Archived Course Catalog

Welcome to the Archived Course Catalog for the 2024–2025 academic year. This catalog is a permanent record of the courses effective during the academic year students began their program. It provides essential information for students, faculty, and advisors to reference throughout a student’s academic program.

College of Dental Medicine
College of Graduate Studies
College of Health Professions
College of Medicine
College of Nursing
College of Pharmacy
Interprofessional Courses

College of Dental Medicine

Introduce students to Periodontal instrumentation techniques. Students will participate in laboratory exercises designed to provide instruction in examination techniques, scaling, root planning, polishing, and topical fluoride application. Introduce students to Team Building techniques. Students will learn strategies to function as a member of a team. Students will assist D3 and D4 students to learn the basics of diagnosis and restorative procedures.

3.5 credit hours

A continuation of CLNDM 805.

3.5 credit hours

During the second year, students continue rotations in the Early Clinic Program with the introduction of patient contact in the Maintenance/Recall rotation. Relevant experiences are provided in equipment maintenance, outreach, rubber dam technique, local anesthesia, suturing, and orthodontic model making. Students participate as dental assistants for the Pediatric and Oral Surgery Clinics. Students are introduced to the clinic procedures for oral diagnosis, dental laboratory, records room, dispensary, and orthodontics.

3 credit hours

A continuation of CLNDM 810.

3 credit hours

The Radiology clinical rotations are designed to provide the predoctoral dental student, clinical application of the concepts learnt in ORAD 800. It allows for progressive experience in both exposing and interpreting intraoral and extraoral radiographs. The students develop their skills in critiquing the diagnostic quality of radiographs and apply critical thinking in adapting to difficult clinical situations. Students learn to identify and differentiate normal anatomy from pathology in both the clinical setting as well as in small group interpretation seminars. The Oral Medicine Urgent Care Clinic rotation specifically provides both the junior and senior dental students experience in the diagnosis and management of patients who are in pain or who believe they have a dental emergency. After determining the etiology of the chief complaint, the students either provide definitive treatment or refer the patient to the appropriate specialty clinic, in accordance with established College of Dental Medicine treatment protocols.

1 credit hour

Clinical patient care sessions with the focus on the new patient examination and treatment planning process.

0.5 credit hour

1.5 credit hours

Clinical patient care sessions with the focus on the new patient examination and treatment planning process.

2 credit hours

Junior students are blocked in the following clinics: oral surgery, endodontics, operative, pediatric dentistry, orthodontics, periodontics, fixed and removable prosthodontics, oral diagnosis/radiology, and infection control.

1.5 credit hours

Understand all aspects of administrating local anesthesia (LA) Administer local anesthesia with successful outcome to enable patient comfort during treatment Suture intraoral after extractions

1 credit hour

Clinical patient care sessions with the focus on the new patient examination and treatment planning process.

0.5 credit hour

1.5 credit hours

The purpose of these Division of Periodontics clinical courses is to develop an independent general practitioner with didactic and procedural knowledge to deliver periodontal therapy to a patient. The periodontal program provides a graduated program leading to increasing practice independence for the student. The overall periodontal curriculum provides didactic and clinical instruction that teaches the student to diagnose periodontal status and recognize the changes that occur in the transition from health to disease.

3 credit hours

A predoctoral course consisting of three 3-hour rotations per 3rd year Summer, Fall, and Spring semesters in the graduate orthodontic clinic. Sessions consist of observation, assisting, and discussion of clinical patient cases and treatment. Residents are instructed on how to perform an Occlusal Facial Examination for documentation dental and skeletal abnormalities, as well as temporomandibular and breathing disorders.

0.5 credit hour

2 credit hours

This 24.0-hour clinical rotation was designed as part of an interprofessional education collaborative. The Roper Ryan White Wellness Center is a comprehensive sexual health care provider reflecting a commitment to total wellness and high quality, patient-centered care. We are the only one-stop-shop in the Charleston area providing access to essential medical care, case management and other supportive services for people living with HIV, along with access to prevention services like PrEP and nPEP. The Center provides an array of low, or no-cost clinical and support services for patients living with HIV, and a number of services for those who are not

0.5 credit hour

This immersion into the more complex non-surgical care in Periodontics will allow the participant to diagnose, analyze the etiology, determine the prognosis, and select the appropriate advanced surgical care for their assigned clinical patients under the direction of Graduate Periodontics Residents and Attending Periodontics Faculty.

1 credit hour

The Treatment Planning Clinic provides for the development and implementation of a comprehensive and sequenced treatment plan on all adult dental patients assigned to pre-doctoral dental students at the College of Dental Medicine. The process is patient-centered, which includes review of medical history, examination of radiographs, hard and soft tissues, periodontium, occlusion and appropriate restorative plan. Etiologies, diagnoses, treatment alternatives, prognosis, and fees are discussed. The patient signs a phased and sequenced treatment plan in the axiUm Treatment Planning module, and the patient is given a signed and printed copy.

1 credit hour

The Continuous Quality Care course provides a formal written program that ensures quality of care to all patients. Implement and continually assess quality of care with measurable criteria. Review patient records to assess appropriateness, timeliness, necessity and quality of care provided. Continually monitor policies and procedures that impact the delivery of care. Assess adverse outcomes, implement corrective measures, and follow up any actions taken to eliminate deficiencies. Provide mechanisms that monitor and continuously seek to improve the quality of patient care.

1.5 credit hours

Each senior student is assigned to the Oral Surgery Clinic for three weeks.

1.5 credit hours

Clinical patient care sessions with the focus on the new patient examination and treatment planning process.

0.5 credit hour

Senior students, when not assigned to rotations, work in infection control, endodontics, operative dentistry, pediatric dentistry, orthodontics, periodontics, and fixed and removable prosthodontics clinics.

3 credit hours

Clinical patient care sessions with the focus on the new patient examination and treatment planning process.

0.5 credit hour

The purpose of this course is to equip students to perform appropriate diagnosis and endodontic treatments in a clinical environment.

1 credit hour

1.5 credit hours

Clinical patient care sessions with the focus on the new patient examination and treatment planning process.

0.5 credit hour

3 credit hour

1 credit hour

2 credit hours

Students will be actively involved in the treatment of clinical patients at the outreach clinic sites with whom CDM has affiliation agreements. From this interaction, the main objective is for the student to develop skills for the comprehensive treatment of patients.

0.5 credit hour

Extramural programs are offered in cooperation with the Area Health Education Center and the South Carolina Area Health Education Consortium. A series of extramural experiences are required which must total two weeks. These experiences introduce the senior to the practice of dentistry outside the University. Various rotations are available including rural areas and hospital environments (working with patients with special needs, etc.).

0.5 credit hour

This course serves for the purpose of the student to achieve competency in the restorative components of adult dentition. The disciplines included are operative, fixed prosthodontics, implant prosthodontics, and removable prosthodontics.

7.5 credit hours

The Oral Medicine Urgent Care Clinic rotation provides senior dental students experience in the diagnosis and management of patients who are in pain or who believe they have a dental emergency. After determining the etiology of the urgent care patient's chief complaint, the assigned/blocked student will provide definitive treatment or refer the patient to the appropriate specialty clinic, in accordance with established College of Dental Medicine treatment protocols.

1.5 credit hours

The purpose of this course is to allow the student to develop the skills to keep them on task to comprehensively treat restorative dental patients in a clinical environment. This course will monitor the clinical activity of students in both formative and summative evaluations. These evaluations will be cumulative between the Treatment Planning, Endodontic, Implant Prosthodontic, Operative, Fixed Prosthodontic, Esthetic, CAD/CAM and Removable Prosthodontic clinics. The student will be expected to complete two oral quizzes with clinical faculty by the end.

1 credit hour

The purpose of this course is to allow the students to acquire the skills and knowledge that will enable them to help manage and treat head and neck cancer patients.

0.5 credit hour

This course will serve to introduce students to the clinic rules and protocols, as well as provide a familiarization to the processes and overall flow of the clinics.

1.5 credit hours

This course is designed to ensure the student with a variety of clinical experiences during the senior year. The rotation also allows the student the flexibility of choosing specific clinics in which to gain expertise. Attendance can be satisfied by treating a patient, assisting with treatment of a patient, or working in one of the infection control clinics. Special clinical projects that receive prior approval by the Associate Dean for Clinical Affairs are awarded attendance credit.

2 credit hours

3 credit hours

This course is designed to ensure the student with a variety of clinical experiences during their junior year. Attendance can be satisfied by treating a patient, assisting with treatment of a patient, or working in one of the infection control clinics. Special clinical projects that receive prior approval by the Associate Dean for Clinical Affairs are awarded attendance credit.

2 credit hours

3 credit hours

This course provides the student with the opportunity to engage in a mentored, individualized, in-depth study/experience in the College of Dental Medicine clinics.

1-5 credit hours

Provide comprehensive clinical experiences for senior dental students in partnership with Greenville Technical College and a coalition of dentists in the upstate. Dental care will take place at a number of venues to include; Greenville Technical DA and Hygiene Schools, federally qualified health clinics, outreach clinics, private practice offices, hospital operating rooms and a dental van.

2.5 credit hours

Microbiology, a core discipline of biology, is essential to the practice for all healthcare professionals. The intent of this course is to provide a sufficient knowledge base and understanding of the fundamentals of bacterial physiology and genetics, clinical bacteriology, virology, parasitology, and mycology so that an individual successfully completing the course's program of study will be able to apply that knowledge to the control and manage the growth of microbes in a variety of situations.

4 credit hours

Emphasizes normal human gross anatomy from the functional point of view. Special emphasis is given to the head and neck. The material is presented in a number of ways: by regional dissections, by study of normal radiograms, and by lectures, outside readings, and textbook assignments. Presents basic concepts of central nervous system organization. The neuronal connections of the various systems and the morphologic relationships of the component parts of the brain are studied in detail. Functional and clinical correlations for the face and oral cavity are stressed. 8 credit hours.

8 credit hours

This course offered to both Dental and Pharmacy students is designed to present, in detail, the basic principles of human physiology. The core lectures are organized around a systems approach to the study of physiology, concentrating on each basic structural and functional unit of the human body. Emphasis is on understanding how cellular and organ systems function and how they are integrated and regulated by the body to maintain homeostasis. The course is primarily lecture-based and is supplemented with laboratory experimentation, clinical correlations and pathophysiology conferences. The Dental and Pharmacy students attend separate conference and laboratory sessions designed to reinforce and expand upon basic physiologic concepts with reference to their particular professions.

6 credit hours

This course combines what the student has learned in biochemistry, physiology, microbiology, pathology and oral medicine to learn how to effectively utilize drugs in the clinic and to treat patients who are taking a variety of pharmaceuticals. The course begins with an introduction to the drug/receptor interaction and drug pharmacokinetics. The remainder of the course teaches the pharmacodynamics of how drugs are used to treat medical conditions, with an emphasis on the biochemical mechanisms of action of drugs, as well their use, contraindications, drug/drug and drug/disease interactions, and special properties of the drugs. This course gives dental students a thorough analysis of drugs that they will be prescribing within the dental clinic and a thorough overview of many of the common drugs that they will see that their patients are taking. Special emphasis is given to those drugs that affect the practice of dentistry.

4 credit hours

The course presents core concepts in biochemistry for dental students that are divided into four separate modules. In the first two modules, basic concepts of biochemistry and metabolism will be discussed in detail. In the third module, an in-depth discussion of key metabolic pathways will be presented and in the fourth module essential aspects of gene regulation and cancer will be covered. Furthermore, other topics that specifically relate biochemistry concepts to the clinical practice of dentistry, including oropharyngeal cancer, dental caries, salivary biology, oxygen transporters, and blood clotting will also be discussed.

3 credit hours

This course is designed specifically for first year dental students and as such includes a more extensive treatment of certain areas than would the usual course in general histology. Histology involves the study of the characteristics of cells, tissues, and organs as revealed by light and electron microscopy, the relationships between their structure and functions, the various processes inherent in a study of structure and function, the interaction and communication of various cells and tissue components, andthe capacities of various cell types for differentiation and proliferation. This course begins with the study of cells and proceeds to the study of the four basic tissues: epithelium, connective tissue, muscle and nerve. This is followed by cellular and histological consideration of the organs of the body, covered on a systems basis. This course is a prerequisite for Oral Histology and Embryology.

3 credit hours

This course is designed specifically for first year dental students and as such includes a more extensive treatment of certain areas than would the usual course in histology or embryology. Histology involves the study of the characteristics of cells, tissues, and organs as revealed by light and electron microscopy, the relationships between their structure and functions, the various processes inherent in a study of structure and function, the interaction and communication of various cells and tissue components, and the capacities of various cell types for differentiation and proliferation. Embryology involves the study of how our bodies form from one cell. This course begins with the embryological analysis of head and neck structures (for example teeth) then focuses on the study of cells and tissues within the oral cavity (for example enamel and salivary glands).

2 credit hours

This course introduces the basic and clinical concepts of immunology, with an emphasis on oral biology. The course is designed for students who are taking immunology for the first time. Students who pass this course will attain a working knowledge of how the immune system functions under normal circumstances, and how its dysfunction causes or contributes to disease. Topics covered in this course include innate and adaptive immunity, immunization, transplantation biology and tumor immunology. Disorders such as hypersensitivity, graft rejection, graft-versus-host disease, autoimmunity, and immune deficiencies are introduced, as well as the drugs used to treat these diseases.

4 credit hours

This course reviews basic genetic principles, familiarizes the student with the genetic approach to human disease, and exposes the student to a variety of genetic syndromes. The student enhances their diagnostic capabilities, is able to contribute to the management and treatment of genetically compromised patients, and learns about the likelihood of occurrence of common birth defects.

1 credit hour

Concepts of Comprehensive patient care with an emphasis on treatment planning. Modern restorative concepts centered on digital dentistry will be reviewed.

1.5 credit hours

Understand smile design work flow on multiple platforms.

1 credit hour

This course is designed to advance the resident's knowledge essential to providing mainstream digital dental care. The resident will learn to the basic materials used in all facets of CAD-CAM dentistry including milled and printed manufacturing modalities. All porcelains will be reviewed as will all available resins and other printed/milled materials.

1 credit hour

This course is designed to advance the student's knowledge essential to providing understanding levels of evidence, Evidence based dentistry. How to conduct a detailed literature review and how to present literature in a presentation format.

1 credit hour

Understand the following: classical literature centered around fixed treatment, levels of evidence, application of research into patient care, literature of prosthodontic rehabilitation behind material selection for different applications, modern literature centered around dental materials, modern literature centered around digital dentistry, power point presentation and presentation techniques.

1 credit hour

This course is designed to advance the resident's knowledge essential to providing mainstream digital cosmetic care. The resident will learn to the basic elements of smile design and their practical use in a variety of different software packages. Base familiarity will be gained so as to apply these principles in all phases of prosthodontic care.

2 credit hours

This course is designed to lay the fundamental groundwork for the use of digital treatment modalities in all areas of dentistry. General principles of removable, fixed, esthetic, and implant treatment will be covered and applied to multiple software packages. Base familiarity will be achieved in the basic actions and uses of dental design software along with intraoral and model scanning.

2 credit hours

Understand the literature and data behind the advanced concepts in Digital Dentistry. Familiarized with 3D printing. Print different Prosthesis. Understand digital applications with removable prosthodontics. Become proficient in finishing a variety types of ceramics. Familiar with digital applications in Implant Dentistry.

2 credit hours

This course is designed to lay the fundamental groundwork to create a solvent running business. Scheduling, overhead control, marketing, and all other aspects of practice management will be covered. Also, the common medical emergencies, their manifestations in a dental setting, and their treatments will be discussed.

2 credit hours

Lay the fundamentals of fixed prosthodontics and diverse approaches to full mouth rehabilitations. Biomaterials, 3D printing, and dental software design demos will be covered.

2 credit hours

This course is designed to evaluate residents clinical work, treatment planning and digital clinical skills. All residents will be required to document at least 5 comprehensive care cases through clinical documentation in a digital portfolio presented to their program director at the end of each semester to track their progress and quality of patient care rendered.

2 credit hours

This course is designed to prepare dental students as advocates for oral health policy and dental public health issues. It uses dental public health curriculum developed by the American Association of Public Health Dentistry (AAPHD) with funding from the Health Resources and Services Administration. The course is designed as an online, asynchronous course that relies on the critical thinking and self-directedness of learners.

2 credit hours

This course is the first of two designed to advance students' knowledge & application of business practices & leadership principles for delivering dental care to safety net populations. DPOH 802 builds on STOMA 905 in that students will demonstrate understanding of safety net models; national availability, policies governing practice, sustainable business models, & partnerships that support successful practice models.

2 credit hours

This course is designed to advance students' knowledge & application of business practices & leadership principles for delivering dental care to safety net populations. Students will demonstrate understanding of safety net dental practice models; policies governing practice, sustainable business models & partnerships that support successful practice models. Students will demonstrate practice management excellence in settings that include community health centers, private practices, corporate practices, public/community clinics and charitable care.

2 credit hours

This course introduces poverty and healthcare consumerism in an interactive online-course format. This course explores the relationship between poverty and clinical impact on population health in the United States. We will address determinants of health as it relates to healthcare consumerism and health status trajectories for the US population living in poverty. The course is intended to equip the clinical student with the patient management skills necessary to reduce the risks poverty plays in their healthcare outcomes.

3 credit hours

This course introduces prevention through reading, lecture and discussion of the burden, associated risk factors and prevention activities of specific oral diseases. Topics include dental and periodontal diseases and oral cancer, human motivation and tobacco cessation. The scientific basis for prevention activities is emphasized.

1 credit hour

This course provides an introduction to dental public health in a seminar format. Lectures include current dental public health programs, problems, organizations, research and activities and their effect on the health of population groups.

1 credit hour

This elective is intended for any 3rd or 4th year MUSC CDM Dental Student seeking a broader understanding of Endodontics. The course is particularly suited for those students interested in pursuing an advanced specialty Program in Endodontics. This one-week program is designed for students to experience being an "Endodontic Resident" for a week.

1 credit hour

Advanced treatment procedures for pulpal and periradicular disease are presented. These include treatment of endodontic emergencies, combined endodontic periodontic lesion, the cracked tooth and vertical root fractures, and resorptive lesions. In addition, this course covers endodontic surgical techniques, the management of traumatic injuries to the permanent dentition, and bleaching techniques designed for vital and nonvital teeth

1 credit hour

To teach dental students the evidence-based knowledge of endodontic diagnosis as well as the principles and procedures of basic endodontic treatments.

3 credit hour

To teach dental students the basic endodontic skills for treating all the tooth types with proper accessing, hand and rotary instrumentation methods and obturation under dental dam isolation.

1.5 credit hour

This course describes the basic anatomic, physiologic, and biomechanical principles of maxillo-mandibular relationships; clinical impressions and casts; use of the articulator and facebow; functional occlusal relationships; fabrication of dental provisional restorations.

2 credit hours

This introductory course acquaints the student with the rationale and methodology of full veneer crown preparation, provisional restorations, and laboratory methods of constructing a cast gold restoration. All course materials are available in web-based format. Prerequisite: FXPRO-801.

2 credit hours

Fixed Prosthodontics II is a continuation of Fixed Prosthodontics I. This course will develop the student’s ability to perfect the Full Contoured Zirconia (FCZ) restoration, Porcelain Fused to Metal (PFM) restoration, All Ceramic Crown (ACC) restoration, Partial Coverage Ceramic restorations, and Fixed Partial Prosthesis (bridges) restorations. This course will review Occlusion and Occlusal Guards. Analog and Digital Dentistry impressions.

2.5 credit hours

This course is a continuation of Fixed Prosthodontics II. Special emphasis is placed on preparation and fabrication of ceramometal restorations. Also included is information on all-ceramic tooth preparation and alternate ceramic systems. Prerequisite: FXPRO-806.

2.5 credit hours

Best evidence based literature and chapter excerpts are used to review special topics. Selected classic and current literature pertaining to the topic are identified and assigned to residents who critically evaluate the literature. (All publications pertaining to the topics are available on site.) The course is a full participation format encouraging critical thinking as the students review articles for various topics as outlined below. The format provides sufficient time for questions to allow for students to thoroughly evaluate issues. Recall of names of landmark authors and their research content is helpful for participation in discussion. This learning approach stimulates integration of contemporary interdisciplinary principles and techniques with original research articles. Students are required to know the material in Pathways of the Pulp and The Dental Pulp. Also, self-study guides from the ABE website are utilized. Students learn by discovering original research and gaining a historical perspective from these articles that led us to our present level of understanding. New articles are incorporated as they appear in the contemporary portion of literature review, normally conducted by faculty review of the JOE and other journals students regularly read. Students participate with faculty in assessment of current articles which might replace or be added to a particular topic's collection of articles, with faculty ultimately making the final decision. Full discussions are required with all students expected to participate. Thorough answers are expected of endodontists by their patients and fellow professionals, so written reviews of assigned articles are encouraged.

2 credit hours

Selected current literature sources (JOE, OOOO, JADA, DT, IEJ, Gen Dent, J Perio, Quintessence Int) are identified and assigned to residents who critically evaluate the literature. (All publications pertaining to the topics are available on site.) Residents are instructed to evaluate the statistical methods used in each article, determine the importance of each article to the body of knowledge in endodontics, determine the appropriate level of clinical evidence for each article reviewed, and list possible research projects to answer questions raise in some of the articles. The course is a full participation format encouraging critical thinking as the students review articles. The format provides sufficient time for questions to allow for students to thoroughly evaluate issues. Recall of names of landmark authors and their research content is helpful for participation in discussion. Students participate with faculty in assessment of current articles which might replace or be added to a particular topic's classic literature collection of articles, with faculty ultimately making the final decision. Full discussions are required with all students expected to participate. Thorough answers are expected of endodontists by their patients and fellow professionals,so written reviews of assigned articles are encouraged.

1 credit hour

While each seminar will have specific learning objectives, the overall objective is to have each resident become familiar with the classical literature as relates to practice of endodontics and the science of endodontology; and to become experts in the interpretation and evaluation of endodontic literature. Residents will build on the previous ground work by learning additional articles not previously assigned to them, all the while being responsible for knowing the previous literature.

2 credit hours

Continuation of Current Literature Review -Selected journals will be reviewed on a weekly basis. Group discussion involving the research design and findings will be discussed in depth. Papers that have a critical impact to the fundamentals of endodontics will be added to the classic literature studies and reviewed on an as needed basis.

1 credit hour

2 credit hours

Continuation Of Current Literature Review -Selected journals will be reviewed on a weekly basis. Group discussion involving the research design and findings will be discussed in depth. Papers that have a critical impact to the fundamentals of endodontics will be added to the classic literature studies and reviewed on an as needed basis.

1 credit hour

2 credit hours

Selected journals will be reviewed on a weekly basis. Group discussion involving the research design and findings will be discussed in depth. Papers that have a critical impact to the fundamentals of endodontics will be added to the classic literature studies and reviewed on an as needed basis. . Residents will build on the previous ground work by learning additional articles not previously assigned to them, all the while being responsible for knowing the previous literature.

1 credit hour

This course teaches the MSD student/Postgraduate student how to present their cases using the American Board of Endodontists (ABE) format and with sufficient empirical support for the treatment plan selected. Postgraduate students will learn how to do this both through experiential learning and peer modelling. Each week a case will be presented by a student to his/her peers and the instructor, with subsequent feedback.

2 credit hours

This course teaches the MSD student/ Postgraduate student how to present their cases using the American Board of Endodontists (ABE) format and with sufficient empirical support for the treatment plan selected. Postgraduate student will learn how to do this both through experiential learning and peer modeling. Each week a case will be presented by a post graduate student to his/her peers and the instructor, with subsequent feedback.

1 credit hour

This course teaches the MSD student/Postgraduate student how to present their cases using the American Board of Endodontists (ABE) format and with sufficient empirical support for the treatment plan selected. Postgraduate students will learn how to do this both through experiential learning and peer modeling. Each week a case will be presented by a student to his/her peers and the instructor, with subsequent feedback.

2 credit hours

This course teaches the MSD post graduate student how to present their cases to the American Board of Endodontics (ABE) format and with sufficient empirical support for the treatment plan selected. Students will learn how to do this both through experiential learning and peer modeling. Each week a case will be presented by a student to his/her peers and the instructor, with subsequent feedback.

1 credit hour

This course is designed to introduce all new post graduate students (Endo, Ortho, and Perio) to MUSC and to the James B. Edwards Dental Clinic. The preclinical Instruction course includes instruction on how the clinic operates, introduction to case documentation, and clinical review sessions. The course will include assigned readings, lectures, and peer-to-peer presentations. The course is intended to lay the foundation for the new post graduate student to successfully participate in all aspects of clinical service.

1 credit hour

This course will be a basic review of head and neck anatomy formatted as: bony, muscular, vascular, lymphatic, and neuro-anatomy. It is not intended as an all-inclusive and in-depth study, but as an overview of essential anatomy and concepts originally taught in pre-doctoral dental education.

0.5 credit hour

This course provides instructor in the design of research projects. Topics include selection subjects, data collection and choice of date analysis. The course is limited to MSD candidates.

1.5 credit hours

This course in teaching methods is designed to prepare faculty or prospective faculty for teaching in institutes of higher education. The course will explore a wide range of academic issues including teaching, assessment, academic culture and policies.

1.5 credit hours

This course is designed as a continuum and it will review both basic and advanced concepts in treatment planning and rehabilitation of dental and oral implants. This first course will review biological basis and fundamental of dental implant rehabilitation focusing on anatomical limitations, biology of bone and wound healing process, surgical principles in implant dentistry and introduction to digital workflow.

1 credit hour

This course is designed as a continuum and it will review both basic and advanced concepts in treatment planning and rehabilitation of dental and oral implants. This second course will review advanced and interdisciplinary prosthetic rehabilitation options with dental implants in partial and fully edentulous patients. The course will focus on armamentarium of prosthetic parts and materials, restorative/prosthetic principles specific for dental implant rehabilitation and digital workflow for advanced treatment planning with dental implants.

1 credit hour

This course is designed to expose Master of Science in Dentistry (MSD) and post-graduate level students to various types of basic science and clinical research in the fields of dentistry and oral biology. The course involves lectures on cutting edge topics by experts in the respective fields

1 credit hour

This course is a lecture and seminar series, designed to illuminate current technologies in radiology and the importance of interpretation acumen. Some review of fundamental topics is considered vital, such as radiation physics, radiation safety, quality assurance, legal aspects of radiology, and normal anatomical landmarks. However, the focus of this course is on advanced imaging techniques, their applications in dental specialties, and equipment and software in the market place. Case studies will also be utilized, to enhance mutual participation, discussion, and treatment strategies. There will be special emphasis on CBCT imaging.

2 credit hours

The goal of the course is to expand the students' knowledge base related to a diverse group of topics at a level appropriate for a post-doctoral program of study relating to dental ethics, and the management of patients.

1 credit hour

An advanced graduate level seminar designed to provide dental residents with a review of the etiology, clinicopathologic features, and management of diseases of the head and neck.

2 credit hours

This course reviews the relationships between systemic disease processes, associated risk factors, and specific dental procedures. The materials facilitate the provider's ability to appropriately modify treatment when providing comprehensive dental care for medically compromised patients. This core course is intended for all postgraduate students in the M.S.D. programs of the College of Dental Medicine and clinical residents of affiliated dental specialty programs.

1.5 credit hours

An opportunity to participate in and complete original scientific dental research outlined by the MUSC Master of Science in Dentistry Research and Thesis Guidelines.

1-3 variable credit hours

The objective of this course is for the student to learn the anatomical structures and terminology of both the permanent and primary dentition.

3 credit hours

This course is to provide incoming dental students an introduction to basic dental nomenclature and introduction to rudimentary laboratory procedures and dental materials.

3 credit hours

This course is designed to acquaint the dental student with the role of nutrition in health, specifically related to disease processes affecting the oral cavity. Emphasis will be placed on the role of diet in the prevention of oral diseases and incorporation of nutrition in dental care.

1 credit hour

Operative I is the first purely operative course the student encounters. The course begins with an in-depth discussion of the definition and scope of the art and science of operative dentistry. A brief history of operative dentistry is also presented. Following are sessions designed to familiarize the student with the extensive armamentarium necessary to perform good operative dentistry. This course presents the etiology of dental caries, the recognition, diagnosis, and treatment of individual human teeth that are carious, malformed or have otherwise been damaged. Particular emphasis in this course is placed upon dental caries and its management and the principles of cavity preparation, pulp protection and restoration with, and finishing of, dental amalgam.

4.5 credit hours

This course is designed to familiarize the students to various esthetic dental materials and techniques to achieve optimal esthetic results. Upon completion of this course the student must have an understanding of 1) proper diagnosis and treatment planning of an esthetic problem 2) techniques and materials used in esthetic dentistry. 3) Interdisciplinary approach to esthetic dentistry

0.5 credit hour

This course is designed to provide the student with an overview of the business and financial aspects of the dental practice. Topics include contractual considerations, cost concepts, taxes, compliance issues, accounting, marketing, personal finances, electronic medical records, risk and insurance, negotiation and resolution of disputes in practice management and Management of Human Resources. Students are introduced to various situations that they may be confronted with in their dental practice.

1 credit hour

This elective course gives participants exposure to the academic side of dentistry through lectures and participation as a teaching assistant in JBECDM courses. This course is geared not only to those who are interested in academic dentistry, but also those who wish to gain a deeper understanding of pre-clinical material through teaching others.

1 credit hour

This course will introduce dental students to different techniques pertaining to digital dentistry in order to enhance their treatment planning and critical skills, proficiency with digital technologies and, ultimately, enhance their clinical understanding and prepare them for their future career.

1 credit hour

The purposes of this course are: to provide a concise and summative review of the physical, chemical, and materials science principles which govern the behavior of the materials used in restorative dentistry; teach relationships among the basic properties of materials and clinical performance of restorations; introduce current products and advanced techniques in restorative dentistry; and to teach dental students how to analyze the dental literature and synthesize a position on recent research or clinical techniques.

1.5 credit hours

This course will introduce dental students to different techniques pertaining to digital dentistry in order to enhance their treatment planning and clinical skills, proficiency with digital technologies and, ultimately, enhance their critical understanding and prepare them for their future career.

1 credit hour

This multi and interdisciplinary course will introduce the participants to the important field of Dental Sleep Medicine. This course will provide an understanding of Sleep Related Breathing Disorders (SRBD), the necessity for a medical diagnosis and the types of treatments available. The role of the dental professional will be presented, and importance of the team approach across the medical and dental disciplines to improve outcomes for our patients. Successful completion of this elective class, covering both the medical and dental science of sleep disorder breathing and its comorbidities, will provide the participant competencies and knowledge to be eligible to apply for an Academic Certificate in Dental Sleep Medicine (C.DSM)from the Academy of Clinical Sleep Disorder Disciplines (ACSDD).

1.5 credit hours

The Special Care Dentistry Clinical Elective is designed to provide the dental student with additional experiences in the diagnosis, treatment planning and clinical management & treatment of a wide variety of patients with special health care needs. The student will be assigned to the special care clinic as well as to treatment of special care patients in the ambulatory operating room setting at MUSC. Students will also be exposed to advanced knowledge in Special Care Dentistry through observation and Hands on experiences.

1 credit hour

Students will actively participate in making of alginate impressions, centric bite relation records, protrusive bite records, accurately mounting on a semi adjustable articulator, evaluating the occlusion on mounted casts, occlusal adjustment of the casts if needed, recording steps in the adjustment process, followed by group discussion on when and how to equilibrate as well as what other treatment options are available and necessary.

1 credit hour

This course is designed to emphasize special considerations for various patient populations. It will bring into focus certain components of the didactic training and applying it to the actual practice of dentistry.

1 credit hour

0.5 credit hour

This course provides an introduction to the foundations of research, with a focus on dental medicine. Learners will complete a series of assignments designed to build appropriate knowledge and skills, while attending lectures on research protocols, statistics, research design, and IRB and research compliance at MUSC. Learners will work on a research project on a topic of their choice under the guidance of an MUSC faculty mentor to complete the project. The topic should be related to dentistry, of interest to the learner, and must be approved by the course directors.

2 credit hours

This course has been developed to enable students to attain competency to employ infection control and hazardous waste management practices mandated by statue and accepted standards of clinical care for dental procedures. An emphasis will be placed on clinical demonstrations, where the basic science principles of infection control and hazardous waste management will be offered and explained in order for the student to develop his/her abilities to apply and assess their application in the safe conduct of dental clinical procedures.

1 credit hours

This course introduces dental students to the field of digital removable prosthetics. Students will explore the integration of modern technologies, such as three-dimensional scanning, powerful software used in computer-aided design (CAD) and computer aided-fabrication capable of delivering complex, highly specialized, low volume medical devices. Students will gain proficiency in scanning master casts, and design both complete and removable partial dentures using 3Shape scanning and other software technologies. The course will showcase various fabrication techniques demonstrating the versatility of additive and subtractive fabrication.

1 credit hour

This course is designed to introduce students to evidence-based dentistry (EBD) in the grater context of evidence based healthcare delivery The overarching goal is to provide students with life-long learning skills that will enable them to keep up-to-date during their expected 30-40 years of practice. WE use a "just-in-time learning" approach, which is used in healthcare to deal with the flood of new information.

0.5 credit hour

This is a seminar course in which students present actual treatment plans for critique. The effect of oral and systemic disease and prosthodontic case design on long term prognosis is emphasized.

2.5 credit hours

Senior dental students have been taught the theory portion of TMD diagnosis and management during their Summer session of fourth year, but generally have limited exposure to TMD patients in their clinical experiences. The objective of this course is to allow those interested senior dental students an opportunity to participate in this advanced knowledge-based elective course which will provide them with an enhanced recognition, appreciation and understanding of TMD patients.

0.5 credit hour

Full title is "Comprehensive Clinical Competency." Remediation can take 100 or more hours of faculty evaluation. This form is to modify the name of this course, previously known as Technical Assessment I, and to change the time the course is offered from Summer of D4 year to Summer D3 year. 0.5 credit hours.

0.5 credit hour

This exercise is to fine tune the skills needed to prepare and restore a Class III and a Class II type carious lesion via practice teeth with simuarted caries. To be aware of the requirement to root plane and scale a moderate periodontal involved mouth simulated by a typodont on a manikin. Endodontic access and obturation on #12 in typodont.

0.5 credit hour

The indications for the various cavity preparations and the use and manipulation of cavity disinfectants, liners, adhesive materials and composite resin, restoratives as well as the use of other tooth-colored restorative materials, are covered in detail.

4 credit hours

The course entitled Introduction to Evidenced Based Dentistry-STOMA 881 is designed to introduce students to the practice of evidence-based decision making specifically employed in the field of dentistry and as it applies to the greater context of evidence-based delivery of healthcare. The overarching goal of this course is to provide students with the requisite life-long learning skills that will enable them to augment their clinical skills helping them keep up-to-date over the course of expected 30-40 years of practice. This is but the first instance of this vertically integrated curricular thread in the pursuit of a DMD.

0.5 credit hours

This is to introduce basic fundamentals in dental treatment planning. The student will hear the concepts of phased dental treatment and how to incorporate these concepts into an interdisciplinary approach.

1 credit hour

This course is designed to assess each rising third year dental student's competency in basic restorative dentistry. It will be a written and manual assessment administered over two consecutive days during the exam week following the spring semester.

0.5 credit hour

A comprehensive review of two leading authoritative works on orthodontics: 1) Proffit’s Contemporary Orthodontics, C.V. Mosby, and 2) Graber’s Orthodontics: Principles and Techniques, Elsevier. The course format consists of residents pre-reading assigned chapters followed by weekly faculty facilitated group discussion of the previewed material, supplemented with additional instruction. The Fall (I) course is transcripted. The course continues in Fall (II), Spring (I, II), and Summer (II) semesters as a non-transcripted course.

2 credit hours

The course is intended to review current and past orthodontic literature, as well as that of other disciplines related to the field of orthodontics. Residents and faculty will rotate weekly, selecting published articles and leading a discussion. The intended purpose of the course is intended to enhance the residents’ ability to critically assess the quality of evidenced-based published research and its presentation, review technical writing skills to promote a better understanding of the process and structure used to produce a peer-reviewed publication, and assimilate useful information relating to patient care and research itself.

1 credit hour

The course is intended to review current and past orthodontic literature, as well as that of other disciplines related to the field of orthodontics. Residents and faculty will rotateweekly, selecting published articles and leading a discussion. The intended purpose of the course is intended to enhance the residents’ ability to critically assess the quality of evidenced-based published research and its presentation, review technical writing skills to promote a better understanding of the process and structure used to produce a peer-reviewed publication, and assimilate useful information relating to patient care and research itself.

1 credit hour

The course is intended to review current and past orthodontic literature, as well as that of other disciplines related to the field of orthodontics. Residents and faculty will rotateweekly, selecting published articles and leading a discussion. The intended purpose of the course is intended to enhance the residents’ ability to critically assess the quality of evidenced-based published research and its presentation, review technical writing skills to promote a better understanding of the process and structure used to produce a peer-reviewed publication, and assimilate useful information relating to patient care and research itself.

1 credit hour

The course is intended to review current and past orthodontic literature, as well as that of other disciplines related to the field of orthodontics. Residents and faculty will rotateweekly, selecting published articles and leading a discussion. The intended purpose of the course is intended to enhance the residents’ ability to critically assess the quality of evidenced-based published research and its presentation, review technical writing skills to promote a better understanding of the process and structure used to produce a peer-reviewed publication, and assimilate useful information relating to patient care and research itself.

1 credit hour

The course is intended to review current and past orthodontic literature, as well as that of other disciplines related to the field of orthodontics. Residents and faculty will rotateweekly, selecting published articles and leading a discussion. The intended purpose of the course is intended to enhance the residents’ ability to critically assess the quality of evidenced-based published research and its presentation, review technical writing skills to promote a better understanding of the process and structure used to produce a peer-reviewed publication, and assimilate useful information relating to patient care and research itself.

1 credit hour

The course is intended to review current and past orthodontic literature, as well as that of other disciplines related to the field of orthodontics. Residents and faculty will rotateweekly, selecting published articles and leading a discussion. The intended purpose of the course is intended to enhance the residents’ ability to critically assess the quality of evidenced-based published research and its presentation, review technical writing skills to promote a better understanding of the process and structure used to produce a peer-reviewed publication, and assimilate useful information relating to patient care and research itself.

1 credit hour

The course is intended to review current and past orthodontic literature, as well as that of other disciplines related to the field of orthodontics. Residents and faculty will rotateweekly, selecting published articles and leading a discussion. The intended purpose of the course is intended to enhance the residents’ ability to critically assess the quality of evidenced-based published research and its presentation, review technical writing skills to promote a better understanding of the process and structure used to produce a peer-reviewed publication, and assimilate useful information relating to patient care and research itself.

1 credit hour

The course is intended to review current and past orthodontic literature, as well as that of other disciplines related to the field of orthodontics. Residents and faculty will rotateweekly, selecting published articles and leading a discussion. The intended purpose of the course is intended to enhance the residents’ ability to critically assess the quality of evidenced-based published research and its presentation, review technical writing skills to promote a better understanding of the process and structure used to produce a peer-reviewed publication, and assimilate useful information relating to patient care and research itself.

1 credit hour

The first part of a four-part general core course required of all periodontics graduate students. Part I consists of an in-depth study of histology of the periodontium and of currently acceptable therapeutic procedures presented via the seminar mode. Prerequisites: D.M.D./D.D.S. degree and acceptance in the periodontics graduate program.

2 credit hours

This course is a combination of lectures, case presentations, literature review and small group discussions in a blended learning format. It is open to first-second-third year periodontics graduates students and externs. The purpose of this seminar is to review and discuss periodontal and dental implant literature pertinent to periodontal examination, diagnosis, prognosis and treatment planning and provide opportunity to practice critical thinking and decision making in treatment planning of advanced periodontal/dental case by case presentations.

