Interprofessional Courses | 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 field trips are designed to help students develop cultural competence and collaborative practice skills. 1-6 s.h. Spring, Summer.

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 disease, 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. 1 s.h. Fall, Spring.
 
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. 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-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. 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. Technology for Health Education. Students will work in interprofessional groups and apply principles 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-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-728. Student As Teacher. Many graduating medical students will enter residency programs at academic health centers where they will be required to teach medical students. This course will help develop fourth-year medical students' teaching skills as well as improve their interviewing and diagnostic skills through patient care at the student-run free medical clinic, CARES.  Participants in the course must volunteer at the CARES Clinic 10 times during the semester and participate in teaching the physical diagnosis and/or clinical problem solving classes for the Physician Assistant program. These classes typically meet during the day but meeting times may be changed to accommodate participants' schedules if necessary. Reading materials will be assigned to help students develop their skills in giving student feedback and preparing lectures. Finally, students will submit a teaching portfolio at the end of the semester. 5 s.h. Spring, Summer, Fall.

IP-730. The Healers Art. In this course we bring together two mutually supportive learning communities; students (first and second year medical students, dental students, physician assistant students, nursing students, occupational and physical therapy students) and teachers, practicing healthcare professionals - in a discovery model encouraging honest and mutual respectful sharing of experience, beliefs, and personal truths. 1 s.h. Spring.

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-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. Autism & Neurodevelopmental Disabilities 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. Autism & Neurodevelopmental Disabilities 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 care (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. 2 - 2.5 s.h. Fall and Spring.

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. 3 s.h. Spring.