goals of this course are to enhance understanding and facilitate development of professional and managerial skills necessary to function effectively as a member of a health care team. 2 s.h.

PT*762L. Clin Reason/Practice Lab. This course emphasizes clinical reasoning and problem solving, through the presentation and discussion of progressive patient/client case studies with complex, multifactorial problems. Lecture and laboratory sessions assist in student preparation for the comprehensive examinations. Successful completion of both an online, multiple choice comprehensive curricular examination and a comprehensive Objective Structured Clinical Examination (OSCE) are required. 1 s.h.

PT*764. Evidence Based Practice I. The purpose of the evidence based practice (EBP) sequence in the Division of Physical Therapy is to provide students with the requisite skills to become consumers of the rehabilitation literature and upon completion of the program to apply the best available evidence to clinical practice. EBP I will introduce topics related to research philosophy, research design, basic statistics, and psychometric properties of research. The course will heavily revolve around practical examples from the physical rehabilitation literature as well as ongoing research within the College of Health Professions. Student competency will be assessed via completion of class projects and written examinations. 1s,h

PT*765. Evidence Based Practice II. The purpose of the evidence based practice (EBP) sequence in the Division of Physical Therapy is to provide students with the requisite skills to become consumers of the rehabilitation literature and upon completion of the program to apply the best available evidence to clinical practice. EBP II will continue this sequence by reviewing selected statistical topics related to error, power, statistical design, parametric and non-parametric measures, and tests of group differences. EBP II will also review analyses of correlation and regression, as well as introduce students to the systematic review. The course will heavily revolve around practical examples from the physical rehabilitation literature as well as ongoing research within the College of Health Professions. Student competency will be assessed via completion of class projects and written examinations. 1 s.h.

PT*766. Evidence Based Practice III. This course requires students to review, discuss, rank, and critique peer reviewed journal articles related to research topics that have the potential to influence clinical decision-making in physical therapy. Students will use the literature as a tool to develop skills in the application of evidence-based practice with emphasis placed on determining the quality of the science and its presentation in the literature. The ultimate goal of this course is to ensure that students will be efficient and effective at analyzing the research literature in order to maximize the use of scientific evidence for clinical decision-making. 1 s.h.

PT*767. Evidence Based Practice IV. This course culminates the evidence-based practice curriculum and involves a final project illustrating proficiency with the collection, interpretation, and presentation of data. The course will involve classroom work to develop collection and presentation skills, and the final project will be an independently prepared case report to be completed during a clinical practicum. The final project must include the selection of appropriate outcome measures and their publis.h.ed psychometric properties, evaluation of the patient at least at initial evaluation and discharge, presentation of the interventions, and a discussion of the results. The posters will be developed with faculty mentoring during the clinical practicum and will be formally presented to the faculty upon return to campus. 1 s.h.

PT*768. ST: Physical Therapy. This course provides the student with the opportunity to explore a specialized area of interest in physical therapy education, research, and/or clinical practice. 1-3 var. s.h.

PT*790. Sports Rehab Outreach I. This course will provide education regarding the management of the athlete or active individual from injury prevention to high performance. This course will enhance the student's understanding of injury prevention, sports performance, and general training principles. The student will be introduced to strength and conditioning principles, participate in a literature review of current management of injuries in various sports, design and implement outreach injury prevention programs to various fall sports, and participate in development and implementation of small group training sessions. Lead students are encouraged to remain in contact with the coach throughout the season and track any/all injuries that occur. 10 hours lecture, 12 hours lab and clinic time. 1 s.h.

PT*800. PT Education 1. In PT Education, students will have the opportunity to explore a topic of interest within physical therapy education in an in-depth individualized manner under the direction of a faculty mentor. This will allow students to gain knowledge specific to their developmental goals. The students will work under the supervision of a faculty mentor and negotiate an independent study contract that outlines the requirements and expectations of the independent study. A PT Education independent study may be approached from a variety of methodologies such as in-depth study of a topic, laboratory practice, services activities, and clinical education experiences. 1-3 s.h.

