MUSC Bulletin | Interprofessional Programs
Interprofessional Courses | Course Descriptions
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, OT Program, Dental and 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.
(Note: IP 701 and IP 702 are combined for IP 748.)
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.
(Note: IP 701 and IP 702 are combined for IP 748.)
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. 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. 2-2.5 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-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. 2-2.5 s.h.
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. 2 s.h.
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 interprofessional team, students will acquire knowledge and skills in addressing healthcare system improvements. 2-2.5 s.h.
IP-717. Telehealth Team of the Future. This course provides health professions students with detailed examination of the use of telehealth processes to transform the provision of healthcare. 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. 2 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. 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.
IP-726. Quality Improvement Practicum. This elective offers the opportunity for students who have completed IP 716 - "Improving Health Care" to continue work on quality improvement (QI) teams initiated in the previous course. Students will apply QI concepts and tools to real problems to learn how systems issues are addressed and improved. through their work on the QI teams, students will interact in an interprofessional environment and acquire additional knowledge of health professionals' contributions to healthcare and interprofessional collaboration. 2-2.5 s.h.
IP-732. History of Health Science. 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 - 2.5 s.h. Spring.
IP-736. Introductory Ultrasound. This course seeks to provide PA and College of Medicine students with the skills to use ultrasound in a collaborative manner to help ensure better patient outcomes. Emphasis will be placed upon knowing when to order this imaging modality, operating ultrasound machines, acquiring images, and interpreting data generated. Additionally there will be special topics provided by the Anesthesia Department on peripheral nerve blocks and trans-esophageal echocardiography. 2 - 2.5 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 - 1.5 s.h. Fall.
IP-740. Clinical Breast Care. This course is intended to provide PA, Nursing, and College of Medicine students with the skills and knowledge about the identification diagnosis and management of various breast diseases, especially breast cancer. The course will include opportunities for active clinical observation of various breast imagining and interventional procedures and to work in phantom biopsy labs. The course will promote a multidisciplinary/interprofessional approach to breast disease and breast cancer with sessions mentored by physicians from various specialties, and nurses. The emphasis will be on interactive learning with the instructors through lectures, group discussions and possible real time imaging experience with mammography/ultrasound/MRI. The course will end with the students meeting with breast cancer survivor patient to learn from a patient's perspective how they interacted with multiple professionals/specialties and their experience with breast cancer survivorship. 2-2.5 s.h. Spring.
IP-742. Interprofessional Study of ASD-ND I. This course 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. 2 - 2.5 s.h. Fall.
IP-744. Interprofessional Study of ASD-ND II. This course 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. 2 - 2.5 s.h. Spring
IP-746. Community Engagement. This course introduces health professions students to basic principles of community engagement for improving community health and wellness through an interprofessional collaborative approach. Students will learn about conducting 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 s.h. Spring.
IP-748. Films and Literature of Health Care.
IP-750. Medical Humanities Research. In this course, students create an 'independent study' project and participate in an online community of interprofessional learners. Students will draw on their enthusiasm for the arts, humanities, or social sciences to investigate health and healthcare from new prespectives. Because of it's flexible design, this course is prefect for distance-education students or students completing away rotations as well as for on-campus students. 2 - 2.5 s.h. Fall and Spring.
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 s.h. Fall.
IP-754. Fundamentals of Team STEPPS. This IP course is based on content from the national program Team STEPPS. Team STEPPS is widely recognized as a current "best practice" approach to improved patient safety and collaborative practice. The specific design of this elective will lead to a greater understanding of the elements of effective team based care. 1 s.h. Fall, Spring & Summer.
IP-756/CGS-756 - Intergrated Interprofessional Studies. This course is designed primarily for graduate students who wish to gain 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 corrresponding departmental healthcare team as they visit patients. Students will then reconvene weekly as a class, with the course instructor, to review and discuss cases they have heard and share their experiences. Throughout the semester, students will select 5 cases and write Case Reports (a case summary) that discusses various aspects of the selected case. These Case Reports cover a wide range of topics from the case history, healthcare teams involved, basic science underpinnings, diagnosis, treatment, and future directions. Case Reports become more detailed and comprehensive as the course progresses. The final Case Report will be presented to the class as a PowerPoint presentation at the end of the semester. 3 s.h. Fall and Spring.
IP-758. Practice Based Patient Centered Care. This is a practiced-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 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 processess and procedures to address patient specific barriers. 2 s.h. Spring.
|Last Published with Edits:||December 15, 2014 2:41 PM|
|Last Comprehensive Review:||Fall 2013|