1 credit hour

Part II of this course provides a review of classic and current scientific Periodontal literature from peer reviewed journals. To enable the learner to gain a thorough understanding of the history and development of the specialty of Periodontics. This course continues each semester for length of study.

1 credit hour

Part III of this course provides a review of classic and current scientific Periodontal literature from peer reviewed journals. To enable the learner to gain a thorough understanding of the history and development of the specialty of Periodontics. This course continues each semester for length of study.

1 credit hour

Part IV of this course provides a review of classic and current scientific Periodontal literature from peer reviewed journals. To enable the learner to gain a thorough understanding of the history and development of the specialty of Periodontics. This course continues each semester for length of study.

1 credit hour

Part V of this course provides a review of classic and current scientific Periodontal literature from peer reviewed journals. To enable the learner to gain a thorough understanding of the history and development of the specialty of Periodontics. This course continues each semester for length of study.

1 credit hour

Part VI of this course provides a review of classic and current scientific Periodontal literature from peer reviewed journals. To enable the learner to gain a thorough understanding of the history and development of the specialty of Periodontics. This course continues each semester for length of study.

1 credit hour

Part VII of this course provides a review of classic and current scientific Periodontal literature from peer reviewed journals. To enable the learner to gain a thorough understanding of the history and development of the specialty of Periodontics. This course continues each semester for length of study.

1 credit hour

Part VIII of this course provides a review of classic and current scientific Periodontal literature from peer reviewed journals. To enable the learner to gain a thorough understanding of the history and development of the specialty of Periodontics. This course continues each semester for length of study.

1 credit hour

Part IX of this course provides a review of classic and current scientific Periodontal literature from peer reviewed journals. To enable the learner to gain a thorough understanding of the history and development of the specialty of Periodontics. This course continues each semester for length of study.

1 credit hour

Part II of this course is to synthetize evidence-based knowledge associated with treatment planning of cases with advanced periodontal and peri-implant diseases and conditions. As well as, to allow residents to present and critically analyze their clinical cases and patient care parameters in a small group discussion format.

1 credit hour

Part III of this course is to synthetize evidence-based knowledge associated with treatment planning of cases with advanced periodontal and peri-implant diseases and conditions. As well as, to allow residents to present and critically analyze their clinical cases and patient care parameters in a small group discussion format.

1 credit hour

Part IV of this course is to synthetize evidence-based knowledge associated with treatment planning of cases with advanced periodontal and peri-implant diseases and conditions. As well as, to allow residents to present and critically analyze their clinical cases and patient care parameters in a small group discussion format.

1 credit hour

Part V of this course is to synthetize evidence-based knowledge associated with treatment planning of cases with advanced periodontal and peri-implant diseases and conditions. As well as, to allow residents to present and critically analyze their clinical cases and patient care parameters in a small group discussion format.

1 credit hour

Part VI of this course is to synthetize evidence-based knowledge associated with treatment planning of cases with advanced periodontal and peri-implant diseases and conditions. As well as, to allow residents to present and critically analyze their clinical cases and patient care parameters in a small group discussion format.

1 credit hour

The purpose of this course is to introduce the dental student to the various materials used in the practice of the dentistry including their composition, chemistry, properties, and applications. By gaining a better understanding of these materials, students will also be able to assess newer materials that are constantly being introduced into dentistry. Also, through hands-on laboratory exercises, students have the opportunity to manipulate and familiarize themselves with some of these materials before utilizing them in upper level courses.

2.5 credit hours

This course, along with Introduction to Research Methods (STOMA-849), provides third year dental students the experience of collecting, organizing, and presenting to their peers a body of knowledge of value in modern dental practice. In Introduction to Research Methods, students select a topic based on their interest and identify a mentor to assist them in developing a poster presentation relative to the topic. In this course, the focus is on finalizing an abstract and poster presentation to be presented at the annual James B. Edwards College of Dental Medicine Scholars Day.

1 credit hour

The Oral Health Sciences Seminar Series hosts speakers with strong scientific expertise related to oral and craniofacial biology as well as associated systemic diseases, while often draws broad attendance from across the MUSC Campus. In this series, the PhD candidate students are also invited to give a seminar based on their own research to their fellow students, advisory committee, faculty, and post-doctoral fellows in the College of Dental Medicine. This is an invaluable opportunity for the students to present their work in an informal setting and to receive constructive feedback on his/her studies from a large audience with different scientific backgrounds. The course is also requirement for the CDM T32 trainees and part of the T32 curriculum.

0.5 credit hour

This course is designed and consistently updated to prepare pre-doctoral dental students for the application of Oral Surgery in the general practice of dentistry. Emphasis will be placed on patient evaluation, patient and practitioner safety, armamentarium, instruments and equipment, basic exodontia, oral surgery techniques and principles (including flap procedures and the prevention and management of complications which can occur during and following surgery). This course of instruction is intended to prepare the students for rotations through clinical Oral Surgery blocks within future oral surgery courses.

1 credit hour

The anatomic, physiologic, and pharmacologic aspects of local anesthesia are discussed. Techniques of administration are taught. Preanesthetic evaluation and postoperative control of pain are discussed in depth. Additionally, the inventory, prescription, legal, and moral aspects of controlled drugs are discussed. Prerequisites: anatomy, physiology, pharmacology.

1 credit hour

Relating medical conditions and the general treatment of such conditions, with the relevance to dental treatment and prevention of dental diseases

0.5 credit hour

Physical Diagnosis will teach a systematic method of examination of the body and organ systems, with emphasis on application to clinical practice.

1 credit hour

This course exposes the student to the more advanced and complex diagnostic and therapeutic Oral and Maxillofacial Surgery procedures. Some of these remain within the realm of the general practitioner; however, many fall within the scope of those with advanced training in oral maxillofacial surgery. Key concepts in the diagnosis of complex oral and maxillofacial conditions are emphasized and the advantages and disadvantages of various treatment approaches are discussed. The student is introduced to the current state of the practice of Oral and Maxillofacial Surgery and to the procedures that are available for his patients so that he may initiate proper consultation when procedures maybe indicated.

1 credit hour

This course is an introductory course in Oral Radiology, taught as a combination of pre-recorded lectures, laboratory exercises and in-class lectures and seminars. It develops the fundamental knowledge for the learner related to the principles of Oral Radiology.

2 credit hours

This course will be taught in a seminar format with emphasis on understanding the principles of advanced imaging along with diagnosis and management of oral and maxillofacial diseases. This course builds on the foundation of principles of oral radiology learned in the second year.

1 credit hour

The overall objective of the orthodontic curriculum for peredoctoral dental students is to advance the recognition and understanding of malocclusion problems to the point that differential diagnosis and judicious management of the occlusion becomes an integral part of family practice. As the introductory course, ORTHO I concentrates on diagnostic information necessary to recognize not only malocclusion from normal occlusion; but also factors in determining the etiologic basis and relative complexity of the malocclusion problem. The information provided in ORTHO I is preparatory to subsequent course work that will concentrate on the clinical application of various treatment modalities in managing the occlusion.

2 credit hours

Orthodontics II is designed to enhance the student's ability to determine the etiologic basis and relative treatment complexity of common malocclusion problems presenting to the family practitioner. The course will focus on the clinical application and judicious use of various removable and fixed treatment like modalities to affect optimum arch development in the growing patient and as adjunctive procedures in the adult patient. The armamentarium of the procedures, the biomechanical principles underlying their use, and the clinical management of the active and retentive phases of treatment will be demonstrated. Building from the introductory ORTHO I course on normal growth and development and recognition of malocclusion, the information presented in ORTHO II should enhance the student's ability to make an accurate diagnosis of a malocclusion problem, incorporate orthodontic considerations into the treatment plan, initiate intervention procedures appropriate to the general practitioner; or refer the patient to a proper treatment source.

2 credit hours

This elective course is intended for any 3rd or 4th year MUSC CDM dental student seeking a broader understanding of orthodontics both didactically and clinically. The course is particularly suited for those students interested in pursuing an advanced specialty program in orthodontics. Students are required to attend all regularly scheduled resident courses/seminars as well as assist residents in the clinical care of patients. They will also have the opportunity to work with the residents and attending faculty on diagnosis and treatment planning of multiple patient cases.

1 credit hour

The overall objective of the Pediatric Dentistry curriculum for predoctoral dental students is to provide didactic, laboratory, and clinical experiences that will offer competency in the diagnosis and treatment of common dental problems in children. The curriculum should also produce the ability to recognize and understand more complex dental problems so as to allow appropriate referral for patients whose needs require the attention of a specialist.

1 credit hour

In this course, Fundamentals of Pediatric Dentistry II, emphasis is placed on the development of a therapy plan based on information derived from a medical and dental history data base and clinical and radiographic examination, as well as orienting the student to modifications in clinical techniques or approach that will aid the student in providing quality care for children.

1 credit hour

The Pediatric Dentistry Clinic Elective is designed to provide the dental student with additional experiences in the diagnosis, treatment planning and observation of management of pediatric dental patients. The student will be exposed to treatment opportunities in the MUSC CDM Pediatric Dental Clinic as well as exposure to treatment of children at Shawn Jenkins Children’s Hospital. Students will also be exposed to advanced knowledge in Pediatric Dentistry through observation of the graduate orthodontic clinic and operating room observation. Students will have the opportunity to engage with our Clinical Faculty who have extensive private practice experiences.

0.5 credit hour

Lab procedures and clinic simulation exercises in restorative care of pediatric patients with primary and young permanent dentitions. Space maintenance and minor tooth movement applications are demonstrated and constructed. Supplemental diagnostic procedures (space analysis, cephalometric analysis) are performed.

2 credit hours

This course is designed to provide the student with the basic didactic knowledge and clinical skills (along with Early Clinics I and II rotations) necessary to provide nonsurgical periodontal therapy to patients. Additional lectures provide the basis of treating patients taking into account their systemic health.

2 credit hours

Review the classification of Periodontal diseases, diagnosis and prognosis Review radiographic analysis of Periodontal disease Familiarize the student with the Periodontics clinical and competency manuals Describe and demonstrate how the Periodontics recall system works Provide understanding of periodontal American Dental Association insurance codes Provide the rationale, treatment planning and techniques for various periodontal surgical procedures along with the healing of periodontal wounds.

1.5 credit hours

This course is designed to complement clinical care provided by D3 students. This course prepares dental students to understand advanced periodontal surgical treatment options including mucogingival surgery, implant site development and surgical placement, dental implant maintenance and the treatment of mucositis and peri-implantitis. Additionally, students will also learn about management of special populations with periodontal disease and when to make referrals to periodontists.

1.5 credit hours

This course is designed to introduce the student to the knowledge essential to place restorations on dental implants. The material presented in this course will include both biological and restorative aspects of dental implants. This course is a participation course consisting of lecture and laboratory sessions.

2.5 credit hours

This course is designed to teach the undergraduate dental student basics more advanced concepts of implant dentistry. Successful patient treatment with dental implants is a multidisciplinary concept due to the many factors related to treatment. Clinicians should be knowledgeable of the surgical and restorative principles that are essential for successful patient care. Dentists who wish to provide their patients with the highest quality care should have knowledge of the concepts, principles, materials, indications and contraindications.

1 credit hour

Prosthodontics is the branch of dentistry pertaining to the restoration and maintenance of oral function, comfort, appearance, and health of the patient by restoration of the natural teeth and by replacement of missing teeth and contiguous oral and maxillofacial tissues with artificial substitutes Removable Prosthodontics is that branch of prosthodontics concerned with the replacement of teeth and contiguous structures for edentulous and partially edentulous patients with artificial substitutes that are removable from the mouth. Removable Prosthodontics is an essential part of the curriculum of all dental schools because of the prevalence of edentulism. This manual is an introduction to Complete Dentures, which restores the appearance, function, and health of edentulous patients. A Complete Denture is a type of removable prosthesis designed to replace all of the natural teeth in the maxilla or mandible. Complete dentures are fabricated by a series of steps performed by the dentist and the dental laboratory technician working as a team. Each step must be performed accurately and precisely. A slight error or lack of attention to detail during any procedure can easily result in an unsatisfactory prosthodontic restoration. In this preclinical course, the student will learn to perform each step and understand the importance of performing each step as precisely as possible.

4.5 credit hours

Clinical introduction into the treatment of the edentulous patient. Lectures will emphasize the clinical technique involved in each clinical appointment. Laboratory course is a continuation of RMPRO-811. Students will complete the dentures from the previous course and will learn denture repair procedures. Prerequisite: RMPRO-811.

1.5 credit hours

Removable Prosthodontics (RMPRO-835) is a pre-clinical course that introduces the dental student to removable partial prostheses for the treatment of partially edentulous patients. These are patients who not only have some remaining natural teeth, but also require replacement of missing teeth and usually associated structures as well. A removable partial prosthesis (RPD) may be necessary because replacement of missing teeth, missing bone, or missing tissue structures cannot be accomplished by fixed or implant prosthodontics alone OR fixed or implant prosthodontics is cost prohibitive (RPDs are less expensive). Upon completion of the course you will be capable of managing the treatment of patients requiring replacement of part of their dentition with a removable partial denture.

3.5 credit hours

A comprehensive overview of the general principles of pathology, etiology, cell injury, inflammation and repair, principles of infection, and disturbances of growth, presented as an introduction to a more detailed consideration of the pathology of the organ systems and oral pathology.

3.5 credit hours

Lectures and demonstrations presented in oral region structural examination, history recording and evaluation, diagnostic method and procedures of both clinical and laboratory nature, and treatment planning and correlative application of these activities to total health care. Emphasis is placed on prevention, early disease detection, and interpretation of detected abnormalities of both local and systemic nature.

1 credit hour

The curriculum consists of online modules that are ‘recorded voice-over PowerPoint presentations’, replacing the formal in-class lectures. Following each module, a quiz containing material pertinent to the module will be available via ExamSoft as multiple-choice questions, some of which are picture-based. Once the students learn the basic facts online and have completed the self-assessment quizzes, the students will gather for the conferences. The conferences are ‘roundtable’ case study discussions, which is an integral part of problem-based learning. During the conferences, students will be asked to formulate differential diagnoses based on the clinical presentation, discuss diagnostic methods, make the final diagnosis, and select the most proper treatment.

3 credit hours

This course is designed to introduce dental students to Oral and Maxillofacial Pathology, the study of disease processes that affect oral and paroral structures and is a continuum course for Oral & Maxillofacial Pathology-I. The relationship between lesions of the head and neck and developmental disorders, reactive responses to physical and chemical injury and sequelae of immunologic and infectious diseases are featured, as well as oral cancer, salivary gland pathology, soft tissue pathology, epithelial pathology and vesiculoulcerative pathologies. Clinical, radiographic, and histopathologic characteristics of diseases will be presented in a discussion format to help the student build a foundation for future clinical practice. The course consists of online modules recorded in Power Point presentations to replace formal lectures. Following each module, a quiz containing material pertinent to the module will be available through Exam Soft in a picture-based multiple-choice format. Once students learn basic facts online and have completed the self-assessment, students will gather for four (4) in person conferences for case-based discussions. During conferences, students will be asked to formulate differential diagnoses based on clinical presentations of cases, discuss diagnostic methods utilized, final diagnoses and treatment recommended.

3 credit hours

Orofacial pain (OFP) is the presenting symptom of a broad spectrum of diseases. As a symptom, it may be due to disease of the orofacial structures, generalized musculoskeletal or rheumatic disease, peripheral or central nervous system disease, or psychological abnormality; or the pain may be referred from other sources (e.g., cervical muscles or intracranial pathology). OFP may also occur in the absence of detectable physical, imaging, or laboratory abnormalities. Some of these disorders are easily recognized and treated whereas others defy classification and are unresponsive to present treatment methods. The possible causes of orofacial pain are considerable and cross the boundaries of many medical and dental disciplines. An interdisciplinary approach is often required to establish a diagnosis and for treatment. The last several decades have seen a marked increase in both the recognition and treatment of chronic pain. Unfortunately, patients frequently misunderstand both the nature of pain and the best practices for its treatment. This is often associated with an escalation of invasive therapies that negligible impact on the pain presentation. Because dentists regularly chronic orofacial pain, they are ideally situated to provide evidence-based pain care. The majority of the scientific evidence supports a biopsychosocial model of pain that integrates physical, emotional, social, and cultural variables. The goal of this course is to assist clinicians in their understanding of pain, evaluation of the chronic pain patient, and ability to direct evidence-based care.

0.5 credit hours

Oral Medicine II is a pre-clinical didactic course which provides a broad base of information pertaining to the evaluation and clinical management of a dental patient. Emphasis is placed on the medically complex patient, clinical pharmacology, oral pathologic lesions, and dental therapeutics. There is no required textbook. information will be presented via CPC-case presentations, lectures, handouts, and selected journal articles.

1 credit hour

The purpose of this elective course is to improve oral and systemic health care outcomes for patients at the Pamela Kaminsky Clinic for Adolescents and Adults with Special Health Care Needs (SHCN). To achieve this, we will use an interprofessional team approach composed of dental, occupational therapy, pharmacy, and physician's assistant (PA) students. Student teams will discuss current medical and dental health, medications, including possible side effects and oral sequelae and will discuss preventative medical and oral health care with patient and/or patient's family or caretakers, increasing their understanding of issues involved in caring for adults with SHCN.

1 credit hour

This course presents the basic concepts of successful patient management to future health professionals. Social consciousness and awareness relating to the health needs of the general population and its diverse groups are stressed during this early developmental course of study. The students are presented the basic principles of behavioral sciences as they pertain to patient-centered approaches for promoting, improving and maintaining oral health.

2 credit hour

As a business leader in your community your character based leadership will determine your trustworthiness. Trust is built over time and can be lost in an instant. Learn how to become a success in life.

1 credit hour

College of Graduate Studies

Research.

1-15 credit hours

Current and emerging topics in the biomedical sciences will be presented and discussed in a journal club format. One student per week will lead a group discussion of a faculty-approved article from a high impact journal. All students are expected to read the selected paper in advance of the class and to actively participate in the discussion. Students are expected to attend each class and to present at least one journal article per semester. All students are expected to actively participate in the discussion. Grading (P/NP) for presentation and participation will be based on the rubric outlined in the syllabus. Students who do not participate in the discussion will be given notice that they need to increase their interaction with the group.

1 credit hour

In this series, students give a seminar based on their own research to their fellow students, graduate training committee, thesis committee, faculty and post-doctoral fellows in the Department of Biochemistry. This is a great opportunity for the students to present their work in an informal setting and to receive feedback on his/her studies from a large audience with different scientific backgrounds. Students are required to give at least two seminars during their training.

1 credit hour

Tumor growth, invasion, and metastasis depends on the interplay between cancer, stromal, and immune cells. This course will examine the relationship between molecular and cellular components of the tumor microenvironment and extracellular matrices, and discuss how tumor growth is affected by organismal factors like hormones and immune cells. After developing a detailed and mechanistic understanding of the microenvironment in which cancer cells interact, students will learn how these interactions influence cancer therapies and immunotherapies.

1 credit hour

This course provides exposure to cutting edge cancer research using a combination of seminars and journal club discussions. Seminars will feature presentations on the latest discoveries by leading experts from around the country. Journal clubs will provide an in depth discussion of research articles that relate to each seminar topic or highlight important advances in cancer research.

1 credit hour

Tumor growth, invasion, and metastasis depends on the interplay between cancer, stromal, and immune cells. This course will examine the relationship between molecular and cellular components of the tumor microenvironment and extracellular matrices, and discuss hoe tumor growth is affected by organismal factors like hormones and immune cells. After developing a detailed and mechanistic understanding of the microenvironment in which cancer cells interact students will learn how these interactions influence cancer therapies and immunotherapies.

1 credit hour

Genomic instability is defined as an increased tendency for cells to acquire mutations and other genomic alterations. Most cancers are characterized by some degree of genomic instability, which acts as a driving force in both cancer development and progression. This course will discuss the mechanisms that lead to genomic instability, different ways the genome may be altered, how genomic changes alter cellular function, and the role that genomic instability plays in cancer therapeutics.

1 credit hour

Research.

1-15 credit hours

Thesis.

1-15 credit hours

This course is mandatory for students in Clemson-MUSC Biomedical Data Science and Informatics students. The overall goal of the course is to expose students to a broad range of concepts, theories, methods, and practices in biomedical data science and informatics, and the specific research topics pursued by the faculty in the program. The students will learn to comprehend and present scientific literature in this field.

1 credit hour

This is an introductory course to provide students an overview of the biomedical informatics filed. Students will learn fundamental theories and concepts of bioinformatics, clinical research informatics, health informatics, consumer health informatics, and public health informatics. Students will learn informatics tools, techniques, and approaches for research and health care. The course is taught by a variety of informatics experts. The course is required for BDSI Ph.D. students and is open to other students interested in understanding of biomedical informatics. No previous informatics or computer science experience is required.

3 credit hours

This course introduces students, clinicians, and public health practitioners to fundamental principles of data standards and terminologies and their importance for exchange and meaningful use of health data and information. Use of standards and terminologies is critical for interoperability and is required for meaningful use of data, both for primary use (i.e., patient care) as well as secondary use for quality monitoring, public health reporting, decision support, research and analysis.

3 credit hours

This course is mandatory for SC BIDS4Health Clemson-MUSC training program trainees and open to other qualified and interested students. In this mentored practicum experience, trainees will identify a specific problem that plagues a rural or medically underserved community or health organization of their choice and implement a informatics and/or data science solution to evaluate, alleviate, or resolve some aspect of that problem.

3 credit hours

This course will provide an overview of precision medicine informatics with a focus on cancer. We will cover current initiatives and efforts to use health informatics to individualize care. The integration of heterogeneous data sets from different measurements such as the exposure, metabolome, genome, proteome, and other laboratory measurements is central to the goal of treating each patient as an individual in regard to precision treatment. The use of next generation sequencing, transcriptomic and other detailed data sets will move us to more precise characterizations of patients and ultimately more precise treatments. To get there we will need to understand the informatics of big data and learning from high dimensional data sets. As a use case, we will do a detailed examination of precision medicine clinical trials in cancer. We will also examine publicly available data to understand how high throughput measurement techniques are used and the methods that are applied to them to more precisely characterize cohorts of patients. Lastly, we will examine the challenges of precision medicine to explore ways to integrate the approaches into clinical healthcare systems.

3 credit hours

This course will provide an over view of clinical and translational research informatics. Students taking this course will learn about research data management, relational database design, modern research data capture tools, best practices, clinical data warehousing, security risks and mitigations, privacy issues in electronic data, data standards, data mining and other related topics. Students will get hands-on experience with using modern translational research informatics tools such as REDCap, i2b2 and others.

3 credit hours

This laboratory rotation is designed for Biomedical Data Science and Informatics Ph.D. students achieve the following objectives through rotations: 1. Students experience diverse faculty members’ research focus on helping students identify their research interests and dissertation topic; 2. Students obtain more tangible research experience and experience mentoring styles with individual faculty members before the student to identify the dissertation committee; 3. Students make progress towards identification of potential advisors or members of their dissertation committees.

2 credit hours

This course will introduce methods in statistical learning that are commonly used to extract important patterns and information from biomedical data. Topics include, linear methods for regression and classification, regularization, kernel smoothing methods, statistical model assessment and selection, and support vector machines. Unsupervised learning techniques such as principal component analysis and generalized principal component analysis will also be discussed. The applications will be illustrated using the statistical programming language.

3 credit hours

This course introduces Natural Language Processing (NLP), as applied to clinical text (i.e., narrative free text found in Electronic Health Record systems). It includes an overview of the specificity of clinical text (i.e., narrative text documents in the electronic health record), and focuses on information extraction (IE) methods (e.g., pattern-matching methods, machine learning methods), existing applications and resources for information extraction. The actual development, training, and evaluation of a simple information extraction application is an optional practicum concluding this course. This practicum is recommended and is required for the 3 credits version of the course.

2-3 credit hours

Graphics processing units (GPU) is a term introduced by NVIDIA in the late 1990s which typically handles computation only for computer graphics. After 2001, with the advent of both programmable shaders and floating-point support on graphics processors, general-purpose computing on GPUs became practical and popular for scientific computing applications with its increasing speed and volume of computation. Nevertheless, extracting full performance from a GPU is challenging. Parallel algorithms are necessary but far from sufficient. Careful layout of both control flow patterns and memory access patterns is required to avoid flow divergence and bank conflicts, which can severely stall computational threads. Memory hierarchies, memory staging techniques, and the available synchronization primitives must be thoroughly understood to provide tremendous performance improvements over conventional programming techniques on GPUs. This course is designed to provide instruction in the design and implementation of GPU-based solutions to computationally intensive problems from a variety of disciplines. NVIDIA's CUDA and OpenCL will both be used as the programming language, and inter-operate with the open standard graphics language, OpenGL, for massive data visualization.

3 credit hours

This course is concerned with analysis of microbiome data enabled by high-throughput sequencing technologies. We will briefly cover foundational concepts in microbial ecology, molecular biology, bioinformatics, and DNA sequencing. The main focus of the course will be on developing an understanding of multivariate analysis of microbiome data. Practical skills to be developed in this course include managing high-dimensional and structured data in metagenomics, visualization and representation of high-dimensional data, normalization, filtering, and mixture-model noise modeling of count data, as well as clustering and predictive model building. The topics in this course are developed only as far as to enable the users to understand the merits of these analyses. The main goal is to give the students an intuition about when certain analyses are applicable and practical ways to implement these analyses. A deeper understanding of these methods can be achieved by taking additional classes in statistics such as 'Statistical Methods for Bioinformatics' and 'Multivariate Analysis', which cover a much broader range of topics in more rigorous detail. Objectives: Familiarity with methodologies upstream informatics processing of microbiome sequencing data; Working knowledge of statistical programming; Descriptive and ecological analysis of taxonomic abundance tables; Testing hypothesis in multivariate context, multiple testing; Multivariate analysis techniques, testing by permutation; Visualization of microbial communities and associated phenotypic variables; Forming hypotheses and statistically testing them via executing informatics analyses; Understanding, applying, and comparing methods for building predictive models with microbiome data.

2 credit hours

This course is mandatory for SC BIDS4Health Clemson-MUSC training program trainees. The overall goal of the course is to expose students to a broad range of concepts, theories, methods, and practicies concerning rural health, underserved populations, and health inequities. Developing undertanding of possible solutions for inequities and other issues through biomedical data science and informatics is another goal. The students will learn to comprehend and present scientific literatiure in this field.

1 credit hour

This course is mandatory for SC BIDS4HEALTH Clemson-MUSC training program trainees and open to BDSI and other qualified and interested students. In this preceptorship experience, the trainees with practice teaching topics in biomedical data science and informatics to students at partner undergraduate institutions.

1 credit hour

This course is mandatory for SC BIDS4Health Clemson-MUSC training program trainees and open to BDSI and other qualified and interested students. The trainees will get involved in direct, guided mentorship experiences that leverage the relationship between the program and partnering undergraduate research experience programs( currently at MUSC, SCSU, Clemson, University at Buffalo). Through structured weekly assignments, experiences, and presentations the trainees will start developing strategies to help others grown in their scientific careers.

1 credit hour

This practical course will introduce students to the process of writing a review article, which is a fundamental part of synthesizing research findings. Students are expected to work in groups in creation of publishable review, which will strengthen their publication portfolio. The course will include step-by-step information on how to perform screening and extraction, how to use library search engines, how to use citation managers, and other relevant information.

3 credit hour

This course is optional for students enrolled in the Clemson-MUSC Biomedical Data Science and Informatics (BDSI) program. It provides an opportunity for studying unique topics involved in the learning and research activities of doctoral students. Under the supervision of a faculty member in the BDSI program, the student would propose a topic with a description of the learning process and evaluation. Effort between 1.0 and 3.0 semester credits are possible. If approved, the student would proceed with the proposed course with supervision from the faculty member.

1-3 credit hours

Students conduct research under the guidance of their mentor.

1-15 credit hours

This course is delivered through Clemson University as (CPSC 6030 Data Visualization) as part of a joint Biomedical Data Science and Informatics program." Analyzing and understanding data is a crucial task of many applications including science, engineering, and education. When questions about data are well-defined, answers can be found by using computational and statistical techniques. However, many problems are ill-specified and require the human's perceptual capabilities to be solved. Hence the need for visualizing, transforming and representing abstract data in a form that facilitates human interactions and understanding. The aim of this course is that of introducing the theory and practice of data visualization. Students will learn to design and evaluate effective visualizations by learning techniques and visualization idioms. Moreover, students will acquire hands-on experience using visualization frameworks and dedicated programming libraries. This class introduces data visualization by focusing on design principles for creating effective visualizations of abstract data. This class targets students at the senior or master level. The set of skills learned in this class are fundamental for any student interested in a career in data science, data analytics, business, and many others.

3 credit hours

This course is delivered through Clemson University as CPSC 6140 Human and Computer Interaction as part of a joint Biomedical Data Science and Informatics program.” This 3-credit hour course is an introduction to human-computer interaction (HCI) and focuses primarily on user-centered design techniques. Students will work on a semester-long team-based project identifying a problem in a novel domain, interviewing, understanding the stakeholders, and subsequently develop and test a prototype. Students are expected to be proficient in programming in Java, C, and C++ since the pre-requisites for this class are CPSC 2120 and CPSC 2150. For BS-CS, BA-CS, and BS-CIS majors, CPSC 4140 partially fulfills the Computer Science Technical Requirement of those degrees. At the end of the semester, students who successfully completed CPSC 4140 will be able to: 1. Develop and use a conceptual vocabulary for analyzing human-computer interaction. 2. For an identified user group, undertake and document an analysis of their needs. 3. Use programming or a software package to create interactive prototypes. 4. Develop and implement a testing plan or benchmark testing for evaluating a user interface design. 5. Choose appropriate methods to support the development of a specific user interface. 6. Fairly critique designs of peers and respond to constructive criticism. 7. Develop and use various creativity/brainstorming tools.

3 credit hours

This is a 3-credit graduate level course whose focus is on the analysis of messy, real life data using statistical and machine learning methods. This course aims to help student to grasp the fundamental concepts and applied methods in Data Science and develop skills needed in the five key facets of a data science project: data collection, data management, exploratory data analysis, statistical and machine learning, and communication.

3 credit hours

This course is delivered through Clemson University as BIOE 6310 Medical Imaging as part of a joint Biomedical Data Science and Informatics program.” Introduction to the history, physics, and instrumentation of various medical imaging modalities, including X-ray, Computed Tomography, Magnetic Resonance Imaging, and Ultrasound. Students will learn the principle of medical imaging from an engineering and clinical perspective. Students will have the opportunity to evaluate medical images acquired from clinics and to explain the clinical applicability among different modalities.

3 credit hours

This course is delivered through Clemson University as GEN 6400 Bioinformatics as part of a joint Biomedical Data Science and Informatics program.” Bioinformatics is an interdisciplinary field that develops and applies computational and statistical methods to solve biological problems. A major theme in bioinformatics is to integrate and mine the “big data” generated by genome sequencing projects and other high throughput studies. Bioinformatic methods and software tools are developed to unravel fundamental mechanisms underlying the structure and function of macromolecules, biochemical pathways, diseases, and genome evolution. Many bioinformatic applications require computation and programming. Although basic programming concepts will be introduced in this course, students are not required to write their own software programs to solve biological problems. However, it is expected that all students learn how to use the available software tools to solve biological problems. The aim is to emphasize critical thinking: understanding how these tools work in principle and developing a computational mind for solving biological problems. Topics to be discussed in this course include: genome annotation, biological databases and information retrieval, sequence analysis algorithms, protein structural bioinformatics, gene expression and network analysis, metabolic pathway analysis, and systems biology. A tentative schedule of lectures is shown at the end of the syllabus.

3 credit hours

This course is delivered through Clemson University as (MATH 6410) as part of a joint Biomedical Data Science and Informatics program. This course will cover ideas from Simulation, Discrete-time Markov chains, Poisson processes, and Continuous-time Markov chains. Concepts from probability theory will be reviewed as needed, but you should be comfortable with the majority of the material covered in MATH 4000 before taking this course. This course will have a strong modeling and computational focus; however, you will also be expected to learn how to derive simple facts on your own.

3 credit hours

This course is delivered through Clemson University as (CPSC 6420 Artificial Intelligence) as part of a joint Biomedical Data Science and Informatics program. This course presents fundamental concepts in Artificial Intelligence. Specific topics include uninformed and informed search techniques, game playing, Markov decision processes, reinforcement learning, uncertain knowledge and probabilistic reasoning, constraint satisfaction problems, and supervised learning. Students must be familiar with principles of probability and statistics and must have programming experience when enrolling in this course.

3 credit hours

This course is delivered through Clemson University as CPSC 6430 Machine Learning as part of a joint Biomedical Data Science and Informatics program.” This course provides a broad introduction to machine learning. We will especially be interested in using mathematical models to explain why and when certain methods/models work, solving real-world problems by the models. Tentative topics covered in this course may include, but are not limited to: Linear Models for Regression; K-means/Matrix Factorization; Gradient Descent with its Variations; K-nearest Neighbors; Principal Component Analysis; Perceptron; Naïve Bayes; Linear Discriminant Analysis; Convolutional Neural Network; Recurrent Neural Network.

3 credit hours

This course is delivered through Clemson University as CPSC 6620 Database Management Systems as part of a joint Biomedical Data Science and Informatics program." The problem-based instruction approach, TEXNH, will be used in this course. Students are expected to learn database concepts through a semester-long multimedia database project. Specifically, students will be required to implement an online multimedia database system, MeTube, which is essentially a modified version of the popular YouTube system (http://www.youtube.com), while learning database theories and technologies. Web technologies necessary for implementing the project will also be studied.

3 credit hours

This course is delivered through Clemson University as GEN 6700 Human Genetics as part of a joint Biomedical Data Science and Informatics program." Basic principles of inheritance; population, molecular and biochemical genetics; cytogenetics; immunogenetics; complex traits; cancer genetics; treatment of genetic disorders; genetic screening and counseling; and the Human Genome Project. Prerequisite: Consent of instructor.

3 credit hours

This course is delivered through Clemson University as IE 8000 Human Factors Engineering as part of a joint Biomedical Data Science and Informatics program." This course presents a graduate level introduction to Human Factors and Ergonomics and introduces designing for human use, taking into consideration both the human and engineering capabilities and limitations. Ergonomics and human characteristics such as body size, sensory abilities, memory, etc. must be considered when designing human-machine systems.

3 credit hours

This course is delivered through Clemson University as (STAT 8010) as part of a joint Biomedical Data Science and Informatics program." Course Objectives: At the end of this course, the student will be able to:1. Summarize and interpret research data.2. Apply statistical techniques and knowledge appropriately.3. Select and implement several basic experimental designs.4. Draw appropriate conclusions and inferences from data.

3 credit hours

This course is delivered through Clemson University as HLTH 8030 Theories and Determinants of Health as part of a joint Biomedical Data Science and Informatics program. This course applies an ecological perspective with regard to how health is shaped by various health determinants (biological, behavioral, social) and how theory is used to explain the influence of these determinants on health and describe behavior change processes. Emphasis will be placed on individual, group and community theories and models of health (before midterm), structural determinants of health/social epidemiology (after midterm) and the use of theory in research and evaluation (throughout the entire semester). Case studies of current public health problems will be presented to enhance understanding of how these factors interact with one another and contribute to public health problems of interest.

3 credit hours

This course is delivered through Clemson University as CPSC 8030 Scientific visualization as part of a joint Biomedical Data Science and Informatics program.” Visualization in scientific computing focuses on the use of computer graphics for the analysis and presentation of computed or measured scientific data. Scientific visualization studies the process of generating graphical representations of numerical datasets, either generated from numerical simulations or acquisitions (CT, MRI, etc.). These datasets only provide abstract descriptions of physical phenomena. Through visualization techniques, we can understand, interpret and explore such datasets for either hypothesis testing or guide research towards the formulation of a new hypothesis. This course will introduce students to the principles and algorithms for visual analysis of scientific data. The class builds upon classical topics in computer science, like geometric modeling of data and 3D rendering. We will study standard approaches for the visualization of two-dimensional datasets by focusing on techniques developed for scalar fields, vector fields, and tensor fields. We will study how to generalize visualization approaches for studying threedimensional and time-varying datasets. Finally, we will focus on applications of such approaches in, medical imaging, weather data analysis and, spatial data analysis. This class provides complementary skills to numerical simulation classes by focusing on one component of the visualization pipeline. This class targets students at the master level interested in a career in physical sciences, scientific engineering, big data, and simulation.

3 credit hours

Upon successful completion of the course, a student should be able to: use and understand basic statistical methods in reports and experimentation; fit simple and multiple linear regression models; perform model diagnostics and inference; perform statistical calculations using the statistical software package R.

3 credit hours

This course is delivered through Clemson University as HLTH 8090 Epidemiological Research as part of a joint Biomedical Data Science and Informatics program.” Basic concepts of epidemiology with emphasis on applied aspects rather than theoretical. Examples are drawn from clinical practice. Use of relevant PC-based computer packages is required. May also be offered as MICR 8090.

3 credit hours

This course is delivered through Clemson University as HLTH 8100 Medical Imaging as part of a joint Biomedical Data Science and Informatics program.” Catalog description: Provides experience in analysis of decisions in health-care management policy, problems, resources and alternative courses of action for health service organizations. Students participate in analysis of organization objectives and means for achieving health service goals. The course introduces various conceptual and analytical frameworks for understanding, developing and evaluating a range of health policy areas. The course begins by building a foundation to understand policy from theories to application. Students will then choose their own policy area to work on. They will lead class discussion to rationally analyze health policy and ultimately propose modification or changes to policy. Policy is multi-dimensional and can be viewed from various lenses, varying from historical to political, from social to legal perspective. This course will focus on the economic and ethical ramifications of health policy. As the role of evidence has become increasingly important in healthcare planning and services, priority is given to building knowledge and skill to support policy making based on empirical findings.

3 credit hours

This course is delivered through Clemson University as HLTH 8110 Health Care Delivery Systems as part of a joint Biomedical Data Science and Informatics program. This course focuses on healthcare delivery systems in the United States. The course content will be both descriptive and analytical. The descriptive part will cover a wide range of topics such as the evolution and distinctive features of healthcare services in the U.S., health services professionals, and outpatient and primary care. The analytical part will look into a number of critical issues including the cost & benefit of medical technology, health insurance, reimbursement mechanisms, and integration of delivery networks. Some industrialized countries' healthcare systems will also be examined to contrast with the U.S. systems. By the end of this class, students will be able to: 1. Comprehend the nature and primary characteristics of the U.S. healthcare system; 2. Understand past and current healthcare delivery models including managed care & integrated organizations; 3. Be familiar with the foundations and resources of healthcare delivery systems; 4. Understand the system processes including outpatient, primary care, and inpatient services; 5. Critique access to healthcare, its cost, and quality; 6. Evaluate healthcare systems' strengths and weaknesses as well as the tradeoffs of priority setting; and 7. Effectively debate certain healthcare policies and practices.

3 credit hours

This course is delivered through Clemson University as CPSC 8200 as part of a joint Biomedical Data Science and Informatics program. Parallel computer architectures are ubiquitous today, adopted by all computer systems ranging from mobile devices like cellphones, laptops to data centers. In this course, we examine various parallel architectures, networking, and the programming model that they support. The topics covered in this course include, but are not limited to: Advanced computer architecture: multicore, manycore, heterogeneous architectures, shared memory architectures, distributed memory architectures, computer clusters, and data centers Networking: line, ring, grid, torus, etc. System software: resource management, workload scheduling, data storage, and file systems Programming models: multithreading, message passing, PGAS, MapReduce, CUDA Performance measurement, benchmarking, and analysis.

3 credit hours

Addresses issues in research design, measurement, project planning, data collection and data management for health research. Topics include experimental and quasi-experimental design, measurement theory applied to key health concepts, survey methodology, observational research and research ethics.