PT*801. PT Education 2. In PT Education, students will have the opportunity to explore a topic of interest within physical therapy education in an in-depth individualized manner under the direction of a faculty mentor. This will allow students to gain knowledge specific to their developmental goals. The students will work under the supervision of a faculty mentor and negotiate an independent study contract that outlines the requirements and expectations of the independent study. A PT Education independent study may be approached from a variety of methodologies such as in-depth study of a topic, laboratory practice, services activities, and clinical education experiences. 1-3 s.h.

PT*802. PT Education 3. In PT Education, students will have the opportunity to explore a topic of interest within physical therapy education in an in-depth individualized manner under the direction of a faculty mentor. This will allow students to gain knowledge specific to their developmental goals. The students will work under the supervision of a faculty mentor and negotiate an independent study contract that outlines the requirements and expectations of the independent study. A PT Education independent study may be approached from a variety of methodologies such as in-depth study of a topic, laboratory practice, services activities, and clinical education experiences. 1-3 s.h.

PT*810. PT Research 1. In PT Research, students will have the opportunity to explore a research topic of interest in an in-depth individualized manner under the direction of a faculty member. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate individualized instruction and requirements with that faculty. As determined by the study and the faculty member, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of research methods novel to the student.  1-3 s.h.

PT*811. PT Research 2. In PT Research, students will have the opportunity to explore a research topic of interest in an in-depth individualized manner under the direction of a faculty member. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate individualized instruction and requirements with that faculty. As determined by the study and the faculty member, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of research methods novel to the student.  1-3 s.h.

PT*812. PT Research 3. In PT Research, students will have the opportunity to explore a research topic of interest in an in-depth individualized manner under the direction of a faculty member. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate individualized instruction and requirements with that faculty. As determined by the study and the faculty member, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of research methods novel to the student. 1-3 s.h.

SLP*600. Prof Iss: Ethical Consid. In SLP 600: Professional Issues: Ethical Considerations, students will learn how professional, medical, and clinical ethics will influence their role as a Speech-Language Pathologist. This course will introduce students to issues pertinent to professional roles, credentialing, ethics, legal considerations involved in the delivering Speech-Language Pathology services. Review and discussion the American Speech-Language-Hearing Association’s (ASHA) Scope of Practice, Code of Ethics, Preferred Practice Patterns and credentialing guidelines will be a focus of the course. At the completion of this course, the student will have acquired basic knowledge in the professional requirements for entry-level clinical practicum and have a basic understanding of professional and ethics resources available to guide their clinical practice. 1 s.h.

SLP*601. Adult Swallowing. In SLP 601: Adult Swallowing, students will learn how to diagnose and treat swallowing disorders (dysphagia) in adults. This course will review the anatomy and physiology of swallowing and introduce the pathophysiology of swallowing impairment in adults. Emphasis will be placed on the fundamental skills required to complete and accurately document the following diagnostic procedures: swallow screening, clinical swallow evaluations, and instrumental swallowing evaluations. Students will learn fundamental principles of evidence-based and physiologically targeted swallow interventions. Critical evaluation of dysphagia research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting swallowing assessments and providing treatment interventions based on a patient's medical history, presenting diagnosis, clinical symptoms, and patient's goals of treatment. 5 s.h.

SLP*602. Neurogenic Language. In SLP 602:  Neurogenic Language, students will learn how to diagnose and treat language disorders resulting from neurological diseases or conditions in adult patients. This course will review the underlying anatomy and physiology of neurogenic language disorders and introduce the causes, symptoms, typical course, and expected outcome of neurogenic language disorders. Emphasis will be placed on the fundamental skills required to complete and accurately document appropriate language assessments, including standardized and non-standardized language evaluations. Students will learn to apply evidence-based interventions to rehabilitate language and facilitate maximum communication skills. Critical evaluation of neurogenic communication disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum in the selection of language assessment and treatment interventions based on the patient’s medical history, presenting diagnosis, clinical symptoms, and patient’s goals of treatment.  4 s.h.

SLP*603. Evidence-Based Practice. In SLP 603: Evidence-Based Practice, students will learn how to critically review and appraise scientific evidence for clinical application. Students will learn how to critically evaluate research evidence of best practice and determine how to integrate appropriate practices into the evaluation and treatment of patients with speech, language, communication, voice, and swallowing disorders. Based on critical review of research in various diagnostic categories, the student will identify how best to incorporate evidence-based practice into clinical practice while acknowledging some of the merits and limitations translational research. 1 s.h.

