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Interprofessional Courses

Updated on February 23, 2021. 

IP*700. Caring 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*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*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*713. Clarion Case Competition. Course Description This course gives interprofessional (IP) learners opportunity to earn course credit for actively participating in the local MUSC CLARION case competition, and for first place winner, national competition in Minnesota in April. MUSC's annual interprofessional CLARION competition will engage students in an interactive case study. Students from different disciplines will have the opportunity to work as a fourperson team to analyze and provide recommendations surrounding an extensive healthcare case dealing with interprofessional issues. Once presented with the case, each team conducts a root cause analysis and presents their analysis, proposal, and business plan to a panel of interprofessional judges that evaluates their analysis in the context of real world standards of practice 2 s.h.

IP*714. Conversational Med. Spanish. This course is designed to allow students to gain a better understanding of the communication process between LEP patients and Medical staff to be able to facilitate visits. During the course, we will review and improve conversational skills of students as well as broaden the student's understanding of the medical Hispanic/Latin American culture. Students will engage in mock conversations of a typical patient's doctor's visit. Student will participate in weekly exercise assignments. This course will be a refresher on conversation practice for those with advanced Spanish understanding. 1 s.h.

IP*715. Impact of Poverty on HC. This course provides an introduction to poverty and healthcare consumerism in an interactive online-course format. This course explores the relationship between poverty and clinical impact on population health in the United States. We will address determinants of health as it relates to healthcare consumerism and health status trajectories for the US population living in poverty. The course is intended to equip the clinical student with the patient management skills necessary to reduce the risks poverty plays in their healthcare outcomes. 3 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*721. Blood, Sweat & Tears. This Interprofessional Course will examine themes related to self-realization through the music and videos of Korean pop musicians BTS, a group well known for addressing societal issues in their music. This class will examine some of those issues from a health care provider perspective, particularly in the context of interprofessional teams where the provider's approach varies by discipline. Using reflection, analysis, and open discussion about the topics as interpreted from watching videos and reading supplemental texts, this will be a "no wrong answers" course. It will focus on appreciating the views and perspectives of other health care providers by facilitating open discussion about challenging topics such as mental health, temptation and conflict, and societal pressures and expectations as they may apply to clinical practice. In addition to the music videos, supplemental readings will include passages from Hermann Hesse's Demian, Friedrich Nietzsche's The Birth of Tragedy and Thus Spoke Zarathustra, and the Webtoon Save Me. 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*723. Team Building With Simulation. This course gives interprofessional learners opportunities to work together in interactive simulation experiences, both online and in "in-person" sessions to apply and further explore characteristics of interprofessional team dynamics and problem solving. This course utilizes group-based simulation experiences, to include high fidelity simulations with an "escape room" activity, role-playing, and virtual reality exercises, to further apply and adapt knowledge, skills, strategies, and attitudes for effective teamwork. Through an interprofessional context, students also will explore issues related to the US health care system, cultural humility, and solutions to challenges to modern-day healthcare teamwork both online and during class meetings. 1 s.h.

IP*727. Principles of Population Heal. The course is designed to help orient healthcare management students and professionals in key aspects of total population health. The virtual course will help individuals understand current principles of value-based reimbursement and accountable care organizations commonly observed in the marketplace. Specific areas to be covered include the distribution of health and costs within a population, common health management initiatives or interventions, financial structures found in the marketplace and related foundational features of total population health. 1 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*733. Perfect Pitch: How to Pitch. The most exciting innovations derive from interprofessional collaboration and this course encourages this collaboration by connecting you with MUSC's greater entrepreneurial community. As a future healthcare professional and entrepreneur, you may want to translate your innovations into something useful and financially profitable. In order to do so, you may need funding by investors and the first step in enticing investors is often a 10-15 minute fundraising pitch This course will provide an opportunity for you to design, practice and present a compelling pitch to a panel of judges for potential funding. Best practices in developing a pitch will be incorporated throughout the course including effective communication, outlining a business model, providing data and telling a compelling story. There will be 4 in-class meetings and the rest of the course will be online, with assignments and discussions due each week. 1 S.H.

IP*735. Human Trafficking and C. This course will provide an overview of human trafficking and how it intersects with healthcare. Learners will be introduced to the types of human trafficking most prevalent in the United States, as well as the segments of the population that are most vulnerable to exploitation. This course will provide information and resources to assist healthcare professionals to identify and respond to trafficked persons in a clinical setting, including the use of trauma-informed and survivor-centered methods of care. 1 S.H.