3 credit hours

This course is delivered through Clemson University as (HCC 8310) as part of a joint Biomedical Data Science and Informatics program. This course is an introduction to Human-Centered Computing. It is intended for students pursuing a Ph.D. in HCC. The primary objective of this course is to facilitate the acquisition of essential skills for studying and conducting research in Human-Centered Computing. Specifically, the goal of the course is to introduce you to theoretical perspectives in HCC. The goals of the course will be accomplished through the combination of readings, discussions, lectures, projects, assignments, and exercises. Students are encouraged to pursue and discuss their own research interests as part of the course. Because collaboration is critical to successful HCC projects, group work is emphasized. Upon completion of this class, you should have the knowledge and skills to enable you to determine an appropriate theoretical frame for your research, identify user needs, designing based on identified human-centered needs, iteratively improve upon your design, build out your design and evaluate your design.

3 credit hours

This course is delivered through Clemson University as (CPSC 8380 Advanced Data Structures) as part of a joint Biomedical Data Science and Informatics program. This is a course on advanced Data structures and their applications in executing algorithms for varied applications. It is suitable for beginning graduate students and/or serious seniors. The objective is to familiarize the audience with the fundamental concepts, techniques and tools of advanced data structures and their use in algorithms. Participation in this course will enable you to harness the power of advanced concepts of data structures & algorithms in your own areas of application as well as will prepare you to take advanced courses and/or do research work in any specific area of specific applications.

3 credit hours

This course is delivered through Clemson University as CPSC 8430 Deep Learning as part of a joint Biomedical Data Science and Informatics program." This is a special topics course in deep learning architectures. Deep learning is either a pattern classification or feature representation learning technique that has multiple levels of non-linear operations. This course will cover algorithms in Deep Learning, such as convolutional neural networks, recursive neural networks, generative adversarial nets, and deep reinforcement learning., as well as application areas, such as image and NLP.

3 credit hours

This course is delivered through Clemson University as CPSC 8470 Introduction to Information Retrieval as part of a joint Biomedical Data Science and Informatics program.” “Information retrieval (IR) is finding material (usually documents) of an unstructured nature (usually text) that satisfies an information need from within large collections (usually stored on computers).” (Christopher D. Manning, Prabhakar Raghavan, Hinrich Schutze). This course will cover basic theory and practical algorithms, methods and models in information retrieval, like index, vector space model, evaluation, probabilistic and language model of information retrieval, and web search.

3 credit hours

This course is delivered through Clemson University as CPCS 8650 as part of a joint Biomedical Data Science and Informatics program. Data mining has emerged as one of the most exciting and dynamic fields in computer science, bioinformatics, industrial engineering, etc. The driving force for data mining is the available of massive data that potentially contain valuable bits of hidden knowledge. Such data include consumer data, transaction histories, medical records, biological experiments, Web information, Network information, etc. Commercial enterprises have been quick to recognize the value of data mining; consequently, within the span of a few years, the software market for data mining has expanded to be in excess of tens of billions of dollars. This course is designed to provide graduate students with a broad knowledge in the design and use of data mining algorithms, exposure to data mining research, and hands-on practices in applying these ideas to a real-life situation.

3 credit hours

This course is delivered through Clemson University as (CPSC 8710 Foundations of Software Engineering) as part of a joint Biomedical Data Science and Informatics program. Techniques and issues in software design and development; tools, methodologies and environments for effective design, development and testing of software; organizing and managing the development of software projects. Preq: Enrollment in Computer Science program.

3 credit hours

This course is delivered through Clemson University as (HLTH 8900) as part of a joint Biomedical Data Science and Informatics program." The course provides an overview of the emerging population health informatics. Population health informatics is the applications of computer sciences and information technologies in population health to facilitate policy planning, decision making, and implementations to improve the health and wellness of different groups of the population.

3 credit hours

This course is delivered through Clemson University as GEN 8900 Introduction to Quantitative Genetics as part of a joint Biomedical Data Science and Informatics program. This is an introductory course that covers theory and analysis of complex traits from the genetic standpoint and does not assume any prior knowledge of the subject. The topics treated will tentatively be the following: Phenotypic, genetic, and environmental variation; Phenotypic model; additive, dominance, epistatic effects; population mean; Average and substitution effects; breeding value and dominance deviation; complications from epistasis; Variance and its components: phenotypic, genetic, and environmental; Inbreeding and its effect on means and variances; heterosis; Concepts and properties of heritability; resemblance between relatives and heritability estimation for quantitative and binary traits; Correlations among traits: phenotypic, genetic, and environmental; Quantitative Trait Locus (QTL) mapping by linkage and association; Artificial selection and its response. Relevant articles from the literature may also be used as a teaching tool.

3 credit hours

The purpose of this course is to provide basic mathematical knowledge and skills necessary to understand the fundamentals of image formation, image processing, and image analysis. The necessary mathematical knowledge includes linear algebra, complex numbers, Fourier transform theory, numerical methods, and differential equations. MATLAB, a powerful problem-solving tool and programming language, will be introduced and will be used to illustrate important concepts.

This course is essential for graduate students to gain a fundamental understanding ot the relationship between biophysical properties of cells, tissue, organs and their systems in order to properly use and interpret data from different biomedical imaging techniques. This course will focus on teaching students to identify the strengths and weakness of specific imaging modalities depending upon specific medical or research question, the function and structure of the organ system, and/or disease state.

The Center for Biomedical Imaging has several multidisciplinary journal clubs that meet one per month to discuss scientific topics in a specific area of imaging. Students should register and attend relevant journal club offered through the Center for Biomedical imaging in consultation with their dissertation mentor.

1 credit hour

This course introduces basic applied descriptive and inferential statistics. Topics include elementary probability concepts, an introduction to statistical distributions, point and interval estimation, hypothesis testing, and simple linear regression and correlation. Basic data management and analysis techniques will be introduced using appropriate statistical software packages. Prerequisites: College Algebra & at least one course in Calculus. (Required MS, Ph.D.).

4 credit hours

The objective of this course is to provide basic and intermediate skills necessary to apply regression methods to clinical and basic science research data. Topics include regression issues such as least squares estimation, hypothesis testing, diagnostics, model building and variable selection, and indicator variables. Simple and multiple linear regression, logistic regression, Poisson regression, and modeling of time-to-event (survival) data will be covered. The course uses a problem-based approach and applications to clinical and basic science problems are provided. Prerequisites: BMTRY 700.

4 credit hours

The course covers a variety of intermediate level topics required to complete core competencies for analysis and interpretation of clinical and basic science data. The course emphasizes experimental designs employed in biological and medical research, including randomized block and nested designs, and factorial experiments. Longitudinal data methods including random and mixed effects models, and missing data methods are covered.

4 credit hours

This course covers levels of measurements, order statistics, statistical methods for independent and correlated samples, distribution-free measures of association and testing. Students will identify situations where parametric techniques do not apply; to apply nonparametric methods for testing equality of variances; to test goodness of fit of data to a probability distribution; and to analyze one-and two-way layouts with nonparametric multiple comparisons.

3 credit hours

This course covers basic probability theory, random variables, transformation of random variables, expectation, moments and moment generating functions, discrete and continuous probability distribution functions; joint, marginal, and conditional distribution functions, bivariate normal distribution, and inequalities.

3 credit hours

This course is the continuation of Theoretical Foundations of Statistics I. Topics covered are order statistics, stochastic convergence, point and interval estimation, hypothesis testing, evaluation of estimates and tests, and asymptotic theory. Prerequisites: BMTRY 700, 706.

3 credit hours

This course offers a short review of standard measures of association and chi-square methods for binomial and multinomial distributions, followed by several special-purpose two-dimensional techniques. Other areas covered include the development of maximum likelihood-based inference (unconditional and conditional) for categorical data using generalized linear models. Models for binomial, multinomial and count data will be examined. In addition, topics including log-linear models, analysis of three-dimensional and higher tables, model selection strategies, regression model diagnostics, analysis of correlated or matched data, and generalized estimating equations, will be covered. Prerequisites: BMTRY 700, 701, 706.

3 credit hours

This course provides an overview of infectious disease epidemiology with an emphasis on the application of epidemiologic techniques to a variety of diseases. Lectures, supplemented by video presentations and case studies provide the framework for the course.

3 credit hours

The matrix representation of the general linear statistical model is studied through the implication, distribution, and partitioning of quadratic forms and their probability distributions. Estimation of parameters in the linear model by methods of maximum likelihood and least squares will be presented along with the accuracy and precision of these estimators. Estimability in both the full rank and less than full rank models is introduced. The test statistic for the general linear hypothesis is derived, and its distribution is determined under an assumption of normally distributed errors for both the null and a general alternative hypothesis. Sufficient examples are given to show its application to tests on means as well as in ANOVA and ANOCOVA. Students prepared in basic statistical methods and theory, and matrix algebra are eligible to take this course. Prerequisites: BMTRY 700, 706, 707, 710.

3 credit hours

This course is intended mainly for MS and Ph.D. Students in DBE interested in the statistical methods and issues arising in a variety of clinical trials. The course will include topics in adaptive/flexible study design, adaptive randomization, sample size estimation, missing data handling, interim analysis methods, and issues in data analysis. The course will also cover topics related to the statistician's role in clinical trials, including the presentation of statistical information and statistical monitoring of safety data. At the completion of the course, students will have the tools to collaborate with clinicians in the design and implementation of clinical trials as well as analysis of study data and will have developed their skills in being more critical readers of the medical literature.

2 credit hours

It is a graduate course on effective and sophisticated approaches to Bayesian modeling and computation in biostatistics and related fields. The course begins with a gentle introduction of Bayesian inference starting from first principle, but it intends to cover the philosophical backgrounds, logical developments and computational tools associated with Bayesian. Prerequisites: 700, 706, 707, 710.

3 credit hours

Required for all students with emphasis in biostatistics and epidemiology prior to obtaining a master degree. Teaches students how to participate in collaborative research including methods for sample size estimation, preparation of plans for statistical analysis and of analytic reports. Those students in the Ph.D. program who do not have previous collaborative working experience and/or training would also be required to take this course.

2 credit hours

This is an introductory course in theory and application of analytic methods for time-to-event data. The methods covered include nonparametric, parametric, and semi-parametric (Cox model) approaches. The topics covered will also include types of censoring and truncation, sample size and power estimation, and a brief introduction to counting process method. Extensive use of SAS procedures for survival analysis is incorporated into the course. Prerequisites: BMTRY 700, 706, 710, and working knowledge of SAS.

3 credit hours

This is a comprehensive course providing an overview in the design and conduct of clinical trials. The course covers the types of clinical trials; study design (including sample size estimation); randomization methods and implementation; project and data management; ethics; and issues in data analysis (e.g., intent-to-treat; handling of missing data; interim analyses). The course is designed primarily for the students in the Department of Biostatistics, Bioinformatics, and Epidemiology; however, both clinical and basic science investigators can benefit from this course provided they have the required background in basic statistics. Prerequisites: BMTRY 700.

3 credit hours

This course is required for participants in the Clinical Master's program and Ph.D. students in the Department of Biometry and Epidemiology. The objective of the course is to prepare a grant application (R03, F31, K-award, etc.) for submission to a funding agency. Students learn grantsmanship, develop the sections of a grant (aims, background, preliminary studies, and methods), learn about IRB regulations and procedures, about ethics, and develop an IRB application. They also develop a research budget. Students will be given examples of successful grants and grants that have not been funded to discuss. Students should come to the course with a research idea that can be developed into a grant and, if possible, with preliminary data. Prerequisites: 700, 710, 736 or permission of instructor.

2 credit hours

This course will consist of multivariate techniques in biology and medicine including multivariate tests of mean vectors and covariance matrices, multivariate analysis of variance and regression, repeated measures analysis, random and mixed effects models, generalized estimating equations, generalized linear mixed models, canonical correlation, factor analysis, principal components analysis, discriminant analysis. Directed to biostatistics students; useful for epidemiology students. Prerequisites: BMTRY 702, 706, 710, Knowledge of Matrix Algebra & SAS.

3 credit hours

This survey course will introduce students to the major cancer risk factors. For the major cancers the most important epidemiological studies will be reviewed. The issue of genetic susceptibility and the use of biomarkers in cancer epidemiology will be studied as well as cancer screening.

3 credit hours

This course introduces basic epidemiologic principles including measurements of disease occurrence, study designs (cohort, case-control, randomized clinical trials) and calculation of risk. Lecture material is supplemented with exercises and discussion of examples from the epidemiologic literature and presentations of epidemiologic studies by guest speakers. Prerequisites: None. (Required MS and Ph.D.).

3 credit hours

This is an advanced course designed to acquaint students with the use of epidemiology in the study and investigation of cardiovascular diseases. Prerequisites: BMTRY 736 or permission of instructor.

3 credit hours

An emphasis will be placed on procedures used in the implementation of epidemiological research studies. Prerequisites: BMTRY 736 or permission of instructor.

3 credit hours

The course gives a comprehensive entry-level introduction to bioinformatics. It covers a wide variety of topics in bioinformatics, including sequence analysis, protein structure prediction, gene prediction, genome analysis, proteomics data analysis, database, transcription profiling, etc. This course is designed to provide a broad foundation in bioinformatics for advanced courses. A biology background is helpful, but not essential for this class. Students without a biology background may wish to attend one or two sessions reviewing biology outside the class, which are currently provided by the instructor.

2 credit hours

The field of Environmental Epidemiology encompasses the investigation of environmental factors and how they affect human health. Environmental epidemiologists study health effects in populations resulting from exposure to physical, chemical, and biological agents. This includes the contribution of social, economic, and cultural factors that are related to these exposures. Occupational Epidemiology introduces clinical and epidemiologic aspects of occupational health and recognition and prevention of occupational diseases and injury. Case study approaches are used to learn about epidemiologic applications to occupational health. This course helps to address some of the 15 learning competencies of the doctoral program in Epidemiology and is intended for advanced epidemiology students to become familiar with applications of epidemiology to environmental and occupational problems.

3 credit hours

This course will provide a comprehensive and quantitative view of the design, conduct, analysis, and interpretation of epidemiological studies and use of EGRET software. There is a more in-depth coverage of topics than in Epi I. Prerequisites: BMTRY 700, 710 concurrently.

3 credit hours

This course will provide an in-depth quantitative view of advanced statistical analysis of epidemiological studies. The use of epidemiological analysis software (Epicure) will be taught. Builds on techniques developed in Epi II. Prerequisites: BMTRY 700, 710, 747.

3 credit hours

This course introduces students to the principles and practices of molecular epidemiology and provides an overview of the application of biologic markers of exposure, disease or susceptibility to epidemiologic investigations of exposure-disease relationships. Students will be guided through general principles that draw on issues of validity and reliability, technical variability and control, biologic specimen banks with a strong emphasis on study design and how to incorporate biomarker studies into epidemiology practice.

3 credit hours

The need for a public health workforce trained in equity-based approaches to social determinants of health has increased and is driven by a significant body of literature. In this course, students will learn principles and concepts of health equity and social determinants of health and relevant models and methodological issues in social epidemiologic research.

3 credit hours

This course introduces students to the analysis of longitudinal data collected on individuals over time. Topics will include linear models for panel data, restricted maximum likelihood, choice of covariance structure, linear and generalized linear mixed effects models, marginal models and GEE, penalized quasi-likelihood, missing data and dropout. Pre-requisites: Biometry 701, Biometry 707.

3 credit hours

This course focuses on the basic epidemiological and statistical issues to be found in the study of the spatial/geographical distribution of disease. The topics of disease mapping, disease clustering and ecological analysis will be examined.

3 credit hours

Students learn to use the primary statistical software packages (SAS, R, Stata), principles of data management, and scientific document preparation.

3 credit hours

Examination of chronic disease from an epidemiologic perspective, with an emphasis on methodological and practical issues of study designs, exposure and outcome assessment, factors determining the distribution of selected chronic diseases and critical review of relevant epidemiologic literature. Students are introduced to disease registries, their purpose, benefits and limitations.

3 credit hours

The objectives of the Methods and Outcomes in Cancer Population Sciences is to increase the knowledge and skills of early stage clinicians and basic science researchers in conducting patient oriented and translational cancer research.

3 credit hours

Public Health Seminar is a required course for Biostatistics and Epidemiology Ph.D. and MS students in the Department of Public Health Sciences (DPHS), to be completed in the fall and spring semesters of the student's first year in the program. Students attend DPHS-sponsored seminars every other Monday throughout the semester to gain exposure to contemporary research topics in biostatistics and epidemiology. Seminar speakers are invited guests to the department and represent a diversity of research topics that are complementary to the research interest of DPHS faculty. On alternating Mondays, the department sponsors its own Brown Bag seminar series featuring research presentations by DPHS faculty and advanced students actively engaged in mentored projects. This valuable exposure helps first-year students identify potential mentors and projects for summer research hours, as well as possible dissertation advisors and research topics.

1 credit hour

In this 14-week, 15-credit hour course compromising six modules, students will receive didactic instruction, one hour per day, from national leaders in cancer research who collectively will present state-of-the-art cancer information across multiple perspectives-basic sciences, clinical sciences, and population sciences with an emphasis on disparate outcomes in breast, prostate, head/neck, and cervical cancer. Students will also spend 30 hours per week working in the research laboratories/offices of their mentors.

15 credit hours

This course is intended for Ph.D. students in Biostatistics. The course will begin with a review of basic mathematical concepts: probability and measure, integration, modes of convergence. A decision theoretical approach to statistical inference will be introduced. In statistical estimation theory, topics such as families of distributions, point estimation, unbiasedness, algorithmic issues, etc. will be included. In hypothesis testing the Neyman-Pearson theory, unbiased tests, permutation tests, and likelihood based tests will be discussed in depth. In asymptotics, limit theorems, relative efficiency, Wald's statistic, Rao's score statistic, etc., will be discussed. An overview of robust statistical procedures will be provided. Prerequisite: BMTRY 707 Theoretical Foundations of Statistics II (3).

4 credit hours

Lectures will cover the following areas in oncology research: (1) clinical and statistical design of phase I, II and III trials; (2) incorporation of correlative and biomarkers in clinical trials, (3) considerations in chemotherapy, surgery, radiation and multimodality trials, (4) quality of life and other patient reported outcomes in cancer research, (5) the protocol review and IRB process, (6) informed consent, (7) data collection, trial monitoring and investigator responsibilities, (8) the grants process and mentoring. In addition to the didactic portions of the training, each trainee will have a clinical research proposal which will be developed into a letter of intent (LOI) for a clinical trial. Other contact hours will take the form of a journal club where clinical research papers from journals such as Clinical Cancer Research or Journal of Clinical Oncology are discussed, and protocols that are being undertaken at HCC are reviewed and discussed. Students will be required to attend and take part in the HCC Protocol Review Committee's monthly meetings.

2 credit hours

This course will provide a survey of bioinformatics research areas and statistical methods needed to analyze data in these areas. This course will introduce students to biological concepts and statistical problems in various bioinformatics research areas, including functional genomics and cancer genomics. Statistical methods, such as multiple testing, clustering, classification, and high dimensional data analysis, will be discussed to address statistical problems in these research areas. Freeware and online resources related to these topics will be explored.

2 credit hours

This course is intended for biostatistics MPH and Epidemiology Ph.D. and MS students interested in applied statistical methods for analysis of categorical and correlated data. The categorical data analysis sessions include methods for stratified 2x2 and r x c contingency table data, ordinal data, matched pair dichotomous data, and count data. The correlated data analysis section covers random and mixed effects models and generalized linear mixed models. The didactic classes are augmented by SAS and R sessions led by the TA's. At the completion of this course, students will have the tools to analyze these data using SAS and R and make appropriate inferences from the analyses. Prerequisites: BMTRY 700, BMTRY 701 and Probability and Statistical Inference.

3 credit hours

This one-semester course provides an introduction to fundamental principles of probability and inference including: laws of probability, discrete and continuous random variables and their probability distributions, select multivariate probability distributions, sampling distributions and the central limit theorem, point and interval estimation including maximum likelihood, an overview of the hypothesis testing framework, and common hypothesis tests including the likelihood ratio, Wald, and score tests. Prerequisites: At least one semester of Calculus.

3 credit hours

Special Topics in Biostatistics, Bioinformatics, and Epidemiology.

1-15 credit hours

Machine learning is the interdisciplinary field at the intersection of statistics and computer science which develops such statistical models and interweaves them with computer algorithms. This course introduces the theory with a basis in real-world application, focusing on statistical and computational aspects of data analysis. It is designed to serve as an introduction to the fundamental concepts, techniques and algorithms of machine learning. The course will cover following topics: data representation, feature extraction, dimension reduction, supervised and unsupervised classification, support vector machines, latent variable models and clustering, and model selection. During the course of discussion, a main thread of probabilistic models will be used to integrate different statistical learning and inference techniques, including MLE, Bayesian parameter estimation, information-theory-based learning, EM algorithm, and variational methods. Prerequisites: BMTRY 706, BMTRY 701/702.

3 credit hours

Research.

1-15 credit hours

Teaches the fundamental principles and concepts of pharmacology. In the broad sense, this course is a study of the selective biologic activity of chemical substances on living matter. It presents the principles of drug absorption, distribution, and metabolism, the concepts of drug-receptor interaction, and the therapeutic uses and mechanisms of action of prototype drugs in each major drug group.

4 credit hours

This course in human physiology is designed to utilize basic physiologic concepts towards understanding the integrative nature of organ and whole body function. The fall semester presents integrated concepts of 1) Cell membrane structure and function including transport processes, receptors/signaling and electrophysiology; 2) muscle types emphasizing excitation and contractile processes; 3) autonomic nervous system organization and function; 4) regulation and maintenance of cardiovascular and respiratory function; 5) laboratory exercises on the electrocardiogram (ECG) and pulmonary function testing (PFT).

This course develops an understanding of the principles required for conducting research studies involving the use of pharmacological agents as tools for understanding basic biological processes. The course covers basic principles of receptor theory, analysis of dose-response relationships, data interpretation, and the relationship between the chemistry of biological molecules and their cellular actions. These principles are developed in relation to departmental research tracks in signal transduction/cancer biology, functional genomics, cardiovascular biology and drug metabolism/toxicology. The course will impart an essential understanding of how pharmacological agents interact with living systems and how such actions are examined from an experimental point of view.

4 credit hours

Using a topical approach, weekly sessions will go from didactic introduction to in-depth discussion of the pharmacologic principles necessary for understanding and studying the areas covered.

This course will examine basic principles of mass spectrometry as well as instrumentation and applications with an emphasis on the analysis of biomolecules. In addition, the course will provide detailed coverage of proteomics analysis including techniques, quantitative strategies, applications and bioinformatics analysis approaches.

This will be a journal club counting for 1 credit hour. Each student will be required to lead a discussion (approx. 45 min.) on at least one journal article published within the last calendar year covering one or more of the following topics: 1) protein mass spectrometry or large-scale proteomic studies; 2) advances in instrumentation, methodology, or software employed for protein characterization and analysis; 3) quantitative "-omic" strategies; 4) computational proteomics; 5) bioinformatic analysis. The presentation will be followed by a 15 min. question and answer session, and all journal club members will be encouraged to ask questions during the presentation as well. It is expected that, through this format, the student will gain an understanding of traditional proteomics methodology and recent technological advances which are driving the field of proteomics-based biology. This will be assessed by evaluating the student's written critique (through provided journal article worksheets) of the proteomics methodology applied in the relevant studies reviewed weekly.

A number of fundamental biochemical concepts and approaches provide the basis of all biomedical research. This course is designed to help students master these key techniques and associated theories to study the structure and function of proteins, nucleic acids, and lipids at the molecular level. The overarching goal is that students will be equipped to undertake such approaches during their graduate research.

The basic "Hallmarks of Cancer" defined as sustained proliferative signaling, evasion of growth suppressors, resisting cell death, avoiding immune destruction, enabling immortality, invasion and metastasis, and deregulation of cellular energetics are all driven by protein-to-protein signaling. This course will discuss broad discoveries that have shaped the field of cancer cell signaling and provide an overview for how these signaling processes pertain to modern cancer research. This course is offered to students that have successfully passed first year courses.

1 credit hour

Current and emerging topics in cellular signaling will be presented and discussed in a journal club-style format. Students will present topics related to cellular signaling using faculty-approved articles from peer-reviewed journals, and will be expected to actively participate in the discussion with other students, post-doctoral fellows and faculty members.

1 credit hour

Students work with faculty investigators participating in research projects in basic and/or clinical pharmacology. Depending on the stage of advancement and desire of the individual, the student chooses their own project or participates in a project already in progress. In either case, the student has close supervision from one or more faculty members. Arrangements for a research elective must be made with the individual faculty member under whom the student wishes to study. The student receives a grade on the basis of faculty observation of performance and a written paper on the research project.

This is a specialized course in the field of redox biology. Organized by MUSC with the support of the SC COBRE program, the course also features faculty and students from the Karolinska Institute, Stockholm, Sweden, and the University of Nebraska-Lincoln Medical Center.

3 credit hours

Course Description This course presents key concepts in glycobiology and its role in human medicine. This includes the biological roles of glycosylation, glycan biosynthesis, glycan analysis techniques, and glycans in disease and medicine. The first portion of the course will focus on basic science and then transition into translational applications of glycobiology. The various topics will be presented in a combination of lecture, journal club, and discussion formats. Specific learning objectives for the course are as follows:-Be able to describe the basic language of glycobiology and functions of glycans in humans-Understand the importance of N-glycosylation in protein folding-Understand the role of dynamic O-GlcNAc modulation in cell signaling-Relate genetics to glycan diversity-Outline how glycans participate in the various hallmarks of cancer-Explain the role of glycan-binding proteins in immune responses-Be able to describe current approaches for analysis of glycans in the laboratory-Understand the application of glycomics to clinical assays and therapeutics-Discuss and present current literature on biomedical applications of glycobiology

1 credit hour

Research.

1-15 credit hours

Thesis.

1-15 credit hours

This is a graduate level laboratory animal science class covering the basics of performing research involving animals. We will cover regulatory aspects, normal biology, common diseases, and hands-on technique labs. Lectures will present the ethics of animals in research, laws and regulations involved in animal research, IACUC structure and function, biology and background of rodents and large animals, animal models, clinical signs, anesthesia, surgical methods, pain management, and euthanasia. Classes meet Thursday from 2-4 pm, and occasionally from 1-3 pm (see schedule). The sessions are such that the 1st hour will be dedicated to didactic lecture with the 2nd hour consisting of discussion of pertinent literature resources to be provided. There are 2 hands-on labs in this course in which students will be taught to perform basic rodent handling techniques, venipuncture and injections in rodents.

2-3 credit hours

2 credit hours

This elective explores the scientific principles underlying targeted drug design. Medicinal chemistry is integrated with molecular biology in the context of identifying tomorrow's best-in-class drugs. The interdependence of pharacodynamic and pharmacokinetic structure-activity relationships will be discussed as a feature of drug discovery.

3 credit hours

This course will provide advanced knowledge on the mechanisms of cell responses to a wide range of environmental stresses including chemical, physical, anoxia/reperfusion and other pathogens. The course focuses on the signal transduction pathways leading to cell injury, carcinogenesis, necrosis, apoptosis, repair, regeneration, adaptation, and cytoprotection. We will cover the events at system, cellular and protection levels; however, emphasis is given to the interactions among intracellular signaling pathways. This course is useful for all biomedical students and, in particular, for students who completed the course "Cellular Defense Against Foreign Chemicals" and want to continue their understanding of the effects of environmental stress at cellular and molecular levels.

4 credit hours

This hands-on course provides a solid introduction to the concepts and practical applications of light microscopy relevant to modern cell and molecular biology. Students will have opportunities for extensive hands-on experience with state-of-the-art equipment for optical imaging, digital image processing, and fluorescence and confocal/multiphoton microscopy guided by experienced academic and commercial faculty.

1 credit hour

This course covers advanced topics of medicinal chemistry related to the synthesis of complex organic molecules. Emphasis is on the strategy for stereochemical induction, functional group transformations, retrosynthetic analyses and catalytic reactions. The course involves didactic lectures and workshops targeted to synthetic design.

3 credit hours

A minimum of three lectures hours will be devoted to each organ system. A brief review of each organ system will be given at the beginning of the topic session. One or two examples of toxic agents for each organ system will be discussed, including proposed mechanisms of action and possible therapeutic interventions in the case of intoxication. Selected manuscripts from the literature illustrating toxic response to the organ system will be given out at the beginning of each organ system topic. The papers will be discussed in the final hour of the topic session.

3 credit hours

Successful drug discovery research in both academia and the pharmaceutical industry is, by nature, a highly collaborative enterprise. Students who aspire to a career in drug discovery should be well-trained experts in their chosen area of research. However, they must also have an understanding of basic principles used routinely by collaborators in related research areas in drug discovery. Such knowledge will ensure that they can effectively communicate with scientists in other disciplines, and thereby facilitate the discovery of novel therapeutic agents. This course is the fourth in a series of four 8-week mini courses that form the core curriculum for the Department of Drug Discovery and Biomedical Sciences. The first 2 courses, DDBS 701 and 702, dealt with basic principles of pharmacology and medicinal chemistry in drug discovery, respectively. The third course in the core, DDBS 726, dealt with advanced concepts in medicinal chemistry. Taken together, these courses will cover all of the scientific principles that need to be understood for a career in drug discovery research. Specific learning objectives for DDBS 727 are as follows: Be able to design and describe experiments used to characterize receptor-active agents. Gain a working knowledge of proteomics and metabolomics. Be able to suggest experiments to explore the genetics of drug targets and drug action. Understand the dynamics of cell-cell interactions in normal and diseased cells. Understand the basic concepts in drug delivery formulation. Understand the role of aberrant signal transduction in disease, and be able to design experiments to measure signal transduction and protein-protein interactions. Be able to describe the issues surrounding the design and abuse of CNS-active agents. Be able to discuss literature examples of drug design in the CNS, endocrinology and antitumor areas. Gain an understanding of drug-related tocxicology and carcinogenesis.

2 credit hours

A general research and journal club seminar mandatory for all graduate students in pharmaceutical sciences. Guest speakers, faculty, and students participate.

1 credit hour

A variable credit course involving appropriate lectures, research-oriented laboratory work, written assignments and reports, and oral presentations.

1-15 credit hours

Research.

1-15 credit hours

The course provides deep analysis of ethical issues in such areas as data management, international research, research ethics consultation, and relations between law and research ethics. It is an extension of the introductory materials covered in MCR 750.

2 credit hours

This online seminar series expands the range of educational opportunities for learners who are interested in clinical and translational research ethics (CTRE). It comprises hour-long asynchronous seminars each week with leaders from MUSC research administration, clinical/translational investigators, and invited guests from other institutions, each of whom focuses on the relation of their offices and activities to CTRE. Each seminar will be followed by small group discussions online. This course is part of the Clincal and Translational Research Ethics (CTRE) Fellowship Program; however Fellowship enrollment is not required. This course is available entirely online.

1 credit hour

Emphasis will be placed on the ethical issues associated with clinical research and practice. The class will focus on review of the competencies involved in the conduct of ethically responsible research. The process of assessing ethical issues in research and study will be described.The ethical considerations in study design and implementation, data management, data analysis, data interpretation and results presentation and publication will be described. As future educators, the students will be presented with the honor council process, assessment process for unethical classroom and study behavior, and the process for behavior modification and remediation. Ethical considerations in collaborative research will be presented. The course will consider evolving ethical issues in clinical research including human subjects and conflict of interest. The course will include a class participation system and will be available online.

1 credit hour

Special Topics course developed by student and mentor on a specific topic in their research area or grant topic.

1-3 credit hours

This course provides a descriptive and inferential statistics commonly used in biomedical research. Topics include elementary probability theory, and introduction to statistical distributions, point and interval estimation, hypothesis testing, regression and correlations. The course is intended for graduate students in the basic and clinical sciences, clinical residents/fellows, and medical and dental students who seek a working knowledge of biostatistical methods and their applications.

4 credit hours

This course prepares participants to coordinate cost-effective health care research which protects the rights and safety of human subjects. The course is offered on-line and is required of all TL1 trainees. TL1 trainees will be required to take the course sometime during their first year in the program.

1 credit hour

Trainees will present a clinical case that will be followed by a research discussion by a physician-scientist.

1 credit hour

First Year Curriculum Ph.D. students are required to enroll in three 9 week laboratory rotations spanning the Fall and Spring semesters. All students will rotate through three different laboratories to maximize their exposure to a diversity of mentors, scientific experiences and technologies. Students are urged to attend the seminars and journal clubs of the program in which they are participating in order to get a better sense of where they might be most comfortable during their thesis work.

4 credit hours

This is a 10 week summer course that provides professional students with the opportunity to work with a faculty member on a funded research project and acquaints the students with an area of specialized research currently under investigation in the faculty member's lab. The course will provide hands on experience with many research skills, which may include subject recruitment, outcome testing, data entry, analysis, cell and molecular biology techniques, to name just a few.

This course provides exposure to cutting edge cancer research using a combination of seminars and journal club discussions. Seminars will feature presentations on the latest discoveries by leading experts from around the country. Journal clubs will provide an in-depth discussion of research articles that relate to each seminar topic or highlight other important advances in cancer research.

1 credit hour

The primary objective of this class is to provide an opportunity for graduate and post-graduate students to learn basic teaching and evaluation techniques, as well as presentation skills. Whether presenting research at national or international meetings, or teaching in a formal classroom, teaching and presentation skills are necessary for most professional careers.

2 credit hours

This course is designed for pre and postdoctoral trainees and K scholars to learn the principles of rigor and reproducibility in research design and methodology.

1 credit hour

This course highlights central mechanisms contributing to tumor cell invasion and metastasis. Although cancer is a complex, multi-faceted process, tumor cells possessing invasive and metastatic properties are thought to play a major role in disease progression, morbidity and mortality. This course highlights some of the cell¬ autonomous molecular mechanisms known to support this behavior, as well as contributions from the extracellular matrix. Important topics also include tumor cell homing to specific sites, tumor cell heterogeneity, and the myriad changes within the tumor microenvironment that may enhance tumor progression.

Imagine if there were an organ in your body that weighed as much as your brain and affected your health, your weight, and even your behavior. Wouldn't you want to know more about it? There is such an organ - the collection of microbes in and on your body, your human microbiome. The microbial ecosystems in different parts of your body are radially different from one another and supply a wide range of functions that affect many aspects of human health. This course will explore how the human microbiome is formed, how it is influenced by external factors, and how the gut microbiota influences our health. This course will also provide an introduction to the methods used to study microbial communities and explore how gut microbiome data are analyzed.

1 credit hour

MUSC graduate students (max 3/term per location) will intern with the College of Charleston Program in Neuroscience (coordinator: Dr. McGinty) or the Citadel Dept of Biology faculty (coordinator: Dr. Bacro) over a full semester. The student will need to fill out the CGS 745 application form to be placed as an intern at one of the two locations. Unless agreed otherwise with their coordinators, students will commit to attend the lectures/laboratories and prepare up to 2 student directed sessions. Students will plan, execute, and evaluate each session, and will prepare at the end of the course a reflective report and a plan for the next term's syllabus.

2 credit hours

This course give students an understanding of the role that stem cells have in human health and disease. This includes the roles and applications of pluripotent stem cells and adult stems in development and disease. Students will obtain detailed knowledge on the different ways that stem cells are utilized by our body naturally as well as how one can harness the power of stem cells in regeneration of tissues as well as in the treatment of diseases. During the course, students will also gain an understanding for the various techniques and current methodology used for the analysis of stem cell function. Additionally, students will learn about potential ethical issues regarding stem cell usage. Prerequisite: 1st year core curriculum.

1 credit hour

Integrated Interprofessional Studies is a 3 credit hr course designed to give students 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 theirdissertation 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 reconvene weekly as a class, with the course instructor, to review and discuss cases they have heard and share their experiences.

Important Unanswered Questions in the Biomedical Sciences is a two-semester 1 credit hr seminar series which meets once per week, and features invited research seminars by biomedical investigators featuring translational research. The course grade is derived from written mini-proposals based on the information provided at the seminar and the literature.

Acquaints students with an area of specialized research currently under investigation in a faculty member's laboratory. This course is for students enrolled in the summer undergraduate research program.

0.5-15 credit hours

This course will assist Master's in Biomedical Sciences students in writing their research proposal and/or thesis in the summer between their first and second year. The course is designed to synthesize the knowledge and skills developed in research courses and apply them to the masters thesis process. Students learn about all aspects of the process of developing and carrying out masters thesis, and they gain an understanding of standards and expectations that students need to meet to be successful in completing the thesis writing process. Throughout the course, students are required to work closely with their major advisors, and committee as appropriate. The course will be taught in a seminar style with extensive dialogue among the students and instructors.

1 credit hour

R is quickly becoming the most widely used programming language in the biomedical sciences. This course is designed as a self-guided, introductory coding course that offers students the opportunity to learn the basic principles of Coding in R. Students will complete a curated portfolio of online modules (Offered by DataCamp) interspersed with in-person group activties. The online modules are laid out two sections: 1) Introduction to R, with an emphasis on writing efficient code, and 2) Streamlining script processing and generating visuals.

2 credit hours

This nine-week, interdisciplinary course prepares students to move their ideas persuasively from pipette to pen. Students encounter a variety of scholarship on science and persuasion, focusing on the fundamentals of audience (who you write for), genre (what patterns you write from), and style (how you work with words), and develop rhetorical competencies for both professional and public contexts. To these ends, the instructors deploy an array of teaching techniques that include interactive lectures, group discussions, on-the-spot quizzes, and small-scale team projects. Each week, students can reasonably expect to write between 500 and 1,500 words outside of class. That number may vary according to the assignment and the instructor.

1 credit hour

The 18 sessions of this 5-week, 3 credit hour course present fundamental principles of protein structure and function. Proteins, the most abundant and diverse family of macromolecules within the cell, play a myriad of essential catalytic and structural roles within the cell. They undergo multiple post-translational modifications and interact with numerous partners, including other proteins, RNA, DNA and membranes. These topics will be considered within the context of health and disease, with an emphasis on the molecular mechanisms underlying fundamental cellular processes and underscoring the impact of mutant proteins on cell behavior and the importance of proteins as therapeutic targets.

3 credit hours

The 25 sessions of this 7-week, 4 credit hour course present the fundamental principles of inheritance, maintenance and expression of the genetic material. The first 6 sessions focus on the principles and practice of classical and molecular genetics, and the next 7 focus on the replication, repair and transmission of the DNA genome within the context of the mammalian mitotic and meiotic cell cycles. The final 11 sessions focus on the expression of the genome, incorporating discussions of transcription, epigenetic modifications of DNA and histones, nucleolus and rRNA synthesis and maturation, mRNA processing, nuclear export and translation, and regulation by non-coding RNAs.

4 credit hours

The 18 sessions of this 5-week, 3 credit hour course address the fundamental principles of cell structure, compartmentalization, and function. The first 10 sessions focus on the structure, function and dynamics of the endomembrane systems of the cell, the cytoskeleton, major organelles and programmed cell death. The final 7 sessions address cell:cell and cell:matrix interactions and the complex process of signal transduction. The overarching principles involved in the process of signal transduction, which most often involves the transduction of a signal from an extracellular ligand to a nuclear response, will bring together the principles discussed in the initial part of this course and those discussed in modules I and II.

3 credit hours

This course highlights essential tools and approaches required to achieve a high level of competency in biomedical research. Students will be exposed to the practical 'nuts and bolts' of a wide variety of molecular biology approaches spanning established basics, and timely new techniques. Course material will complement and align with scientific concepts covered in the Core Curriculum. This training is expected to provide students with foundational knowledge and an invaluable toolkit that will robustly enhance their ability to achieve scientific success. This course is for all incoming first year graduate and MS students in the Biomedical Sciences Program.

2 credit hours

This course is designed to provide students with an overview for creating and submitting an F31/F31 Ruth L. Kirschstein Predoctoral Individual National Research Service Award (NRSA) to the National Instititues of Health (NIH). Students will discuss the componenets of the gratn proposal and learn how to develop a competitive grant application. Throughout the course, students will have an opportunity to draft several componenets of the grant application and receive feedback from faculty.

