UCC/UGC/YCC
Proposal for New Course
1. Effective BEGINNING of what term and year?: / Fall 2012See effective dates calendar.
2. College: / Health and Human Services / 3. Academic Unit: / Physician Assistant Studies
4. Course subject and number: / PHA 570 / 5. Units: / 3
6. Long course title: / Diagnostic Medicine
(max 100 characters including spaces)
7. Short course title: / Diagnostic Medicine
(max. 30 characters including spaces)
8. Catalog course description (max. 60 words, excluding requisites):
This lecture-based course is designed to provide students with functional knowledge in clinical laboratory medicine, radiological imaging and other diagnostic modalities used for diagnosing, treating, and managing patients. The indications, limitations, benefits, potential risks and cost effectiveness of common and frequently used diagnostic modalities will be presented. 3 units lecture
9. Grading option: Letter grade Pass/Fail Both
10. Co-convened with: / N/A / 10a. UGC approval date*: / N/A
(For example: ESE 450 and ESE 550)
*Must be approved by UGC before UCC submission, and both course syllabi must be presented
11. Cross-listed with: / N/A
(For example: ES 450 and DIS 450)
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
12. May course be repeated for additional units? / Yes No
12a. If yes, maximum units allowed?
12b. If yes, may course be repeated for additional units in the same term?
/ Yes No
13. Prerequisites: / PHA 520
14. Co requisites: / N/A
15. Is this course in any plan (major, minor or certificate) or sub plan (emphasis or concentration)? Yes No
If yes, describe the impact and attach written responses from the affected academic units prior to college curricular submission.
PHA 570 is a required course in the Master of Physician Assistant Studies.
16. Is there a related plan or sub plan proposal being submitted? Yes No
If no, explain.
17. Does this course include combined lecture and lab components? Yes No
If yes, note the units specific to each component in the course description above.
18. Does this course duplicate content of existing courses? Yes No
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why NAU should establish this course.
19. Names of the current faculty qualified to teach this course: / Patrick Enking, MS, PA-C
20. Justification for new course.
This course is a part of the new Master of Physician Assistant Studies degree and meets the
ARC-PA accreditation standards for curriculum.
Answer 21-22 for UCC/YCC only:
21. Is this course being proposed for Liberal Studies designation? Yes No If yes, forward this form along with the appropriate supporting documentation to the
Liberal Studies Committee.
22. Is this course being proposed for Diversity designation? Yes No
If yes, forward this form along with the appropriate supporting documentation to the
Diversity Committee
Scott Galland 09/20/2011
Reviewed by Curriculum Process Associate Date
Approvals:
Department Chair/ Unit Head (if appropriate) DateChair of college curriculum committee Date
Dean of college Date
For Committee use only:
UCG/UGC/YCC Approval Date
:
Approved as submitted: Yes No Approved as modified: Yes No
:
Approved as submitted: / Approved as modified
:
Please attach proposed Syllabus in approved university format.
Department of Physician Assistant Studies
PHA 570 Diagnostic Medicine Syllabus
3 Credits, 48 Clock Hours
3 credits of lecture (3 hours contact time/week)
Instructor of Record: Patrick Enking, MS, PA-C
Office Address: TBD
Office Hours: TBD
Course Time and Location: Class will meet for three hours each week. The class will meet on X days. Please see the attached weekly calendar for more details. Lecture is from X-X time.
Course Prerequisites: PHA 520 Foundations of Clinical Practice I
Course Description:
This lecture based course is designed to provide students with functional knowledge in clinical laboratory medicine, radiological imaging and other diagnostic modalities used for diagnosing, treating, and managing patients. The indications, limitations, benefits, potential risks and cost effectiveness of common and frequently used diagnostic modalities will be presented.
Normal and abnormal findings will also be covered along with their correlation to the diseases presented in Principles of Clinical Practice II & III.
Evidence based problem solving activities will provide students with the opportunity and practice needed to develop the skills in selection and interpretation of the diagnostic methods and findings and apply those to the treatment and management decision making process.
Course Goals:
1. Provide students with the fundamentals of laboratory medicine and radiological imaging with a focus on clinical relevance and significance in the diagnosis, treatment and management of disease.
2. Present those diagnostic studies and methods, including their indications, contraindications, potential risks and cost effectiveness, most commonly used for the diagnosis and treatment of common medical conditions and diseases.
3. Present both normal and abnormal findings for each diagnostic methods or test presented and the clinical significance of each.
4. Foster and encourage the development of clinical thinking skills and the use of evidence based practices in the selection of diagnostic methods.