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*741. Clinical Care. This course gives interprofessional (IP) learners opportunity to explore topics related to effective interprofessional clinical care. Working in IP groups, learners will conduct an in-depth analysis and presentation of clinical care topics related to patient care, technology, and/or cultural issues. Through an interprofessional context, students also will explore issues related to the health care system, population health, patient and family centered care, cultural humility and just culture. 1 s.h.

IP*742. Interprof. 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*743. Introduction to 3D Printing. Additive Manufacturing (3-D printing) is ushering in a new era of efficiency, cost-effectiveness and convenience in the health care industry.1 Through innovation and technical advancements, 3D printers are set to provide faster prototyping, ideas, inventive problem-solving, and increased cost efficiency. This course will introduce the potential uses of Additive Manufacturing (3D printing) in health care and provide a process for innovation that encompasses concept development, applied creativity, prototyping, and experimentation. This course also integrates rich, interactive media such as videos, infographics, and e-learning activities as well as traditional components such as live faculty lectures, group projects, and individual assignments. The program design facilitates collaborative learning through discussion forums and a team-based capstone project. This results in an enhanced peer network that delivers value long after the course ends. 1 s.h.

IP*744. Interprof. 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*749. Human Cadaver Dissection. This elective course will enhance both dissection and anatomic structure identification skills using human cadavers. Dissection will be performed in the manner of an independent study but under the overall supervision and advisement of the course directors. Approach to dissection will be on a regional basis and will address: 1) back; 2) upper and lower limbs; 3) head and neck; 4) thorax; 5) abdomen, and 6) genitourinary/perineum. 2 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*751. Translational Research. This course gives interprofessional (IP) learners opportunity to explore topics related to translational research. Working in IP groups, learners will conduct an in-depth analysis and presentation of translational research topics. Through an interprofessional context, students also will explore issues related to the US health system, health informatics, cultural humility, and population health as they relate to bench to bedside topics. 1 s.h.

IP*752. IP 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*753. Emergency Mgmt for Hc Prof.. Disasters can strike at any time. The difference between success and failure is planning. Emergency management for healthcare professionals is an all hazards approach to incidents and continuity of operations. Join the ranks of military first responders and current healthcare systems using Incident Command to manage both man-made and natural disasters. Leave with the primary FEMA incident management system certifications and working knowledge for your organization to survive the unplanned. 1 S.H.

IP*756. Integrated Interprofes 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*759. Special Teams for Special Pop. Purpose of this elective course is to improve oral and systemic health care outcomes for patients at the Pamela Kaminsky Clinic for Adolescents and Adults with Special Health Care Needs (SHCN). To achieve this we will use an interprofessional team approach composed of dental, occupational therapy, pharmacy, and physician's assistant (PA) students. Student teams will discuss current medical and dental health, medications, including possible side effects and oral sequelae and will discuss preventative medical and oral health care with patient and/or patient's family or caretakers, increasing their understanding of issues involved in caring for adults with SHCN. 1 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 Resea. 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 & Cul. 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*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*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.

IP*780. Beginngers Conversational Med. This course is designed for the beginner-level student with minimal understanding of the Spanish language to gain a background in basic conversational medical Spanish. Students will learn fundamental Spanish vocabulary, grammar, and concepts and, using role play and scenarios, will practice Spanish proficiency with real-world scenarios every week. Students will also review different Spanish greetings and other common language structures and will practice through TPR (Total Physical Response) activities. 1 S.H.

IP*784. Interprofessional Approaches. As COVID-19 spreads rapidly in the Unites States, there has arisen a great need to aggressively test individuals who may be suspected of being COVID-19 positive as well as asymptomatic carriers who may have developed antibodies for COVID-19. In this independent study course MUSC students will work collaboratively with students from other professions to use GIS and other available data (i.e., demographics and current and historical disease trends) to develop models for predicting need for mobile or walk-in COVID testing sites in different locations throughout South Carolina. Students will conduct background research and/or interview relevant health officials and health system administrators to understand the processes currently in place for site selection for COVID-19 testing and identify criteria for establishing different types and scales of testing sites based on population needs and site opportunities. Student learning will culminate in the collaborative development of a GIS predictive model and storymap for placement of COVID testing sites and presentation to course faculty and relevant stakeholders. 2 S.H.