1 credit hour

This semester long course introduces graduate students to essential concepts in the practice of biomedical science, such as critical thinking, responsible conduct of research, reproducibility, transparency and rigor in science, and professional development. The course utilizes didactic lectures, group activities based on hypothesis development, student discussion of relevant literature, analysis of most appropriate funding mechanisms, and a range of skills focused on optimal development of career options.

2 credit hours

The new LFTL (Learning from the Literature) course is required for 1st year Ph.D. students in the Biomedical Sciences. The course is focused on helping students make the transition to "learning from the literature". A discussion of what the literature is and how to access it, an understanding of how to read scientific papers, and practice in thinking critically about the hypotheses being tested, experimental design and data presented are central to the course. The students will work individually and in groups and have multiple opportunities for discussion and presentation.

2 credit hours

This course presents key concepts in glycobiology and its role in human medicine. This includes the biological roles of glycosylation, glycan biosynthesis, glycan analysis techniques, and glycans in disease and medicine. The first portion of the course will focus on basic science and then transition into translational applications of glycobiology. The various topics will be presented in a combination of lecture, journal club, and discussion formats. Specific learning objectives for the course are as follows: - Be able to describe the basic language of glycobiology and functions of glycans in humans - Understand the importance of N-glycosylation in protein folding - Understand the role of dynamic O-GlcNAc modulation in cell signaling - Relate genetics to glycan diversity - Outline how glycans participate in the various hallmarks of cancer - Explain the role of glycan-binding proteins in immune responses - Be able to describe current approaches for analysis of glycans in the laboratory - Understand the application of glycomics to clinical assays and therapeutics - Discuss and present current literature on biomedical applications of glycobiology

1 credit hour

This comprised of various sections, each of which represents a 2 credit "mini-course" that meets three times per week for 5 weeks. The courses are scheduled during 3 sequential blocks in the spring semester, and there are at least two choices per block. These courses are small and interactive, usually involving lectures, group discussions, and presentation of the primary literature. The courses address important topics in contemporary biomedical science that go beyond the foundational material covered in the Fall core curriculum taken by first year students.

2 credit hours

This is a slice course that will be given in the fall semester. This merit graded class will give students an understanding of an array of digestive diseases including liver fibrosis, nonalcoholic fatty liver disease, hepatitis C virus infection, heptocelluar carcimoma, mircobial host interactions. Students will obtain an understanding of current methodologies and techniques used to study theses diseases.

1 credit hour

This course introduces TL1 trainees to translational research via discussion of papers that exemplify translational research. The Journal Club meets once a week at a time to be determined based on the schedules of the trainees and course facilitators. The journal club is limited to a 1 hour discussion. Trainees are organized into teams, usually 3 members/team. The team chooses 3 scientific papers that are representative of a basic science discovery that ultimately led to a new therapeutic approach. The first paper presented is the basic science paper that serves as the underpinnings of the next two presentations, that represent the clinical validation of the new therapeutic approach and its dissemination and implementation. Each week a trainee will be responsible for the research paper and leading the discussion along with the faculty mentor. The faculty mentor, program director or associate program director serve as facilitators. The trainee's mentor serves as an advisor to the trainee prior to the meeting of the journal club. The trainees are required to answer 3 questions after the 3 presentations that relate to the scientific merit of the papers and translation to a new therapeutic approach. The Journal Club is graded honors/pass/no pass.

1 credit hour

The MSTP Seminar is a mandatory requirement for all MSTP students throughout their training. It is held on the 2nd and 4th Monday of each month at 4:00-5:00 pm. The series encompasses several types of presentations. 1.Speakers who are either mentors, former mentors, or potential mentors for the students 2. Senior students present their project from the Research Nexus rotation where they developed and wrote a clinical investigation protocol 3. On the second Monday of each month, a senior student presents a clinical case in a disease area in which they are interested. The case presentation lasts roughly 5 to 10 minutes. Following the case presentation, a physician scientist discusses the case from a clinical and research perspective. Students get a chance to see the case discussed from a more scientific approach compared to what they might see on the wards or in the clinics. They are able to see how one can bring science to bear on the understanding of pathophysiologic processes and the development of new therapeutic approaches. 4. During the spring semester, additional dates are set aside for the more senior Ph.D. students to present their research as a practice for their dissertation defense.

0.5 credit hours

Modem data formats, publicly available analytical tools, visualization methods, statistical design, and experimental strategies related to biological "Big Data" will be presented in lecture format each session. A tool of particularly useful character will be demonstrated through an in-class tutorial each session. Students must participate in the tutorial for course credit, and an in-class laptop with Microsoft Office and Google Chrome installed is required for each student. Practical use of the tools and strategies will be experienced by students through homework assignments designed to independently apply presented lecture and tutorial material. Each following session will begin with students presenting in groups to the class specific parts of these assignments to create a story regarding their collective data analysis. This course is mandatory for T32 Cellular, Biochemical, and Molecular Sciences Training Program students.

1 credit hour

Trainees spend a half day a week in a clinic that compliments their dissertation research. TL1 trainees will be expected to shadow the attending physician and also perform a literature search about the patient's medical problem and discuss it with the attending physician.

1 credit hour

This course presents a wide variety of information in the broad area of drug discovery, including the early discovery phase (target development, in vitro and in vivo assay development, screening, lead optimization, structure-based drug discovery), mid-stage considerations (in vivo studies, ADME, toxicology and metabolism, advanced preclinical trials) and late stage discovery (clinical trials and marketing). The various phases of the drug discovery process will be introduced in the context of 3 successful drug discovery efforts, presented in a discussion format.

1 credit hour

Research.

1-15 credit hours

An introduction to basic and intermediate statistical techniques used to analyze and interpret data in health sciences and related fields. Emphasis is on applications of these methods with just enough derivation to understand the procedures. Topics include descriptive statistics, graphical methods and probability with applications to epidemiology, discrete and continuous distributions, inference on means, nonparametric methods, and inference on proportions, contingency tables, correlation, analysis of variance, linear regression, logistic regression, and survival analysis. Students will not be expected to run computer programs, but will learn how to read printout in order to interpret analytical results.

3 credit hours

An emphasis will be placed on the concepts, study designs and procedures used in the implementation of clinical trials research studies. The methodology and process used to access and analyze data as well as the collection of data will be described.

3 credit hours

The objective of the course is to prepare the student to develop a draft grant application, the sections of a grant, IRB regulations and procedures, what reviewers look for and how to think like a reviewer, ethics, and developing a research budget. Students will be given examples of successful grants and grants that have not been funded to discuss and critique.

2 credit hours

This course is required for the Master of Science in Clinical Research. It is assumed that students in this class have a solid foundation in research design and both parametric and nonparametric statistics. An emphasis will e placed on the competencies and processes necessary to review the scientific literature. In particular, the students will review the published and unpublished literature associated with clinical research results. The focus of the class will be the review of the types of scientific and clinical research manuscripts, papers, and reports produced from different study approaches. The course will identify resources for the critical review of the scientific literature. The considerations and criteria for critical review of the literature will be addressed in the course. Students will prepare written critiques of selected literature and manuscripts. Prerequisites: MCR 700, 736, or permission.

2 credit hours

This course explores the scope of outcomes studies for evaluating the effectiveness of medical care by emphasizing the development of study designs matched to the research question. The course explores frequently used observation study designs, techniques for evaluating and selecting health outcomes measures, and analytical approaches appropriate to conducting health outcomes research. This course will also cover the approaches used for interpretation and translation of CER data through decision models to compare the cost effectiveness of treatments.

3 credit hours

This course provides an introduction to the discipline of epidemiology and its application to public health research and practice. The course is designed to provide a conceptual foundation for epidemiologic research and application, especially study designs, quantitative concepts and methods, analysis, and interpretation.

3 credit hours

This course is intended to introduce clinical researchers to research oriented data management and related basic topics in Informatics. Students taking this course will learn about basic concepts in: relational database design, modern research data capture tools, clinical data warehousing, security risks and mitigations, privacy issues in electronic data, data standards, data mining and other related topics. Students will get hands-on experience with using modern database tools to solve specific scientific problems by attending the course labs.

2 credit hours

An emphasis will be placed on the ethical issues associated with clinical research and practice. The focus of the class will be the review of the competencies involved in the conduct of ethically responsible research. The process of assessing ethical issues in research and study will be described. The ethical considerations in study design; study implementation, data management, data analysis, data Interpretation and results presentation and publication will be described.

1 credit hour

An emphasis will be placed on the competencies and processes associated with the concepts of team science in translational research necessary to review the scientific literature. Solving complex societal problems (e.g., environment, poverty, and cancer, health care) requires the integration of specialized knowledge bases.

1 credit hour

The seminar was created to meet the thematic area of the core competencies in cross disciplinary training for student awareness of current issues in medical education and to focus on contemporary research study designs and techniques for application in patient populations.

1 credit hour

Regression analysis is at the heart of statistics, and a sound knowledge of regression methods will serve students well as they design and conduct research projects. We begin with simple linear regression and then consider extensions such as multiple predictors, nonlinear effects, categorical predictors, and interactions. Students will learn to evaluate model fit using statistics such as t, F, and R2 in addition to informal analysis based on observable data patterns. We will rely heavily on graphical representations of the data and make use of plots of regression residuals. Concepts and techniques of regression analysis will be taught based on carefully developed examples. This course is intended for anyone involved in analyzing data, but who does not specialize in statistics. We will use computer software (mainly SAS) to examine data output, but students will only be required to read and understand the output. Students are not responsible for computer programming.

2 credit hours

This course provides a foundation for incorporating the principles and methods of CEnR, dissemination, and implementation in the development of community-academic research partnerships and implementing best practices. Topics include different levels of engaging communities in research, as well as the research processes, ethics and responsible conduct in CEnR, and various examples and strategies to involve communities in the research processes including dissemination and implementation of research findings.

1 credit hour

The course focuses on the conduct of clinical research, whether an investigator-initiated study or participation as a site in an industry sponsored clinical trial. It will present in detail all aspects of clinical research including assessment of opportunities and feasibility, building a budget, negotiating contracts, managing regulatory requirements, and understanding intellectual property.

2 credit hours

This course introduces the major historical and contemporary theories of leadership in the workplace with emphasis on the principles and application of leadership skills. The course will include the study of organization structures, principles, techniques and processes as they relate to practice in and management of health services and research organizations. Students should gain a better understanding of organizational behavior issues such as motivation, leadership, communication, interpersonal conflict, group dynamics, organizational structures, and meeting procedures.

2 credit hours

This course prepares participants to coordinate cost-effective health care research which protects the rights and safety of human subjects, achieves recruitment and retention outcomes and contributes to the science of health care. Participants completing the training will be prepared to coordinate research studies in compliance with the Good Clinical Practice Guidelines and federal regulations concerning human subject research. All participants of this course are required to take the CITI MIAMI Good Clinical Practice as a co-requisite.

1 credit hour

Innovation has become an important component of academic and scholarly activities and, as such, achievements in innovation should be recognized as essential part of the academic clinical research role, as well as a consideration for promotion and tenure for the academician in clinical research. Metrics and recognition in research, education, clinical services all covered in the course.

1 credit hour

The course will function as an interactive description of the research grand mechanisms, application process, review process and implementation. The different types of grants will be presented and the details of the application and peer review. The source of funding will be described. Students will learn an overview of the types of grants, potential funding sources, how to get started and resources available at MUSC.

1 credit hour

This course is taken online and prepares participants to coordinate cost-effective health care research which protects the rights and safety of human subjects, achieves recruitment and retention outcomes and contributes to the science of health care. Participants completing the training will be prepared to coordinate research studies in compliance with the Good Clinical Practice Guidelines and federal regulations concerning human subject research. All participants of this course are required to take the CITI MIAMI Good Clinical Practice and ICH Basic Course as a pre-requisite.

1 credit hour

This is a varied credit hour research course determined by the student and mentor. A contract between the two includes material covered and deliverables at the end of the semester.

1-10 credit hours

This is an online course in histology that involves learning the microscopic architecture and function of cells, tissues and organs of the human body. The course content is presented via interactive lectures and virtual labs. A unique feature of this course is the use of virtual microscopy to examine specimens over the Internet using a browser interface instead of a microscope. Learning is facilitated by practice quizzes and assessed by both open- and closed-book examinations.

4 credit hours

This intensive gross anatomy course is designed to prepare students for entry in the field of health professions in general, with a focus and emphasis on medical and dental curricula in particular. The course provides students with a detailed examination of all structural aspects of the human body with a special emphasis on the anatomy and anatomical relationships significant to common clinical medicine topics and surgical procedures. It is presented by regions through lectures and matching online laboratories. The material is organized in units and presented in a logical fasion, i.e. Superficial Back and Upper Limb, Thorax, Abdomen and Pelvis, Lower Limb and finally Head and Neck. Throughout the course, imaging techniques including CT scans and x-ray radiography are used to introduce the student to the clinician's perspective. The course content is also designed to correlate with important clinical problems that students may encounter as practitioners, and additional reading assignments are included in the material to be studied by the students. The students also have the opportunity to further their knowledge of anatomy by using online resources that will be made available to them through a course management system.

4 credit hours

Students attend weekly 1 hour workshops led by various faculty members on writing personal statement for applications, writing resumes and CVs, interviewing skills, professional etiquette, and how to get the most out of clinical shadowing experiences. Mock interviews and critiques of draft resumes and personal statements will be provided. Students will develop a professional portfolio that can serve as the basis for applications to professional schools. Assessment will be based on attendance and participation.

1 credit hour

Each student attends a minimum of 10 Grand Rounds seminars over the semester, from at least three different disciplines (e.g. Medicine, Surgery, Pediatrics, Psychiatry). For each Grand Rounds attended, the student must submit an original 1 page report describing what they learned for credit. The reports and course are graded pass/fail/honors.

1 credit hour

Students will have the opportunity to shadow a physician working in the MUSC Emergency Department and/or the autopsy service. The students will attend the clinic during the semester and write up the history of the patient and the diagnosis and treatment plan.

1 credit hour

An in-depth course emphasizing the basic metabolic reactions of living systems. Topics which are emphasized include, structure-function relationship of hemoglobin, myoglobin and enzymes, pH considerations, enzymatic activity and factors such as allosteric effectors and conversion of proenzymes to active enzymes, which affect enzymatic activity the biosynthesis (anabolism) and degradation (catabolism) of amino acids, proteins, carbohydrates, lipids, polysaccharides and nucleic acids. Topics which are covered in depth include pH and buffers, glycolysis, the citric acid cycle, the pentose phosphate pathway, glycogen metabolism,regulation of metabolism, the nature of genetic material and the relationship of the genetic code to protein synthesis. An introduction to genetic engineering, genetic diseases and chemotherapy is also presented.

This course introduces the basic and clinical concepts of immunology, with an emphasis on oral biology. Students who pass this course will understand how the immune system works in health, and how its dysfunction causes or contributes to disease. Topics covered in this course include fundamentals of adaptive and innate immunity, immune regulation, immunization, and transplantation biology and tumor immunology. Disorders such as hypersensitivity, graft rejection, graft-versus-host disease, and autoimmunity are introduced as well as the drugs used to treat these diseases. The impact of the human microbiome on health and disease is also discussed. The course grade is based on four written exams and evidence-based medicine assignment.

4 credit hours

This course will foster a knowledge base and understanding of the fundamentals of bacterial physiology and genetics; clinical bacteriology, virology, parasitology and mycology; antimicrobial therapy; and infection control. The primary goals of the course are to explore the relationship between the physiology of medically important microbes to the pathobiological sequelae of human-microbial interactions, with particular reference to the role of microbes in human disease. In addition to lecture, instruction includes problem based, small group exercises in microbiology with clinical case scenarios. The course grade will be based on 3 multiple choice question exams, in-class quizzes, small group laboratory write-ups, and an evidence based decision making paper (PICO) on an infectious disease question of their choice.

4 credit hours

This course introduces pre-professional students to the analytical methods, resources, and approaches to quality improvement analyses in health care using a realistic case-based study.

2 credit hours

The course presents core concepts of biochemistry and molecular biology to pre-medical and pre-dental Master's program students. It is divided into four separate modules. In the first module, basic principles of biochemistry will be introduced. In the second and third modules, an in-depth discussion of key metabolic pathways will be presented. Finally, the fourth module will cover essential aspects of molecular biology and advances in biotechnology.

4 credit hours

Caring for the Community. 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 in IP-700 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 credit hours

Research.

1-15 credit hours

Microbiology is a core course in the dental curriculum that is intended to foster a knowledge base and understanding of the fundamentals of bacterial physiology and genetics; clinical bacteriology, virology, parasitology and mycology; antimicrobial therapy; asepsis in dentistry; and infection control. The primary goals of the course are to explore the relationship between the physiology of medically important microbes to the pathobiological sequelae of human-microbial interactions, with particular reference to the role of oral microbes in human disease. Emphasis is placed on the study of oral ecology, dental caries, periodontal disease, hepatitis and AIDS. Laboratory instruction includes problem based, small group exercises in microbiology, with specific sections on oral flora and aseptic techniques.

4 credit hours

This course represents an intensive and in-depth study of the areas of cellular immunology, immunogenetics, clinical immunology, and the immunobiology of tumor development. Each area will be presented with the intent of developing a sound understanding of experimental and theoretical observations. Emphasis will be placed on the most current research involving sophisticated methodology.

2 credit hours

This is an introductory research methods course with three goals:(1) to provide students with the planning and mathematical skills to correctly and confidently perform common microbiological and immunological laboratory techniques and collect the results, (2) to present adequate theoretical information about the techniques to enable students to critically appraise results presented in published articles, (3) to teach students how to interpret a methods section a published article such that they can write an adequate protocol for themselves and anyone wishing to repeat their work. There is no wet lab associated with this course. Class time will include approximately 1/3 lecture and 2/3 group active-learning activities.

4 credit hours

Participation of graduate students in this course is mandatory. Guest speakers supplement the regular program. Each graduate student gives at least one seminar yearly.

1 credit hour

The course emphasizes fundamental microbiological principles as they apply to the environment. Its main goal is to introduce the student to the concepts of microbial diversity and evolution, microbial metabolism and catalysis in the biodegradation and synthesis of natural and man-made compounds, the microbial role in biogeochemical cycling, and the interactions of microbes with the physical environment and with other organisms related to the application of microbiological approaches to problems which exist in today’s environment. The course should prepare the student interested in environmental problems and issues with the necessary practical information to make sound judgements in assessing meaningful solutions and the role microorganisms play in those processes.

3 credit hours

This elective course will provide continuous update in immunology to those students who have completed Basic and Advanced Immunology and taken their qualifying examination. It will be a seminar course during which the students will meet with the instructors for two hours a week over a semester to discuss the most recent publications and the new insights they give. To ensure a broad coverage, any faculty in Immunology and Microbiology may suggest a topic to be discussed. Prerequisite: MBIM-735 or permission of instructor.

2 credit hours

Initial lectures will review the fundamental principles of genetics. The principle focus of the course will be the genetics of human MHC and immunoglobulin allotypes. Major blood genes will also be discussed. Statistical methods employed in delineating the genetic contribution to human diseases will be reviewed.

1 credit hour

This course will combine didactic lectures with participation in mock study sections. The first 3 weeks of class will be lecture and the remaining 12 weeks will be used to review and critique past grant proposals related to cancer immunotherapy recently submitted by principal investigators at MUSC. Students will also attend the monthly meetings of the Cancer Immunology and Immunotherapy (CII) program faculty (4 meetings during the semester) and submit a 1 page written summary and response for each.

2 credit hours

Intensive 7-week introductory immunology course for graduate students in lecture format, utilizing Janeway’s Immunobiology as a textbook. Emphasis is on understanding molecular mechanisms resulting in immunity, and experimental methods for testing and discovering these mechanisms. **(not for advanced credit if taken as part of the Ph.D. first year curriculum).

3 credit hours

Course is a formalized, refereed journal club focused on topics of general interest in Microbiology and Immunology. Papers are limited to those published in high impact journals, e.g. Nature, Science or Cell, in the areas of microbiology and immunology. Students may choose their own papers, but the paper must be approved by two M&I faculty members. For each paper, two faculty members (chosen by the course director) will be designated as referees. The names of the referees will be publically announced, and the faculty and student referees will grade the presenting student. In this case, the student will get feedback from both faculty members and their peers. The student referees will also provide detailed written critiques of both the paper and the presentation. The referee system also assures that at least 5 people have read the paper.

1 credit hour

Research.

1-15 credit hours

MCBP Seminar Series. Students give a short seminar based on their own research to their peers and to their graduate committee members. Students are required to give at least two formal seminars during their training. The MCBP External Seminar Series invites leading scientists from the United States and foreign countries to present their work to both students and faculty in the MCBP Program. These seminars are on a broad range of topics representing each of the six divisions within the MCBP Program. Importantly, students have the opportunity to meet informally with the speakers over lunch.

1 credit hour

Current and emerging topics in craniofacial biology will be presented and discussed in a Journal Club style format. Initially, a faculty member will introduce and direct all students in the discussion of literature concerning oral-related research topics. Subsequently, students will present topics using faculty-approved papers from top-tiered journals. Students will be expected to participate in active class discussion with other graduate students, postdoctoral fellows, and faculty.

0.5 credit hours

The course is designed to highlight the advances in cardiovascular science and medicine, which will soon form the foundation for novel diagnostic, prognostic and therapeutic approaches to treating heart disease. Over the past decade a growing number of genes, receptors, channels and signaling factors have been shown to play a role in cardiovascular disorders. The course will examine the new approaches and technology that are being utilized to identify the molecular mechanism that these factors play in cardiovascular function and disease. We will discuss the power of utilizing molecular genetics to unravel heart diseases. We will also look at advances in our understanding of cardiovascular development, and electrophysiology. We will also discuss how new breakthroughs in tissue engineering may allow for the replacement of diseased myocardium. The course will also include sections on vascular biology and atherogenesis. This Course will be taught every other year in the spring.

3 credit hours

This course is designed to build on the Regulation of Gene Expression, Biomembranes, Receptors and Signaling and Systems Biology units of the first year curriculum for Ph.D and complement ongoing Department-specific seminars and journal clubs. Cellular Signaling during development will provide the students with an indepth look at ongoing research in the field of developmental biology with a strong focus on the signaling networks that control these important processes. It will allow for a broad scope of understanding of the techniques, theories and practices involved in the delineation of cellular signaling in complex systems.

This course introduces the concept of environmental health and the role ocean and wetlands play in that phenomenon. We discuss topics in the fields of environmental health, ecotoxicology and try to understand the complex underlying biological mechanisms associated with these processes. Students will be required to read chapters from a textbook as well as basic science articles from the popular or scientific literature.

In this series, students give a seminar based on their own research to their fellow students, advisory committee, faculty and post-doctoral fellows in the College of Dental Medicine. This is a great opportunity for the students to present their work in an informal setting and to receive constructive feedback on his/her studies from a large audience with different scientific backgrounds. Each graduate student will give at least one seminar yearly. Lectures will be supplemented with local as well as invited external speakers, whose research focus is on craniofacial biology.

0.5 credit hours

This multidisciplinary course addresses biochemical, applied, and translational approaches to the study of lipids. The course is composed of three main sections: lipid biosynthesis, lipid signaling, and lipids and disease. The first section is a comprehensive treatment of nomenclature and synthesis of major lipid classes including glycerophospholipids, sphingolipids, and sterols, as well as methodology for lipid study. The second section addresses roles of bioactive members of these lipid classes in regulation of cell signaling and downstream events. The third section is largely translational, with many lectures on human diseases that involve the lipids and signaling pathways discussed. This course contains a brief hands-on laboratory segment. This course is open this to graduate students, residents, postdocs, and third and fourth medical students.

3 credit hours

Current and emerging topics in marine organismal and environmental health will be presented and discussed in a journal club-style format. Students will be present topics related to the topic of marine organismal and environmental health using faculty-approved articles from peer-reviewed journals, and will be expected to actively participate in the discussion with other students, post doctoral fellows and faculty members.

1 credit hour

This course introduces students to methodology and theories involved in the study of cell biology and cancer through student participation in a formal journal club. The course will use student driven reviews of journal articles pertaining to cellular and molecular biology including basic mechanisms and cancer research. Students will be required to lead a discussion (2 hours) on at least one article which has been recently published on a broad range of topics including basic cellular mechanisms, cancer biology and disease. All students will be encouraged to ask questions and participate in discussions. Student presentations will be augmented by the addition of interested postdoctoral fellows and faculty.

1 credit hour

This is a journal club counting for one creidt hour which will meet at least two times per month, up to weekly depending on the number of registered students for both the Fall and Spring semsester. Each student will be required to lead a discussion (two hours) on an article which has been recently published, on a broad range of topics with focus on tissue repair after injury. All students will be encouraged to ask questions ad participate in discussions. Student presentations will be augmented by the addition of interested postdoctoral fellows and faculty.

1 credit hour

This course will provide a general overview of fundamental developmental mechanisms and central concepts of development. This 5-week course covers early and intermediate developmental events, mouse molecular genetics and gene regulation. Comparative systems discussed include drosophila, zebrafish, Xenopus, chick, and mouse models. This course is intended for graduate students training in any aspect of biomedical research.

1 credit hour

Weekly ongoing Seminar Series Offered by the Dept of Regenerative Medicine and the Center for Digestive Diseases. This will be pass/fail as determined by attendance. This Seminar could satisfy the MCBP requirement for a seminar Series, both fall and spring semesters.

1 credit hour

This journal club will meet weekly, for 1 hr per week, during both the Fall and Spring semesters. Each student will present and lead the discussion of a recent paper in the field of heart regeneration. All students will be expected to engage in discussion of the material. The attendance group will be augmented bt postdoctoral fellows and faculty who are interested in this topic.

1-15 credit hours

This is a journal club counting for 1 credit hour which will meet at least 2x per month up to weekly, depending on the number of registered students, for both the fall and spring semester. Each student will be required to lead a discussion (1-2 hours) on an article which has been recently published, on a broad range of topics with focus on digestive diseases. All students will be encouraged to ask questions and participate in discussions. Student presentations will be augmented by the addition of Interested postdoctoral fellows and faculty.

1 credit hour

Current and emerging topics in vision and ocular diseases will be presented and discussed in a journal club-style format. Students will present topics related to vision and ocular diseases using faculty-approved articles from peer-reviewed journals, and will be expected to actively participate in the discussion with other students, post doctoral fellows, and faculty members. Some presentation will be made by visiting and MUSC faculty members.

1 credit hour

The Cardiovascular Biology Journal Club course is designed to highlight the advances in cardiovascular science and medicine that will soon form the foundation for novel diagnostic, prognostic and therapeutic approaches to treating heart disease. Publications will be presented by the students weekly, which address current concepts of the cell and molecular biology bases of cardiovascular function, dysfunction and responsiveness to therapeutic interventions. Students, postdoctoral fellows and faculty who will take part in the weekly discussion include investigators from adult cardiology, adult Endocrinology, Cell Biology and Anatomy, Pharmacology, and Surgery.

1 credit hour

This course will cover the biologic principles and cellular/molecular processes of mineralized tissue development, composition and regulation in health and disease. The objectives of this course are: 1) To further understanding of the biologic principles of mineralized tissue development, composition and regulation in health and disease. 2) To develop the ability to read and critique literature in the mineralized tissue field that pertains to craniofacial biology. 3) To achieve a high level of expertise in at least one topic area of mineralized tissues via presentation for education and peer review.

Research.

1-15 credit hours

Thesis.

1-15 credit hours

7 credit hours

NSCS 730A (this course), NSCS 730B and NSCS 730C will replace original Fundamentals of NS course, NSCS 730. This 2-credit course represents the first part of the introductory graduate sequence designed to provide an overview of the fundamental concepts in the field of neuroscience. The course covers the electrical properties of neurons, synaptic transmission along with an anatomical overview of mammalian (rat and human) brain. The class is primarily taught in lecture format but also includes an optional human brain dissection laboratory. NSCS 730A is prerequisite for the other two sister courses i.e., NSCS 730B and NSCS 730C that are also offered during the Spring semester. All 3 courses are required for students intending to join the neuroscience graduate program while NSCS 730A may be taken by non-neuroscience track students who are considering training in the neuroscience program.

2 credit hours

NSCS 730A, NSCS 730B(this course), and NSCS 730C will replace original Fundamentals of NS course, NSCS 730. This 2-credit course represents the second part of the introductory graduate sequence designed to provide an overview of the fundamental concepts in the field of neuroscience. The course covers an overview of the motor and sensory systems, associated circuits and anatomical structures. The class is primarily taught in lecture format but also includes an optional human brain dissection laboratory. NSCS 730A is prerequisite for NSCS 730B (this course) and NSCS 730C, and all 3 are required for students intending to join the neuroscience graduate track.

2 credit hours

NSCS 730A, NSCS 730B, and NSCS 730C(this course), will replace original Fundamentals of NS course, NSCS 730. This 2-credit course represents the second part of the introductory graduate sequence designed to provide an overview of the fundamental concepts in the field of neuroscience. The course covers an overview of the biochemical basis of neuropharmacology including neurotransmitters, their receptors and signaling. The class is primarily taught in lecture format. NSCS 730A is prerequisite for NSCS 730C (this course) and NSCS 730B, and all 3 are required for students intending to join the neuroscience graduate track.

2 credit hours

This course is the second component of the introductory graduate sequence designed to provide an overview of the fundamental concepts in the field of neuroscience. Building upon the anatomy and physiology covered in Fundamentals of Neuroscience, this course covers the development and plasticity of the nervous system, higher brain functions such as memory and language, and clinical neuroscience. The class is taught in lecture format. A background in basic biology or permission of the instructor is required.

5 credit hours

A laboratory offered to graduate students in neuroscience and bioimaging to study human neuroanatomy.

1 credit hour

Physiology/Neuroscience faculty mentor selected students in a research experience. Topics are those of current interest in the discipline.

2 credit hours

All students in the Physiology/Neuroscience graduate program will participate in this course which involves seminars by invited outside speakers, MUSC faculty, postdoctoral fellows, as well as students.

2 credit hours

Students will have contact with pediatric and adult outpatients as well as neurogenetic clinical research work at the Greenwood Genetic Center in North Charleston, SC and, if special arrangements are made, at the main office of the Greenwood Genetic Center in Greenwood, SC.

2.5-5 credit hours

Research.

1-15 credit hours

Thesis.

1-15 credit hours

This seminar course encompasses scientific presentations primarily from the two research foci of the department-cancer biology and neurobiology-in addition to other closely related research areas of interest. The seminar course serves several purposes: 1). To allow students in the department to gain experience in developing and enhancing their presentation skills, 2). To keep the department abreast of the scientific progress of the students' research, and 3). To enrich the progression of the students' research by receiving helpful comments from members of the department (fellow students, postdoctoral fellows and faculty members). Furthermore, the students and postdoctoral fellows are able to choose a total of 5 outside speakers per school year (Two are selected by the graduate students, two are selected by postdoctoral fellows, and one is selected by the graduate students with the assistance of the postdoctoral fellows to be a Dean's Seminar Series Speaker). In addition, the seminare series also includes presentations from departmental junior faculty and MUSC faculty from other departments whose research interests overlap with those of the Pathology & Laboratory of Medicine department. Graduate students are required to anonymously critique the presentations of their pears for class credit.

1 credit hour

As we enter the age of "personalized medicine" strategic choices for therapies can be made based on the identification of the molecular parameters determined by profiling a patient's tumor. This course seeks to explain this principle.

This course will provide the graduate student with the opportunity to learn to visualize the microscopic architecture of the human/animal body. A main goal is to teach basic and organ histology as a prerequisite for graduate student participation in a general pathology course. For graduate students in fields other than pathology the course will provide a practical understanding of histology. The primary resource for this course is WebMic, a Virtual Microscope and a Companion Manual of Histology Exercises. WebMic mimics the use of the microscope in learning histology. Emphasis will be placed on guided self-directed learning with ample opportunity for interaction with the instructors. Interaction with instructors is possible through direct viewing of specimens with microscopes, the use of dual viewing microscopes, and TV microscopy. This course is planned to be managed and administrated online via WebCT. Examinations will be both oral, written and practical questions administered by computer via WebCt.

3 credit hours

This three credit hour course is offered as an elective course during the first three weeks of the summer semester. The anatomy, histology, and histopathology of the laboratory mouse will be presented. Emphasis will be placed on differences between human and mouse so future investigators who may use a mouse model of a human disease will understand approaches to developing new models as well as limitations of a given model. Lectures will present anatomy, histology, basic principles of pathology and unique mouse pathology. Lab sessions will be used to demonstrate the proper way to perform a pathological examination on properly euthanized animals. Tutorials using glass and virtual slides will be included. Students will learn and execute a necropsy (term for post-mortem examination in veterinary medicine) of the mouse. Two Genetically Engineered Mouse (GEM) models will be introduced by Drs. Awgulewitsch and Spyropoulos at the end of the course to reinforce the significicance of understanding differences between mouse and human anatomy, histology and pathology. Due to the brevity of the course, only a limited number of pathological entities will be included. Lectures (12 hours) will be Monday-Thursday. Six, 2 hour Labs (12 hours)-Wednesdays and Fridays. Course contact time is 28 hours (inclusive two 2 hours exams). Time for independent study of virtual slides is estimated to be 6 hours/week, total 18 hours.

3 credit hours

Research.

1-15 credit hours

Thesis.

1-15 credit hours

Weekly ongoing seminar series offered by the Department of Regenerative Medicine. This will be pass/fail as determined by attendance. This seminar will satisfy the RMCB requirement for a seminar series, both fall and spring semesters.

1 credit hour

Research.

1-15 credit hours

College of Health Professions

Research.

1-15 credit hours

This course is first in a series of four seminar courses that introduces the student to the role of the doctoral prepared nurse anesthetist in the healthcare arena. It includes concepts of professional wellness and ethical decision-making. Students begin planning for their final scholarly project.

2 credit hours

This course serves as a continuation of the DNAP Seminar Series. It includes the integration of organizational change concepts, leadership, ethics, and economics into the scholarly project.

2 credit hours

This course is a continuation of the DNAP Seminar Series. It focuses on the application of concepts of continuous quality assurance/quality improvement to the clinical process. Students will be working on the continued development and implementation of the scholarly project.

2 credit hours

This is the final course in the DNAP Seminar Series. It includes the final synthesis of the components of the scholarly project including analysis of the data, discussion of the results, policy implications, and a plan for dissemination of the project.

2 credit hours

This course focuses on the components of effecting teaching and learning. The emphasis is on the application of learning theories; designing effective models of teaching; and developing innovative educational experiences that facilitate achievement of desired learning outcomes.

2 credit hours

This course is designed to introduce the role of the healthcare provider in understanding and influencing healthcare policy. The content initially focuses on the macroscopic view of policy-making, legislation, and regulation. Then learners are engaged in the analysis of policy and how to become influential when engaging policymakers.

3 credit hours

This course is a foundational pain management course that focuses on all aspects of chronic and acute pain management. Includes concepts in interventional pain management, ultrasound, pharmacotherapuetics, and complimentary techniques. Learners will have hands-on experiences using ultrasound technology.

2 credit hours

This course includes management principles relevant to leaders in nurse anesthesia. It includes content on financial management principles; billing/payment strategies; efficient deployment of resources; and contract development and negotiation.

3 credit hours

This course focuses on the application of analytic methods for searching, selecting, evaluating, and synthesizing the literature. Includes a focus on types/levels of evidence and application of the best evidence to clinical practice.

3 credit hours

This course is a high-fidelity simulation lab course that applies theories of simulation to clinical management of low occurrence, high-risk anesthetic crisis. Emphasis will be on evidence-based decision-making and critical thinking skills.

1 credit hour

This course provides the entry-level nurse anesthesia student with a foundational knowledge of the scope of practice of nurse anesthetists, an introduction to professional organizations, and the history of the profession.

1 credit hour

The emphasis of this course is on developing an understanding of measurement, basic physics principles, gas laws, states of matter, solutions, electricity, fire, and radiation safety, organic compounds, and the anesthesia machine. Drug calculations, clinical application of gas laws and chemical reactions, breathing circuits, and patient monitors will be covered along with the operating principles of the anesthesia machine.

2 credit hours

This course is a comprehensive review of human cadaver anatomy to include major muscles, skin, bones and joints, internal organs, vascular system, the central nervous system, and major nerves. It includes a full dissection laboratory with an emphasis on airway anatomy, neurovascular system, and internal organs.

5 credit hours

This course focuses on the development of knowledge and skills to use information management systems for clinical decision-making, implementing quality improvement initiatives, and evaluating the impact on patient care. The course will address legal and legislative issues impacting healthcare information systems.

3 credit hours

This course focuses on the integration of patient history and physical assessment in the development of an evidence-based, patient centered plan of care. Students will acquire needed skills that incorporates information from the physical, psychological, social, functional, and environmental domains. It includes diagnostic reasoning, risk assessment, and hands-on skill acquisition.

3 credit hours

This course focuses on the acquisition of knowledge and application of skills related to the design and conduct of research. Course topics include justifying a research proposal, study design, research ethics, collecting and managing data, analyzing data, and interpreting and disseminating results. Students will use the knowledge acquired in this course when designing, implementing, and disseminating their scholarly projects.

3 credit hours

This course addresses the study of integrative regulatory mechanisms responsible for maintenance of homeostasis in the normal human and the alterations that occur in these mechanisms leading to specific disease processes. Understanding the mechanisms of disease is essential to the role of the health care professional in determining the appropriate therapy and/or surgical interventions for the patient.

5 credit hours

This the first in a series of three courses that introduces the student registered nurse anesthetist to the art and science of anesthesia practice. Topics increase in difficulty from patient positioning and basic monitoring through anesthetic management of specific surgical cases to cardiac and obstetric anesthesia. This course focuses on the foundational provision of evidence-based, safe anesthesia care.

3 credit hours

This the second in a series of three courses that introduces the student registered nurse anesthetist to the art and science of anesthesia practice. Topics increase in difficulty from patient positioning through anesthetic management of specific surgical cases to cardiac and obstetric anesthesia. This course focuses on intermediate anesthesiology content for the provision of evidence-based, safe anesthesia care.

5 credit hours

This the third in a series of three courses that introduces the student registered nurse anesthetists to the art and science of anesthesia practice. Topics increase in difficulty through the series from patient positioning through anesthetic management of specific surgical cases to cardiac and obstetric anesthesia. This course focuses on advanced anesthesiology content.

3 credit hours

The purpose of the course is to provide nurse anesthesia students with foundational cognitive and psychomotor skills necessary to perform airway assessment and management plan for patients undergoing general anesthesia. The emphasis is on acquisition of nurse anesthesia technical skills and clinical decision-making utilizing evidence based practice principles applied to simulations of both low and high fidelity.

2 credit hours

The purpose of the course is to provide nurse anesthesia students with advanced cognitive and psychomotor skills necessary to perform clinical anesthesia management to includes case plans for patients undergoing general anesthesia. In addition to the reinforcement of skills demonstrated in prior courses, emphasis remains on acquisition of nurse anesthesia technical skills and evidence-based clinical decision making utilizing low and high fidelity simulation.

2 credit hours

The emphasis is on acquisition of nurse anesthesia technical skills and clinical decision-making utilizing a combination of both low and high fidelity simulation. For example, students will negotiate evidence-based simulated surgical procedures via an online simulation program (low-fidelity) as well as demonstrate hands-on patient care within a simulated operating room with a computerized patient mannequin (high fidelity). In addition to the reinforcement of skills demonstrated in prior courses, this course includes insertion of invasive monitoring catheters.

1 credit hour

This course focuses on the basic and advanced clinical concepts of pharmacology and medication administration for the healthcare professional. Topics to be covered will include pharmacokinetics, pharmacodynamics, pharmacogenomics, pharmacology of the autonomic nervous system, pharmacology of the respiratory system, cardiac pharmacology, endocrine pharmacology and other topics relevant to pharmacology and medication administration.

3 credit hours

This course provides an exploration of the advanced clinical concepts of pharmacology for the anesthesia provider. The focus will be on the clinical application and utilization of anesthesia drugs and other medications relevant to anesthesia during the perioperative period. Application of principles of pharmacology to formulate proper strategies for providing an anesthetic while minimizing adverse effect will be utilized.