SLP*604. Cog Aspects of Communication. In SLP 604  Cognitive Aspects of Communication, students will learn how to diagnose and treat cognitive disorders resulting from neurological diseases/conditions, and changes in cognition related to medical conditions in the adult population. Students will acquire knowledge of diseases and medical conditions that can result in changes in cognition, utilize appropriate diagnostic tools, and provide appropriate intervention, education or rehabilitation. Students will acquire fundamental skills to complete evaluations and interventions for cognitive impairments. Students will learn to critically evaluate communication disorder literature to utilize diagnostic and treatment interventions based on peer reviewed literature for on-going professional development. At the completion of this course, students will be able to demonstrate basic competency for entry level clinical practicum in the selection of language assessment and treatment interventions based on the patient’s medical history, presenting diagnosis, clinical symptoms, and patient’s goals of treatment.  2 s.h.

SLP*605. Clinical Rotation Didactic I. In SLP 605: Clinical Rotation Didactic 1, students will be guided to reflect on specific experiences during their supervised clinical training with adult patients (Clinical Rotation 1). Self-evaluation will be a focus of this course, including evaluation of student therapist-patient communication, student's ability to clearly communicate plan of care, student's ability to efficiently and effectively complete diagnostic assessment and therapeutic intervention tasks, student's ability to plan for the next session, and student's written documentation. Students will identify strengths and areas to improve each week based on their knowledge and skills goals for the semester. At the completion of this course, students will demonstrate emerging knowledge and skills in the areas of adult language, adult swallowing, cognitive communication, and professional practice competencies gained from their clinical experiences. 1 s.h.

SLP*606. Clinical Rotation I. In SLP 606: Clinical Rotation 1, the students will learn the roles and responsibilities of the Speech-Language Pathologist in a medical setting with adult patients. The acquisition of basic knowledge of professional roles in a clinical setting, rules and regulations required for patient/client safety (including HIPAA regulations, infectious disease control), and documentation standards will be a focus of this first clinical rotation. Under the supervision of their clinical educator, students will learn basic skills of therapist-patient interaction, standards of diagnostic and intervention skills, appropriate therapy session planning, and appropriate long-term and short-term patient-centered goals focused on patients with adult language, adult swallowing, and cognitive communication disorders. In this course, students will also begin to hone their professional practice competencies. At the completion of this course, all students will demonstrate the following skills with clinical educator guidance: appropriate professional interaction with patient, the ability to complete diagnostic assessment tasks, the ability to complete therapeutic intervention tasks, and the ability to document patient’s/client’s history, diagnosis, and treatment progress. 1 s.h.

SLP*607. Voice. In SLP 607: Voice, students will learn how to diagnose and treat voice disorders.  This course will review the underlying anatomy and physiology of voice disorders and introduce the causes, symptoms, typical course, and outcomes expected for voice disorders.  Emphasis will be placed on the fundamental skills required to complete and accurately document the following diagnostic procedures:  perceptual voice quality evaluation, acoustic analysis, and laryngeal endoscopy.  Students will learn fundamental principles of evidence-based and physiologically targeted voice interventions.  Critical evaluation of voice research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature.  At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting voice assessments and providing treatment interventions based on a patient's medical history, presenting diagnosis, clinical symptoms, and patient's goals of treatment. 5 s.h.

SLP*608. Patient Care Management. In SLP 608: Patient Care Management, students will learn strategies and skills to provide meaningful and efficient patient care management.  This course will cover how to gather and use relevant information including co-morbidities, cultural and social background, social support, financial implications of care, and plan of care of other allied care specialties for optimal patient outcomes.  Emphasis will be placed on using health behavior change theories to guide the identification of possible barriers to a patient's/client's improvement in planned interventions and to determine efficient strategies for intervention.  At the completion of this course, students will be able to identify what variables are likely to affect patient care and what strategies may be useful to improve patient outcomes.  2 s.h.

