MUSC Bulletin | Interprofessional Programs
Interprofessional Courses | Course Descriptions
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. 2-2.5 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 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 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-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. 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-732. Topics on the 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-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-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 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-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 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. s.h. 1-3
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.
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.
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 Commercilization. This course examines the process of commercializing research results from medical research labortories. 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. Fall.
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-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.
|Last Published with Edits:||July 20, 2016 2:20 PM|
|Last Comprehensive Review:||July 2016|