5. Provide opportunities to apply the knowledge of laboratory medicine and radiological imaging to patient case scenarios.
6. Provide information regarding other diagnostic methods and procedures used to assess, monitor and/or manage specific disease states.
7. Present the importance of professional and ethical conduct in the selection of diagnostic testing.
Student Learning Expectations/Outcomes for this Course:
Student Learning Outcomes: Upon completion of this course, through written examinations, class participation course readings and/or assignments the student will be able to:
1. Identify, recognize and recommend appropriate diagnostic laboratory testing or
radiological imaging needed for diagnosis, treatment and management of the common diseases and conditions encountered in medicine across the life span.
2. Identify, recognize and interpret the results, both normal and abnormal, of routine
laboratory test or radiological imaging presented in this course and make appropriate treatment and/or management recommendations.
3. Identify, recognize and interpret normal from abnormal ECG findings and make
appropriate treatment and/or management recommendations.
4. Demonstrate a working knowledge of an ECG tracing through accurate explanation
and interpretation of the components, finding and implications of rhythm strips.
5. Apply the knowledge of diagnostic laboratory testing, radiological imaging and ECG’s, including interpretation when clinically assessing patients.
6. Demonstrate clinical reasoning and an evidence based approach to the selection choice of commonly used laboratory testing and radiological imaging for common diseases and conditions encountered in medicine across the life span.
Course Structure/Approach:
Textbooks and Resources:
McPherson, R.A. & Pincus, M.R. (2006). Henry's clinical diagnosis and management by
laboratory methods. (21st ed.). Philadelphia: Saunders Elsevier
Suggested Reading:
Pagana, KD, & Pagana TJ. (2011). Diagnostic and laboratory test reference. (10th ed.). St.
Louis, Missouri: Mosby
Herring. Learning radiology: recognizing the basics. (2007). Mosby/Elsevier.
Hugue, O., M.D. Tétreault, P.,M.D. (2008). Clinical radiology made ridiculously simple.
Medmaster Books
Course Outline:
Week 1: Lab Med: CBC, CMP
Week 2: Lab Med: UA, cultures, thyroid panel
Week 3: Lab Med: Liver function panel, hepatitis
Week 4: Lab Med: Pulmonary Function Tests
Week 5: Lab Med: Serum Cancer Markers (breast/colon/ovary/prostate)
Week 6: Imaging: Fundamentals of Radiological Imaging
Week 7: Imaging: Plain X-Ray (extremities/abdomen/pelvis/lung)
Week 8: Imaging: Ultrasound of the Abdomen/Pelvis
Week 9: Imaging: CT (head/abdomen/lung)
Week 10: Imaging: MRI (head/lung/joints)
Week 11: Imaging: Nuclear studies
Week 12: EKG
Week 13: EEG
Week 14: Cardiac Stress Testing
Week 15: Genetic Testing
Week 16: Mammography
Assessment of Student Learning Outcomes:
Students will be evaluated through the following methods:
Written examinations utilizing multiple choice format; must achieve a score of 80% to pass
4 Written Lecture Exams Each exam 25% of total course grade
You will take the exam on the NAU Phoenix Biomedical Campus.
Grading System:
The following grading scale will be used:
A 90-100
B 80-89
C 70-79
F ≤69
Course policy:
Retests/make-up exams: Make-up exams will not be offered unless you can demonstrate (e.g., with a doctor’s letter) that your absence on the exam day was unavoidable.
Attendance: Attendance in lecture and laboratory is mandatory due to the material presented. Please refer to the NAU DPAS Student Handbook on policies on attendance.
Student Responsibilities:
Students are expected to attend all classes and to read the defined reading assignments as stated on the instructional objectives prior to class. This will facilitate comprehension of the material presented in lecture. Students are also expected to take all examinations as defined by the course.
The program expects all students to consistently conduct themselves in a professional manner, to demonstrate respect, compassion and integrity, sensitivity to differences in all interactions and to demonstrate emotional resiliency, stability, flexibility and tolerance of ambiguity and anxiety.
All cell phones and electronic devices must be turned off and out of sight during exams. If a student is found with a cell phone out during an exam, the student will receive an immediate grade of zero for the exam, and potentially further disciplinary action.
NAU Policy on Academic Dishonesty:
ACADEMIC DISHONESTY is a form of misconduct that is subject to disciplinary action under the Student Code of Conduct and includes the following: cheating, fabrication, fraud, facilitating academic dishonesty and plagiarism.
Plagiarism: any attempt to knowingly or deliberately pass off other's work as your own.
Cheating: any attempt to gain an unfair advantage over one's fellow students.
