access intranet after hours circle-arrow apply blog caret circle arrow close closer look community outreach community outreach contact contact us down arrow facebook lock solid find a provider find a clinical trial find a provider find a researcher find faculty find-a-service how to apply join leadership left arrow locations logo make a gift map location maximize minimize my chart my chart notification hp notification lp next chevron right nxt prev pay your bill play previous quality and safety refer a patient request a speaker request appointment request an appointment residents corner rss search search jobs Asset 65 submit a story idea symptom checker Arrow Circle Up twitter youtube Dino Logo External Link University Logo Color University Logo Solid Health Logo Solid Arrow Right Circle Book Calendar Date Calendar Search Date Diploma Certificate Dollar Circle Donate Envelope Graduation Cap Map Pin Map Search Phone Pills Podcast
Bulletin Main Hero

Interprofessional Courses

Bulletin

It is the intent of the University to encourage the development and offering of interprofessional courses. Interprofessional courses aim to prepare health professionals to be collaboration-ready to engage with people, families, and communities to support the transforming health environment. Courses constructed with this goal in mind are open to students from all colleges. They present opportunities for dialogue and collaboration that focus on effective professional performance in an ever-evolving health care environment. Courses cover a spectrum of topics and a variety of formats including experiential, team-based, online, and hybrid.  Topics include health delivery models, prevention, population health, health humanities, team science, and quality of health care and address clinical, community (both urban and rural), and research settings. 

IP-700. Caring for the Community: Focus on Food. Food, caring for the underserved, nutrition instruction and food insecurity all intersect in this interprofessional class. Through in-class seminars, group activities, service-learning at the CARES Student-run Free Clinic and community screenings, as well as hands on cooking instruction, students will increase their knowledge and capacity to address food insecurity in the underserved population of our community. Students enrolled in this course receive preference for volunteering at CARES clinic in Mt Pleasant and all CARES related events. Prerequisites: Enrolled in graduate level or professional school.  2 s.h.

IP-701. Health Care and the Humanities. In IP 701, Health Care and the Humanities, we explore issues related to health and health care through the arts and humanities as a means of developing critical thinking, reflection, analysis and other skills that contribute to empathetic, patient-centered care.  The new structure of the course will allow me to offer special seminars based on themes like women's health, child health, addiction narratives, and disability narratives that appeal to professional students across colleges. 1 s.h.

IP-703. Making Clinical Connections: Writing the. The interprofessional course focuses on the concept of writing as a reflective activity and an exercise in professional communication. Students will develop greater listening and reporting skills related to enhanced provider-patient communication. Students will be lead toward creating publishable works and to recognize the value of publishing as a means of interprofessional communication. During the course, students will engage in writing (including an in class journal), participate in small groups and class-wide discussions. A portfolio of work will be developed for the course. 2-2.50 var. s.h.

IP-706. Spanish/Hlth Care Prof-Intermediate. As a continuation and review of the beginning course, this course has been specially designed for students, nurses, faculty and staff who want to learn basic phrases, grammar, and vocabulary in Spanish related to health care.  The areas of focus for the course are the following: (1) beginning conversational Spanish focusing on health, (2) pronunciation and basic grammar, (3) basic vocabulary related to healthcare, and (4) culturally competent care for Hispanic patients. The teaching methods used in the course are based on the communicative approach to language learning; therefore students will be expected to speak in Spanish during each class meeting.  Class time will consist of one-on-one conversations, role plays, and dialogues related to the clinical setting, as well as some grammar and pronunciation exercises.  Some topics to be covered include the following:  assessing medical history and health risks, physical examinations and parts of the body, illnesses and diseases, equipment and locations within the hospital, etc.  Also, students will be expected to practice on a weekly basis with a classmate outside of class; this practice is essential for strengthening speaking and listening skills as the course progresses. This course is designed for student with little or no knowledge of Spanish, and for those who have completed the beginning medical Spanish course. Important: Knowledge gained in this course is not meant to replace services provided by medical interpreters at MUSC. 2-2.50 var. s.h.