4 credit hours

First in a series of five clinical courses that develop proficiency in nurse anesthesia practice with an emphasis on integrating prior knowledge to decision-making and case management for various patient populations in the clinical area.

5 credit hours

Second in a series of five clinical courses that develop proficiency in nurse anesthesia practice. Emphasis on evidence-based practice and integration of knowledge to decision-making and case management for various patient populations.

10 credit hours

Third in a series of five clinical courses that develop proficiency in nurse anesthesia practice. Emphasis on complex case management and increasing autonomy and skill in the perioperative period.

10 credit hours

Fourth in a series of five clinical courses that develop proficiency in nurse anesthesia practice. Emphasis on analyzing impacts of research on clinical practice and on increasing efficiency in decision-making and case management for various patient populations.

10 credit hours

Fifth in a series of five clinical courses that develop proficiency in nurse anesthesia practice. Emphasis is placed on autonomy and leadership in clinical practice.

10 credit hours

This course is an introduction healthcare leadership. Students will develop an understanding of the value of transformative leadership in healthcare through critical exploration of the literature. Students will engage with leaders in administration, education, policy, and research.

3 credit hours

This course will focus on the issues involved in leading strategic change in complex health care organizations. Five major areas will be explored: the key elements of interventions and modes of behavior used by change agents (including the skills and qualities of successful change agents) and specific examples of successful change and implementation efforts. The narrative of strategic change, management of uncertainty, the importance of interpersonal skills and emotional intelligence in the change process, the role of individuals, teams, and consultants in leading change will be topics of discussion.

3 credit hours

Students study a topic related to nurse anesthesia clinical practice, education, or policy under the supervision of an AFN faculty member.

1-11 credit hours

This course presents the fundamental principles of pharmacology necessary for an understanding of the mechanisms of action of drugs and knowledge for their rational and effective use or monitoring. Principles which support the clinical applications of drugs to dynamic patients, who exist in a variety of health states, will be shared. Principles include pharmacokinetics, pharmacodynamics, pharmacogenetics, and introductory therapeutics. A discussion of the impact of aging and disease on drug safety and the drug development process will be made. Interprofessional experiences will be used to help student gain exposure to many of the challenges related to drug therapy, and team-based problem solving skills will be applied.

4 credit hours

This course is designed to give the perfusion student an understanding of how patients are monitored in the health care setting. Specific focus will be in the arena of cardiac services in and outside the operating room and areas where extracorporeal services are utilized. This course presents the history and theory related to the various physiologic monitoring parameters encountered in the clinical setting, along with the physics and principles of operation of the instrumentation commonly employed in the care of cardiac surgery patients or any patient requiring care via extracorporeal technology.

3 credit hours

This course is designed to give the beginning student a practical and theoretical orientation to the environment of extracorporeal circulation. This course presents the history, basic components, equipment, and physiology related to extracorporeal circulation. The students will be exposed to ethical issues facing health care providers in today's environment.

3 credit hours

This course will focus on clinical devices used for cardiopulmonary bypass and the development of key clinical skills used on a daily basis in clinical perfusion. Students are taught equipment selection, set-up, and steps required for the safe operation of a life support system in a simulated operating room environment.

3 credit hours

1 credit hour

This course provides a background on general principles and issues in clinical research design. These are explored through the formulation of the research objective and the research hypothesis and the specification of the study population, the experimental unit, and the outcome variables. This course integrates core clinical perfusion principles to provide experience in the development and critique of the methodological aspects of clinical research protocols and the clinical research literature. Assigned readings are drawn from contemporary perfusion scientific literature.

3 credit hours

This course is designed to introduce the cardiovascular perfusion student to blood management strategies employed during cardiac surgery. Each lecture will focus, in depth, on the principles and practices of blood conservation and autotransfusion during extracorporeal support. A review of hematology and coagulation monitoring will be included as part of the introduction to this topic.

2 credit hours

This course is designed to introduce the cardiovascular perfusion student to the essential physiological elements of perfusion practice. Each lecture will focus, in depth, on the pathological conditions associated with cardiothoracic surgery and extracorporeal support. Specific organ systems and biochemical responses to cardiopulmonary bypass in the aging population will be investigated.

4 credit hours

This course is designed to give the beginning student the principles of acid-base physiology and the interpretation and treatment of clinical acid-base disorders.

2 credit hours

This course introduces student to the advanced practice associated with cardiac assist devices. Selection, operation and monitoring of various cardiac assist devices including both FDA approved and investigational devices. Other areas of focus will include patient education, community education, surgical coordination, clinical visits and managing VAD databases and clinical trials, including data analysis for presentations.

2 credit hours

This course will include case presentation and discussion of current practices and techniques in extracorporeal circulation from clinical rotations to introduce the students to the multiplicity of perfusion techniques from around the country.

1 credit hour

The purpose of this course is to acquaint the student with the basic principles of human physiologic function. Organ, tissue and cellular function is integrated through exploration of the major elements of overall homeostasis (i.e., health). Emphasis is placed on the regulatory mechanisms, which integrate the functional systems of the body and maintain the adult organism in a dynamic steady state. Basic concepts of normal function are reinforced by consideration of many clinical and pathophysiological applications.

5 credit hours

This course reviews the anatomical and physiological characteristics of congenital heart defects and their implications for the conduct of perfusion. Special considerations in the conduct of perfusion for congenital heart surgery are discussed and modeled.

1 credit hour

This course is designed to familiarize the student with the anatomical and physiological characteristics of congenital heart defects, surgical repair techniques and the implications for cardiopulmonary bypass. Each week a series of related congenital heart defects are reviewed. Specific perfusion techniques related to the conduct of perfusion for congenital heart surgery will be discussed.

2 credit hours

This course is designed to give the beginning student a practical and theoretical orientation to the environment of extracorporeal circulation. This course presents the history, basic components, equipment, and physiology related to extracorporeal circulation. The students will also be exposed to ethical issues facing healthcare providers today.

1 credit hour

2 credit hours

This course is designed to give the perfusion student an understanding of how patients are monitored in the perioperative cardiac surgical environment. Specific focus will be assigned to patient care delivery in conjunction with extracorporeal technology. The curriculum will include the history and principles of device operation, as well as principles of operation and corrective measures for abnormal results.

1 credit hour

This course provides students with an understanding of quality management and performance improvement. This will include quality assessment, risk management, outcomes assessment, and benchmarking. The course focuses primarily on providing students with the necessary knowledge and skills for understanding systems improvement and then participating and leading quality improvement (QI) efforts. Students also gain knowledge of the importance of measuring and managing service excellence and patient satisfaction. This course also provides students with an introduction to health care information systems, with an emphasis on clinical information systems. Students are introduced to different types of clinical and administrative information systems used in health care today.

2 credit hours

This course will review research based on the classifications of evidenced based medicine and will include examples from the cardiovascular surgery and perfusion literature.

2 credit hours

This course introduces students to the management of health care facilities. Students gain an understanding of the major functions of management, governance, organizational structures, accreditation/licensure processes, and reimbursement issues in health care organizations. Students will become familiar with and understand the importance of the principles of management including planning, organizing, controlling, directing, and staffing in order to offer health care services. The course will also demonstrate the basic concepts and issues associated with the management and regulations of health care services delivery and explore the impact of contemporary public policy issues confronting the health care system.

2 credit hours

This course presents a survey of the concepts of human disease as part of the aging process. It includes a study of immunological defense mechanisms, acute and chronic inflammation, repair mechanisms, modes of injury, diseases of development and growth, and blood disorders and neoplasia.

1 credit hour

This course introduces the CVP student to the advanced practice associated with extracorporeal life support (ECLS). Selection, operation, and monitoring of various modes of ECLS technologies including both FDA approved and investigational devices. Other areas of focus will include patient selection; indications and contraindications; modes of support and cannulation strategies; ECLS management including anticoagulation, infection control, nutrition, and ambulation; weaning and discontinuation of support; staffing and education; QA/QI, and long-term outcomes and follow-up.

1 credit hour

This course prepares the student for clinical experience. The goal of this course is to expose perfusion students to extracorporeal techniques using combinations of lecture and independent research. Experience with the techniques, collecting data in an organized and consistent matter, and participating in discussion gives students the opportunity to comprehend various extracorporeal techniques.

3 credit hours

This course prepares the student for clinical experience. The goal of this course is to expose perfusion students to extracorporeal techniques through in-vivo labs. Students will be provided with the objectives of the lab and will organize and design the perfusion circuit to achieve these objectives. Experience with the techniques, collecting data in an organized and consistent matter, writing lab reports and participating in discussion gives students the opportunity to comprehend various extracorporeal techniques. Hands-on experience and reporting of these techniques prepare the student for the clinical experience.

1 credit hour

This course is designed to provide the perfusion student an introduction to the operating room and various clinical arenas within the hospital. The student will learn to conduct diagnostic work-up procedures for cardiovascular diseases and other organ systems. The student will integrate their knowledge of anatomy, physiology, and pharmacology into the assessment and management of the patient undergoing cardiac surgery. The student will also develop their clinical skills in choosing appropriate CPB circuitry, assembling and priming the components, and conducting cardiopulmonary bypass.

6 credit hours

Clinical Experience II (CE II) is the major clinical course for senior Perfusion students. Students have successfully completed Clinical Experience I, Devices and Principles and Practices where they have acquired the skills of patient work-up, cardiopulmonary bypass (CPB) techniques, set-up and prime, as well as all didactic work and physiology, which includes intensive in vivo laboratories. CE II will begin developing the student's skills in management of the patient before, during, and after CPB.

6 credit hours

Clinical Experience II (CE II) is the major clinical course for senior Perfusion Students. Student have successfully completed Clinical Experience I, Devices and Principles and Practices where they have acquired the skills of patient work-up, cardiopulmonary bypass (CPB) techniques, set-up and prime, as well as all didactic work and physiology, which includes intensive in vivo laboratories. CE II will begin developing the student's skills in management of the patient before during, and after CPB.

6 credit hours

This advanced course is designed to complete the student's clinical experience. The student will be expected to perform as though unsupervised in all routine cardiovascular procedures and will operate more complex devices. The student will be "on call" for weekend and emergency procedures.

6 credit hours

This advanced course is designed to complete the student's clinical experience. The student will be expected to perform as though unsupervised in all routine cardiovascular procedures and will operate more complex devices. Students will choose either a leadership, pediatrics perfusion or cardiac assist track.

6 credit hours

In this course the student develops a research project relating to cardiovascular perfusion resulting in a substantive paper that involves original collection or treatment of data and/or results in a research paper. Students select a clinical hypothesis to test and complete a research proposal in a topic pertinent to perfusion. The capstone project must evidence scholarly and/or professional analysis informed by the sustained and appropriate application of analytical methodologies. The final product of the research project must be a paper of publishable quality. This research project involves original research and exemplifies an original contribution to scholarship.

3 credit hours

In this final research course, the student submits their research project for presentation and publication. The course requirements will include editorial changes suggested during peer review process. The capstone project will be completed by submitting the final paper for publication in a peer-reviewed perfusion related journal.

3 credit hours

This course provides a background on general principles and issues in clinical research design. These are explored through the formulation of the research objective and the research hypothesis and the specification of the study population, the experimental unit, and the outcome variables. This course integrates on core clinical perfusion principles to provide experience in the development and critique of the methodological aspects of clinical research protocols and the clinical research literature. Assigned readings are drawn from contemporary perfusion scientific literature.

3 credit hours

In this course the student develops a research project relating to cardiovascular perfusion resulting in a substantive paper that involves original collection or treatment of data and/or results ins a research. The final product of a research project is a paper of publishable quality. This research project involves original research and exemplifies an original contribution to scholarship.

4 credit hours

3 credit hours

This course will assist students in developing a framework for thinking about the organizational world of healthcare and its complexity. The specific emphasis will be health services organizations and management research, with an emphasis on organizational theory and organizational behavior. Organization theory is a set of approaches to the understanding of how organizations form, survive and grow, interact with each other, recruit and process members, gain and manage resources, and deal with problems both internal and external (Kilduff). Emphasis is placed on the study of organization structures, principles, techniques and processes as they relate to the management of health services organizations. Opportunities to gain a better understanding of organizational behavior issues such as motivation, leadership, group and team dynamics, emotion and affect, and diversity and inclusion are provided in case analyses and readings. The primary goals of this course are to apply relevant theories to a range of organizational problems and attain skills needed to be an effective leader and researcher in health services organization and management.

3 credit hours

The focus of this course will be to improve the executive's ability to use financial information for strategic decision making. This will be accomplished through a review of the concepts and methods for financial analysis for healthcare organizations. This includes capital investment analysis with an emphasis on valuation, benchmarking, and marginal analysis.

3 credit hours

This class serves as an introduction to leadership course challenging students to explore their understanding of the importance of leadership in health administration. Students will utilize the knowledge and skill they acquire through experience, academic literature, research, and discussion as they participate in class discussions and exercises. In this process students are challenged to expand their current leadership knowledge in an interdisciplinary healthcare environment and develop their critical thinking abilities. Students will also improve their understanding of leadership in its historical context by analyzing the behavior and accomplishments of well-known leaders in history and literature. The capstone of the course will be a leadership self-assessment paper submitted at the end of the course.

3 credit hours

This course provides students in the Doctor of Health Administration program with an introduction to both quantitative and qualitative research methodologies that are used in health services research. The course enables students to understand the key elements of a research proposal and study. The student will begin developing skills in framing a researchable problem, formulating a research question or query, and designing a methodological approach. In addition, the course aims to enhance students' critical thinking skills in evaluating published research studies.

3 credit hours

This course provides a senior-level view of the issues surrounding the adoption and use of information technology in health care. Students gain insight into national initiatives underway to further the development, expansion, and deployment of health care information systems (including clinical applications such as electronic health records, e-prescribing, provider order entry, disease management) and discuss their ramifications at the state and local levels. Issues surrounding the management of health information resources at the institutional level are also explored including topics such as strategic information systems planning; system selection and implementation; IT governance and management; IT budgeting; management's role in major IT initiatives; assessing and achieving value of health care information systems.

3 credit hours

This course is designed to provide students with a detailed understanding of the structure and functioning of the health policy process, particularly at the national level. Macro and micro-level models of the health policymaking process, and the operation of policy marketplaces, are described in the lectures and readings, along with applications of the models to health policymaking cases. There is a special focus on examining the current and possible future tradeoffs at the national government level between health services delivery preferences, and growing resource limitations.

3 credit hours

This course focuses on the leadership and management of change in an organizational setting. Specifically, the course seeks to help students understand the dynamic relationship between external demands for change and internal objectives to meet stakeholder demand. The course will focus on organizational development strategies as well as individual negotiation skills to facilitate organizational change in the healthcare setting.

3 credit hours

The course will focus on current topics of interest and importance to the delivery and administration of healthcare. Activities will vary, but include critical reading of selected applied health services research publications, discussion of controversial and current issues facing healthcare administration professionals.

1 credit hour

This course is the rigorous evaluation of the impact of different options that are available for treating a given medical condition for a particular set of patients. Topics include, 1) a review of research designs and statistics methods for comparative effectiveness research, 2) measurement of efficacy, effectiveness, cost and quality of life, 3) benchmarks for economic value, cost effectiveness, cost utility, and budget impact, 4) mathematical approaches for estimating expected outcomes; decision trees and Markov models. Use of current literature will be required as a means to examine examples of good and bad study design.

3 credit hours

This is an advanced seminar on principles and techniques for designing and implementing health care and managerial research studies. Students will learn to critically assess the literature and develop a dissertation proposal concept summary based on a topic of interest to them. The course will build on topics and research methods introduced in DHA 805 (Qualitative Methods).

4 credit hours

This course will focus on current trends in healthcare strategy, and innovations in clinical operations. Students will gain both concrete and soft skills to embrace a role to motivate and inspire others to act. Operational topics will largely be informed by the class and may include sessions regarding crucial people skills, building a high value culture, empowering teams for success, and more. Activities will vary, such as critical readings of selected books and articles related to healthcare strategy and operations, personal reflections on this topic, online discussions, and interactive activities conducive to a virtual environment.

3 credit hours

This course provides students the opportunity to engage with healthcare administration and policy leaders during the on-campus session. Using a workshop format, the session will provide students with professional development training. Students will engage in discussions and activities to explore emerging trends in healthcare administration and policy.

1 credit hour

This course focuses on the development of skills and knowledge necessary for the DHA to enter into new and innovative leadership roles in addressing the health of populations. Population Health Management (PHM) is a set of strategies and mechanisms, tailored to the unique characteristics and needs of populations, designed to optimize health status, patient experiences, cost and utilization: The Triple Aim. PHM integrates facets of the healthcare delivery system, including providers, payers and hospital systems; communities; environment; patient characteristics, behaviors, and engagement; and public health systems to meet outcome objectives. PHM is a data driven approach and is organized around the four pillars of population health: chronic care management, quality and safety, health policy, and public health. The course focuses on using data and analytics to execute the population health management process. Analytics allow students to understand populations, including health outcomes, patterns of health drivers and the policies and interventions that link these two. Additional course content as it applies to population health management will include health systems theory, evidence-based practice principles, epidemiological concepts, and enabling informatics concepts. Students will have the opportunity to apply the course content to case studies and will assess and analyze a population health problem in groups.

3 credit hours

This course builds on the knowledge of the general health policymaking process provided in Foundations in Health Policy (DHA-868). It is designed to provide students with an advanced understanding of the structure and functioning of the health policy process, particularly at the national level. The central didactic component of this class consists of a series of visits to Federal health agencies and health professional organization offices in Washington, DC. These sessions will include presentations by and discussions with agency and other policy-relevant health professionals. Prerequisites: DHA-868.

3 credit hours

This course is designed to give students the skills to use data sets and conduct quantitative analysis to address research questions. The course will use actual public-use secondary data sets to provide students experience with data management. The course will also provide presentation of statistical principles and methods most commonly used in health services research. Finally, the course will prepare students in the use of SPSS statistical analysis software.

3 credit hours

This class serves as the cumulative leadership course in the DHA program. You will apply the knowledge and skills you have acquired through academic literature, research and lectures as you participate in online and class discussions and exercises. This course will synthesize all the portions of the program and your experiences in your careers leading to potential changes and personal growth.

3 credit hours

Comprehensive study of the role and impact of IT (Information Technology) in health services organizations. Specific emphasis on the role IT plays from clinical and managerial perspectives. Topics include electronic health record, clinical decision support, privacy, patient safety, and security and confidentiality.

3 credit hours

This course provides the student with the opportunity to engage in a mentored, individualized, in-depth study/experience in a focused area of healthcare administration.

1-3 credit hours

Upon completion of the Doctoral Project, credit will be applied to complete the degree requirements. Specific guidelines for the Project and Committee composition are outlined in the DHA Policy Manual.

0.5-18 credit hours

This course will introduce students to the fundamental components of genetic counseling including an overview of the history and development of the profession and skills utilized in prenatal, pediatric and adult counseling settings. Students will learn about case preparation, contracting, assessment of patient/family needs, family history and pedigree analysis, facilitating informed decision making, and resources to successfully conduct a patient visit. Additional skills include case follow-up, documentation and return of results. Reading, discussion and role-playing allow students to practice skills and gain familiarity with medical terminology. Other professional issues will be covered including the evolving landscape of genetics and genomics in medicine, cultural competence, genetic discrimination and related legislation, direct-to-consumer testing, and interprofessional skills for multidisciplinary teamwork.

3 credit hours

This foundational course covers basic principles of human genetics and disease susceptibility including single gene, chromosomal and multifactorial disease and the underlying molecular and biochemical principles and patterns of inheritance. Population genetics topics include Hardy-Weinberg and Bayesian statistics in the context of real-world case examples.

2 credit hours

This course covers fundamental concepts of embryology and normal human development, as well as the range of deviations that can occur, including changes in anatomic development, genetic conditions, teratology and other pathologies. Students will explore human reproduction, genetic causes of infertility, and assisted reproductive techniques. Students will learn about preimplantation and prenatal screening and diagnostic techniques, ultrasound evaluation, carrier screening, pregnancy loss and termination, and build knowledge needed for practice in preconception and prenatal settings.

3 credit hours

This course is designed to provide students with an understanding of counseling theory and various counseling models, with emphasis on facilitating the therapeutic process and understanding the genetic counselor's role in a therapeutic relationship. Students will practice basic counseling and communication skills, interviewing techniques, active listening and effective nonverbal communication. The grief process and psychosocial impacts of genetic diagnosis, risk and uncertainty are explored in detail. Mental health issues and comorbidities are examined, and students will learn about crisis intervention and resources and referral processes for patient support beyond the genetic counseling session. Additionally, students engage in self-reflection, identify personal strengths and challenges as a counselor, and explore self-care techniques to reduce professional burnout and promote wellness.

2 credit hours

Basic concepts of research are emphasized, including methodology and study design, ethical principles, epidemiology and biostatistics. Students will apply concepts to critically evaluate published medical and genetic counseling literature. Students will define area(s) of interest for their thesis/capstone project and begin project design.

2 credit hours

The biologic and cellular bases of cancer are reviewed, along with cancer types, epidemiology, basics of treatments, and the psychosocial impacts a cancer diagnosis can have on a patient and family. Students learn to recognize and offer counseling and testing for rare and common hereditary cancer syndromes and explore familial and personal risk assessment in the context of role plays and case scenarios. Tumor genomics are also explored including pathology and genomic drivers that may guide prognosis, personalized treatment and/or clinical trial eligibility. Students will become familiar with existing technologies, therapeutics and patient resources and appreciate the importance of continuing education given the rapid evolution in the field.

3 credit hours

This course covers the range of normal physical and cognitive development in childhood, as well as natural progression that occurs through adolescence, adulthood, and aging. Deviations are reviewed including inborn errors of metabolism, developmental delay, autism spectrum disorders, and classic genetic syndromes of childhood. Adult and variable onset conditions are also explored, with emphases on subspecialty areas of genetic counseling practice including cardiovascular genetics, neurogenetics, hematology, pulmonary and ophthalmology. Pathways to diagnosis, including newborn screening, are reviewed.

3 credit hours

Historical, modern and emerging laboratory techniques utilized for genetic testing are reviewed so that students gain familiarity with capabilities, limitations and the general process of each technique. This course provides fundamental preparedness for genetic counselors to work in a laboratory setting and/or order and interpret genetic testing, including variant classification and interpretation.

1 credit hour

This course explores social determinants of health. Cultural competence and disability awareness are fostered through didactic teaching, readings, discussion and reflection. The US healthcare system is examined including insurance, billing and reimbursement principles. Students engage in study and discussion of public policy issues such as genetic counseling licensure and other timely topics, and explore legislative, privacy and confidentiality topics in the context of genetic counseling.

2 credit hours

This course focuses advanced topics including biochemical genetics pathways, markers, phenotypes and treatments. Psychiatric genetic counseling and testing are explored, and pharmacogenomics are explored in the context of case examples and drug metabolism/selection. Select rare diseases with targeted therapies are reviewed from a mechanistic perspective. Students research the current state of personalized medicine, gene therapy and gene editing and share findings with classmates through presentations.

2 credit hours

In this course students learn and practice advanced psychosocial counseling skills. Family dynamics, coping strategies, and assessment of patient/family social and informational needs are explored. Students practice assessment of learner needs, including learning style and medical literacy level, and develop teaching tools including verbal, written, multimedia and hands-on teaching methodologies. Students will practice counseling and teaching skills through role plays and outreach to a variety of patient groups, community and peer/professional groups.

2 credit hours

This interactive course engages students in critical evaluation of medical genetics literature. Each student leads chooses a journal article that is timely, and/or of interest to the student's professional goals or the profession at-large. The student will conduct critical evaluation and present the article to peers for stimulating group discussion.

1 credit hour

This interactive course allows for presentation of actual cases encountered for purposes of both peer teaching and soliciting input from peers on challenging or complex cases. All students will present and engage in case discussion.

1 credit hour

Students engage with standardized patients under supervision to gain experience and build skills in prenatal, pediatric and cancer genetic counseling. Students begin building their logbook to demonstrate a minimum of 50 participatory cases over the course of the program.

1 credit hour

Students engage in a 1-month full time (or equivalent) internship to build genetic counseling skills through active clinical and professional roles. Students will be paired with a clinical supervisor in an area of practice that aligns with personal interests.

6 credit hours

Students continue to gain experience in diverse genetic counseling practice areas under supervision. With flexible scheduling, students will complete at least 150 contact hours split between at least 2 subspecialties, during this semester. Most cases are now participatory, as students build confidence in their counseling style and take on an increasing number of roles.

5 credit hours

Students continue to gain experience in diverse genetic counseling practice areas under supervision. With flexible scheduling, students will complete at least 120 contact hours split between at least 2 subspecialties, and additionally will identify an area of choice for a 30-hour elective rotation. Most cases and professional roles are now participatory, and at the completion of this semester students will have demonstrated successful performance of all practice-based competencies and completed their logbook with the ABGC required 50 participatory cases.

5 credit hours

Students finalize their thesis topic, advisor and committee and begin working on their project. Scholarly activities include background literature review and creation of an annotated bibliography, development of project timeline and proposal/protocol, identification or development of survey tools, study methods and analysis plan.

2 credit hours

With support of the thesis advisor and committee, students create or compile documents and resources relevant to their thesis, which may include study invitations, informed consent documents, establishing data use agreements, networking with members of rare disease communities, etc. Submission to the institutional review board is expected during this summer session.

2 credit hours

Thesis methods should be conducted during this Fall semester of year 2. Students continue to work with their thesis committee to accomplish specified project goals. Ideally, at the end of this session students have a complete data set ready for analysis.

2 credit hours

The final semester focuses on data analysis and dissemination of results. Students will take a leadership role in performing these tasks with guidance from their thesis advisor and committee. Students will identify a professional journal and prepare a first-author manuscript in accordance with journal-specific formatting guidelines. Additionally, students will prepare and submit an abstract to the spring MUSC Research Day and, if accepted, present a poster or oral presentation at this event. Students are also encouraged to submit their abstract to professional meetings such as NSGC or ABGC. Finally, students will present their thesis project and results to their peers and genetic counseling faculty at the culmination of the semester.

3 credit hours

I. This course focuses on professionalism, skills and resources for the workplace, and ethical foundations in genetic counseling and healthcare. Students explore NSGC/CAGC Code of Ethics and present and discuss ethical dilemmas. Students practice utilizing genomics databases and tools to address clinical questions. Other topics include team theory, conflict resolution, professional communication and medical documentation.

2 credit hours

Professional networking resources, the genetic counseling job market and career trajectories, and interviewing strategies are topics of focus in this professional issues seminar. Students update their curriculum vitae in preparation to apply for genetic counseling jobs and engage in mock interviews.

1 credit hour

The processes of applying, preparing for and taking the ABGC board certification exam are highlighted. Students have the opportunity to identify content areas where additional instruction or review may be useful prior to graduation. The process of applying for state licensure (where applicable) is also covered, along with emerging professional issues and self-care strategies as students prepare to enter the workforce.

2 credit hours

This course will provide an overview of the history, structure and dynamics of the U.S. healthcare system. The course will explore public and private healthcare financing and reimbursement and the impact they have on health systems. Students will be introduced to quality of care and quality improvement. Topics on current issues in healthcare reform and policy will be discussed.

3 credit hours

This course will provide students with an overview of reading research results and extracting statistical information. Emphasis is placed on understanding the principles in the meaning and use of statistical analyses. Topics discussed include literature reviews, descriptive statistics, sampling distributions, hypothesis testing, correlation, and simple, multiple and logistic regression.

3 credit hours

In this course, students will learn and apply concepts of epidemiology to multiple domains of public health. The course covers applications of epidemiologic methods and procedures to the study of the distribution and determinants of health and diseases, morbidity, and mortality in populations. Topics include quantitative aspects of epidemiology, data sources, measures of morbidity and mortality, social/descriptive epidemiology, health promotion, evaluation of association and causality, and study design.

3 credit hours

In this course students will complete an extensive practicum project. The practicum project will give students the opportunity to highlight learned skills and knowledge related to a representative portion of the theoretical concepts, attitudes, competencies and skills mastered during their sequence of studies. This practicum experience allows student to engage in self-directed learning activities, including the production of materials, that will illustrate the understanding of competencies in investigation, critical thinking, synthesizing, assimilation, persuasion, organization and communication.

3 credit hours

This course integrates information about the various U.S. healthcare payment systems. It examines the complex financial systems within today's healthcare environment and how payment systems function. The course gives the student an appreciation for the complexity of reimbursement systems and an understanding of the profound impact they have had on providers, payers, consumers, public policy makers, and the development of classification and information technology over time.

3 credit hours

This course is intended to provide the student with an understanding of components of a quality management program-quality assessment, risk management, utilization management, and patient safety. JCAHO standards for measuring quality will be introduced. Students will learn and apply principles, processes, and tools used in Quality Improvement. Students will also learn about outcomes assessment and the need for doing risk adjustment. An understanding of the types of data elements and information systems requirements needed for assessing outcomes, quality, and appropriate utilization will also be presented.

3 credit hours

The Language of Medicine is a course designed to expose students to the clinical aspects of healthcare. The course introduces students in Health Administration and Policy to a word-building technique that enables them to substantially understand medical terms used in clinical settings. The course introduced disease processes. Common abbreviations and acronyms used in patient care are also introduced. It is believed that the knowledge gained from this course will enable students to communicate and interact more effectively with practitioners in healthcare facilities and better understand the meaning of clinical data. The course is particularly recommended for students with no clinical experience in healthcare.

1 credit hour

This course is designed to provide students with a conceptual and analytical understanding of health policymaking and politics. Political and policymaking institutions and processes that affect the structure and functioning of the U. S. health care system will be examined. Fundamental concepts and issues associated with political decision making and the delivery of health services will be explored, including the impact of constitutional and other legal provisions, the activities of political parties and interest groups, the involvement of health professional associations and client organizations, and the relationships between economic factors and evolving health policymaking patterns.

3 credit hours

This course is designed to provide students with a conceptual and analytical understanding of health economics. Health care systems in the United States will be examined from the perspective of supply, cost and demand determination. Fundamental concepts and issues associated with economic decision-making and selected economic issues will be explored through the application of various socioeconomic concepts and behavioral models.

3 credit hours

1-3 credit hours

This course is a systematic approach to understanding the origin and evolution of the U.S. health care delivery system. Topics include the history of medical care in the U.S., description of the variety of health personnel and facilities that comprise the system, including an investigation of selected contemporary health policy issues, public health, mental health, and alternative systems.

3 credit hours

An introduction to health behavior and the principles, strategies, and perspectives of epidemiology. Examples are drawn from selected diseases, health relevant behaviors, and health service problems. The course provides a general understanding of health states of populations, prevention efforts and the basic conceptual tools for translating epidemiological findings.

3 credit hours

Systematic instruction in research design and selected methods for health services research. Introduction to the use of ANOVA, simple regression, multiple regression, discriminant analysis and path analysis as statistical techniques that might be applied in health administration and health care research. Prerequisite: Completion of at least one undergraduate level statistics course with a grade of 147C148 or better.

3 credit hours

This course introduces the student to selected financial accounting topics such as principles of health care accounting, financial statement preparation, governance and internal control, financial statement analysis, capital structure and leverage, working capital management, stock and bond valuations.

3 credit hours

This course introduces the student to selected strategic finance topics such as cost concepts, costing systems, cost-volume-profit analysis, cost and revenue prediction, pricing strategies, budgeting, variance analysis, inventory management, performance evaluation, and incentive compensation. Prerequisite: HAP-726.

3 credit hours

This course is designed to provide students with an overview of Operations Management within a healthcare organization. More specifically, it will focus on the many tools available to assess the organization's strategic and tactical position as well as the tools and techniques required to shift an organization from its current state to one closer to the leadership's stated vision. Emphasis will be placed on using project management as the discipline used to deliver on strategic objectives, including a review of the required governance that must be in place to be effective. Students will be expected to demonstrate project management tools and techniques through the implementation of a semester-long project within the community.

3 credit hours

This course introduces the student to legal concepts and issues related to health care management. Special topics include liability, risk management, patient-provider relationships, fraud and abuse, antitrust, and health legislation. This course will also examine selected business law topics including agency and partnership, business corporations, and joint ventures.

3 credit hours

This course introduces the major historical and contemporary theories of organization and human behavior in the workplace. Emphasis is placed on the study of organization structures, principles, techniques and processes as they relate to the management of health services organizations. Opportunities to gain a better understanding of organizational behavior issues such as motivation, leadership, decision-making, interpersonal conflict, and group dynamics are provided in case analyses and skill building exercises.

3 credit hours

This course provides an overview of the variety of information systems used in health care. Concepts related to strategic information systems planning will be introduced. The intent of the course is to give students a broad understanding of the use of technology in health care to manage both clinical and administrative information.

3 credit hours

This course addresses the traditional personnel functions in health service organizations such as recruitment, selection, job analysis, performance appraisal, compensation/benefits, employee health and safety, grievance, collective bargaining, employee discipline, and discharge. Additionally, current social, behavioral, and legal issues are discussed from a human resource planning and management perspective. The student will not only gain a better understanding of human resource processes, procedures, and issues, but will also acquire skills important to the effective management of people in organization.

3 credit hours

The purpose of this course is to provide students with an understanding of the role and functions of the health care manager in a variety of health care settings (examples include physician group practice, long term care, home care). Students have an opportunity to work with individual in these areas and obtain practical experience. Special attention is given to the unique regulations and standards governing the management of these organizations as well as the key issues facing key stakeholders in these settings. Additionally, students are introduced to career opportunities in consulting, the pharmaceutical industry, and entrepreneurial initiatives.

3 credit hours

Healthcare administrators are rich in data that can be leveraged for decision-making. However, this is predicated on theoretical frameworks and tools to gain insight from these data. Most operational problems are so complex that there are many good options; applications of decision analytics tools arm the healthcare administrator with the ability to distinguish between the options-even in the face of very similar options. To that end, this course introduces students to quantitative and analytical techniques to aid discernment in operational healthcare settings with the goal of improving your decision-making ability through the use of quantitative tools.

3 credit hours

This course provides students with the opportunity to investigate the strategic management and marketing function within health care organizations. It is a capstone experience intended to integrate prior master's program material. It emphasizes on the organizational strategic planning process, including the principles and methods of strategic assessment, marketing, administrative decision-making, competitive analysis, market analysis, strategy formulation and selection, implementation and evaluation of strategic actions.

3 credit hours

This course is intended to help students gain insight into ethical considerations in several settings: individual; organizational; bioethical and in the concept or organizational social responsibility. Students will gain an appreciation for the historical roots of western ethical precepts as the foundation for our current legal and ethical principles. Students apply a model of ethical resolution through cases as well as more recent developments in the public press. The ACHE code of Ethics will specifically be reviewed while other professional codes of ethics will be referenced, highlighting the concept of distinguishing individual, organizational, and professional ethics. In addition, students will be exposed to and discuss several advanced tools of leadership including building alliances, persuasion, negotiation, motivating others, gender bias in the workplace and self-development. These tools will be highlighted and discussed for their leadership value and ethical implications.

3 credit hours

The Internship is an essential component of the Residential MHA Program. It is intended to provide MHA students with opportunities to apply theories and techniques learned in the classroom to actual situations, issues or problems within the healthcare community. It provides a student an opportunity to work with an experienced healthcare manager in a health care facility for a concentrated ten-week period of time. The scope of the Internship is broad, and students should expect to be involved in a wide-range of management-level activities. Students may expect to be engaged in at least two projects as a component of the Internship experience.

10 credit hours

This course is the first course of two Executive Skills courses. It is taught seminar style and provides multiple opportunities for students to improve writing and presentation skills as well as engage with professionals from the healthcare community. Guest speakers and special events augment classroom discussion and experiences. The purpose of this class is to help students develop executive skills that will maximize their opportunities for success and prepare students for presenting themselves in the best possible light.

1 credit hour

This course will explore theoretical models and concepts of health behavior and education using a social-ecological framework as well as change management models. The use of models in the development of health education interventions will be covered.

3 credit hours

This course examines the wide range of factors such as behavioral, biological, social, economic, and environmental that influence individual and population health. Students will explore how these determinants interact and contribute to health outcomes across different settings and communities. The course includes the use of artificial intelligence (AI) tools to support data analysis, identify patterns, and enhance public health communication. Through case studies, hands-on exercises, and applied projects, students will develop practical skills to assess health needs and design informed strategies for improving public health.

3 credit hours

This course will introduce students to the field of public health, including its history and development. Students will review the major disciplines of public health as well as its key components. Current public health challenges will be examined worldwide, in the US, and in South Carolina.

3 credit hours

This course will strengthen student competencies in academic and scientific writing as a process, students will learn to navigate a diversity of genres, communicate complex information in plain language, edit for clarity and tone, and think critically about a document's audience, message, and purpose.

3 credit hours

This course will provide the techniques for assessing needs, planning, writing objectives, developing logic models and Gantt charts, and implementing health promotion programs in the clinic, workplace, and community.

3 credit hours

This course will provide an overview of the structure and components of the U.S. healthcare system, as well as the different professions. Students will review public and private healthcare insurance plans.

3 credit hours

This course will provide students with an extracting statistical information. Students will assess evidence presented in the health sciences and be able to understand and evaluate evidence for treatment effectiveness and health disparities.

3 credit hours

This course provides a broad overview of the most common chronic diseases. Throughout the semester, aspects of disease epidemiology, diagnosis, and treatment will be explored. The course will begin with an overview of foundational vocabulary and concepts, as well as a broad analysis of the most common chronic diseases. A framework for the basic disease processes will be established before moving on to discussions of specific organ systems. The course will conclude with a consideration of diseases that impact multiple organ systems.

3 credit hours

This course introduces the topic of program planning and evaluation in public health settings. Each class is intended to provide the foundation for the knowledge needed to understand the basic program planning and evaluation process in a variety of public health settings including state and local health departments, national public health agencies, nonprofit organizations, and international public health settings.

3 credit hours

The course will provide students with a broad, contextual overview of healthcare policy, policy implications, and factors driving policy outcomes. Through the use of case studies, peer-reviewed articles and current events, this course will provide a framework for understanding how politics influences policy and how social as well as political forces shape healthcare delivery in the United States.

3 credit hours

This course will introduce the basic principles that promote health of individuals throughout the lifespan. It will examine the physiological, socioeconomic, cultural, and behavioral factors that impact health, disease, and quality of life across the lifespan. This course will emphasize the role of health promotion and disease prevention across different life stages, and the impact of aging on health and disease; it will discuss major causes of morbidity and mortality in the United States.

3 credit hours

In this introductory course, students will learn and apply basic concepts of epidemiology to multiple domains of public health. The course covers applications of epidemiologic methods and procedures to the study of the distribution and determinants of health and diseases, morbidity, and mortality in populations. Topics include quantitative aspects of epidemiology, data sources, measures of morbidity and mortality, evaluation of association and causality, and study design.

3 credit hours

This course is a series of self-guided developmental activities resulting in the formulation of a learning contract to be used to complete the senior practicum. Students will build on the previous learning experiences, completion of self-assessments, and identification of personal and career goals to develop senior practicum goals, learning objectives, learning strategies, evidence of learning, and evaluation.

1 credit hour

This course is a continuation of a series of self-guided developmental activities resulting in the formulation of a learning contract to be used to complete the senior practicum. Students will build on the previous learning experiences, completion of self-assessments, and identification of personal and career goals to develop senior practicum goals, learning objectives, learning strategies, evidence of learning, and evaluation.

1 credit hour

This course is designed to provide students with an overview of factors related to illness, health, and healing from a comparative perspective that transcends national borders and regional interests and takes cultural difference and cross-cultural diversity into account. It will introduce global health using its contemporary definition, determinants, development and direction as a field into a broad global context. Using the language of global health, it will also discuss health systems financing and delivery infrastructure for various countries globally.