Fabrication: any attempt to present information that is not true when the author knows the information presented is false.
Fraud: any attempt to deceive an instructor or administrative officer of the university.
Facilitating Academic Dishonesty: any attempt to assist an act of academic dishonesty by another individual.
If you are charged with academic dishonesty, you are subject to the Arizona Board of Regents’ Student Code of Conduct and procedures established by NAU, specifically the Academic Dishonesty policy, outlined in the http://www4.nau.edu/stulife/handbook.htm.
University policy:
SAFE ENVIRONMENT POLICY NAU’s Safe Working and Learning Environment Policy seeks to prohibit discrimination and promote the safety of all individuals within the university. The goal of this policy is to prevent the occurrence of discrimination on the basis of sex, race, color, age, national origin, religion, sexual orientation, disability, or veteran status and to prevent sexual harassment, sexual assault or retaliation by anyone at this university.
You may obtain a copy of this policy from the college dean’s office or from the NAU’s Affirmative Action website http://home.nau.edu/diversity/. If you have concerns about this policy, it is important that you contact the departmental chair, dean’s office, the Office of Student Life (928-523-5181), or NAU’s Office of Affirmative Action (928-523-3312).
STUDENTS WITH DISABILITIES If you have a documented disability, you can arrange for accommodations by contacting Disability Resources (DR) at 523-8773 (voice)or 523-6906 (TTY), (e-mail)or 928-523-8747 (fax).Students needing academic accommodations are required to register with DR and provide required disability related documentation. Although you may request an accommodation at any time, in order for DR to best meet your individual needs, you are urged to register and submit necessary documentation (www.nau.edu/dr) 8 weeks prior to the time you wish to receive accommodations. DR is strongly committed to the needs of student with disabilities and the promotion of Universal Design. Concerns or questions related to the accessibility of programs and facilities at NAU may be brought to the attention of DR or the Office of Affirmative Action and Equal Opportunity (523-3312).
INSTITUTIONAL REVIEW BOARD Any study involving observation of or interaction with human subjects that originates at NAU—including a course project, report, or research paper—must be reviewed and approved by the Institutional Review Board (IRB) for the protection of human subjects in research and research-related activities.
The IRB meets monthly. Proposals must be submitted for review at least fifteen working days before the monthly meeting. You should consult with your course instructor early in the course to ascertain if your project needs to be reviewed by the IRB and/or to secure information or appropriate forms and procedures for the IRB review. Your instructor and department chair or college dean must sign the application for approval by the IRB. The IRB categorizes projects into three levels depending on the nature of the project: exempt from further review, expedited review, or full board review. If the IRB certifies that a project is exempt from further review, you need not resubmit the project for continuing IRB review as long as there are no modifications in the exempted procedures.
A copy of the IRB Policy and Procedures Manual is available in each department’s administrative office and each college dean’s office or on their website: http://www.research.nau.edu/vpr/IRB/index.htm. If you have questions, contact the IRB Coordinator in the Office of the Vice President for Research at 928-523-8288 or 523-4340.
ACADEMIC INTEGRITY The university takes an extremely serious view of violations of academic integrity. As members of the academic community, NAU’s administration, faculty, staff and students are dedicated to promoting an atmosphere of honesty and are committed to maintaining the academic integrity essential to the education process. Inherent in this commitment is the belief that academic dishonesty in all forms violates the basic principles of integrity and impedes learning. Students are therefore responsible for conducting themselves in an academically honest manner.
Individual students and faculty members are responsible for identifying instances of academic dishonesty. Faculty members then recommend penalties to the department chair or college dean in keeping with the severity of the violation. The complete policy on academic integrity is in Appendix G of NAU’s Student Handbook http://www4.nau.edu/stulife/handbookdishonesty.htm.
ACADEMIC CONTACT HOUR POLICY The Arizona Board of Regents Academic Contact Hour Police (ABOR handbook, 20296, Academic Credit) states: “an hour of work is the equivalent of 50 minutes of class time . . . at least 15 contact hours of recitation, lecture, discussion, testing or evaluation, seminar, or colloquium as well as a minimum of 30 hours of student homework is required for each unit of credit.”
SENSITIVE COURSE MATERIALS If an instructor believes it is appropriate, the syllabus should communicate to students that some course content may be considered sensitive by some students.
“University education aims to expand student understanding and awareness. Thus it necessarily involves engagement with a wide range of information, ideas, and creative representations. In the course of college studies, students can expect to encounter – and critically appraise – materials that may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are encouraged to discuss these matters with faculty.”
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Revised 06/22/2011