SLP*609. Motor Speech. In SLP 609: Motor Speech, students will learn how to diagnose and treat motor speech disorders.  This course will review the underlying anatomy and physiology of motor speech disorders and introduce the causes, symptoms, typical course, and outcomes expected for motor speech disorders.  Emphasis will be placed on the fundamental skills required to complete and accurately document appropriate motor speech assessments including standardized and informal speech evaluations.  Students will learn to apply evidence-based interventions to rehabilitate speech precision and intelligibility to facilitate communication.  Critical evaluation of motor speech disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature.  At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting motor speech assessments and providing treatment interventions based on the patient's medical history, presenting diagnosis, clinical symptoms, and patient's goals of treatment.   2 s.h.

SLP*610. Assessment. In SLP 610:Assessment, students will learn strategies and skills to accurately and efficiently conduct patient/client assessments.  This course will cover the fundamentals of the diagnostic process including establishing rapport, completing a relevant patient/client history (medical, social, and cultural), screening tasks, and evaluation tests and procedures.  Emphasis will be placed on appropriately documenting all aspects of the evaluation, synthesizing the relevant information into a treatment recommendation.  At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting an assessment for a patient/client with a suspected or known communication or swallowing diagnosis. 2 s.h.

SLP*611. Practice Settings & Reimburse. In SLP 611: Professional Issues: Practice Settings and Reimbursement, students will learn about the roles, responsibilities, typical caseload, and reimbursement systems in various clinical settings in which Speech-Language Pathologists typically work.  Emphasis will be placed on how patient/client caseloads, delivery of service, productivity, and reimbursement for services differ across environments.  Reimbursement issues related to insurance, coding, billing, and payments will be presented.  At the completion of this course, students will be able to discuss how these variables may change the Speech-Language Pathologist's day-to-day working environment and the services provided to patients/clients in each setting. 1 s.h.

SLP*612. Clinical Rotation Didactic II. In SLP 612:  Clinical Rotation Didactic II, students will be guided to reflect on specific experiences during their supervised clinical training with adult patients (Clinical Rotation 2).  Self-evaluation will be a focus of this course, including evaluation of student therapist-patient communication, student's ability to clearly communicate plan of care, student's ability to efficiently and effectively complete diagnostic assessment and therapeutic intervention tasks, student's ability to plan for the next session, and student's written documentation.  Students will identify strengths and areas to improve each week based on their knowledge and skills goals for the semester.  At the completion of this course, students will demonstrate growth in knowledge and skills in the areas of adult language, adult swallowing, cognitive communication, professional practice competencies, and emerging knowledge and skills in motor speech and voice gained from their clinical experiences. 1 s.h.

SLP*613. Clinical Rotation II. In SLP 613:  Clinical Rotation II, the students will enhance their knowledge and skills as Speech-Language Pathologists in a medical/clinical setting with adult patients.  Students will continue to hone their knowledge of professional roles in a clinical setting, rules and regulations required for patient/client safety (including HIPAA regulations, infectious disease control), and documentation standards.  Under the supervision of their clinical educator, students will improve their skills related to therapist-patient interaction, assessments and interventions, session planning and long-term and short-term patient-centered goal setting for patients with adult language, adult swallowing, motor speech, voice, and cognitive-communication disorders.  At the completion of this course, all students will demonstrate growth in the following skills:  appropriate professional interaction with patient, the ability to complete diagnostic assessment tasks, the ability to complete therapeutic intervention tasks, and the ability to document patient's/client's history, diagnosis, and treatment progress. 3 s.h.

SLP*615. Clinical Rotation Didactic III. In SLP 615: Clinical Rotation Didactic 3, students will be guided to reflect on specific experiences during their supervised clinical training with pediatric patients/clients (Clinical Rotation 3). Self-evaluation will be a focus of this course, including evaluation of student therapist-patient/client communication, student’s ability to clearly communicate plan of care, student’s ability to efficiently and effectively complete diagnostic assessment and therapeutic intervention tasks, student’s ability to plan for the next session, and student’s written documentation.  Students will identify strengths and areas to improve each week based on their knowledge and skills goals for the semester. At the completion of this course, students will demonstrate emerging knowledge and skills in the areas of pediatric language, pediatric speech, social aspects of communication, and professional practice competencies gained from their clinical experiences. 3 s.h.