IP-708. Behind the Scenes. The course gives interprofessional (IP) learners opportunity to observe the complex interworking of an academic medical center and to develop 21st century skills to be vital contributors to effective health care. Learners observe the wide variety of individuals and teams required to run a high reliability organization. Students will complete three, 2-hour observations/shadowing experiences of teams or departments across the entire MUSC enterprise. Through an interprofessional context, students also will explore issues related to the health care system, leadership and conflict management, cultural humility, and the Just Culture model. 1 s.h.

IP-709. Interprofessional Patient Support. This elective brings together small interprofessional (IP) teams of students under the supervision of one or more faculty preceptors to provide highly patient-centered care and support services to MUSC patients at risk for hospitalization or re-hospitalization. Working over a semester under supervision, IP student teams assist patients with health care usage and improvement of quality of health care services by assisting in setting individual goals to improve health and quality of life.  .50 s.h.

IP-711. IP Foundations & Teamstepps. This course provides the foundation for beginning health professions students to develop competency in interprofessional collaborative practice. The goal of the course is to help prepare future health professionals for enhanced team-based care of patients and improved patient and population health outcomes through evidence-based team strategies and understanding of professional roles and responsibilities.  1 s.h.

IP-712. Caring for the Community. Caring for the Community is an interprofessional course aimed at exposing students to the social and financial resources available within the Charleston area to our patients, in particular those who are uninsured or under-insured. Discussions, debates, panels and small group activities will serve to increase our knowledge as providers, and to better serve our patient population in regard to addressing all of their needs, beyond medical needs only. Topics addressed will include health disparities, population health and cultural factors affecting delivery of healthcare, social determinants of health and community resources. All students enrolled in IP-700 will preferentially be afforded opportunities to rotate through the CARES medical clinic as well as shadowing opportunities in the CARES PT/OT clinic, the ECCO Dental clinics and joint Low Country Food bank-CARES clinic events.  2 s.h.

IP-717. Telehealth Teams of the Future. This online course provides health professions students with detailed examination of the use of telehealth processes to transform healthcare, access and delivery. Through an interprofessional context, students will explore clinical, research and educational initiatives currently underway across South Carolina. Students will learn the history and status of telehealth activities, engage with live telehealth learning experiences; understand the use of telehealth to improve healthcare access and population health; explore how team-based and academic/community partnerships care can be used to advance care; and embrace the changing models of care resulting from advancing telehealth technologies. Students get real-world experience with the technologies and processes that make telehealth successful. 3 s.h.

IP-718. Teamworks. The course provides interprofessional (IP) learners opportunity to apply knowledge of TeamSTEPPS core principles through 5 or 6-hour observations of a clinical unit. Students will demonstrate reliable observation skills to recognize effective team dynamics in the practice setting and to suggest strategies to overcome barriers. Through an interprofessional context, students also will explore issues related to the health care system, cultural humility, and the Just Culture model.  1 s.h.

IP-719. Hospital Systems. This course gives interprofessional (IP) learners opportunity to explore topics related to effective health care systems and process improvement. Working in IP groups, learners will conduct an in-depth analysis and presentation of systems issues as related to clinical and non-clinical health care case scenarios. Through an interprofessional context, students also will explore issues related to the health care system, evidence-based practice or process improvement, the Just Culture model, and health informatics.  1 s.h.

IP-722. Medical Mission International. This course is for students interested in participating in an organized interprofessional medical mission trip or other type of international health program.  Through the travel, students are exposed to a cross-cultural and an interprofessional health care experience. Students in various healthcare professions including medicine, nursing, pharmacy, dental medicine, allied health professions, rehabilitation sciences, and health administration may participate in a trip or program of their selection.  Students will participate in a hands-on, experiential learning program with supervision from preceptors in their professional field of study. Variable credit 2-2.5 var. s.h.

IP-724. Intro to Global and Public Health. This seminar course introduces students to topics in Public Health in a global context.  It will expose learners to a methodology for understanding populations and population health through multiple disciplines. Variable credit 1-3 var. s.h.

IP-729. Focus on Food in Medicine.. The course gives interprofessional (IP) learners the opportunity to examine the role of food in medicine and the interplay between nutrition, social determinants, and physical health. Through web-based case studies, assigned readings and hands-on work in a community kitchen, students will learn the basics of nutrition, how dietary patterns impact health status, and how to apply this information to patient care.  1 s.h.