3 credit hours

Rural residents face distinct health challenges due to economic conditions, cultural/behavioral factors, and health provider shortages that combine to impose striking disparities in health outcomes among rural populations. This course will address specific diseases and disorders faced by rural populations, service delivery challenges, practitioner shortfalls in rural areas, and promising community health approaches and preventive measures. The course also addresses rural healthcare ethics and international perspectives.

3 credit hours

The purpose of the course is to introduce principles and theory of leadership and management in the health professions. Leadership and management concepts, principles and practices will be presented. Students will be introduced to strategic planning, grant development and team building and training. Studies will investigate their own leadership skill set and determine strategies they can use to improve these skills. Students will learn how to incorporate cultural competence in leadership and management. Lastly, students will learn how to address conflict resolutions and negotiations.

3 credit hours

This course provides students an opportunity to apply learning outside a classroom setting to gain practical knowledge of a chosen healthcare profession. Students will identify an area for exploration, innovation or improvement in a chosen healthcare profession. This practicum experience allows students to complete activities to validate mastery of learning objectives which the student has designed to fulfill previously discovered interests and needs. The foundation for the practicum course is the learning contract developed in HCS-330.

3 credit hours

This course introduces students to the management of health care facilities. Students gain an understanding of the major functions of health, leadership, interprofessional collaborative practice, human factors and sociotechnical systems. By the end of the course, students will understand, develop a philosophy of, and be able to identify the essential elements and skills necessary to manage efficient and effective health care organizations. Students will become familiar with and understand the importance of the principles of management including professionalism, planning, organizing, controlling, directing, interprofessional collaborative practice and staffing in order to offer health care services ranging from preventive to sub-specialty care to rehabilitation and continuing care. Students will also understand the social and behavioral problems and theories to address them as they relate to achieving the best health outcomes for individuals and populations.

3 credit hours

This course provides students with a broad overview of the role of health care information systems (HCIS) in health care delivery. Key topics include the historical evolution of modern HCIS; features, functions, and benefits of electronic health records (EHR); and the related topics of interoperability, safety, and usability. Planning, governance, and management of health information, data, and systems are explored. Students gain an understanding of the role of HCIS, health information technology (HIT), data, data analytics, and emerging technologies in achieving a digital transformation within the health care delivery system.

3 credit hours

This course introduces the student to relevant health care data topics. Students will become familiar with data coding standards along with different strategies for representing data, information, and knowledge including vocabularies, terminologies and ontologies. They will gain insight into relationships between disparate health data standards, semantics, as well as database concepts (data modeling, relational databases, and structured query language), clinical data warehouses, big data systems and data mining. Students explore knowledge discovery in the context of differing data and system types.

3 credit hours

This course focuses on the fundamentals of electronic health records, data organization and utilization. Topics include models of EHR data, data warehouses, data marts, data extraction, manipulation and processing, application programming interfaces and health care data architectures. Instruction of Sequel and Python are also included. Online EHR practice is provided.

3 credit hours

This course provides the student with a fundamental understanding of the systems life cycle, and key processes involved in the analysis, design, implementation, evaluation and ongoing maintenance and support of health care information systems. Students participate in a hypothetical system selection and implementation process and gain experience in defining system requirements, evaluating vendor products, negotiating contracts and project management. Students also gain experience in mapping clinical workflow and process improvement, and in optimizing the use of health IT to facilitate patient care and improve efficiency. Additionally, students will study different methods for assessing the value of health IT investments.

3 credit hours

This course provides a working knowledge of approaches to the analysis of archival data for research and quality improvement purposes. Students gain practice in reading, understanding, and presenting statistical materials. Topics include data set and variable descriptions; issues of ascertainment bias associated with retrospective data; criteria for the selection of descriptive statistics; visual presentation of parameters; formulation of hypotheses appropriate for the data; multivariable analysis for continuous dependent variables; log transformation and gamma distribution models; logistic regression; Kaplan Meier curves; controls for selection bias; use of factor and cluster analysis for data reduction. Statistical software package required. Students are also introduced to research methods and how to critically evaluate the literature.

3 credit hours

With the continued influx of computers into every aspect of the healthcare environment, huge amounts of data are being generated and stored. To translate the vast amount of data into information and knowledge, health care provider organizations need to be able to extract information knowledge and patterns from data to remain competitive in the market and promote advances in health care (e.g. comparative effectives). Students will gain an understanding of the principles of data mining and machine learning and will gain hands-on experience in implementing data mining projects. This course will cover techniques and topics that are widely used in real-world data mining projects including classification, clustering, dimension reduction, feature selection, machine learning algorithms and open-ended knowledge discovery. Class assignments and projects will use real-world data sets and tools to apply the data analytical skills being learned.

3 credit hours

This course introduces students to the ethical, legal and regulatory issues relevant to the use of information technology in health care. Key topics include protecting patient confidentiality and securing health information; HIPAA privacy and security regulations; legal medical record; licensure and accreditation standards; health information exchange; preventing and managing breaches; cyber-security; business continuity and disaster planning; managing contracts with business associates.

3 credit hours

Students will complete their capstone project at MUSC or another approved capstone project. The capstone project will provide the student with real world experience in participating in some aspect of a health IT project developing competency in information science and technology, leadership, professionalism, and human and sociotechnical systems. Students are expected to enhance their knowledge and skills in areas such as project management, synthesis, workflow analysis, system evaluation, or data analytics. Students are expected to apply and synthesize concepts presented throughout the curriculum.

3 credit hours

This course provides the students with hands-on experience to explore the use of data and approaches in health care. Topics can include Neural Networks, building a Natural Language Processing engine, genomics data, data integration and interoperability. Students will also be exposed to practices including writing an interface in HL7 and using and implementing NLP.

3 credit hours

The purpose of this course is to provide students with the opportunity to explore contemporary issues and advances in health information technology in an interactive, seminar-type format. Students will engage with, and learn from, leading health informatics experts and practitioners in the field. Students will also read, evaluate, and discuss current journal articles related to current topics. These topics may include, but are not limited to, human factors engineering and its role in ensuring HIT usability and safety; mobile computing; digital transformation; patient engagement digital strategies; telehealth; pharmacy informatics; dental informatics; and genomics computing. Students can also assume a leadership role in exploring in depth emerging issues/topics in health information technology of interest to them.

3 credit hours

Students who are interested in conducting research in health informatics should choose the thesis option. The student will work with a faculty research advisor (and least two other committee members) in developing a research proposal with well-defined problem statement, hypothesis/research question, review of the literature, and methods. Student will present the proposal and conduct independent research study. Thesis requires final defense of research to a Thesis Committee. Thesis will span more than one semester.

3-6 credit hours

This course provides the student with the opportunity to engage in a mentored, individualized, in-depth study/experience in a focused area of health services as it relates to health and rehabilitation sciences.

1-4 credit hours

Students will have their second opportunity to explore a health services topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research method.

1-4 credit hours

Students will have their third opportunity to explore a health services topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research method.

1-4 credit hours

Students will have their fourth opportunity to explore a health services topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research method.

1-4 credit hours

Students will have their fifth opportunity to explore a health services topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research method.

1-4 credit hours

This course provides the student with the opportunity to engage in a mentored, individualized, in-depth study/experience in a focused area of functional limitations as it relates to health and rehabilitation sciences.

1-4 credit hours

Students will have their second opportunity to explore a functional limitations topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research.

1-4 credit hours

Students will have their third opportunity to explore a functional limitations topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research.

1-4 credit hours

Students will have their fourth opportunity to explore a functional limitations topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research method.

1-4 credit hours

Students will have their fifth opportunity to explore a functional limitations topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research method.

1-4 credit hours

This course provides the student with the opportunity to engage in a mentored, individualized, in-depth study/experience in a focused area of pathology and impairment as they related to health and rehabilitation sciences.

1-4 credit hours

This course provides the student with the opportunity to explore a specialized area of interest in health services related to health and rehabilitation sciences.

1-4 credit hours

This course provides the student with the opportunity to explore a specialized area of interest in functional limitations related to health and rehabilitation sciences.

1-4 credit hours

Students will take part in a research laboratory. This will allow students to become familiar with research activity in several laboratories at MUSC. These rotations will help students identify the laboratory in which they will perform their Dissertation research.

1-4 credit hours

Students will have their sixth opportunity to explore a health services topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research method.

1-4 credit hours

Students will have their sixth opportunity to explore a functional limitations topic of interest in an in-depth individualized manner. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate the individualized instruction and requirements with that faculty. As determined between the student and the Independent Study Supervisor, and independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of a new research method.

1-4 credit hours

Students will critically evaluate the relevant literature to broaden their perspective on translational research and funding opportunities. Invited guest speakers, MUSC faculty, postdoctoral fellows and students will present recently published papers and develop research proposals related to translational research.

3 credit hours

This course provides students in the Doctor of Health Administration program and the PhD in Health and Rehabilitation Science with an introduction to qualitative and survey research methodologies that are used in health service/health care research and program evaluation. The course uses recently published health services research papers teach students the key elements of study designs and data analysis, group discussion to enhance students' critical thinking skills in evaluating published research studies, and the content of the papers to teach current issues in health services research. The course assignments enable each student to begin developing skills in identifying research topics in their area of interest. Assignments include identifying a qualitative or survey research problem, choosing design features, describing study strengths and weaknesses and writing a plan for data collection and analysis.

3 credit hours

The Congressional Budget Office (2007) defined CER as: "rigorous evaluation of the impact of different options that are available for treating a given medical condition for a particular set of patients" (CBO, 2007 p.3). A recent Institute of Medicine (IOM, 2009) list of CER topics for priority funding identify 4 types of designs: 1) Systematic Review; 2) Decision analysis models; 3) Observational Study; and 4) Large Pragmatic Clinical Trials. This course will introduce students to the concepts and methods of CER and provide an understanding of how CER may contribute to improvements in health care.

3 credit hours

Students preparing for a research career will gain an understanding of the facilitators and barriers to applying research evidence to clinical and health practice. Students will be exposed to the article critique and peer review process to allow them to examine the current literature that provides the foundation for evidence-based clinical practices. Students will learn about research synthesis publications and how to contribute to them in their fields.

3 credit hours

Students will explore and critically review models of health and rehabilitation science. Students will learn how to develop conceptual models and use these models as a foundation for research questions.

3 credit hours

The main objective of this seminar course is to train students to develop a research idea in their area of interest and transform it into a complete NIH R21 grant application. The R21 application is unique in that it affords the opportunity to conduct a high risk study as long as it has a corresponding high reward potential. The course will be administered by the primary instructor but will take advantage of the unique knowledge base and skill sets of a few invited guest speakers (MUSC faculty and/or postdoctoral fellows).

3 credit hours

A health services research (HSR) covering the evolution of HSR over the last 40 years. Students will review the original studies that effected the major "paradigm shifts" that HSR has undergone since the 1970s. Students will discuss classical health services models and design approaches and critically analyze contemporary HSR studies, in view of the models, designs and methods used in the classical studies.

1 credit hour

The overarching objective of this course is to refine/revise/optimize the written grant project developed in the first course, Fundamentals of Grant Writing. To achieve this objective, students will receive and respond to a structured and critical (NIH-style) review process provided by seasoned investigators within CHP. While didactics will be minimized in this course, there will be some instruction on various aspects of the grant submission process not fully addressed in the first course (i.e., NIH Review, building budgets, etc.).

3 credit hours

This course provides an overview of the principles of adult learning; instructional design, instructional methods, skills, media, and evaluation; and instructional technology for use in health and rehabilitation sciences. Emphasis will be on the design, delivery, and evaluation of selected units of instruction. Under guided conditions, graduate students will hone teaching skills for use in a wide variety of contexts.

3 credit hours

Through rotations through applied laboratories, students will be exposed to diverse research arenas, scientific approaches, technologies and experiences.

1-6 credit hours

Under faculty supervision, students will engage in teaching-learning contexts that allow for the application of instructional design, delivery, and evaluation principles, and further hone their teaching skills to meet the needs of a variety of learners: students, peers, patients, and community members. Prerequisite: HRS-814.

1-4 credit hours

This course provides a working knowledge of approaches to the analysis of archival data in rehabilitation research. The course is intended for PhD students in the College of Health Professions but would also be of interest to graduate students in other professional programs. Topics include 1) data set and variable description; 2) issues of ascertainment bias associated with retrospective data; 3) criteria for the selection of descriptive statistics; 4) visual presentation of parameters; 4) formulation of hypotheses appropriate for the data; 5) multivariable analysis for continuous dependent variables; 6) log transformation; 7) logistic regression; 8) Kaplan Meier curves; 9) controls for selection bias; 10) use of factor and cluster analysis for data reduction; 11) interpretation of outputs from SAS and SPSS statistical software; 12) presentation and discussion of results. Students will use SAS or SPSS software to perform analyses of observational data to answer rehabilitation questions and interpret results in terms of both clinical and statistical conclusions. Minimum pre-requisites include basic statistics preparation and a minimum of 6 hours completed in the doctoral curriculum, or permission of the instructor.

3 credit hours

Human Anatomy provides students with a detailed examination of all structural aspects of all regions of the human body. Doctoral students will have opportunity for special emphasis on regions and systems that relate to their research interests through papers or projects as agreed upon between student, content advisor and Dr. Thomas.

6 credit hours

The student will have their second opportunity to gain significant experience in teaching groups of learners in higher education under the tutelage of an experienced faculty member. The nature of the teaching-learning process may be highly variable as dictated by student interest and learner context. For example, the practicum may take place in a classroom, lab, clinic, community, or via distance technology.

1-4 credit hours

The student will have their third opportunity to gain significant experience in teaching groups of learners in higher education under the tutelage of an experienced faculty member. The nature of the teaching-learning process may be highly variable as dictated by student interest and learner context. For example, the practicum may take place in a classroom, lab, clinic, community, or via distance technology.

1-4 credit hours

The student will have their fourth opportunity to gain significant experience in teaching groups of learners in higher education under the tutelage of an experienced faculty member. The nature of the teaching-learning process may be highly variable as dictated by student interest and learner context. For example, the practicum may take place in a classroom, lab, clinic, community, or via distance technology.

1-4 credit hours

Students will have their second opportunity to take part in research. This will allow students to become familiar with research activities in their field of interest at MUSC. These rotations will help students develop the knowledge and skills needed to perform their Dissertation research.

1-6 credit hours

Students will have their third opportunity to take part in research. This will allow students to become familiar with research activities in their field of interest at MUSC. These rotations will help students develop the knowledge and skills needed to perform their Dissertation research.

1-6 credit hours

Students will have their fourth opportunity to take part in research. This will allow students to become familiar with research activities in their field of interest at MUSC. These rotations will help students develop the knowledge and skills needed to perform their Dissertation research.

1-6 credit hours

Students will have their fifth opportunity to take part in research. This will allow students to become familiar with research activities in their field of interest at MUSC. These rotations will help students develop the knowledge and skills to needed to perform their Dissertation research.

1-6 credit hours

Students will have their sixth opportunity to take part in research. This will allow students to become familiar with research activities in their field of interest at MUSC. These rotations will help students develop the knowledge and skills to needed to perform their Dissertation research.

1-6 credit hours

Dissertation work includes original investigation that gives evidence of mature scholarship and critical judgment, indicates knowledge of research methods and techniques, and demonstrates the ability to carry out independent investigation. Preparation of the dissertation may comply with the regulations contained in A Guide to the Preparation of Theses and Dissertations, which is available in the Graduate Office or through the College of Graduate Studies website.

1-12 credit hours

This course introduces students to the theoretical underpinnings of occupational therapy via an exploration of occupational science, the study of humans as occupational beings, and the occupational therapy conceptual practice models. The role of occupation as the philosophical foundation and central core of the profession is explored, along with its history, ethics, domain, process and key organizations. The current status of, and challenges for, the profession are discussed across a variety of contexts (medical, educational, and community), and for a variety of recipients (individuals, organizations, and populations). The overall goals of the course are to (1) encourage students to develop an occupational perspective and lens through which to view the world; (2) foster students' ability to situate themselves and their learning within the field as a whole; (3) engage students in the process of envisioning and developing their career trajectory; and (4) offer resources to support students' wellness along the academic journey.

2 credit hours

This course provides an overview of the principles of adult learning; instructional design; instructional methods, skills, media, and evaluation; and instructional technology for use in health, health sciences, and health care delivery arenas. Emphasis will be on the design, delivery, and evaluation of selected units of instruction. Under guided conditions, graduate students will hone teaching skills for use in a wide variety of contexts.

3 credit hours

Concepts of therapeutic use of self are defined and discussed including self-awareness of attributes and skills for effective interpersonal interaction with clients and caregivers. Effective collaboration between members of the health care team is discussed. Principles of interviewing techniques and group process dynamics, theory, and skills are presented and discussed in the context of occupational therapy practice.

1 credit hour

Concepts of therapeutic use of self are applied for effective interpersonal interaction with clients and caregivers. An opportunity to practice effective interviewing skills, interpersonal communication, and effective group leadership and facilitation is provided.

1 credit hour

This course will discuss the broad array of clinical outcomes and their uses from monitoring individual clients to determining Center for Medicare and Medicaid Services payments. In addition to interpreting the psychometrics of outcome measures, students will become aware of the challenges of collecting and using outcome measures in practice and explore methods for facilitating their collection and use.

3 credit hours

This course provides a foundation in population health, including epidemiological methods, community/population assessment, and intervention approaches for culturally diverse and vulnerable populations. The manner in which health care delivery systems, public health agencies, community-based organizations, and other entities work together to develop interventions to improve the health outcomes in the local, national, and global communities they serve will be examined. The role of occupational therapy practice in improving the health of populations will be discussed.

2 - 3 credit hours

This course in gross anatomy provides students with the knowledge of clinical anatomy necessary to practice their expertise upon graduation. The contents of the course include gross anatomy and an introduction to anatomical radiology and will be conducted to represent a survey of the entire human body. Teaching/learning methodologies will include lectures and discussions, prosected human cadavers, and computer applications. The course will be taught regionally (i.e. upper limb, lower limb, spine, etc.), and will survey all morphologic systems.

4 credit hours

This course provides students with the knowledge of clinical surface anatomy necessary to practice in the field of occupational therapy. Students will review and palpate bony landmarks, soft tissue structures, and muscles in the upper and lower extremity, head, neck, back, thorax, and abdomen. Students are challenged to apply new knowledge by simulating the role of therapist during lab and practical exams. Students are also expected to demonstrate professional attitudes and use lay terminology during simulations in order to prepare for real patient interaction.

1 credit hour

This course provides an in-depth understanding of instructional design, instructional methods, skills, media, and evaluation for health professionals teaching in academia, clinical, and community settings. Emphasis will be on the development of advanced teaching skills that foster high levels of thinking for all types of learners. Students will apply lessons learned to develop and critique an online instruction module.

3 credit hours

This course presents the pathogenesis of common disease processes or conditions with demonstration of the progression of each pathologic condition both at its cellular level in addition to the clinical presentation of signs and symptoms at the macro level. This clinical pathology course for student physical therapists will reflect the effects of pathologic processes on the individual's functional abilities and limitations, with the relationship between impairment and functional limitations as the key focus using both the medical and Nagi disablement models. Practice patterns from the Guide to Physical Therapist Practice will be incorporated and used as an expert consensus document.

3 credit hours

This course will provide students with the opportunity to thoroughly examine the structure and function of the human nervous system with emphasis on functional considerations related to human movement and clinical practice. This course will include a study of microscopic and macroscopic anatomical components of the central, peripheral, and autonomic nervous systems with emphasis on the organization of functional systems. The neurophysiological principles which are related to neural transmission and function of the various structures and systems will also be examined. Signs and symptoms related to various pathological conditions affecting the nervous system will be emphasized and students will be expected to correlate the clinical manifestations with the anatomical location of the pathology and/or pathology of neurotransmitter systems. Course Prerequisites: OTD 806.

4 credit hours

This course will equip students to analyze progress as a leader and move forward towards innovation for desired professional goals. Students will develop and apply skills to build self-awareness, contextual awareness, collaborative capacity, and implementation strategies for current and future leadership roles. Students will also explore future leadership trajectories, and course content will include expert presentations, review of relevant evidence and frameworks, and development of skills in organizational change for current and future settings. Course goals for students are as follows: (1) Analyze progress as a leader and identify goals for future growth in current and future settings, (2) Demonstrate skills to effectively lead diverse and inter-professional teams, (3) Evaluate workplace and community needs to become agents of change.

1 - 3 credit hours

This course is the first of two major courses that will provide the student with a solid foundation in the evaluation of musculoskeletal disorders using the biomechanical, occupational adaptation frames of reference (FOR) and Person/Environment/Occupation (PEO) model of practice. Students will explore other occupational therapy FORs and models to apply to musculoskeletal conditions. Included in this first segment are; 1) Principles of evidence-based and best practice evaluation techniques, including but not limited to interviewing skills, muscle testing, goniometry, dexterity and endurance. 2) Application of evidence-based and occupation-based techniques related to physical body structural impairments of the musculoskeletal system. 3) Application of dynamic performance analysis to functional daily living tasks. 4) The science of biomechanics and kinesiology is presented as the foundation for looking at acute and chronic musculoskeletal injuries/disorders to integrate clinical decision-making and problem solving.

2 credit hours

This course is the first of two major laboratory experiences which provide the student with a solid foundation in the occupational therapy evaluation and treatment of musculoskeletal disorders. Students will study and practice assessment tests and measurement skills including occupational profile, initial interviewing skills, manual muscle testing, measurement of joint range of motion, vital sign assessments, dexterity, sensation testing, and neurological screening. Course Prerequisites: OTD 806.

2 credit hours

This course is the second of two major courses that will provide the student with a solid foundation in evaluation and treatment of musculoskeletal disorders. Included in this course are the continued exploration of evaluation and treatment of orthopedic disorders and the progression into more complicated conditions and advanced treatment techniques. Principles of occupational task adaptation, upper extremity evaluation and treatment, industrial rehabilitation, treatment modalities, and orthotic fabrication are presented.

3 credit hours

This course is the second of the laboratory courses that will provide the student with evaluation and treatment skills for musculoskeletal disorders. Included in this second segment are: 1) the continued exploration of evaluation and treatment methodology for orthopedic disorders, 2) principles and application of modality use, 3) occupational tasks, 4) upper extremity evaluation and treatment, 5) industrial rehabilitation and adaptation, 6) orthotic fabrication of static and dynamic splints, and 7) case study presentations to integrate clinical decision-making and problem-solving skills. The laboratory skill building activities are designed to ensure the development of advanced occupational therapy evaluation and treatment skills. All activities are demonstrated and practiced to continue to develop on the practical skills acquired during the first segment of the course.

1 credit hour

This course introduces students to the concepts of evidence-based practice. Students will specifically learn the concepts of quantitative research by giving attention to basic principles underlying the process of clinical science, including concepts of the scientific methods related to experimental research. Three major aspects of the scientific method addressed will be: 1) reliability and validity, 2) research design and 3) data analysis/interpretation. Students will learn how to search, read, and analyze literature that investigates current occupational therapy practice in preparation for capstone projects.

2 credit hours

This course provides guided observation and selected participation in various aspects of the occupational therapy process during a full-time, one-week, Level I Fieldwork experience. In addition to the clinical experience, the format of this course includes discussion and preparatory activities for participating in the Level I Fieldwork experience and future Level II Fieldwork experiences. Students will learn to be part of the therapy team and professionally interact with clients and healthcare providers. This course will provide students the opportunity to translate their professional behavior, observation skills, performance skills and clinical application of their knowledge into a practice environment. Experiences may take place in a variety of settings and provide students the means to apply learned content from previous and concurrent courses.

1 credit hour

This course examines the major sensorimotor, cognitive, neuromotor, and psychosocial theories of normal development from childhood to adulthood from an occupational therapy perspective. The etiology and clinical features of common infant and childhood diseases/disorders will be discussed with emphasis on neurological and biomechanical conditions. Students will be introduced to common occupational therapy assessments and treatment approaches used to evaluate the development and occupational performance of infants and children in the following areas: motor skill acquisition, visual perceptual, fine motor, self-help, oral motor/feeding, and neuromotor. Clinical decision making and treatment in a variety of therapeutic settings will be discussed in lecture and coordinated with activities in Pediatric 601 lab course. Course Prerequisites: OTD 806.

3 credit hours

1 credit hour

This course is a continuation of material from Pediatrics I. Emphasis is placed on the etiology, clinical features, and occupational performance of common infants, children, and adolescents with various disorders. An emphasis in this course will be placed on disorders of cognition, fine motor, developmental, and sensory processing. Students will be introduced to common occupational therapy assessments and evidenced based treatment approaches used to evaluate children with cognitive delays and sensory processing deficits in the following areas: visual perceptual, fine motor, self-help, oral motor, and sensory processing. In addition, the provision of OT services in various pediatric setting will be discussed as well as the role of OT on the interprofessional rehabilitation team with other specialists and the OTA to provide quality family centered care. Guest lectures will introduce advanced treatment techniques. Clinical decision making and treatment in a variety of community-based and therapeutic settings will be discussed in lecture and coordinated with activities in Pediatric II Lab course.

3 credit hours

This lab course will provide hands-on, experiential, community based experiences to apply principles and ideas presented in Occupational Performance in Pediatrics II Lecture course. Emphasis will be placed on completion of occupational therapy pediatric assessments, developing occupation-based treatment goals and activities, and family-centered care for infants and children with developmental disorders. Students will demonstrate skills for grading and adapting treatment ideas as well as documentation for pediatric occupational therapy services. Learning activities will include completion of assessments, treatment plans, treatment activities, and home program development for infants, children, and youth with disabilities. Clinical decision making and treatment in a variety of therapeutic settings will be discussed and applied in hands-on and case-based lab activities and coordinated with content in the Pediatrics II lecture course.

2 credit hours

This is the lecture component of Neurorehabilitation 1. This lecture + lab course enables entry level Occupational Therapy Doctorate students to acquire, develop and apply evaluation and treatment skills for individuals who cannot fully participate in life activities because of stroke-related functional movement, sensory and spatial skill dysfunction. The student will integrate neuroplasticity, motor learning, and rehabilitation conceptual models with occupational therapy frameworks as the basis for comprehensive evidence-based stroke OT. This course is taught in an immersive modular format, i.e., "bootcamp" style, to optimize opportunities for students to immediately apply readings and lecture materials to numerous first-hand interactions with stroke survivors and caregivers. Students will gain an in-depth awareness of OTs critical and unique in role stroke recovery through dynamic interactive in-class discussions, engaging online learning activities, and active involvement with clients/caregivers.

2 credit hours

This is the lab component of Neurorehabilitation 1. This lecture + lab course enables entry level Occupational Therapy Doctorate students to acquire, develop and apply evaluation and treatment skills for individuals who cannot fully participate in life activities because of stroke-related functional movement, sensory and spatial skill dysfunction. The student will integrate neuroplasticity, motor learning, and rehabilitation conceptual models with occupational therapy frameworks as the basis for comprehensive evidence-based stroke OT. This course is taught in an immersive modular format, i.e., "bootcamp" style, to optimize opportunities for students to immediately apply readings and lecture materials to numerous first-hand interactions with stroke survivors and caregivers. Students will gain an in-depth awareness of OTs critical and unique in role stroke recovery through dynamic interactive in-class discussions, engaging online learning activities, and active involvement with clients/caregivers.

1 credit hour

This course promotes entry-level occupational therapy skills in the evaluation and treatment of individuals with incomplete and complete spinal cord injury. Emphasis is placed on selecting appropriate compensatory and/or restorative strategies to regain maximal occupational performance across a variety of activities, including bowel and bladder function, sexuality, skin management, bed mobility, manual and power wheelchair skills, adaptive wheelchair sports, and community integration. Through interactive discussion with individuals with spinal cord injury, students will appreciate the role of occupational therapy in advocating for individuals with any type of disability.

1 credit hour

This course is the correlate lab to the OT-820 lecture course and promotes entry-level occupational therapy skill in the evaluation and treatment of individuals with movement skill dysfunction resulting from neurological disorders. Students will have the opportunity to be actively involved with clients with spinal cord injury in the classroom and in the community. Students will practice neurorehabilitation evaluations and make decisions on when to select a compensatory or restorative approach to improve functional independence. Students will also learn neurorehabilitation skills such as wheelchair mobility, transfers, equipment selection, functional activities, and facilitation of movement. Through interaction with clients, students will experience first-hand the effects of disability on occupational performance and the potential to regain quality of life after disability.

1 credit hour

This course promotes entry-level occupational therapy skills in the evaluation and treatment of individuals with cognitive and perceptual dysfunction resulting from acquired neurological conditions. Theories and evidence-based principles of evaluation, treatment, and adaptation will be presented with specific emphasis on the relationship between occupational performance and cognitive frameworks as they relate to occupational therapy practice. This course also includes an introduction to rehabilitation across a variety of inpatient settings, including ICU, acute care, acute rehab, and skilled nursing facilities.

3 credit hours

This course is the correlate lab to the Neurorehabilitation III: Cognition, Communication, and Social Skills Lecture course. The lab is designed to prepare occupational therapy students with the necessary knowledge and skills to make and execute sound and reasonable clinical decisions as it applies to individuals with cognitive impairment. Students will evaluate and treat brain injury survivors, practice documentation skills, develop a cognitive screening assessment, and engage in a shadowing experience with an occupational therapist at MUSC Acute Care Hospital.

1 credit hour

This course provides guided observation and participation in various aspects of the occupational therapy process with emphasis on behavioral health and/or psychosocial factors. The format includes a mixed-methods approach to Level I Fieldwork in conjunction with classroom activities. This course will provide students the opportunity to translate their professional behavior, observation skills, and clinical knowledge into a practice environment. Experiences may take place in a variety of settings (medical, educational, role-emerging, community-based), including simulation, and provide students the means to apply learned content from previous and concurrent courses.

1 credit hour

This course provides a structure to support integration of interprofessional wellness behaviors into daily routines. Theories and evidence-based principles of habit formation and population health will be presented with emphasis on the relationship between specific behaviors and general wellbeing. This course also includes activity-based sessions, which will connect entry-level students with community resources that support areas of wellness such as rest, connection, physical activity, and nutrition.

1 credit hour

This evidence-based practice course introduces and provides preliminary experience with qualitative research approaches used to generate new knowledge in the rehabilitation sciences. Attention will be given to exploring the advantages and disadvantages of qualitative research methods, the principles of methodologic rigor, strategies for qualitative analysis, the importance of ethical research conduct, and to examining and critiquing existing professional evidence that may be used to inform practice.

1 credit hour

This elective will enable post professional occupational therapy doctoral students to become more effective in the roles of leader, mentor, advocate, and facilitator in the practice of occupational therapy. Students will acquire insights and knowledge that will promote exemplary leadership skills, enhance mentorship, and promote the vision, mission, and provision of occupational services globally. The focus is on intuitive leadership. The intuitive leader is one that is able to fill in gaps of information based on previous experiences and knowledge, effectively synthesize and analyze problems, make decisions with little or extensive information, and employ inventive solutions. The relevance of intuitive thinking, beliefs, roles, cultures, and leadership-mentorship will be highlighted through applied learning experiences. Course goals for the student are as follows: (1) Identify and utilize intuitive leadership skills to enhance and promote optimal leadership-mentorship (2) Effectively evaluate roles, perceptions, behaviors, cultures, and environments in order to facilitate change, (3) Skillfully demonstrate the ability to advance the science of occupation and occupation-based practice within the discipline of occupational therapy.

3 credit hours

This course will introduce occupational therapy students to topics related to leadership and management with an overview of healthcare systems, educational systems, and community-based systems. Service delivery and processes for occupational therapy practice will be discussed as well as foundational skills and resources for professional development. Principles of program and organizational development will be included to expand the capacity and impact of occupational therapy in traditional and unmet areas of practice, education, and research. Principles of grant writing will also be discussed as a vehicle to secure funds for practice and research. Course content will include presentations from experts, panel discussions, and interactive lectures.

3 credit hours

This course will discuss contemporary service delivery and management as related to increasingly complex health care and social environments. Students will be introduced to concepts and principles of leadership and management including healthcare policy and reform, advocacy, business management, staff development, and healthcare administration. Career development and ongoing professional responsibilities will also be discussed.

3 credit hours

This lab course is the hands-on component of the Synthesis of Clinical Skills lecture course and fosters greater development of clinical reasoning through engagement in simulated experiences. Requirements include successful completion of the Comprehensive Practical Exam. The primary goal of this course is to facilitate the transition from acting like a student to acting like a therapist in preparation for Level II Fieldwork. This course will guide the synthesis of foundational knowledge and skills gained from all previous coursework. Thus, successful completion of all previous coursework is a prerequisite requirement for this course.

1 credit hour

This is the lecture component of Topics in Aging. This course will examine the foundational, clinical, and behavioral sciences pertinent to the application for the occupational therapy process of evaluation, intervention, and outcomes for older adults. Students will gain knowledge of the multiple issues surrounding occupational therapy practice with older adults including age-related changes, common diagnoses and conditions, ethical and legal issues impacting service delivery, and the influence of contextual factors on occupational performance.

1 credit hour

This is the lab component of Topics in Aging. This course will examine the foundational, clinical, and behavioral sciences pertinent to the application for the occupational therapy process of evaluation, intervention, and outcomes for older adults. Students will gain knowledge of the multiple issues surrounding occupational therapy practice with older adults including age-related changes, common diagnoses and conditions, ethical and legal issues impacting service delivery, and the influence of contextual factors on occupational performance.

1 credit hour

This course promotes professional knowledge, skills and attitudes that occupational therapy students need for the Doctoral Capstone-doctoral experience and project-with an emphasis on tenets of scholarship, leadership and evidence-based practice. The course includes didactic sessions and hands-on, small group seminar sessions with students led by respective Doctoral Capstone faculty mentors for students to prepare for Doctoral Capstone.

1 credit hour

This course supports the didactic sessions in the Scholarship I course by integrating hands-on activities in small group sessions led by respective Doctoral Capstone faculty mentors in preparation for Doctoral Capstone. This course is the first of a two-part seminar series that expands the professional knowledge, skills, and attitudes that occupational therapy students need for the Doctoral Capstone – doctoral experience and project – with an emphasis on the tenets of scholarship, leadership, and evidence-based practice.

1 credit hour

This course is the second of a two-part series that expands the professional knowledge, skills and attitudes that occupational therapy students need for the Doctoral Capstone-doctoral experience and project-with an emphasis on tenets of scholarship, leadership and evidence-based practice. The course includes didactic sessions and hands-on, small group seminar sessions with students led by respective Doctoral Capstone faculty mentors for students to prepare for Doctoral Capstone.

1 credit hour

This course supports the didactic sessions in the Scholarship II course by integrating hands-on activities in small group sessions led by respective Doctoral Capstone faculty mentors in preparation for Doctoral Capstone. This course is the second of a two-part seminar series that expands the professional knowledge, skills, and attitudes that occupational therapy students need for the Doctoral Capstone-doctoral experience and project-with an emphasis on the tenets of scholarship, leadership, and evidence-based practice.

1 credit hour

This course fosters greater development of clinical reasoning through engagement in complex case studies and guided reflection. Students are encouraged to take a holistic approach in organizing, reviewing, conceptualizing, and applying knowledge to multifaceted clinical scenarios. The primary goal of this course is to facilitate the transition from thinking like a student to thinking like a therapist in preparation for Level II Fieldwork. This course will guide the synthesis of foundational knowledge and skills gained from all previous coursework. Thus, successful completion of all previous coursework is a prerequisite requirement for this course.

1 credit hour

This course is the second of two full-time Level II Fieldwork experiences designed to emphasize the application of an academically acquired body of knowledge by providing students with an in-depth experience in performance of the occupational therapy process. Under supervision, students will evaluate and treat clients across the life span reflecting diversity of diagnosis and culture. Level II Fieldwork student supervision should progress from direct to less direct (i.e., novice to entry-level), the quality and scope to ensure protection to consumers, appropriate role modeling of occupational therapy practice, and supports student's current and developing levels of competence.

12 credit hours

Occupational therapy and psychosocial frames of reference and theory are presented and applied to mental health diagnoses. Methods of evaluation,program planning, and treatment implementation for psychosocial occupational therapy are introduced. A discussion of the biopsychosocial issues of clients as a vital aspect of health care is included.

2 credit hours

Lab activities are designed to facilitate skills in evaluation and treatment of individuals with mental health diagnoses and/or psychosocial concerns. Students will have the opportunity to engage in simulation experiences, collaborate intraprofessionally, and practice group facilitation skills.

1 credit hour

This course is the third of three major courses that will provide the student with a solid foundation in the evaluation and treatment of musculoskeletal disorders. Included in this course are the continued exploration of the evaluation and treatment of orthopedic disorders and further progression into more complicated conditions and advanced treatment techniques with an emphasis on hand conditions. Principles of occupational task adaptation, hand evaluation and treatment, treatment modalities, and orthotic fabrication are presented.

2 credit hours

This course is the third of the laboratory courses that will provide the student with evaluation and treatment skills for musculoskeletal disorders. Included in this third segment are: 1) the continued exploration of evaluation and treatment methodology for orthopedic and hand disorders, 2) principles and application of modality use, 4) hand evaluation and treatment, and 6) orthotic fabrication of static and dynamic splints, and 7) learning activities to integrate clinical decision-making and problem-solving skills. The laboratory skill-building activities are designed to ensure the development of advanced occupational therapy evaluation and treatment skills. All activities are demonstrated and practiced continuing to develop the practical skills acquired during the first and second segments of the course.

1 credit hour

This course prepares the clinician or junior faculty member to transition into academia through an intensive teaching experience involving observation, assistance, and direct instruction in an online or on campus classroom. Emphasis will be on the student's professional growth, work ethic, and scholarship in an academic environment through interactions with an experienced teaching mentor and ongoing journal reflections.

3 credit hours

1 credit hour

This elective course provides an opportunity for individuals and/or a small group of students to actively participate with faculty members or community preceptors in innovative community-based experiences that will improve the health needs of diverse communities. Students will gain experience examining how their professional skills may be harnessed to respond to the health needs of the community.

1-3 credit hours

This elective course provides an opportunity for individual students to study a topic related to OT under direct faculty supervision.

1 credit hour

This elective course provides an opportunity for students to expand knowledge and skills in an area of special interest.

1-3 credit hours

This elective course provides an opportunity for students to expand knowledge and skills in an area of special interest. Special Topics in OT II is specifically designed to offer a different clinical focus than the Special Topics in OT elective course.

1-3 credit hours

This course is the first of two full-time Level II Fieldwork experiences designed to emphasize the application of an academically acquired body of knowledge by providing students with an in-depth experience in performance of the occupational therapy process. Under supervision, students will evaluate and treat clients across the life span reflecting diversity of diagnosis and culture. Level II Fieldwork student supervision should progress from direct to less direct (i.e., novice to entry-level), the quality and scope to ensure protection to consumers, appropriate role modeling of occupational therapy practice, and supports student's current and developing levels of competence.

12 credit hours

This course provides an intensive seminar to synthesize didactic and Fieldwork experiences in preparation for the transition from student to therapist. The seminar focused on review of requisite skills for taking the national certification examination and readiness into the practice environment. Attention is given to establishing a career trajectory, developing plans for continuing competence and ongoing professional contribution, and creating an effective balance between one's personal and professional life.

1 credit hour

The course provides an overview of the principles of adult learning, instructional design, and educational technology for use in health professions education. Using a book club format., students will read an evidence-based text, answer critical thinking questions, and participate in an in-person small group discussion. Students will apply lessons learned to prepare and present a mini teaching lesson. Relationship to the Curriculum: With emphasis on the MUSC OTD curriculum threads of evidence-based practice and leadership, this course is designed to help students learn best practices for teaching and learning so that they can begin to think and act like an instructor in health, health sciences, and health care delivery arenas.