SLP*616. Clinical Rotation III. In SLP 616: Clinical Rotation 3, students will learn the roles and responsibilities of Speech-Language Pathologists in a medical/clinical setting with pediatric patients. All students will acquire basic knowledge of professional roles in a clinical setting, rules and regulations required for patient/client safety (including HIPAA regulations, infectious disease control), and documentation standards. Under the supervision of their clinical educator, students will learn basic skills of therapist-patient interaction, therapist-caregiver interaction, assessment and intervention, therapy session planning, and long-term and short-term patient-centered goal setting focused on patients/clients with disorders related to pediatric language, pediatric speech, and social aspects of communication. At the completion of this course, all students will demonstrate the following skills: appropriate professional interaction with patient/client and caregiver, the ability to complete diagnostic assessment tasks, the ability to complete therapeutic intervention tasks, and the ability to document patient’s/client’s history, diagnosis, and treatment progress. 3 s.h.

SLP*617. Articulation and Phonology. In SLP 617: Articulation and Phonology, students will learn how to diagnose and treat articulation and phonological disorders. This course will review the underlying anatomy and physiology of articulation disorders and introduce the different characteristics of speech disorders, potential causes, and the role of dialect in the diagnosis and treatment of articulation and phonology disorders. Emphasis will be placed on the fundamental skills required to complete and accurately document appropriate articulation and phonology assessments including standardized and informal speech evaluations. Students will learn to apply evidence-based interventions to improve speech precision and intelligibility to facilitate communication. Critical evaluation of articulation and phonology disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-In SLP XXX: Articulation and Phonology, students will learn how to diagnose and treat articulation and phonological disorders. This course will review the underlying anatomy and physiology of articulation disorders and introduce the different characteristics of speech disorders, potential causes, and the role of dialect in the diagnosis and treatment of articulation and phonology disorders. Emphasis will be placed on the fundamental skills required to complete and accurately document appropriate articulation and phonology assessments including standardized and informal speech evaluations. Students will learn to apply evidence-based interventions to improve speech precision and intelligibility to facilitate communication. Critical evaluation of articulation and phonology disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting articulation and phonology assessments and providing treatment interventions based on a child’s chronological or corrected age, history, and presenting symptoms. 3 s.h.

SLP*618. Childhood Lang:Birth to 5. In SLP 618: Articulation and Phonology, students will learn how to diagnose and treat articulation and phonological disorders. This course will review the underlying anatomy and physiology of articulation disorders and introduce the different characteristics of speech disorders, potential causes, and the role of dialect in the diagnosis and treatment of articulation and phonology disorders. Emphasis will be placed on the fundamental skills required to complete and accurately document appropriate articulation and phonology assessments including standardized and informal speech evaluations. Students will learn to apply evidence-based interventions to improve speech precision and intelligibility to facilitate communication. Critical evaluation of articulation and phonology disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-In SLP XXX: Articulation and Phonology, students will learn how to diagnose and treat articulation and phonological disorders. This course will review the underlying anatomy and physiology of articulation disorders and introduce the different characteristics of speech disorders, potential causes, and the role of dialect in the diagnosis and treatment of articulation and phonology disorders. Emphasis will be placed on the fundamental skills required to complete and accurately document appropriate articulation and phonology assessments including standardized and informal speech evaluations. Students will learn to apply evidence-based interventions to improve speech precision and intelligibility to facilitate communication. Critical evaluation of articulation and phonology disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting articulation and phonology assessments and providing treatment interventions based on a child’s chronological or corrected age, history, and presenting symptoms. 3 s.h.

SLP*619. Childhood Lang:School Age. In SLP 619: Childhood Language: School-Age, students will learn how to diagnose and treat language disorders in school-age children. This course will review typical language development and introduce the different characteristics of language disorders, potential causes, and the role of social determinants of health in the diagnosis and treatment of language disorders in school-age children. Emphasis will be placed on the fundamental skills required to complete and accurately document appropriate language assessments including standardized and informal evaluations. Students will learn how to structure evidence-based interventions targeting the prevention and remediation of language disorders within the child’s environment and with an interdisciplinary team approach. Critical evaluation of language disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting language assessments and providing treatment interventions based on the child’s chronological or corrected age, history, and presenting symptoms. 3 s.h.

