Interdisciplinary Course Descriptions
INTDS-603. Independent Study in Bioethics. This course is a research seminar focusing on issues surrounding crack addiction during pregnancy. The seminar is designed to cover a variety of topics in depth. It will explore themes associated with formulating a policy relating to crack addicted pregnant women. Feminist, ethical, legal, socioeconomic, and policy issues will be discussed. So too, the nature of addiction, the clinical evidence on the dangers crack poses to the fetus, and the racial implication of a crack policy (in the absence of alcohol policy). 3 s.h., Fall.

INTDS-605. Rural Interdisciplinary Practicum. Application of community oriented primary care (COPC), case management, and Continuous Quality Improvement (CQI) to interdisciplinary clinical practice and field work in a rural community. Student gains expertise in own clinical specialty, collaborating with students from other disciplines in (a) a team case management approach to the care of selected clients and (b) a community planning project which impacts an identified community health need. Clinical seminars and filed trips are designed to help students develop cultural competence and collaborative practice skills. 1-6 s.h., Spring, Summer.

INTDS-613. Topics in the History of the 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.

INTDS-635. International Health and Tropical Medicine This seminar course introduces students to topics in international health and tropical medicine. The curriculum focuses on the following global health issues: infectious and chronic desease, environmental hazards and mass-migration to urban areas, maternal-child health and population programs, and understanding cross cultural barriers. Seminars will be held one evening per month for eight months. Each seminar will consist of a core lecture on a global public health topic, travel medicine or tropical disease process and a presentation of clinical cases and experiences in developing countries. Fall, Spring. 

INTDS-680. Pain Management. Acute and chronic pain are major components of many illnesses. Expression of symptoms involve many physiological and behavioral systems, and treatment usually involves multiple interventions and many clinical disciplines working cooperatively. This course engages students from many disciplines in learning about the biology of pain and exploring interdisciplinary treatment options. The course has three components: lectures and reading to explore the biology of pain; seminars and discussions dealing with current readings; and practicum sessions to practice clinical skills. 
 
IP-700. Caring for the Community. Interprofessional service-learning course with emphasis on caring for the uninsured population, health disparities, and team based learning. Prerequisites: Enrolled in medical school, PA program, PT program, or Pharmacy school. 2-2.5 s.h.

IP-701. Health Care and the Humanities. This course uses literature, theater, music, art and patient/family narratives to study how narrative (storytelling) is an essential part of health care.  Health care professional students view, read, and tell stories to become more fluent in hearing, interpreting, and communicating effectively and ethically in their patients' stories. 2-2.5 s.h.

IP-702. Films of the Clinical Experience. This seminar course uses films to study how narrative (storytelling) is an essential part of health care practices and patient experiences. Students view films to become more fluent in hearing, interpreting, and communicating effectively and ethically in their patients' stories. 2-2.5 s.h.

IP 703 - Making Clinical Connections: Writing the Health Care Experience. 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. Studnets will be lead toward creating publishable works and to recognize the value of publishing as a means of interprofessional communication. During the course, students wll 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. 2-2.5 s.h.

IP-704. Smiles for Life. This course introduces health professions students to oral health prevention.  Learning will focus on basic oral health prevention needs for children, adults and the elderly, and will include learning a basic oral exam and fluoride varnish application. Student will learn about interprofessional approaches to oral health and will work together on an interprofessional service learning group project. 2-2.5 s.h.

IP-705. Basic Beginning Medical Spanish. 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 students with little or no knowledge of Spanish; however anyone is welcome to participate. Important:  Knowledge gained in this course is not meant to replace services provided by medical interpreters at MUSC. 2-2.5 s.h.

IP-706. Basic Intermediate Medical Spanish. 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. 2-2.5 s.h.

IP-707. Addressing Childhood Obesity. This course, in collaboration with the MUSC Jr. Doctors of health program introduces student to community health promotion/prevention through an emphasis on childhood obesity. Through an interprofessional perspective, student learn about the causes, effects, and prevention of childhood obesity under the auspices of a school-based community partnership. Students work in interprofessional teams on projects in conjunction with the Jr. Doctors of Health program, and apply their knowledge and skills to health education and mentoring children.

IP 710 - Transforming Healthcare. The course goal is to lay the foundations for beginning (first year) professions students to understand the complexities of the health care system and the role of interprofessional collaboration to improve the system. Through an interprofessional context, students will explore the art and science of teamwork and communication skills, cultural competency, ethical issues, healthcare disparities and social determinants of health. This course addresses the university's Quality Enhancement Plan (QEP) goals #2 (e.g., students learn more about the other professions) and #3 (e.g., students apply interprofessional teamwork competencies in a learning setting) and will provide a mechanism to evaluate student learning outcomes associated with each goal. This is a 2 credit hour course.

IP-716. Improving Health Care. This course introduces students to approaches toward improving the health care system through patient safety and quality improvement concepts. Through work with the Institute of Healthcare Improvement (IHI) Open Schools modules, in-class discussions, and work on an improvement/patient safety project as a member of an interprosessional team, students will acquire knowledge and skills in addressing healthcare system improvements. 2-2.5 s.h.

IP-717. Technology for Health Education Programs. Students will work in interprofessional groups and apply principes of instructional and graphical design in the development of health education media designed to meet the specific needs of a College, Unit, or Initiative at MUSC. Students will use the topic of health education to produce a variety of media including podcasts, videos, and Powerpoint slide shows with advanced features, practice presentation skills, using media produced in the class, and develop a Web site on health education that incorporates media developed through the course. 2-2.5 s.h.

IP-720. Healthcare System Improvement. This course introduces health professions students to understand the complexities of the health care stystem and the role of interprofessional collaboration to improve the system. Through an interprofessional context, students will explore the art and scieince of teamwork and communication skills, cultural competency, ethical issues, healthcare disparities and social determinants of health. 2-2.5 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. 1-3 s.h.

SCCP-764. Personal Finance. This course is designed to provide the health care practitioner with the knowledge and skills to manage their personal finances in an effective manner. After successfully completing this course, the student will be able to understand the process for making personal financial decisions; establish personal financial goals; evaluate the factors that influence personal financial planning; and apply strategies for attaining personal financial goals. Course format: 3 credit hours. Lecture format in 110-minute sessions. Prerequisite: second or third professional year standing. Spring.