1 credit hour

In this course post-professional occupational therapy doctoral students will have the opportunity to explore a topic of interest in an in-depth individualized manner in order to gain knowledge specific to their career goals and in preparation for their Capstone project. The students will identify and work closely with a faculty mentor having expertise in their topic area of interest. Students and mentors will negotiate a contract that will tailor learning activities, milestones and requirements to adequately meet the 3 credit hours required for the course. Individualized learning activities may include but are not limited to conducting a thorough literature review of a topic, conducting a needs assessment, learning new research methods, conducting a mentored research experiment, and/or completing reflective writing assignments. At the conclusion of the course, the student will have formulated a working draft of one's Capstone project.

3 credit hours

At the conclusion of this course, the Post Professional Occupational Therapy Doctorate student will have an approved proposal for their Capstone project and therefore be ready to implement the project in the next semester. Throughout the course, students will work closely with their Capstone mentor to write a project proposal and move the proposal from a draft to a finalized version through an iterative process of review and revisions. Emphasis will be on the student's professional growth in scholarly writing and logical thinking through readings, interactions with experienced proposal writers, and response to feedback from mentors and peers.

3 credit hours

Students pursuing an occupational therapy doctorate degree (OTD) are required to complete an individual 14-week (560 contact hours) Doctoral Capstone following the successful completion of all Level II Fieldwork. The doctoral capstone provides an in-depth, mentored experience specific to the interests, skills, and professional goals of the occupational therapy student. The doctoral capstone fosters in-depth knowledge of occupational therapy skills (those beyond a generalist level) through engagement in a doctoral capstone. Under the mentorship of faculty students select, develop, and plan an individualized capstone project with emphasis in (one or more) clinical practice skills, research skills, population-based health, leadership, program and policy development, or education. The primary goal of the doctoral capstone is to facilitate the transition from thinking like a student to thinking, acting, and leading like a therapist.

1 - 14 credit hours

This is the final course in the Capstone sequence of courses, and the final course in the post-professional OTD program. During this course, students will complete their Capstone project. The project will demonstrate the synthesis and integration of theory, evidence-based practice and advanced knowledge in one's area of practice. Students will demonstrate professionalism, leadership, and independence. Students will submit a written version of their Capstone Project that is suitable for professional dissemination, and in a final on-campus session, students will deliver an oral presentation of their Capstone Project to an invited audience.

6 credit hours

This seminar course is designed specifically for the PA student covering the following topic areas: the healthcare delivery system and the PA role and legal standing in US health care, federal programs and initiatives in health care delivery, payment mechanisms and reimbursement policies, federal health care policy as well as risk management and quality assurance. Collaboration with other health care providers in the team approach to patient care will be emphasized. A critical review of selected readings will be required for classroom discussions. Prerequisite: Enrollment into the Physician Assistant Program.

1 credit hour

This course will consolidate the topics of medicine by developing a logical methodology of assessment of disease processes or syndromes, and subsequent intervention. Students will master the ability to generate differential diagnoses specific to the patients' presenting complaints, signs and symptoms and laboratory data. A problem-based learning format is used. Prerequisites: Human Anatomy, Clinical Laboratory Medicine.

2 credit hours

Clinical Problem Solving II is a continuation of Clinical Problem Solving I. Prerequisites: Clinical Problem Solving I, Fundamentals of Clinical Medicine I, Physical Diagnosis.

2 credit hours

Clinical Problem Solving III is a continuation of Clinical Problem Solving II. Prerequisites: Clinical Problem Solving II, Fundamentals of Clinical Medicine II.

1 credit hour

This course introduces key concepts related to the principles of bioethics and clinical research design methodology. The ethical dimensions of clinical medicine, including respect for autonomy, beneficence, non-maleficence, justice, fidelity, veracity, and cultural competency will be addressed with emphasis on how each works to support the patient-physician assistant relationship and core practice values. Students reflect on the relationships among moral, professional, and legal obligations of physician assistants. In addition, this course provides an overview of the design and conduct of clinical research. Students explore common study designs, quantitative concepts and methods, statistical analysis and interpretation, and ethical and regulatory aspects of clinical research.

1 credit hour

This course is designed to expose the student to PA practice in other nations, with a focus on investigating the similarities and differences between practice in the United States and other nations. Students will interact with PA students from the host program(s), participate in PA education in the host system, and explore aspects of the health care system in the country selected for study.

1 credit hour

This course provides a comprehensive study of human gross anatomy. A regional approach is used to study the structures and organ systems of the extremities and trunk. The clinical significance of regional topographical and radiological anatomical features is emphasized. Lectures are complemented by laboratory study of real and simulated anatomic models, videos, illustrations. and photos. Laboratory sessions will utilize 3D dissection software and clinical imaging to reinforce topics presented in lecture emphasizing critical thinking of issues related to clinical anatomy and disease presentation. Student evaluation will be in the form of written examinations, laboratory practical examinations, and oral examinations/presentations.

4 credit hour

This course provides an in-depth discussion of the cellular and molecular basis of human physiology. Topics will include the cellular basis of health and disease, cellular membrane physiology, human metabolism, and the genetic basis of disease. In addition, basic pathophysiologic concepts will be discussed including immunologic principles of health and disease, cell injury and adaptation, and the basis of inflammation and cellular repair. Each of these topics are intended to prepare students for the subsequent Physician Assistant Studies curricula.

3 credit hour

This course is an introduction to public health for healthcare providers and introduces the basic principles of public health practice applicable to clinical practice. The course will expose students to basic epidemiology, social determinants of health, theory of health promotion and health behavior, global and tropical medicine, and introductory health economics, with the goal of increasing student awareness of the social and economic complexities of healthcare delivery and infection control. Theoretical models of health promotion and vaccine dissemination as well as data collection methods will be utilized. Discussion of epidemiologic study design and will introduce students to critical appraisal of medical research.

1 credit hour

This course introduces foundational information to prepare students for organ-based, clinical medicine courses later in the curriculum. General topics to be covered include the pharmacologic principles and concepts which are paramount to making sound pharmacotherapeutic decisions; review of medically relevant bacteria encountered in primary care settings; and an overview of drugs commonly used across multiple organ system diseases.

2 credit hour

This course teaches students to identify, evaluate, and manage diseases of the hematologic system through integration of preventative, emergent, surgical, and medical management across the lifespan. Emphasis will be placed on understanding appropriate management from a primary care perspective.

2 credit hours

This course teaches students to identify, evaluate, and manage diseases of the cardiovascular system through integration of preventative, emergent, surgical, and medical management across the lifespan. Emphasis will be placed on understanding appropriate management from a primary care perspective.

6 credit hour

This course reviews the basic physiologic regulatory mechanisms responsible for maintenance of homeostasis in the normal human and introduces the pathophysiologic alterations which occur in these mechanisms leading to specific disease processes. It also presents a molecular and genetic basic of disease, and it provides clinical correlations which support concurrent coursework involving the treatment of disease. Understanding the mechanisms of disease is essential in the role of the physician assistant.

3 credit hours

This course will build on the knowledge gained in PA 663, reviewing the basic physiologic regulatory mechanisms responsible for maintenance of homeostasis in the normal human and introduces the pathophysiologic alterations which occur in these mechanisms leading to specific disease processes. It focuses on organ systems including respiratory, circulatory, renal, GI and endocrine, providing clinical correlations which support concurrent coursework involving the treatment of disease. Prerequisites: PA 663.

3 credit hours

This course teaches students to identify, evaluate, and manage diseases of the pulmonary system through integration of preventative, emergent, surgical, and medical management across the lifespan. Emphasis will be placed on understanding appropriate management from a primary care perspective.

3 credit hours

This course teaches students to identify, evaluate, and manage diseases of the renal system through integration of preventative, emergent, surgical, and medical management across the lifespan. Emphasis will be placed on understanding appropriate management from a primary care perspective.

2 credit hours

This course aims to provide physician assistant students with the essential clinical knowledge and procedural skills needed to conduct thorough patient assessments utilizing a body-system approach. Students will apply their understanding of anatomy and physiology in both clinical and simulated patient encounters, with an emphasis on effective therapeutic communication, eliciting detailed medical histories, conducting thorough physical examinations, and performing various clinical procedures. The laboratory component of the course provides students with opportunities to practice and master a range of physical examination maneuvers and procedures.

1 credit hour

This course will provide a comprehensive overview of the acquisition and application of evidence-based medicine (EBM) pertinent to physician assistant clinical practice. The course content builds on the introductory didactic curriculum in bioethics, research methods, and EMB. This course will focus on applying knowledge gained and further developing essential skills necessary to conduct extensive evaluations of existing literature and approaches to implementation of EBM to improve patient care. The course will address the major categories of clinical questions that arise in practice, including etiology, diagnosis, treatment, prognosis, and medical harm. Instruction on best types of evidence to answer different types of clinical questions, how to locate and summarize that evidence (e.g., through systematic reviews and meta-analysis), means of putting evidence into practice (e.g., implementing clinical practice guidelines), and the limitations of the EBM approach.

1 credit hour

Seven supervised, five-week clinical courses provide students with hands-on clinical experience and evaluation into the medical and surgical care for pediatric and adult patients. Students are actively engaged in the delivery of care in inpatient and outpatient care settings. The rotation experiences offer training in seven distinct disciplines, which are family medicine, internal medicine, pediatrics, women's health (includes obstetrics and/or gynecology), mental health, emergency medicine, and surgery. The students evaluate medical and surgical patients and follow their daily progress; thereby developing the ability to elicit history and physical findings, correlate those findings along with the patients' physiologic and biochemical data and emotional state in order to formulate a plan for patient management. This ability to analyze, synthesize and make decisions is fundamental to the clinical rotation experience. Students are also given opportunities to develop skills and demonstrate competency in performing and interpreting certain medical procedures and tasks. Attendance at rounds, and an orientation to the intensive care unit, grand rounds and medical conferences may be required of students. In certain settings, there are opportunities to work with a variety of house staff or related health professionals to gain a broader understanding of interdisciplinary health delivery and use of medical technologies. Students also receive instruction and evaluation in professional competencies including relating to colleagues, communicating with patients, understanding the PA role and limitations, self-confidence, reliability, dependability, attitude, and appearance.

5 credit hours

This course teaches students to identify, evaluate, and manage diseases of the gastrointestinal system through integration of preventative, emergent, surgical, and medical management across the lifespan. Emphasis will be placed on understanding appropriate management from a primary care perspective.

4 credit hours

5 credit hours

This course teaches students to identify, evaluate, and manage diseases of the endocrine system through integration of preventative, emergent, surgical, and medical management across the lifespan. Emphasis will be placed on understanding appropriate management from a primary care perspective.

2 credit hours

5 credit hours

This course teaches students to identify, evaluate, and manage diseases of the neurologic system through integration of preventative, emergent, surgical, and medical management across the lifespan. Emphasis will be placed on understanding appropriate management from a primary care perspective.

3 credit hours

5 credit hours

This course teaches students to identify, evaluate, and manage diseases of the musculoskeletal system through integration of preventative, emergent, surgical, and medical management across the lifespan. Emphasis will be placed on understanding appropriate management from a primary care perspective.

3 credit hours

5 credit hours

This course teaches students to identify, evaluate, and manage diseases of the reproductive system through integration of preventative, emergent, surgical, and medical management across the lifespan. Emphasis will be placed on understanding appropriate management from a primary care perspective.

3 credit hours

5 credit hours

This elective rotation experience is designed to provide the student with an opportunity to have additional hands-on clinical experience in any of the seven distinct disciplines, which are family medicine, internal medicine, pediatrics, women's health (includes obstetrics and/or gynecology), mental health, emergency medicine, or surgery to gain experience in any specialty or subspecialty of medicine of their choice. Students are actively engaged in the delivery of care in inpatient and outpatient care settings. The students evaluate medical and surgical patients and follow their daily progress; thereby developing the ability to elicit history and physical findings, correlate those findings along with the patients' physiologic and biochemical data and emotional state in order to formulate a plan for patient management. This ability to analyze, synthesize and make decisions is fundamental to the clinical rotation experience. Students are also given opportunities to develop skills and demonstrate competency in performing and interpreting certain medical procedures and tasks. Attendance at rounds, and an orientation to the intensive care unit, grand rounds and medical conferences may be required of students. In certain settings, there are opportunities to work with a variety of house staff or related health professionals to gain a broader understanding of interdisciplinary health delivery and use of medical technologies. Students also receive instruction and evaluation in professional competencies including relating to colleagues, communicating with patients, understanding the PA role and limitations, self-confidence, reliability, dependability, attitude, and appearance.

5 credit hours

2 credit hours

1 credit hour

This course teaches students to identify, evaluate, and manage diseases of the genitourinary system through integration of preventative, emergent, surgical, and medical management across the lifespan. Emphasis will be placed on understanding appropriate management from a primary care perspective.

2 credit hour

This course teaches students to identify, evaluate, and manage diseases of the dermatologic system through integration of preventative, emergent, surgical, and medical management across the lifespan. Emphasis will be placed on understanding appropriate management from a primary care perspective.

2 credit hours

This course teaches students to identify, evaluate, and manage diseases of the eyes, ears, nose, and throat through integration of preventative, emergent, surgical, and medical management across the lifespan. Emphasis will be placed on understanding appropriate management from a primary care perspective.

2 credit hours

This course teaches students to identify, evaluate, and manage diseases of psychiatry and behavioral science through integration of preventative, emergent, surgical, and medical management across the lifespan. Emphasis will be placed on understanding appropriate management from a primary care perspective.

3 credit hours

1 credit hour

This course will serve to provide an overview and orientation of the clinical year as it relates to the nine required Supervised Clinical Practice Experiences.

1 credit hour

This course is an introduction to the care of underserved and vulnerable populations, including the cultural and social determinants of health. The course will serve to educate on health disparities, social determinants of health, and guidelines for caring for patients from diverse populations. Students will apply principles from bioethics to this course.

2 credit hour

This course provides an opportunity for individuals and/or small group of students to actively participate with faculty members or community preceptors in innovative community-based experiences that will improve the health needs of diverse communities. Students will gain experience examining how their professional skills may be harnessed to respond to the health objectives embedded in Healthy People 2020.

1-3 credit hours

This course introduces the student to the history, development, and current issues of the physical therapy profession and the American Physical Therapy Association. The Code of Ethics and Core Values of Professionalism will be presented and discussed. Legal and regulatory issues related to the physical therapy profession will be examined. Professional communication, intercultural communication, and cultural competence will be discussed in the context of patient/client and professional relations. The International Classification of Functioning Disability and Health (ICF) framework for patient/client management will be introduced.

2 credit hours

This course will thoroughly examine the structure and function of the human nervous system with emphasis on functional considerations related to clinical practice. It will include a study of microscopic and macroscopic anatomical components of the central, peripheral, and autonomic nervous system with emphasis on the organization of functional systems. The neurophysiological principles which are related to neural transmission and function of the various pathological conditions affecting nervous system will be emphasized and students will be expected to correlate the clinical manifestations with the anatomic location of the pathology.

4 credit hours

Movement Science involves the study of human biomechanics and kinesiology based on an in-depth knowledge of applied human anatomy. Students begin with the study of general biomechanics (including Newton's laws, free body diagrams, and computation of vector quantities) and tissue mechanics (including the response of musculoskeletal tissues of interest under different loading conditions). The course then moves on an in-depth study of applied human anatomy and kinesiology by body region with emphasis on normal, gross form and function as it relates to the practice of Physical Therapy.

3 credit hours

The purpose of this laboratory course is to provide students the opportunity to develop palpation skills and to appreciate the differences of a variety of tissue types while learning clinical surface anatomy. The course uses a regional approach and is designed to correlate with the Human Anatomy course.

1 credit hour

This course will examine foundational, clinical, and behavioral sciences pertinent to the examination, evaluation, and planning of treatment interventions for adults across the lifespan. We will focus on how to modify physical therapy examinations and interventions based on changes that occur in the body over time. The impact of ethical, legal and psychosocial issues affecting adults will also be presented.

3 credit hours

Clinical Pathophysiology presents an in depth view of the pathogenesis of common disease processes and conditions. Included in the presentations and discussions are demonstrations of the progression of each pathologic condition at the cellular level and signs and symptoms at the macro level. The course content reflects the effects of pathologic processes on an individual's functional abilities and limitations, along with the relationship between disease related impairment and functional limitations as the key focus. Disease etiology along with prognosis are also presented in detail and the ICF model is used as an expert consensus document for the basic framework of the course content. Pathologic processes and conditions discussed include cellular injury and inflammation; tissue healing; immunology and diseases of the immune system; and neoplasia. Also discussed are infectious, cardiopulmonary, collagen vascular, hepatic, gastrointestinal, renal and endocrine diseases.

3 credit hours

This course is designed to provide the student with a firm understanding of both the acute and chronic adaptations that occur in the human body in response to physical activity/exercise. An emphasis is placed on metabolic, cardiorespiratory, and musculoskeletal adaptations to exercise. Students will learn to administer and interpret a variety of tests and measurements used to assess fitness/athletic performance, and to develop sound exercise prescriptions based on the results of these tests. The role of nutrition in optimizing health and performance will also be addressed. This course will also help prepare interested students for the National Strength and Conditioning Association's Certified Strength and Conditioning Specialist (CSCS) examination.

3 credit hours

This laboratory course includes demonstration and practice of various testing and training methods available to physical therapists for assessing and improving the fitness of their clients in the five major fitness component areas: cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition. In addition, there will be lab time devoted to nutritional assessment concepts/techniques.

1 credit hour

This course utilizes a format of lecture, laboratory experience, and case-based learning to prepare the student to use observational gait analysis techniques to identify specific gait abnormalities, the causes for these deviations, and propose treatment options for optimizing functional gait.

1.5 credit hours

This course takes a systems approach in differential screening, interpretation of results, and differentiating dysfunction within the scope of physical therapist practice from those that indicate a referral to other health care practitioners.

2 credit hours

This course in gross anatomy is designed to provide students with the knowledge of clinical anatomy necessary to practice their expertise upon graduation. The contents of the course include gross anatomy and an introduction to anatomical radiology and is conducted to represent a survey of the entire human body. Teaching/learning methodologies include lectures and discussions, prosected human cadavers, and computer applications. The course is taught regionally (i.e. upper limb, lower limb, spine, etc.), and surveys all morphologic systems. Pre-requisites: Admission to the program.

4 credit hours

This course is for Doctor of Physical Therapy (DPT) students interested in learning the art and science of becoming a successful entrepreneur in the physical therapy industry. Students will be introduced to planning, operational, and analytical skills that will improve the likelihood of success in starting their own private practices or introducing new services in different health care settings (acute care hospital, rehabilitation center, etc.). Local leaders in our field will provide a glimpse of the marketing, finance, operations, management, market research, and strategy involved with owning a physical therapy practice. Site visits to a variety of private practice clinics will provide exposure to a variety of clinic sites and organizational structures. It is hoped that participation in this course will help instill an entrepreneurial mindset in DPT students irrespective of the practice environment in which they choose to work.

1 credit hour

This course introduces the theory, scientific principles, and evidence for the use of various types of exercise employed by physical therapists for the promotion, maintenance, and restoration of optimal health and physical function as well as the prevention of disease and movement dysfunction. Emphasis will also be placed on basic exercise techniques related to muscle performance (including strength, power, and endurance) and stretching/flexibility activities. The impact of environmental factors such as setting (acute care, home, gym setting, sports, aquatic, and industrial) and types of equipment (horse, balls, tubes, and bands) on exercise considerations is an important focus of this course. Case based instruction, evidence-based practice and clinical reasoning are emphasized throughout.

2 credit hours

Laboratory sessions will provide instruction and experience in various modes of therapeutic exercise and massage. Emphasis will be placed on basic exercise techniques related to muscle performance (including strength, power, and endurance) and stretching/flexibility activities. The implementation of the Annual Check-Up By A Physical Therapist is an integral component of this course. Case based instruction, evidence-based practice and clinical reasoning are emphasized.

1.5 credit hours

This course introduces the theory, scientific principles, and evidence for the use of various types of biophysical agents employed by physical therapists for the promotion, maintenance, and restoration of optimal health and physical function through both cognitive and psychomotor teaching methods. Emphasis will be placed on understanding the underlying indications for and practical application of a variety of modalities currently used in clinical practice. Laboratory sessions will provide instruction and experience in the application of biophysical agents for the management of pain, dysfunction, impaired muscle performance, range of motion limitations, and the delivery of medications. Emphasis will also be placed on safe and appropriate utilization of all physical agents for a variety of diagnoses and impairments. Case based instruction; evidence-based practice and clinical reasoning are emphasized.

1.5 credit hours

The purpose of this laboratory-based course is to develop skill in the performance of dependent and assisted bed mobility, transfers, and gait training. Students will also be introduced to the acute care environment including electronic medical records, chart review, patient care, interprofessional communications, lift equipment, etc. This will be an integrated clinical experience with students participating in patient care delivery in an acute care environment.

1 credit hour

This course will introduce students to common diseases/conditions involving the cardiovascular, pulmonary, and lymphatic systems, as well as the various types of interventions used to treat them. There will be an emphasis on the role of the physical therapist in providing appropriate preventative and rehabilitative exercise programs and risk factor modification education for persons with, or at risk for cardiovascular, pulmonary, and/or lymphatic diseases/conditions.

2 credit hours

1 credit hour

This laboratory course will assist student physical therapists in developing requisite entry-level cardiovascular, pulmonary, and lymphatic examination and treatment skills. Activities to be covered include: pulse palpation, blood pressure assessment, auscultation of heart and breath sounds, basic EKG interpretation, diagnostic and functional exercise testing, risk factor assessment, interpretation of lab values, bronchial hygiene, airway clearance techniques, and physical therapy treatment in the ICU setting.

0.5 credit hour

This course reviews the foundations and principles of imaging and the use of imaging studies in physical therapy. Case studies are used. The course proceeds to cover the principles of the use of electrophysiologic studies with neuromuscular disease and injury. The role of the physical therapist specialist in electrophysiology, the process to become a clinical specialist, and the role of the non-specialist to make the appropriate referral are discussed. Students enrolled in the course are required to attend a minimum of two imaging seminars that are conducted by the house staff of the MUSC Radiology Department.

2 credit hours

This course is designed to provide an overview of special topics that are relevant to pediatric physical therapy practice, in order to advance students' clinical reasoning skills. These topics will be covered in the classroom and through clinical observation experiences. Course content will be finalized based on students' specific interests. Some potential topics include: Neonatal intensive care unit (NICU); Art therapy; Music therapy; Feeding therapy interventions (motor and sensory-based); Cortical vision impairment; Orthotic undergarments and strapping products (i.e. Theratogs, Spio); Dressing techniques and adaptive strategies; Aquatic therapy; Providing family-centered compassionate care; Childhood adversity and promoting resilience; Modified barium swallow studies; Pediatric outcome administrations.

1 credit hour

This course prepares students to be safe, proficient, and reflective physical therapy practitioners following the principles for evidence based practice regarding the examination, evaluation, diagnosis, establishing a prognosis and the treatment/management for the peripheral neurological and musculoskeletal systems related to post-surgical rehabilitation, injury, dysfunction, and/or medical problems. The course focuses on the lower quarter.

3 credit hours

This laboratory course provides students with the skill and practice to perform screening, examination, evaluation, clinical reasoning, and intervention for lower quarter and associated areas of the musculoskeletal system. Emphasis is placed injuries, diseases, and factors that affect movement and function. Rehabilitation and therapeutic intervention techniques are practiced and integrated with previous learning experiences and case studies.

3 credit hours

Musculoskeletal II is a three semester hour lecture and two semester hour laboratory. Lecture: Musculoskeletal II is the second in a series of courses that prepares students to be safe, proficient, and reflective practitioners in examining and treating dysfunction and disorders of the musculoskeletal system. Emphasis is placed on evidence-based practice, as well as current research and theory. Musculoskeletal II primarily addresses lower quarter problems and addresses the preferred practice patterns 4B-1 through 4J-1 from the Guide to Physical Therapist Practice. Lab: The laboratory component of Musculoskeletal II provides detailed instruction and learning experiences focusing on the examination, evaluation and clinical management of individuals with lower quarter musculoskeletal problems and dysfunction.

3 credit hours

This laboratory course provides students with the skill and practice to perform screening, examination, evaluation, clinical reasoning, and intervention for upper quarter and associated areas of the musculoskeletal system. Emphasis is placed on injuries, diseases, and factors that affect movement and function. Rehabilitation and therapeutic intervention techniques are practiced and integrated with previous learning experiences and case studies.

2 credit hours

Musculoskeletal III prepares students to be safe, proficient, and reflective physical therapy practitioners following the principles for evidence based practice regarding the examination, evaluation, diagnosis, establishing a prognosis and the treatment/management for the peripheral neurological and musculoskeletal systems related to post-surgical, injury, dysfunction, and/or medical problems. The course focuses on the spine, pelvic girdle, and craniomandibular regions.

3 credit hours

This laboratory course provides students with the skill and practice to perform screening, examination, evaluation, clinical reasoning, and intervention for the spine and associated areas of the musculoskeletal system. Emphasis is placed on injuries, diseases, and factors that affect movement and function. Rehabilitation and therapeutic intervention techniques are practiced and integrated with previous learning experiences and case studies.

2 credit hours

This course is designed to provide students with opportunities to develop, integrate, and apply knowledge and skills necessary to examine and treat individuals with selected musculoskeletal impairments. Topics include management of clients needing spinal or foot orthoses and/or upper or lower limb prostheses. The laboratory sessions are designed to provide students with opportunities to apply examination and treatment techniques used in the management of such individuals.

1.5 credit hours

This course will focus on the examination, differential diagnosis, and treatment of frequently encountered clinical presentations in patients with selected neuromuscular and musculoskeletal dysfunction involving the upper body and the cervical spine. A case-based format will focus upon relevant issues pertaining to the differentiation of clinical conditions involving the cervical spine, the cervico-thoracic complex and the upper extremity. Structured laboratory sessions will provide instruction in pertinent assessment techniques as well as an introduction to applied manual therapy techniques for treatment of the upper quarter region. Featuring the elements and principles of Treatment Based Classification System, this course is structured to present a format for evaluation and treatment of the cervico-thoracic spine, and regional considerations, utilizing advanced orthopedic skills. Emphasis will be placed on enhancing clinical decision-making skills and integrating manual therapy procedures within the overall plan of care for the patient with upper quarter pain. Relevant research and evidenced based principles will be presented and discussed. The course will include lectures, discussions, and structured laboratory sessions.

1 credit hour

Through weekly meetings and on-line activities, students will review pertinent strength and conditioning topics and content areas in preparation for taking the Certified Strength and Conditioning Specialist (CSCS) examination. The CSCS certification is awarded by the National Strength and Conditioning Association (NSCA) and is one of the most respected credentials in the area of strength and conditioning. The CSCS certification will prove valuable not only to physical therapists that work primarily with athletes but is relevant to any physical therapist that prescribes strength and conditioning activities for their clients/patients as part of a prevention, rehabilitation, or general health & fitness program.

0.5 credit hour

This course provides education regarding the management of the athlete or active individual from injury prevention to high performance. Students learn the principles of injury prevention, sports performance, and general training principles. Students participate in the development and implementation of injury prevention programs to various sports, tracking injury rates when able and providing relevant intervention as able. Students participate in the development and implementation of small group training sessions using evidence-based tests, measures, interventions, and outcomes tools. Students learn and perform running gait analyses and provide relevant interventions based on findings. Students will understand and apply the principles of blood flow restriction to the performance training for athletes.

1 credit hour

This laboratory course will enhance the ability of students to examine and evaluate patients with myofascial pain and dysfunction utilizing integrated orthopedic manual therapy approaches and evidence-based practice principles. The laboratory will emphasize the physical examination and intervention techniques with the use of trigger point dry needling for specific muscles covered in the course.

1 credit hour

(8 weeks) This is the student's first full-time onsite clinical learning experience supervised by a licensed physical therapist with a progression of learning opportunities, application techniques, and professional behavioral abilities.

8 credit hours

(10 weeks) Onsite clinical learning experience.

10 credit hours

(10 weeks) Onsite clinical learning experience.

10 credit hours

(12 weeks) Onsite clinical learning experience.

12 credit hours

This course will focus on professional roles, responsibilities, and current issues affecting the physical therapy profession. It will emphasize the importance of community engagement to promote health and optimum wellness and prevent disease/secondary conditions associated with movement dysfunction. Students will be required to complete a health education community presentation on a topic chosen by the target audience.

2 credit hours

This course provides the student with knowledge concerning pharmacokinetics, pharmacodynamics, and pharmacotherapeutic principles, adverse effects, and interactions with medications commonly used with individuals in inpatient and outpatient settings. Student recognition of adverse effects and the influence of medications and natural remedies on function is emphasized with problem solving regarding communication with the individual and their health care providers and modifying the physical therapy program. Pharmacological content is also covered in the cardiovascular, pulmonary, neurological, and musculoskeletal portions of the curriculum.

1 credit hour

This course introduces students to various health care systems, legal and ethical issues affecting the delivery of health services, regulation of health care systems, and payment policy.

2 credit hours

This course is designed to provide student physical therapists to effectively examine and treat individuals with integumentary impairments.

2 credit hours

Motor Development explores normal development of gross motor, fine motor, language, self-care, cognition, psychosocial, and play skills across the lifespan from in utero to young adulthood. The course concentrates on embryology, introductory genetics, development of head control, trunk control, transitional movements, upright standing postures, and typical gross motor skills of children birth through young adulthood. Opportunities will be provided to experience and analyze gross motor development and movements in young children. Cultural considerations affecting motor development of children will also be reviewed. Discussion of motor development and recovery topics related to infants and children born prematurity, cardiac defect, arthrogryposis, myelomeningocele, and plagiocephaly will be introduced.

2 credit hours

This course is the first of two major courses that will provide students with a solid foundation in the examination of and interventions for individuals with neuromuscular disorders. The emphasis in this course will be on examination using the ICF framework emphasizing objective outcomes and evidence based interventions. Both traditional and contemporary models of neurological rehabilitation will be presented, and the application of an integrated model will be emphasized. Lectures and discussions will utilize case studies to integrate information and enhance the development of clinical problem solving skills and translating evidence based practice into clinical practice. Psychosocial issues and their impact on patient outcomes will be discussed and volunteer patients and families will present the psychosocial aspects of their personal experiences.

3 credit hours

The emphasis in this course will be on examination using the ICF framework emphasizing objective outcomes and evidence based interventions. Application of an integrated model along with translating evidence into clinical practice will be emphasized and practiced on live patients. Volunteer patients and patient simulations will be utilized in lab sessions to promote the application of skills to "real life" situations. Psychosocial issues and their impact on patient outcomes will be discussed and volunteer patients and families will present the psychosocial aspects of their personal experiences.

3 credit hours

This course is the second of two major courses that will provide students with a solid foundation in the examination of and interventions for individuals with neuromuscular disorders. This course will focus on the physical therapy evaluation using the ICF framework related to chronic progressive neurological disorders and spinal cord injuries. Specific objective outcomes and translation of evidence based practice will be emphasized throughout the course. Lectures and discussions will utilize case studies to integrate information and enhance the development of clinical problem solving skills. Psychosocial issues and their impact on patient outcomes will be discussed and volunteer patients and families will present the psychosocial aspects of their personal experiences.

3 credit hours

This course will focus on the physical therapy evaluation using the ICF framework related to chronic progressive neurological disorders and spinal cord injuries. Specific objective outcomes and translation of evidence based practice will be emphasized throughout the course. Labs will include patient interactions for patients with both spinal cord injury and a variety of progressive neuromuscular disorders to allow students to apply the information emphasized in lecture and lab. Psychosocial issues and their impact on patient outcomes will be discussed and volunteer patients and families will present the psychosocial aspects of their personal experiences.

2 credit hours

This course will focus on the examination, differential diagnosis, and treatment of frequently encountered clinical presentations in patients with selected neuromuscular and musculoskeletal dysfunction involving the lower body and the lumbar spine. A case-based format will focus upon relevant issues pertaining to the differentiation of clinical conditions involving the lumbar spine, the lumbopelvic complex, the hip joint, and the lower extremity. Structured laboratory sessions will provide instruction in pertinent assessment techniques as well as an introduction to applied principles of Treatment Based Classification System, this course is structured to present a format for evaluation and treatment of the lumbopelvic spine, and regional considerations, utilizing advanced orthopedic skills. Emphasis will be placed on enhancing clinical decision-making skills and integrating manual therapy procedures within the overall plan of care for the patient with low back pain. Relevant research and evidenced based principles will be presented and discussed. The course will include lectures, discussions, and structured laboratory sessions.

1 credit hour

The pediatrics lecture course examines the etiology, impairments, evaluations, and evidence-based treatment interventions of children with disability across the life span. The International Classification of Functioning, Disability and Health will serve as the framework for lectures to enhance the development of clinical reasoning skills.

3 credit hours

Pediatrics Lab offers a variety of demonstrations and hands-on clinical experiences related to pediatric physical therapy evaluations and evidenced-based treatment interventions for children with disabilities. It will serve to complement the pediatric didactic content.

1 credit hour

This course introduces students to the following topics: current concepts and principles of management, development of a business plan for a new program/service, human resource management, and reimbursement updates. The goals of this course are to enhance understanding and facilitate development of professional and managerial skills necessary to function effectively as a member of a health care team.

2 credit hours

This course emphasizes clinical reasoning and problem solving, through the presentation and discussion of progressive patient/client case studies with complex, multifactorial problems. Lecture and laboratory sessions assist in student preparation for the comprehensive examinations. Successful completion of both an online, multiple choice comprehensive curricular examination and a comprehensive Objective Structured Clinical Examination (OSCE) are required.

1 credit hour

The purpose of the evidence based practice (EBP) sequence in the Division of Physical Therapy is to provide students with the requisite skills to become consumers of the rehabilitation literature and upon completion of the program to apply the best available evidence to clinical practice. EBP I will introduce topics related to research philosophy, research design, basic statistics, and psychometric properties of research. The course will heavily revolve around practical examples from the physical rehabilitation literature as well as ongoing research within the College of Health Professions. Student competency will be assessed via completion of class projects and written examinations.

1 credit hour

The purpose of the evidence based practice (EBP) sequence in the Division of Physical Therapy is to provide students with the requisite skills to become consumers of the rehabilitation literature and upon completion of the program to apply the best available evidence to clinical practice. EBP II will continue this sequence by reviewing selected statistical topics related to error, power, statistical design, parametric and non-parametric measures, and tests of group differences. EBP II will also review analyses of correlation and regression, as well as introduce students to the systematic review. The course will heavily revolve around practical examples from the physical rehabilitation literature as well as ongoing research within the College of Health Professions. Student competency will be assessed via completion of class projects and written examinations.

1 credit hour

This course requires students to review, discuss, rank, and critique peer reviewed journal articles related to research topics that have the potential to influence clinical decision-making in physical therapy. Students will use the literature as a tool to develop skills in the application of evidence-based practice with emphasis placed on determining the quality of the science and its presentation in the literature. The ultimate goal of this course is to ensure that students will be efficient and effective at analyzing the research literature in order to maximize the use of scientific evidence for clinical decision-making.

1 credit hour

This course culminates the evidence-based practice curriculum and involves a final project illustrating proficiency with the collection, interpretation, and presentation of data. The course will involve classroom work to develop collection and presentation skills, and the final project will be an independently prepared case report to be completed during a clinical practicum. The final project must include the selection of appropriate outcome measures and their published psychometric properties, evaluation of the patient at least at initial evaluation and discharge, presentation of the interventions, and a discussion of the results. The posters will be developed with faculty mentoring during the clinical practicum and will be formally presented to the faculty upon return to campus.

1 credit hour

This course provides the student with the opportunity to explore a specialized area of interest in physical therapy education, research, and/or clinical practice.

1-3 credit hours

This course will provide education regarding the management of the athlete or active individual from injury prevention to high performance. This course will enhance the student's understanding of injury prevention, sports performance, and general training principles. The student will be introduced to strength and conditioning principles, participate in a literature review of current management of injuries in various sports, design and implement outreach injury prevention programs to various fall sports, and participate in development and implementation of small group training sessions. Lead students are encouraged to remain in contact with the coach throughout the season and track any/all injuries that occur. 10 hours lecture, 12 hours lab and clinic time.

1 credit hour

In PT Education, students will have the opportunity to explore a topic of interest within physical therapy education in an in-depth individualized manner under the direction of a faculty mentor. This will allow students to gain knowledge specific to their developmental goals. The students will work under the supervision of a faculty mentor and negotiate an independent study contract that outlines the requirements and expectations of the independent study. A PT Education independent study may be approached from a variety of methodologies such as in-depth study of a topic, laboratory practice, services activities, and clinical education experiences.

1-3 credit hours

In PT Research, students will have the opportunity to explore a research topic of interest in an in-depth individualized manner under the direction of a faculty member. This will allow students to gain knowledge specific to their career goals. The students will work under the supervision of a faculty member and will negotiate individualized instruction and requirements with that faculty. As determined by the study and the faculty member, an independent study may be inclusive of a thorough literature review of a topic, a research experiment, or the learning of research methods novel to the student.

1-3 credit hours

Students will learn how professional, medical, and clinical ethics will influence their role as a Speech-Language Pathologist. This course will introduce students to issues pertinent to professional roles, credentialing, ethics, legal considerations involved in the delivering Speech-Language Pathology services. Review and discussion the American Speech-Language-Hearing Association's (ASHA) Scope of Practice, Code of Ethics, Preferred Practice Patterns and credentialing guidelines will be a focus of the course. At the completion of this course, the student will have acquired basic knowledge in the professional requirements for entry-level clinical practicum and have a basic understanding of professional and ethics resources available to guide their clinical practice.

1 credit hour

Students will learn how to diagnose and treat swallowing disorders (dysphagia) in adults. This course will review the anatomy and physiology of swallowing and introduce the pathophysiology of swallowing impairment in adults. Emphasis will be placed on the fundamental skills required to complete and accurately document the following diagnostic procedures: swallow screening, clinical swallow evaluations, and instrumental swallowing evaluations. Students will learn fundamental principles of evidence-based and physiologically targeted swallow interventions. Critical evaluation of dysphagia research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting swallowing assessments and providing treatment interventions based on a patient's medical history, presenting diagnosis, clinical symptoms, and patient's goals of treatment.

5 credit hours

Students will learn how to diagnose and treat language disorders resulting from neurological diseases or conditions in adult patients. This course will review the underlying anatomy and physiology of neurogenic language disorders and introduce the causes, symptoms, typical course, and expected outcome of neurogenic language disorders. Emphasis will be placed on the fundamental skills required to complete and accurately document appropriate language assessments, including standardized and non-standardized language evaluations. Students will learn to apply evidence-based interventions to rehabilitate language and facilitate maximum communication skills. Critical evaluation of neurogenic communication disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum in the selection of language assessment and treatment interventions based on the patient's medical history, presenting diagnosis, clinical symptoms, and patient's goals of treatment.

4 credit hours

Students will learn how to critically review and appraise scientific evidence for clinical application. Students will learn how to critically evaluate research evidence of best practice and determine how to integrate appropriate practices into the evaluation and treatment of patients with speech, language, communication, voice, and swallowing disorders. Based on critical review of research in various diagnostic categories, the student will identify how best to incorporate evidence-based practice into clinical practice while acknowledging some of the merits and limitations translational research.

1 credit hour

Students will learn how to diagnose and treat cognitive disorders resulting from neurological diseases/conditions, and changes in cognition related to medical conditions in the adult population. Students will acquire knowledge of diseases and medical conditions that can result in changes in cognition, utilize appropriate diagnostic tools, and provide appropriate intervention, education or rehabilitation. Students will acquire fundamental skills to complete evaluations and interventions for cognitive impairments. Students will learn to critically evaluate communication disorder literature to utilize diagnostic and treatment interventions based on peer reviewed literature for on-going professional development. At the completion of this course, students will be able to demonstrate basic competency for entry level clinical practicum in the selection of language assessment and treatment interventions based on the patient's medical history, presenting diagnosis, clinical symptoms, and patient's goals of treatment.