SLP*620. Pediatric Swallowing. In SLP 620: Pediatric Swallowing, students will learn to diagnose and treat patients with pediatric swallowing disorders. The course will review the anatomy and physiology of swallowing and introduce the pathophysiology of swallowing impairment in infants and children. Emphasis will be placed on the fundamental skills required to complete and accurately document the following diagnostic procedures: swallow screening, clinical swallow evaluations, and instrumental swallowing evaluations. Students will learn fundamental principles of evidence-based and physiologically targeted swallow interventions. Critical evaluation of dysphagia research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting swallowing assessments and providing treatment interventions based on a patient’s medical history, presenting diagnosis, clinical symptoms, and patient’s goals of treatment. 2 s.h.

SLP*621. Multicultural Communication. In SLP 621: Professional Issues: Multicultural Communication, students will study the various forms of multicultural communication and resources available to provide the best patient/client care. Students will learn how to appropriately serve a multicultural population by exploring differences in communication, social role, linguistic, and cultural backgrounds. Emphasis will be placed on resources to heighten students’ knowledge of different cultures and sensitivity to how differences should be accounted for to optimize evaluation and treatment. At the completion of this course, students will be able to identify how to incorporate awareness of multi-cultural differences in their clinical practice. 1 s.h.

SLP*622. Clinical Rotation IV. In SLP 622: Clinical Rotation IV, students will learn the roles and responsibilities of Speech-Language Pathologists in an educational setting. All students will acquire basic knowledge of professional roles in an educational setting, rules and regulations required for student/client safety (including HIPAA regulations, infectious disease control), and documentation standards. Under the supervision of their clinical educator, students will learn basic skills of therapist-student interaction, therapist-caregiver and educator interaction, assessment and intervention, therapy session planning, and long-term and short-term student-centered goal setting for students/clients with disorders related to pediatric language, pediatric speech, and social aspects of communication. At the completion of this course, all students will demonstrate the following skills: appropriate professional interaction with student, caregiver and educator, the ability to complete diagnostic assessment tasks, the ability to complete therapeutic intervention tasks, and the ability to document student’s history, diagnosis, and treatment progress. 3 s.h.

SLP*623. Tracheostomy and Ventilator. In SLP 623: Tracheostomy and Ventilator-Dependent Patient Care, students will learn how to manage patients with tracheostomy tubes and on mechanical ventilation. The course will cover basic anatomy and physiology of tracheostomy and mechanical ventilation as well as the underlying medical indication for the use of these interventions in patient care. Emphasis will be placed on evidence-based methods for the evaluation and treatment of communication and swallowing with patients requiring tracheostomies, oxygen therapies, and mechanical ventilation. Students will acquire fundamental skills required to determine how and when to evaluate patients for speaking valves and the patient's candidacy for communication and swallow intervention based on the patient's oxygen therapy needs. At the completion of this course, students will be able to identify the anatomy and physiology of tracheostomies, demonstrate fundamental skills in determining a patient's candidacy for communication and swallow assessment based on oxygen therapy needs, and describe typical use of speaking valves for speech and swallowing treatment intervention. 1 s.h.

SLP*624. Head and Neck Cancer. In SLP 624: Head and Neck Cancer, students will learn how to evaluate and treat patients with head and neck cancer. The course will cover basic anatomy and physiology of head and neck cancer, cancer treatment for head and neck lesions (surgical, radiation, and chemotherapy), and their effect on communication and swallowing function. Students will acquire fundamental skills to complete evidence-based assessments and interventions for communication and swallowing to optimize functional outcomes and quality of life. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum in the selection of communication and swallowing assessments and treatment interventions for patients with head and neck cancer based on the patient's medical history, presenting diagnosis, clinical symptoms, and patient's goals of treatment. 2 s.h.

SLP*625. Clinical Rotation Didactic IV. In SLP 625: Clinical Rotation Didactic IV, students will be guided to reflect on specific experiences during their supervised clinical training in the school system (Clinical Rotation 4). Self-evaluation will be a focus of this course, including evaluation of student therapist-student/client communication, student’s ability to clearly communicate plan of care, student’s ability to efficiently and effectively complete diagnostic assessment and therapeutic intervention tasks, student’s ability to plan for the next session, and student’s written documentation.  Students will identify strengths and areas to improve each week based on their knowledge and skills goals for the semester. At the completion of this course, students will demonstrate growth in knowledge and skills in the areas of pediatric language, pediatric speech, social aspects of communication, and professional practice competencies gained from their clinical experiences. 1.0 s.h.