IP-731. Eye Spy At Gibbes Museum. Humanities in Healthcare and Healthcare Education  are used to foster patient and healthcare worker  self-care and resiliency (i.e., playing a musical  instrument or painting for enjoyment and  pleasure), but also improve observation and  communication skills which are a necessity for  delivering compassionate, collaborative care.  Through funding from a Medical University of  South Carolina SCTR's grant, this  interprofessional course allowing 10 students to  learn and enhance skills within a museum  environment, Gibbes Museum of Art, is available.  Eight sessions led by professional art educators  and MUSC faculty will be conducted over Spring  2018 and Fall 2018 semesters. Patients and/or  caregivers will also participate in some  sessions. 1 s.h.

IP-732. History of Health Sciences. This course introduces students to the history of the broad field of health, disease, and medicine through a series of topical lectures. The course begins with the history of the Medical University of South Carolina. Then biographical accounts of important figures in the history of the health professions will flesh out concepts of both the art and the science of practice. Other lectures will highlight revolutionary discoveries and other significant events in the history of the health professions. The course goal is to contribute to professional development by raising students' awareness of their profession's cultural, philosophic, and scientific heritage. Students at any level in all colleges may enroll. There is no exam or term paper; grading will be pass/fail based on attendance at lectures. 1 s.h. Spring.

IP-738. Seminars in Research Ethics. This seminar series expands the range of educational opportunities for students who are interested in clinical research ethics (CRE). It comprises hour-long meetings each week with leaders from MUSC research administration and clinical/translational investigators, each of whom focuses on the relation of their offices and activities to CRE. It is part of a fellowship program that leads to a Certificate in Clinical Research Ethics. This course is available both in classroom and online. Students who are on campus and are taking the course for academic credit are expected to attend the classroom seminar; all others are encouraged to attend if on campus or participate online.  1 s.h.

IP-742. Interprofessional Study of ASD-ND I. Interprofessional Study of Autism Spectrum Disorders (ASD) and Neurodevelopmental (NDs) Disabilities I course (Fall Semester) offers students the opportunity to gain expertise in Autism Spectrum Disorders and Neurodevelopmental disabilities.  the course promotes an interprofessional approach to ASD and NDs, with emphasis on the professions of pediatrics, psychology, speech pathology, social work, nursing, occupational therapy, physical therapy, pediatric dentistry, psychiatry, neurology, genetics, special education, and others learning and working together.  The course content is based on recommendations made by the AUCD's Interdisciplinary Training Guide (National Training Directors Council, 2001), and the Core MCH Leadership competencies (http://leadership.mchtraining.net/).  In addition to training in typical and atypical childhood development, as well as interprofessional training, life course issues, culture competence, public health, access to care, and family centered care are included in course content.  There is a specific emphasis on empirically supported assessment and intervention methods for ASD and other NDs.  The course is offered on-line, and lectures may be viewed by students on their own time via the on-line learning management system Moodle.  The two courses stand alone; Interprofessional Study of ASD-ND I is not a prerequisite for Interprofessional Study of ASD-ND II.  2-2.5 var. s.h.

IP-744. Interprofessional Study of ASD-ND II. Interprofessional Study of Autism Spectrum Disorders (ASD) and Neurodevelopmental (NDs) Disabilities II course (Spring Semester) offers students the opportunity to gain expertise in Autism Spectrum Disorders and Neurodevelopmental disabilities.  the course promotes an interprofessional approach to ASD and NDs, with emphasis on the professions of pediatrics, psychology, speech pathology, social work, nursing, occupational therapy, physical therapy, pediatric dentistry, psychiatry, neurology, genetics, special education, and others learning and working together.  The course content is based on recommendations made by the AUCD's Interdisciplinary Training Guide (National Training Directors Council, 2001), and the Core MCH Leadership competencies (http://leadership.mchtraining.net/).  In addition to training in typical and atypical childhood development, as well as interprofessional training, life course issues, culture competence, public health, access to care, and family centered care are included in course content.  There is a specific emphasis on empirically supported assessment and intervention methods for ASD and otehr NDs.  The course is offered on-line, and lectures may be viewed by students on their own time via the on-line learning management system Moodle.  The two courses stand alone; Interprofessional Study of ASD-ND I is not a prerequisite for Interprofessional Study of ASD-ND II. 2-2.5 var. s. h.

