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Food, caring for the undeserved, 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 undeserved population of our community. Students enrolled in this course receive preference for volunteering at CARES Medical clinic in Mt Pleasant and all CARES related events. 2 s.h. Fall
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
This interactive course explores the various intersections between writing, health, and health care. Expressive and reflective writing are increasingly recognized for the role they can play in patient healing and in provider self-care. Additionally, creative writing is recognized as a method for teaching health professions students to develop narrative competence—the ability to interpret, record, and retell the stories of patients effectively, recognizing that those stories are important sources of information. Guided by narrative medicine and health humanities theory and pedagogy, this course allows students to explore the role writing can play in their future practice, as they seek to become empathetic, patient-centered providers. 2-2.5 s.h.
This interprofessional core course provides health professions students with an opportunity to learn with, from, and about other health profession students. The course introduces students to the complexities of the health care system and the role of interprofessional collaboration to improve the quality and safety of research and patient care. Through an interprofessional context, students will explore the art and science of teamwork and communication skills, cultural competency, ethics, evidence-based practice, healthcare disparities and social determinants of health. 2 s.h. Fall and Spring
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 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. Spring
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 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. Spring, Summer, and Fall
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.
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.
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.
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.
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
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.
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 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. 2 - 2.5 s.h.
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.
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 improve 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 s.h. Fall, Spring, and Summer.
This course is designed primarily for graduate students who wish to gain an appreciation for the translational relevance of their dissertation/thesis 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 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, Spring and Summer (based on demand).
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 processes and procedures to address patient specific barriers. 2 s.h. Spring.
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/undeserved 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 undeserved clients, families and community. 1 s.h.
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.
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.
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. Fall.
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. Fall and Spring.
The purpose of this course is to introduce health profession students to basic principles of health literacy. The course will focus on the issues of low health literacy; writing in plain language; health communication strategies; cultural competency and social determinants of health. Students will work in interprofessional teams on a group project to improve an identified health literacy challenge. 2 s.h.
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. Course open to Nursing, OT, and PT students.
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.
On Wednesday May 17th, the Office of Interprofessional Initiatives and the Interprofessional Student Advisory Board held the Student Interprofessional Education Fellowship Recognition Ceremony. Keynote Speaker, Dr. Ken Catchpole, spoke about the importance for process and outcomes, and the value and challenges of teamwork improvement interventions. Rather than focusing on individual team skills alone, his research seeks to understand the influence of organization, task, technology and environment on team behaviors. Ms. Maggie Bosley, Chair of the Interprofessional Education Fellowship and College of Medicine student served as the emcee for the ceremony....To find out more...
This year, first-year students at IP Day participated in an online simulation game designed to engage students from different professions in the process of development and management of a healthcare system. Groups of students competed against one another for a top spot in six categories related to the game. The winners are: ...To find out more...