SLP*626. Clinical Rotation V. In SLP 626: Clinical Rotation V, students will continue their supervised clinical training to further refine their knowledge and skills as Speech-Language Pathologists in medical, clinical, or educational settings. During this clinical rotation, students will have input into the population or setting in which they would like to continue to gain mastery of clinical skills. All students will continue to acquire mastery of professional roles in a clinical setting, rules and regulations required for patient/client safety (including HIPAA regulations, infectious disease control), and documentation standards. Under the supervision of their clinical educator, students will continue to learn skills required for effective therapist-patient interaction, assessment and intervention, therapy session planning, and long-term and short-term patient/client-centered goal setting. At the completion of this course, all students will demonstrate the following skills: appropriate professional interaction with patient/client, the ability to complete diagnostic assessment tasks, the ability to complete therapeutic intervention tasks, and the ability to document patient’s/client’s history, diagnosis and treatment progress. 3 s.h.

SLP*627. Craniofacial Anomalies & Gene. In SLP 627: Craniofacial Anomalies and Genetic Syndromes, students will learn how to evaluate and treat patients with craniofacial anomalies and genetic syndromes. The course will cover development of normal and abnormal anatomy of craniofacial structures and genetic syndromes that can result in communication and swallowing disorders in infants and children. Emphasis will be placed on cleft lip and palate, and velopharyngeal insufficiency-related feeding and resonance disorders. Students will acquire fundamental skills to complete evaluations and interventions for patients with cleft lip/palate and velopharyngeal insufficiency. Current research on the timeline for medical/surgical intervention and how these variables influence the timeline for diagnostic and treatment interventions for feeding, swallowing, articulation, resonance, and voice will be reviewed. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting assessments and providing treatment interventions based on a patient’s medical history, presenting diagnosis, clinical symptoms, and patient’s goals of treatment. 1 s.h.

SLP*628. Social Aspects of Comm. In SLP 628: Social Aspects of Communication, students will learn how to identify and provide intervention for social-communication disorders. Diseases and conditions that can result in changes in social-communication, utilization of appropriate diagnostic tools, and provision of appropriate intervention will be emphasized. Students will learn how social interaction (including cultural and linguistic background), behavior, and pragmatics should be considered when completing assessments and treatments across the life span. Critical evaluation of social-communication disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting social-communication assessments and providing treatment interventions based on a patient’s/client’s history, presenting diagnosis, symptoms, and patient’s goals of treatment. 1 s.h.

SLP*629. Intro to Research Meth in SLP. In SLP 629: Introduction to Research Methods in Speech-Language Pathology, students will learn and apply research methodology. The course will cover the scientific method, research ethics, research designs, statistical analysis, and result dissemination. Students will learn the fundamentals of justifying a research proposal, developing research questions and hypotheses, designing a study, seeking IRB approval, collecting and managing data, analyzing data, and interpreting and disseminating results. At the completion of this course, the students will be able to demonstrate basic competency in designing and implementing a research study to answer a clinically-relevant question. 2 s.h.

SLP*630. Comprehensive Exam. In SLP 630: Professional Issues: Comprehensive Exam, students will prepare to take the comprehensive exam. The students will be guided through a comprehensive review of fundamental concepts of speech-language pathology including articulation, receptive and expressive language, cognitive communication, social aspects of communication, voice, resonance, swallowing, fluency, communication modalities, and hearing across the life span in preparation for a career in providing assessment and therapeutic intervention for a wide variety of patient populations and disorders. At the completion of the course, students will demonstrate mastery of basic knowledge of anatomy, physiology, and pathophysiology of speech, language, communication, voice, and swallowing disorders across the life span. Students will also demonstrate mastery of basic skills in the assessment and treatment of these disorders. 1 s.h.