IP-745. Community, Cooking and Cob Ovens. Using natural materials of straw, clay and sand, students from multiple disciplines will collaborate with students from the American College of the Building Arts to design and construct a wood-fired (cob) oven in MUSC's Urban Farm. Students will discuss the history and current use of cob ovens in a variety of settings, and debate the benefits and challenges of interprofessional teamwork . Through independent reading and discussions, students will draw conclusions and use research-based evidence to defend their position on the impact of community gardens on health and wellness. Students will participate in 4 3-hour classes constructing the oven and a total of 3 hours in class meetings planning and then hosting an event to demonstrate the oven and how it can be used going forward.  1 s.h.

IP-746. Community Engagement. This course introduces health professions students to basic principles of community engagement for improving community health and wellness through and interprofesional collaborative approach.  Students will learn about conducing community asset mapping, community needs assessments, cultural competency, social determinants of health, effective strategies for working with community partners, community-based participatory research principles, dissemination of community health education and interprofessional teamwork.  Students will work in interprofessional teams on local community health projects.  2-2.5 var. s.h.

IP-750. Medical Humanities Research. In this medical humanities elective, each student creates and independent study project and participates in an online community of interprofessional learners.  Draw on your enthusiasm for the arts, humanities, or social sciences to investigate health and health care from new perspectives.  Because of its flexible design, this course is perfect for distance-education students or students completing away rotations as well as for on-campus students.  For a syllabus that provides examples of past projects, contact Lisa Kerr at kerli@musc.edu.  2-2.50 s.h.

IP-752. Interprofessional Independent Studies. This course promotes students' interprofessional collaborative competencies through focused study on a topic of professional relevance in health are (i.e., research, patient care, administration, community health, etc.).  Under direction from the course director, the student will engage in directed readings, interviews with other professions and an interprofessional teamwork project.  Students will reflect upon their learning through written reports. 1-2.50 var. s.h.

IP-754. Fundamentals of Teamstepps. This course introduces the participant to the TeamSTEPPS Fundamentals course. TeamSTEPPS is an evidence-based comprehensive teamwork training system designed to improve quality and safety in healthcare and is rooted in over three decades of research in high-stress, high-risk industries such as military aviation. The Fundamentals course is designed for direct patient caregivers and includes tools and strategies specifically designed to improved communications and team-driven outcomes. In addition, the participant will be trained to be a reliable rater of team performance using the TeamSTEPPS Team Performance Observation Tool. 1-3 var. s.h.

IP-756. Integrated Interprofessional Studies. Integrated Interprofessional Studies is a 3 credit hr course designed to give students an appreciation for the translational relevance of their dissertation studies through hands-on interprofessional experiences in a clinical setting. Students will select the department that best matches their dissertation work and attend available grand rounds, fellows conferences, departmental seminars, clinical discussion groups (boards), and other available small group conferences or settings within the selected department. Experiences in these activities will be discussed in class. Midway through the semester students will also have the opportunity to attend rounding with the corresponding  departmental healthcare team as they visit patients. Students reconvene weekly as a class, with the course instructor, to review and discuss cases they have heard and share their experiences. 3 s.h.

IP-758. Prac Based Pt Centered Care. This is a practice-based, patient-centered interprofessional care course.  Teams of 2 to 4 students representing at least 2 different disciplines will collaborate with primary care preceptors to engage a panel of of 5 to 6 high risk patients in order to identify barriers to patient access, assess social determinants of health, identify resources and appropriate education materials, and assist in developing processes to address patient specific barriers.  2 s.h.

IP-760. IPC Clinical Fellowship. This course provides students with an interprofessional (IP) educational experience integrating IP practice and education.  The Institute for Primary Care (IPC) Clinical Fellowship course will focus on IP collaboration for chronic disease management of uninsured/underserved clients through evidence-based care, health coaching, care coordination, patient education and engagement of community partners.  Working within and IP team of students and providers, students will learn with, from and about each other while increasing access to care and addressing the health needs of underserved clients, families and community. 1 s.h.