SLP*631. Communication Modalities. In SLP 631: Communication Modalities, students will learn to evaluate and treat patients who may benefit from alternative communication modalities. The course will cover basic concepts and terminology of augmentative and alternative communication. Emphasis will be placed on fundamental approaches to facilitating communication with high- and low-tech augmentative and alternative communication methods and devices in a variety of settings. Students will acquire fundamental skills to complete evaluations and interventions for alternative communication modalities. At the completion of this course, students will be able to identify, describe, and implement the basic principles of augmentative and alternative communication to maximize communication. 1 s.h.

SLP*632. Hearing. In SLP 632: Hearing, students will learn to evaluate and treat patients with hearing disorders. The course will cover the fundamental principles of hearing disorders including basic knowledge of audiograms, types and degree of hearing loss, tympanometry, auditory processing, and aural rehabilitation across the life span. Emphasis will be placed on the fundamental skills required to complete and accurately document hearing and hearing-related communication assessments, including standardized and non-standardized evaluations. Students will learn to apply evidence-based interventions to optimize communication in patients/clients with hearing impairments. Critical evaluation of hearing disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting hearing-related communication assessments and providing treatment interventions based on a patient’s/client’s medical history, presenting diagnosis, clinical symptoms, and patient’s goals of treatment. 3 s.h.

SLP*633. Fluency. In SLP 633: Fluency, students will learn to diagnose and treat patients with fluency disorders. This course will cover the typical onset and development of stuttering and the theories that form the foundation of stuttering assessment and management across the life span. Students will acquire fundamental skills to complete evidence-based assessments and interventions for fluency disorders to optimize functional outcomes, and quality of life. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting fluency assessments and providing treatment interventions for patients/clients with fluency disorders. 2 s.h.

SLP*634. Clinical Externship. In SLP 634: Clinical Externship, students will demonstrate and refine their knowledge and skills during a full-time supervised clinical training experience. The Clinical Externship provides the speech-language pathology masters student with the opportunity to evaluate and treat patients/clients within a variety of settings presenting and with a variety of speech, language, cognitive, voice, and swallowing disorders related to the student’s career goals and their educational progress in demonstrating knowledge and skills across the scope of practice. At the completion of this course, all students will demonstrate competency in the following skills: appropriate professional interaction with patient/client, the ability to complete diagnostic assessment tasks, the ability to complete therapeutic intervention tasks, and the ability to document patient’s/client’s history, diagnosis and treatment progress. 9 s.h.

SLP*635. Clinical Externship Didactic. In SLP 635: Clinical Externship Didactic, students will be guided to reflect on specific experiences during their supervised clinical training (Clinical Externship). Self-evaluation will be a focus of this course, including evaluation of student therapist-patient/client communication, student’s ability to clearly communicate plan of care, student’s ability to efficiently and effectively complete diagnostic assessment and therapeutic intervention tasks, student’s ability to plan for the next session, and student’s written documentation.  Students will identify strengths and areas to improve each week based on their knowledge and skills goals for the semester. At the completion of this course, students will demonstrate competency in knowledge and skills in the areas related to their clinical placements, as well as professional practice competencies gained from their clinical experiences. 1 s.h.

SLP*636. Professional Issues. In SLP 636: Professional Issues: Accreditation, Certification, Licensure, Specialty Recognition, and Advocacy, students will study the regulations related to professional credentials and methods for professional advocacy. This course will introduce students to the professional practices of accreditation, certification, licensure, and specialty recognition. Students will learn the steps required for ASHA certification, state licensure, and specialty recognition. Students will learn about national, state, and local methods of advocacy as well as the importance of advocacy efforts. At the completion of the course, students will be able to state the steps and guidelines for certification, state licensure, specialty recognition, and articulate methods for advocacy. 1 s.h.

SLP*637. Clinical Rotation Didactic V. In SLP 637: Clinical Rotation Didactic V, students will be guided to reflect on specific experiences during their supervised clinical training (Clinical Rotation 5). Self-evaluation will be a focus of this course, including evaluation of student therapist-patient/client communication, student’s ability to clearly communicate plan of care, student’s ability to efficiently and effectively complete diagnostic assessment and therapeutic intervention tasks, student’s ability to plan for the next session, and student’s written documentation.  Students will identify strengths and areas to improve each week based on their knowledge and skills goals for the semester. At the completion of this course, students will demonstrate growth in knowledge and skills in the areas related to their clinical placements, as well as professional practice competencies gained from their clinical experiences. 1 s.h.