IP-762. Virtual IP Learning. This course provides students with an innovative, asynchronous interprofessional (IP) educational experience using state-of-the-art avatar technology. The experience will focus on addressing patient care quality and safety and IP communication utilizing avatars for case presentation, analysis, clinical decision-making, team communication and resolution of a significant healthcare event. 1 s.h. Summer. Prerequisites: COM, COP, CON MSN/DNP students.

IP-764. Community-Based Mental Health. Students from multiple disciplines will collaborate together to develop a therapeutic gardening program at a local residential apartment complex designated for individuals with serious mental illness.  Residents will be engaged in designing raised beds to plant a summer harvest of vegetables.  Students and faculty will be at the site on a weekly basis and residents will be instructed in the daily care of the garden.  Emphasis will be on the therapeutic benefits including developing a knowledge and appreciation of healthy eating and cooking, physical activity in the care of the garden, socialization and interaction skills when working together, meaningful use of time and energy, and the enjoyment of harvesting from the land and the positive experience of connecting with nature. 1 s.h.

IP-766. Biomedical Commercialization. The course examines the process of commercializing research results from medical research laboratories.  Topics include drug discovery and development, pre-clinical and clinical trials, market assessment for biomedical products, competitive analysis, revenue models and exit strategies. 3 s.h.

IP-768. Public Health. This course gives interprofessional (IP) learners opportunity to explore topics related to public health issues. Working in interprofessional groups, learners will conduct an in-depth analysis and presentation of public health issues as related to clinical and non-clinical health care case scenarios. Through an interprofessional context, students also will explore issues related to rural and population health, cultural humility, oral health and primary care, and health informatics.  1 s.h.

IP-770. Culinary Health and Wellness. Students from multiple disciplines will study how the art of cooking and the science of food intersect to promote health and wellness. Students will become familiar with the science behind the role of nutrition in chronic disease prevention and management and will develop skills on how to select, prepare, cook and present foods that promote health and wellness. The class will combine independent reading and discussion and with hands-on experience in the kitchen.  1 s.h.

IP-772. Team Science in Clinical Research. The course offers practical guidance about how to best engage in team science to pursue complex scientific questions, work effectively with team members, and produce high impact research outcomes that help meet society's needs. 1 s.h.

IP-774. Intro to Health Literacy & Cultural. This course introduces Health Professions students to basic principles of health literacy.  The course will focus on the issues of low health literacy; writing in plain language; health communication techniques; cultural competency and social determinants of health.  Students will work in interprofessional teams on a group project. 2 s.h.

IP-776. IP Education Technology. This course provides the opportunity to explore educational technology development and application in an interprofessional collaborative manner.  After discussion between the student and faculty supervisor, an independent study project related to educational technology will be outlined and will include participation in the development, application, and/or methodological study on the use of a new or existing technology-related educational resource.  Projects may also include a thorough literature review of a topic participation in a research experiment, professional presentation, and/or the learning of a new instructional design method/strategy.  Topics will be selected that have application and interest to more than one discipline.  1 s.h.

IP-777. Pediatric Mini-Fellowship. This elective course will provide students with an embedded experiential learning opportunity in a community school or daycare setting.  Interprofessional groups of students will work 1 on 1 with a child having medical complexity.  1 s.h.

IP-778. Cultural Caring. This course is designed to give graduate students the opportunity to engage in interprofessional discussion and community-based activities to learn more about health care delivery with underserved communities.  The course will focus primarily on service delivery and clinical practice working with patients with Limited English Proficiency (LEP) through development of language skills, cultural competence, and strategies to enhance access to care. Topics of discussion throughout the course will include cultural and linguistically-appropriate standards, considerations with limited English proficiency (LEP), health literacy, access to care, and resources for healthcare and clinical practice. 1 s.h.

IP-779. Culturally Sensitive Care. This course will educate students in culturally sensitive care using the framework of the Culturally and Linguistically Appropriate Services (CLAS) Standards published by the United  States Department of Health and Human Services (USDHHS) Office of Minority Health.  Sessions will incorporate guest expert lectures, discussion groups, and community-based assignments to cover topics such as culturally responsive care, language access, organizational policies and practices, community design and implementation, and health equity.  1 s.h.