2 credit hours

Students will be guided to reflect on specific experiences during their supervised clinical training with adult patients (Clinical Rotation 1). Self-evaluation will be a focus of this course, including evaluation of student therapist-patient communication, student's ability to clearly communicate plan of care, student's ability to efficiently and effectively complete diagnostic assessment and therapeutic intervention tasks, student's ability to plan for the next session, and student's written documentation. Students will identify strengths and areas to improve each week based on their knowledge and skills goals for the semester. At the completion of this course, students will demonstrate emerging knowledge and skills in the areas of adult language, adult swallowing, cognitive communication, and professional practice competencies gained from their clinical experiences.

1 credit hour

Students will learn the roles and responsibilities of the Speech-Language Pathologist in a medical setting with adult patients. The acquisition of basic knowledge of professional roles in a clinical setting, rules and regulations required for patient/client safety (including HIPAA regulations, infectious disease control), and documentation standards will be a focus of this first clinical rotation. Under the supervision of their clinical educator, students will learn basic skills of therapist-patient interaction, standards of diagnostic and intervention skills, appropriate therapy session planning, and appropriate long-term and short-term patient-centered goals focused on patients with adult language, adult swallowing, and cognitive communication disorders. In this course, students will also begin to hone their professional practice competencies. At the completion of this course, all students will demonstrate the following skills with clinical educator guidance: appropriate professional interaction with patient, the ability to complete diagnostic assessment tasks, the ability to complete therapeutic intervention tasks, and the ability to document patient's/client's history, diagnosis, and treatment progress.

1 credit hour

Students will learn how to diagnose and treat voice disorders. This course will review the underlying anatomy and physiology of voice disorders and introduce the causes, symptoms, typical course, and outcomes expected for voice disorders. Emphasis will be placed on the fundamental skills required to complete and accurately document the following diagnostic procedures: perceptual voice quality evaluation, acoustic analysis, and laryngeal endoscopy. Students will learn fundamental principles of evidence-based and physiologically targeted voice interventions. Critical evaluation of voice research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting voice assessments and providing treatment interventions based on a patient's medical history, presenting diagnosis, clinical symptoms, and patient's goals of treatment.

3 credit hours

Students will learn how to diagnose and treat motor speech disorders. This course will review the underlying anatomy and physiology of motor speech disorders and introduce the causes, symptoms, typical course, and outcomes expected for motor speech disorders. Emphasis will be placed on the fundamental skills required to complete and accurately document appropriate motor speech assessments including standardized and informal speech evaluations. Students will learn to apply evidence-based interventions to rehabilitate speech precision and intelligibility to facilitate communication. Critical evaluation of motor speech disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting motor speech assessments and providing treatment interventions based on the patient's medical history, presenting diagnosis, clinical symptoms, and patient's goals of treatment.

3 credit hours

Students will learn strategies and skills to accurately and efficiently conduct patient/client assessments. This course will cover the fundamentals of the diagnostic process including establishing rapport, completing a relevant patient/client history (medical, social, and cultural), screening tasks, and evaluation tests and procedures. Emphasis will be placed on appropriately documenting all aspects of the evaluation, synthesizing the relevant information into a treatment recommendation. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting an assessment for a patient/client with a suspected or known communication or swallowing diagnosis.

3 credit hours

Students will learn about the roles, responsibilities, typical caseload, and reimbursement systems in various clinical settings in which Speech-Language Pathologists typically work. Emphasis will be placed on how patient/client caseloads, delivery of service, productivity, and reimbursement for services differ across environments. Reimbursement issues related to insurance, coding, billing, and payments will be presented. At the completion of this course, students will be able to discuss how these variables may change the Speech-Language Pathologist's day-to-day working environment and the services provided to patients/clients in each setting.

1 credit hour

Students will be guided to reflect on specific experiences during their supervised clinical training with adult patients (Clinical Rotation 2). Self-evaluation will be a focus of this course, including evaluation of student therapist-patient communication, student's ability to clearly communicate plan of care, student's ability to efficiently and effectively complete diagnostic assessment and therapeutic intervention tasks, student's ability to plan for the next session, and student's written documentation. Students will identify strengths and areas to improve each week based on their knowledge and skills goals for the semester. At the completion of this course, students will demonstrate growth in knowledge and skills in the areas of adult language, adult swallowing, cognitive communication, professional practice competencies, and emerging knowledge and skills in motor speech and voice gained from their clinical experiences.

1 credit hour

Students will enhance their knowledge and skills as Speech-Language Pathologists in a medical/clinical setting with adult patients. Students will continue to hone their knowledge of professional roles in a clinical setting, rules and regulations required for patient/client safety (including HIPAA regulations, infectious disease control), and documentation standards. Under the supervision of their clinical educator, students will improve their skills related to therapist-patient interaction, assessments and interventions, session planning and long-term and short-term patient-centered goal setting for patients with adult language, adult swallowing, motor speech, voice, and cognitive-communication disorders. At the completion of this course, all students will demonstrate growth in the following skills: appropriate professional interaction with patient, the ability to complete diagnostic assessment tasks, the ability to complete therapeutic intervention tasks, and the ability to document patient's/client's history, diagnosis, and treatment progress.

3 credit hours

Students will learn strategies and skills to provide meaningful and efficient patient care management and counseling. This course will cover how to gather and use relevant information including co-morbidities, cultural and social background, social support, financial implications of care, and plan of care of other allied care specialties for optimal patient outcomes. Emphasis will be placed on the instruction of knowledge and skills needed to provide educational counseling to patients presenting with speech, language, communication, and swallowing disorders. The course will focus on providing the student with a practical guide on how to educational counseling to ensure patient-centered care. After this course, students will be able to identify how best to establish rapport, guide the patient/client to engage in interventions with patient-centered goals, and support the patient and caregivers through all levels of care.

1 credit hour

Students will be guided to reflect on specific experiences during their supervised clinical training with pediatric patients/clients (Clinical Rotation 3). Self-evaluation will be a focus of this course, including evaluation of student therapist-patient/client communication, student's ability to clearly communicate plan of care, student's ability to efficiently and effectively complete diagnostic assessment and therapeutic intervention tasks, student's ability to plan for the next session, and student's written documentation. Students will identify strengths and areas to improve each week based on their knowledge and skills goals for the semester. At the completion of this course, students will demonstrate emerging knowledge and skills in the areas of pediatric language, pediatric speech, social aspects of communication, and professional practice competencies gained from their clinical experiences.

3 credit hours

Students will learn the roles and responsibilities of Speech-Language Pathologists in a medical/clinical setting with pediatric patients. All students will acquire basic knowledge of professional roles in a clinical setting, rules and regulations required for patient/client safety (including HIPAA regulations, infectious disease control), and documentation standards. Under the supervision of their clinical educator, students will learn basic skills of therapist-patient interaction, therapist-caregiver interaction, assessment and intervention, therapy session planning, and long-term and short-term patient-centered goal setting focused on patients/clients with disorders related to pediatric language, pediatric speech, and social aspects of communication. At the completion of this course, all students will demonstrate the following skills: appropriate professional interaction with patient/client and caregiver, the ability to complete diagnostic assessment tasks, the ability to complete therapeutic intervention tasks, and the ability to document patient's/client's history, diagnosis, and treatment progress.

3 credit hours

Students will learn how to diagnose and treat articulation and phonological disorders. This course will review the underlying anatomy and physiology of articulation disorders and introduce the different characteristics of speech disorders, potential causes, and the role of dialect in the diagnosis and treatment of articulation and phonology disorders. Emphasis will be placed on the fundamental skills required to complete and accurately document appropriate articulation and phonology assessments including standardized and informal speech evaluations. Students will learn to apply evidence-based interventions to improve speech precision and intelligibility to facilitate communication. Critical evaluation of articulation and phonology disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting articulation and phonology assessments and providing treatment interventions based on a child's chronological or corrected age, history, and presenting symptoms.

3 credit hours

Students will learn how to diagnose and treat language disorders in young children. This course will review typical language development and introduce the different characteristics, potential causes, and the role of social determinants of health in the diagnosis and treatment of language disorders. Emphasis will be placed on the fundamental skills required to complete and accurately document appropriate language assessments including standardized and informal evaluations. Students will learn how to structure evidence-based interventions targeting the prevention and remediation of language disorders within the child’s environment and with an interdisciplinary team approach. Critical evaluation of language disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting language assessments and providing treatment interventions based on the child’s chronological or corrected age, history, and presenting symptoms.

3 credit hours

Students will learn how to diagnose and treat language disorders in school-age children. This course will review typical language development and introduce the different characteristics of language disorders, potential causes, and the role of social determinants of health in the diagnosis and treatment of language disorders in school-age children. Emphasis will be placed on the fundamental skills required to complete and accurately document appropriate language assessments including standardized and informal evaluations. Students will learn how to structure evidence-based interventions targeting the prevention and remediation of language disorders within the child's environment and with an interdisciplinary team approach. Critical evaluation of language disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting language assessments and providing treatment interventions based on the child's chronological or corrected age, history, and presenting symptoms.

3 credit hours

Students will learn to diagnose and treat patients with pediatric swallowing disorders. The course will review the anatomy and physiology of swallowing and introduce the pathophysiology of swallowing impairment in infants and children. Emphasis will be placed on the fundamental skills required to complete and accurately document the following diagnostic procedures: swallow screening, clinical swallow evaluations, and instrumental swallowing evaluations. Students will learn fundamental principles of evidence-based and physiologically targeted swallow interventions. Critical evaluation of dysphagia research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting swallowing assessments and providing treatment interventions based on a patient's medical history, presenting diagnosis, clinical symptoms, and patient's goals of treatment.

2 credit hours

Students will learn how to develop the skills necessary to provide high-quality, patient- and family-centered care. They will explore strategies to foster effective communication, build trust, and ensure that assessment and treatment plans are tailored to the varied contexts of the individuals involved. The course aims to prepare students to deliver compassionate, respectful, and responsive care in a wide range of settings.

1 credit hour

Students will learn the roles and responsibilities of Speech-Language Pathologists in an educational setting. All students will acquire basic knowledge of professional roles in an educational setting, rules and regulations required for student/client safety (including HIPAA regulations, infectious disease control), and documentation standards. Under the supervision of their clinical educator, students will learn basic skills of therapist-student interaction, therapist-caregiver and educator interaction, assessment and intervention, therapy session planning, and long-term and short-term student-centered goal setting for students/clients with disorders related to pediatric language, pediatric speech, and social aspects of communication. At the completion of this course, all students will demonstrate the following skills: appropriate professional interaction with student, caregiver and educator, the ability to complete diagnostic assessment tasks, the ability to complete therapeutic intervention tasks, and the ability to document student's history, diagnosis, and treatment progress.

3 credit hours

Students will learn how to manage patients with tracheostomy tubes and on mechanical ventilation. The course will cover basic anatomy and physiology of tracheostomy and mechanical ventilation as well as the underlying medical indication for the use of these interventions in patient care. Emphasis will be placed on evidence-based methods for the evaluation and treatment of communication and swallowing with patients requiring tracheostomies, oxygen therapies, and mechanical ventilation. Students will acquire fundamental skills required to determine how and when to evaluate patients for speaking valves and the patient's candidacy for communication and swallow intervention based on the patient's oxygen therapy needs. At the completion of this course, students will be able to identify the anatomy and physiology of tracheostomies, demonstrate fundamental skills in determining a patient's candidacy for communication and swallow assessment based on oxygen therapy needs, and describe typical use of speaking valves for speech and swallowing treatment intervention.

1 credit hour

Students will learn how to evaluate and treat patients with head and neck cancer. The course will cover basic anatomy and physiology of head and neck cancer, cancer treatment for head and neck lesions (surgical, radiation, and chemotherapy), and their effect on communication and swallowing function. Students will acquire fundamental skills to complete evidence-based assessments and interventions for communication and swallowing to optimize functional outcomes and quality of life. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum in the selection of communication and swallowing assessments and treatment interventions for patients with head and neck cancer based on the patient's medical history, presenting diagnosis, clinical symptoms, and patient's goals of treatment.

2 credit hours

Students will be guided to reflect on specific experiences during their supervised clinical training in the school system (Clinical Rotation 4). Self-evaluation will be a focus of this course, including evaluation of student therapist-student/client communication, student's ability to clearly communicate plan of care, student's ability to efficiently and effectively complete diagnostic assessment and therapeutic intervention tasks, student's ability to plan for the next session, and student's written documentation. Students will identify strengths and areas to improve each week based on their knowledge and skills goals for the semester. At the completion of this course, students will demonstrate growth in knowledge and skills in the areas of pediatric language, pediatric speech, social aspects of communication, and professional practice competencies gained from their clinical experiences.

1 credit hour

Students will continue their supervised clinical training to further refine their knowledge and skills as Speech-Language Pathologists in medical, clinical, or educational settings. During this clinical rotation, students will have input into the population or setting in which they would like to continue to gain mastery of clinical skills. All students will continue to acquire mastery of professional roles in a clinical setting, rules and regulations required for patient/client safety (including HIPAA regulations, infectious disease control), and documentation standards. Under the supervision of their clinical educator, students will continue to learn skills required for effective therapist-patient interaction, assessment and intervention, therapy session planning, and long-term and short-term patient/client-centered goal setting. At the completion of this course, all students will demonstrate the following skills: appropriate professional interaction with patient/client, the ability to complete diagnostic assessment tasks, the ability to complete therapeutic intervention tasks, and the ability to document patient's/client's history, diagnosis and treatment progress.

3 credit hours

Students will learn how to evaluate and treat patients with craniofacial anomalies and genetic syndromes. The course will cover development of normal and abnormal anatomy of craniofacial structures and genetic syndromes that can result in communication and swallowing disorders in infants and children. Emphasis will be placed on cleft lip and palate, and velopharyngeal insufficiency-related feeding and resonance disorders. Students will acquire fundamental skills to complete evaluations and interventions for patients with cleft lip/palate and velopharyngeal insufficiency. Current research on the timeline for medical/surgical intervention and how these variables influence the timeline for diagnostic and treatment interventions for feeding, swallowing, articulation, resonance, and voice will be reviewed. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting assessments and providing treatment interventions based on a patient's medical history, presenting diagnosis, clinical symptoms, and patient's goals of treatment.

1 credit hour

Students will learn how to identify and provide intervention for social-communication disorders. Diseases and conditions that can result in changes in social-communication, utilization of appropriate diagnostic tools, and provision of appropriate intervention will be emphasized. Students will learn how social interaction (including cultural and linguistic background), behavior, and pragmatics should be considered when completing assessments and treatments across the life span. Critical evaluation of social-communication disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting social-communication assessments and providing treatment interventions based on a patient's/client's history, presenting diagnosis, symptoms, and patient's goals of treatment.

3 credit hour

Students will learn and apply research methodology. The course will cover the scientific method, research ethics, research designs, statistical analysis, and result dissemination. Students will learn the fundamentals of justifying a research proposal, developing research questions and hypotheses, designing a study, seeking IRB approval, collecting and managing data, analyzing data, and interpreting and disseminating results. At the completion of this course, the students will be able to demonstrate basic competency in designing and implementing a research study to answer a clinically-relevant question.

3 credit hours

Students will prepare to take the comprehensive exam. The students will be guided through a comprehensive review of fundamental concepts of speech-language pathology including articulation, receptive and expressive language, cognitive communication, social aspects of communication, voice, resonance, swallowing, fluency, communication modalities, and hearing across the life span in preparation for a career in providing assessment and therapeutic intervention for a wide variety of patient populations and disorders. At the completion of the course, students will demonstrate mastery of basic knowledge of anatomy, physiology, and pathophysiology of speech, language, communication, voice, and swallowing disorders across the life span. Students will also demonstrate mastery of basic skills in the assessment and treatment of these disorders.

1 credit hour

Students will learn to evaluate and treat patients who may benefit from alternative communication modalities. The course will cover basic concepts and terminology of augmentative and alternative communication. Emphasis will be placed on fundamental approaches to facilitating communication with high- and low-tech augmentative and alternative communication methods and devices in a variety of settings. Students will acquire fundamental skills to complete evaluations and interventions for alternative communication modalities. At the completion of this course, students will be able to identify, describe, and implement the basic principles of augmentative and alternative communication to maximize communication.

1 credit hour

Students will learn to evaluate and treat patients with hearing disorders. The course will cover the fundamental principles of hearing disorders including basic knowledge of audiograms, types and degree of hearing loss, tympanometry, auditory processing, and aural rehabilitation across the life span. Emphasis will be placed on the fundamental skills required to complete and accurately document hearing and hearing-related communication assessments, including standardized and non-standardized evaluations. Students will learn to apply evidence-based interventions to optimize communication in patients/clients with hearing impairments. Critical evaluation of hearing disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting hearing-related communication assessments and providing treatment interventions based on a patient's/client's medical history, presenting diagnosis, clinical symptoms, and patient's goals of treatment.

1 credit hours

Students will learn to diagnose and treat patients with fluency disorders. This course will cover the typical onset and development of stuttering and the theories that form the foundation of stuttering assessment and management across the life span. Students will acquire fundamental skills to complete evidence-based assessments and interventions for fluency disorders to optimize functional outcomes, and quality of life. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting fluency assessments and providing treatment interventions for patients/clients with fluency disorders.

2 credit hours

Students will demonstrate and refine their knowledge and skills during a full-time supervised clinical training experience. The Clinical Externship provides the speech-language pathology masters student with the opportunity to evaluate and treat patients/clients within a variety of settings presenting and with a variety of speech, language, cognitive, voice, and swallowing disorders related to the student's career goals and their educational progress in demonstrating knowledge and skills across the scope of practice. At the completion of this course, all students will demonstrate competency in the following skills: appropriate professional interaction with patient/client, the ability to complete diagnostic assessment tasks, the ability to complete therapeutic intervention tasks, and the ability to document patient's/client's history, diagnosis and treatment progress.

9 credit hours

Students will be guided to reflect on specific experiences during their supervised clinical training (Clinical Externship). Self-evaluation will be a focus of this course, including evaluation of student therapist-patient/client communication, student's ability to clearly communicate plan of care, student's ability to efficiently and effectively complete diagnostic assessment and therapeutic intervention tasks, student's ability to plan for the next session, and student's written documentation. Students will identify strengths and areas to improve each week based on their knowledge and skills goals for the semester. At the completion of this course, students will demonstrate competency in knowledge and skills in the areas related to their clinical placements, as well as professional practice competencies gained from their clinical experiences.

1 credit hour

Students will study the regulations related to professional credentials and methods for professional advocacy. This course will introduce students to the professional practices of accreditation, certification, licensure, and specialty recognition. Students will learn the steps required for ASHA certification, state licensure, and specialty recognition. Students will learn about national, state, and local methods of advocacy as well as the importance of advocacy efforts. At the completion of the course, students will be able to state the steps and guidelines for certification, state licensure, specialty recognition, and articulate methods for advocacy.

1 credit hour

Students will be guided to reflect on specific experiences during their supervised clinical training (Clinical Rotation 5). Self-evaluation will be a focus of this course, including evaluation of student therapist-patient/client communication, student's ability to clearly communicate plan of care, student's ability to efficiently and effectively complete diagnostic assessment and therapeutic intervention tasks, student's ability to plan for the next session, and student's written documentation. Students will identify strengths and areas to improve each week based on their knowledge and skills goals for the semester. At the completion of this course, students will demonstrate growth in knowledge and skills in the areas related to their clinical placements, as well as professional practice competencies gained from their clinical experiences.

1 credit hour

College of Medicine

This 1-week rotation is a brief introduction to anesthesia perioperative medicine. The student will be introduced to perioperative patient management and airway management along with commonly used anesthetic agents and anesthetic techniques. Teaching includes attendance at two to three lectures during the week, grand rounds, and possibly simulation training/education. Students will rotate through ORs at University Hospital, Ashley River Tower, Shawn Jenkins, the VA, and Labor & Delivery.

1 credit hour

For MUSC AnMed Clinical Campus Students: This one-week selective allows the third-year student to gain an introduction to general anesthesia management and perioperative management. The student will acquire a working knowledge of commonly used anesthetic agents, techniques and airway management. The student will work directly with one of the anesthesiologists to explore anesthesia as a career option or to get more information about anesthesia by students interested in primary care.

1 credit hour

The course is an introduction to general anesthesia management, emphasizing the anesthetic subspecialties of pediatric, neurosurgical, cardiothoracic, obstetrical anesthesia, and pain management. The student will acquire a working knowledge of commonly used anesthetic agents, techniques, and airway management. Students are expected to behave as senior students, helping with set-up and prepared for all cases with a plan. Only students seeking a residency in Anesthesia will be approved to schedule a rotation prior to January.

2.5-5 credit hours

For MUSC AnMed Clinical Campus Students: This 2-week or 4-week elective will provide the student with general anesthesia management and perioperative management. The student will practice adult intubation as well as achieve a working knowledge of commonly used anesthetic agents, techniques, and airway management. Students will work with physician anesthesiologists in the operating room as well as on labor and delivery.

2.5-5 credit hours

For MUSC AnMed Clinical Campus Students: This selective allows the third-year student to gain an introduction to general anesthesia management and perioperative management. The student will acquire a working knowledge of commonly used anesthetic agents, techniques and airway management. The student will work directly with one of the anesthesiologists to explore anesthesia as a career option or to get more information about anesthesia by students interested in primary care.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: This expanded selective will build on the foundational skills and knowledge acquired during its prerequisite, ANES 863J. This course allows the third-year student to gain more extensive understanding of anesthesiology and perioperative medicine. Students will observe and participate, as appropriate, in using common anesthetic agents and performance of procedures on perioperative patients.

2.5 credit hours

The pain management rotation is an opportunity for the student to learn the fundamentals of pain and pain management. The rotation is intended to provide an overview of the neuroanatomy, physiology, pathology, diagnosis, and treatment of pain. Students are exposed to a wide variety of disease processes requiring pain management and these include acute, chronic, and cancer pain in the adult and pediatric populations.

2.5 credit hours

Fourth-year medical students will work with an interdisciplinary care team lead by Critical Care Anesthesiologists to manage critically ill cardiac patients in consultation with cardiovascular surgeons and cardiologists. Students will be directly involved in assessing, stabilizing, and treating critically ill patients with a variety of complex cardiovascular diseases. With supervision and guidance, students will be primarily responsible for their patients and will gain experience in developing clinical plans for critically ill patients. Students will become familiar with the basics of mechanical ventilation, shock and vasoactive medications, procedural indications, and end-of-life care issues in the ICU. Students will observe and potentially perform invasive procedures.

5 credit hours

This rotation is an introduction to anesthesia perioperative medicine. The student will acquire a working knowledge of commonly used anesthetic agents, techniques, and airway management. Teaching includes attendance at resident-oriented lectures, medical student-oriented lectures, grand rounds, and simulation seminars. Students will be in the ORs across campus including University Hospital ORs, ART ORs, VA ORs, Rutledge Tower ORs, Shawn Jenkins ORs, and Labor & Delivery ORs and floor.

2.5 credit hours

This rotation includes all customized and non-MUSC approved electives for 4th-year students.

2.5-5 credit hours

Individualized research.

2.5-5 credit hours

This 1-week rotation is held at a university-affiliated private dermatology practice or MUSC clinic, and students will have the opportunity to participate in the care of a broad spectrum of patients in both the pediatric and adult age groups. Students will be assigned to an available physician.

1 credit hour

Students will observe and participate in the diagnosis and management of a wide variety of dermatologic diseases. Preference for rotations in early blocks in the year will be given to those students entering Dermatology as their chosen specialty.

2.5 or 5.0 credit hours

For MUSC AnMed Clinical Campus Students: In this 2-week or 4-week elective, students will observe and participate in the diagnosis and management of a wide variety of dermatological diseases in a busy outpatient dermatology office.

2.5-5 credit hours

Students will observe and participate in the diagnosis and management of a wide variety of dermatologic diseases of the pediatric population. Patient encounters will occur largely in the Pediatric Dermatology outpatient clinic. Inpatient consultation and patient care will also supplement the students’ clinical experiences.

2.5-5 credit hours

This selective is held at a university-affiliated private dermatology practice, and students will have the opportunity to participate in the care of a broad spectrum of patients in both the pediatric and adult age groups. Students will be assigned to an available physician.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: Third year student will observe and participate in the diagnosis and management of a wide variety of common dermatological diseases seen in an outpatient dermatology practice. Goal is to expose primary care interested students in the concept of dermatology commonly seen by primary care physicians.

4 credit hours

For MUSC AnMed Clinical Campus Students: Third year students may select this two week rotation to participate in the diagnosis and management of a wide variety of common dermatological diseases seen in a surgical dermatology office. The office is mainly involved in Mohs Surgery and Dermatologic Surgery seeing mostly adult patients. The objective is to expose interested students in the concept of diagnosis and treatment of surgical dermatology problems commonly seen by a primary care physician.

2.5 credit hours

This rotation includes all customized and non-MUSC approved electives for 4th-year students.

2.5-5 credit hours

Individualized research.

2.5-5 credit hours

The course consists of 4 nine-hour shifts in the Emergency Department (ED). During each shift, the student will interact and learn how to perform an expeditious and focused history and physical. The student will focus on how to order appropriate diagnostic tests and formulate a differential diagnosis. The student will work closely with the attending on duty and learn how to treat and manage many various illnesses and injuries. The ED operates 24 hours a day, 7 days a week. Orientation will occur on the first day of the intersession. Weekly didactic sessions are mandatory.

1 credit hour

For MUSC AnMed Clinical Campus Students: This one-week course has 5 shifts in the AnMed Emergency Department (ED). Each shift varies from 8-9 hours for a total of at least 40 ED hours. Two shifts are in the evening ending at midnight. Students in the ED will interact and learn how to perform an expeditious and focused history and physical. The student will focus on how to treat and manage multiple various illnesses and injuries.

1 credit hour

In this required course, fourth-year medical students will work six 9-hour shifts in the Emergency Department as a member of the care team. During each shift, the student will interact with patients and learn how to perform an expeditious and focused H&P. The student will focus on how to order appropriate diagnostic tests and formulate a differential diagnosis. The student will work closely with the attending on duty and learn how to treat and manage many various illnesses and injuries. The ED operates 24 hours a day, 7 days a week and shifts will be scheduled accordingly with a combination of day, evening, and overnight shifts. A mandatory orientation will occur on the first day of the rotation. Although this course gives 2 weeks’ credit, shifts will be scheduled over a 4-week period to allow them maximum flexibility in the schedule. Weekly didactic sessions are mandatory which will cover multiple topics in Emergency Medicine. Students will be expected to work at least 6 shifts. Make-up dates for absences are required and will take place during the month, on the final weekend of the rotation, and then at the discretion of the course director.

2.5 credit hours

In this required course, fourth-year medical students will work six 9-hour shifts in the Emergency Department as a member of the care team. During each shift, the student will interact with patients and learn how to perform an expeditious and focused H&P. The student will focus on how to order appropriate diagnostic tests and formulate a differential diagnosis. The student will work closely with the attending on duty and learn how to treat and manage many various illnesses and injuries. The ED operates 24 hours a day, 7 days a week and shifts will be scheduled accordingly with a combination of day, evening, and overnight shifts. A mandatory orientation will occur on the first day of the rotation. Although this course gives 2 weeks' credit, shifts will be scheduled over a 4-week period to allow them maximum flexibility in the schedule. Weekly didactic sessions are mandatory which will cover multiple topics in Emergency Medicine. Students will be expected to work at least 6 shifts. Make-up dates for absences are required and will take place during the month, on the final weekend of the rotation, and then at the discretion of the course director.

2.5 credit hours

Students will learn to save lives in the wilderness while earning Advanced Wilderness Life Support (AWLS) Certification. The course uses structured didactic sessions and hands-on practical instruction in a variety of outdoor settings to teach the diagnosis and initial management of the most common wilderness injuries and illnesses.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: The course consists of ten, 8-hour shifts (2-week course) or 20 shifts (4-week course) in the AnMed Emergency Department (ED). Night shifts will be included. During each shift, the student will interact with patients and learn how to perform an expeditious and focused history and physical. The student will focus on how to order the appropriate diagnostic tests and formulate a differential diagnosis. The students will work closely with the attending on duty and learn how to treat and manage many various illnesses and injuries. The ED operates 24 hours a day, 7 days a week. Weekly didactic sessions are mandatory.

2.5 credit hours

The course consists of 12 nine-hour shifts in the Emergency Department (ED). During each shift, the student will interact with patients and learn how to perform an expeditious and focused H&P. The student will focus on how to order appropriate diagnostic tests and formulate a differential diagnosis. The student will work closely with the attending on duty and learn how to treat and manage many various illnesses and injuries. The ED operates 24 hours a day, 7 days a week. Orientation will occur on the first day of the rotation. Weekly didactic sessions are mandatory. Early blocks in the year will be reserved for those students entering Emergency Medicine as their chosen specialty.

2.5-5 credit hours

This course is intended for students going into the field of Emergency Medicine. During the four-week rotation, the student will focus on Emergency Ultrasound (EUS) skills. They will complete a minimum of sixty (60) scans in pertinent areas of EUS including Aorta, Biliary, Trauma, Cardiac, Renal, DVT, Soft Tissue/MSK, Thoracic, Ocular, Obstetric, and Procedural Ultrasound. There will be scheduled one on one time with EUS faculty, as well as a weekly scan review. Students will present one case at the end of their month, as well as complete interactive quizzes pertinent to required reading.

2.5-5 credit hours

For MUSC AnMed Clinical Campus Students: This 2-week course, offered once per academic year, will prepare students to save lives in the wilderness while earning Wilderness Life Support for Medical Professionals (WLS:MP) Certification (formerly Advanced Wilderness Life Support, or AWLS). The course uses structured didactic sessions and hands-on, practical instruction in a variety of indoor and outdoor settings to teach the diagnosis and initial management of the most common wilderness injuries and illnesses. During this course, students will have an overnight field experience in the wilderness. All students will be expected to engage in moderate physical activity, such as kayaking, hiking, and camping outdoors overnight. Students will experience practical field exercises such as navigation in the wilderness and water purification techniques. Students will participate in simulations for evacuating patients from situations in the wilderness. There is a required course fee that will cover the WLS:MP certification, the outdoor excursions, and a few meals. Students are required to complete a waiver form and all students are expected to engage in moderate physical activity.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: This two-week course has 10 shifts in the AnMed Emergency Department (ED). Each shift varies from 8-9 hours for a total of at least 80 ED hours. Students in ED will interact and learn how to perform an expeditious and focused history and physical. The student will focus on how to treat and manage multiple various illnesses and injuries. There may be one 9 –hour Saturday shift.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: This 4 week, junior selective course will consist of 24 shifts in the AnMed Health Emergency Department (ED). Each shift varies from 8-9 hours. Twelve shifts are in the evening ending at midnight. Students will still participate in the ACE Longitudinal Clinic at the Anderson Free Clinic every other Thursday afternoon as well as the ACE Series on Friday afternoons. Students in the ED will interact and learn how to perform an expeditious and focused history and physical. The students will focus on how to treat and manage multiple illnesses and injuries. There are two 9-hour Saturday shifts.

5 credit hours

The course consists of 8 nine-hour shifts in the Emergency Department (ED). During each shift, the student will interact and learn how to perform an expeditious and focused history and physical. The student will focus on how to order appropriate diagnostic tests and formulate a differential diagnosis. The student will work closely with the attending on duty and learn how to treat and manage various illnesses and injuries. The ED operates 24 hours a day, 7 days a week. Orientation will occur on the first day of each block. Weekly didactic sessions are mandatory.

2.5 credit hours

The course consists of 16 nine-hour shifts in the Emergency Department (ED). During each shift, the student will interact and learn how to perform an expeditious and focused history and physical. The student will focus on how to order appropriate diagnostic tests and formulate a differential diagnosis. The student will work closely with the attending on duty and learn how to treat and manage various illnesses and injuries. The ED operates 24 hours a day, 7 days a week. Orientation will occur on the first day of each block. Weekly didactic sessions are mandatory.

5 credit hours

This rotation includes all customized and non-MUSC approved electives for 4th-year students.

2.5-5 credit hours

Individualized research.

2.5-5 credit hours

This 1-week rotation will introduce students to an inpatient experience consistent with the practice of family medicine physicians. Based on the common discharge diagnoses, the Inpatient Service is able to provide a comprehensive educational experience for a third-year student. This rotation is completed on MUSC’s Charleston campus.

1 credit hour

This 1-week rotation will introduce students to an outpatient experience consistent with the practice of family medicine physicians. This rotation is completed on MUSC’s Charleston campus.

1 credit hour

For MUSC AnMed Clinical Campus Students: Third year students will be exposed to ambulatory family medicine in a family medicine residency office and/or a family medicine practice. This will be Monday-Friday from 8AM to 5PM. There are specialty clinics in the residency (dermatology, sports medicine, gynecology, prenatal, and travel medicine) run by family medicine physicians to get more specialized training. Students will also gain experience in office laboratory medicine related to phlebotomy, wet prep interpretations, skin scrapings, etc.

1 credit hour

During this experience students will spend time in a continuing care retirement community for geriatric patients. The students taking this elective will gain experience not only in the care of geriatric populations but also in the knowledge of care transitions related to the post-acute and long-term care environments. The rotation is located at The Village at Summerville (201 W 9th North Street).

5 credit hours

For MUSC AnMed Clinical Campus Students: The third-year student will spend time working in the hospital, Post-Acute Care Clinic, and Geriatrics outpatient office in Anderson. Students will assist with direct patient care including admission, inpatient, and discharge activities. Work will be Monday-Friday 8AM-5PM.

1 credit hour

On this rotation, students will work closely with a family physician, gaining genuine experience in family medicine and primary health care delivery. This elective is beneficial for those considering a career in family medicine and for future consultants to gain an appreciation for the role of the family physician. Students must have pre-approval from a community preceptor, chosen from a list provided by Department of Family Medicine, prior to registration in this course.

5 credit hours

For MUSC AnMed Clinical Campus Students: This one-week rotation will provide third-year students the opportunity to explore rural primary care through working in a rural medical practice (Monday- Friday). Students will work under direct supervision of practicing family physicians. Students will observe the role of rural physicians and their interrelationships with the community.

1 credit hour

The student will assist sports medicine physicians with direct patient care activities. In addition, the student will rotate through physical therapy and work with athletic trainers. Finally, the student will be expected to develop and present a morning report / noon conference on a primary care sports medicine topic.

2.5 or 5 credit hours

For MUSC AnMed Clinical Campus Students: This one-week course will be with AnMed Primary Care - Family Medicine Residency. The student will be scheduled (Monday-Friday only) to assist with direct patient care activities with Family Medicine Sports Medicine physicians; spending time in the training rooms at Clemson University and/or Anderson University, in the Ortho/Sports Medicine Clinic at AnMed Primary Care - Family Medicine Residency every Thursday and at a local orthopedic office. Exposure to ultrasound-guided injections will be provided. Training will be provided by three primary care sports medicine attending physicians and 1-2 sports medicine fellows.

1 credit hour

Family Medicine is a six-week clerkship in which students are assigned to a family medicine practice throughout the state of South Carolina. Students gain core clinical skills and knowledge in primary care with an emphasis on the importance of ambulatory care and the patient-physician relationship.

8 credit hours

Taking a spiritual history and referring patients with spiritual concerns to chaplains or ministers are basic clinical skills that every medical provider should learn. Inquiry into the spiritual areas of patients’ lives, previously considered taboo, is now taught as method of delivering more comprehensive and compassionate care at over 70 medical schools. Spiritual inquiry is justified by the need to obtain important medical information and explore the patient’s point of view regarding their illness, but it must be done in such a way that respects the patient’s privacy, confidentiality, and autonomy. Effectively integrating spiritual sensitivity into clinical practice is a challenge that should be addressed by all physicians and clinical care providers.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: This 4-week externship will provide students with inpatient and outpatient experiences of a community family medicine physician. Students will complete two weeks as acting intern on our Adult Teaching Service, 5 nights of night float for one week (Monday- Friday) and one week at our residency outpatient practice.

5 credit hours

How do health professionals help close the loops in caring for their patients? Many times health professionals are unable to meet the needs of their patients beyond diagnosis and prescription of medical care. However, for many patients, especially the underserved population, their social factors greatly affect all health outcomes. This course exposes students to clinical care for uninsured and underinsured adult patients in our community while simultaneously giving them an in-depth experience with community sites that help address major social determinants of health including food insecurity, housing insecurity, and literacy. Clinical experiences will occur at various sites in and around Charleston.

2.5 credit hours

This externship is structured to provide the student with an inpatient experience on an academic family medicine service as well as see patients in an outpatient family medicine clinic. Students are expected to complete two weeks on the inpatient service, a week (five nights) on night float, and a week in clinic. This rotation is at MUSC Hospital.

2.5 or 5 credit hours

For MUSC AnMed Clinical Campus Students: In this 2-week or 4-week elective, the student will be scheduled to assist with direct patient care activities with sports medicine physicians. In addition, the student will rotate through physical therapy and work with athletic trainers. Finally, the student will be expected to develop and present a morning report / noon conference on a primary care sports medicine topic.

2.5 or 5 credit hours

For MUSC AnMed Clinical Campus Students: In this 2-week course, the student will be the initial onsite resource person handling patient calls, laboratory results, and consultative notes allowing the student to experience a supervisory role at Anderson Free Clinic (telephone backup by course director). All decisions made by the students are to be logged and reviewed with the course director on the same day. Along with an accompanying nurse, students will see homeless patients at the Mercy Center. Students will work with various healthcare team members (clinical social worker, dentist, speech therapist, and pharmacist), always under supervision of rotating attending physicians or the course director.

2.5 or 5 credit hours

For MUSC AnMed Clinical Campus Students: This course will consist of an 8-14 day international global medicine trip working with a faculty member of the MUSC AnMed Clinical Campus. These trips are co-sponsored with Volunteers in Medical Missions, a 501c3 interdenominational medical ministry founded in 1986 and headquartered in Seneca, SC. The student will focus on effective evaluation of patients to formulate a differential diagnosis while working with the many limitations of medical care in the developing world. This work is mainly in rural and remote locations. Completion of MUSC Global Medicine forms must be done in advance. CDC guidelines are utilized for student protection. Travel insurance is provided by VIMM. Students are expected to cover the cost of these trips. AnMed offers $1000 scholarships to students assigned to the MUSC AnMed Clinical Campus.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: This 2-week or 4-week rotation will provide the fourth-year medical students the opportunity to explore rural primary care. Students will work under direct supervision of a group of rural family physicians. Clinic work is Monday through Friday. Students can also participate with community agencies. There will be one and a half days to work in the physicians' office to learn the administrative and office management expectations of a rural practice, including billing and registration.

2.5 or 5 credit hours

This rotation will provide students with inpatient and outpatient experience consistent with a community family medicine physician located in the Murrells Inlet area. Students will complete 1-2 weeks on a busy inpatient service (flexible), 1-2 weeks of outpatient medicine, and 1 week geared towards a specific interest of the student (given availability of rotation). For instance, students interested in community medicine, geriatrics, or behavioral medicine (among others) will have the opportunity to focus in these areas. If the student does not have specific interests, 2 weeks will be completed in the outpatient setting. Students will be responsible for providing their own transportation and securing housing for this rotation.

2.5 or 5 credit hours

For MUSC AnMed Clinical Campus Students: During this 2-week elective, the fourth-year student will observe and experience several integrative medical practices throughout the local area (within an approximate 30-mile radius). According to the American Academy of Family Physicians (AAFP), physicians can best serve patients by recognizing and acknowledging the availability of integrative medicine in the communities and advocate for the evidence-based evaluation of integrative medicine treatments and practices. In this course, the student will experience integrative medical practices/therapies, evaluate their usefulness based on evidence in literature, and develop a better understanding of the processes through interaction with practitioners of integrative medical practices.

2.5 or 5 credit hours

This selective is structured to provide the student an inpatient experience consistent with the practice of family medicine physicians. Based on the common discharge diagnoses, the Inpatient Service can provide a comprehensive educational experience for a third-year student. This rotation is completed at MUSC in Charleston.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: In this 2-week or 4-week course, the fourth-year student will work in the AnMed Hospital Main Campus, Post-Acute Care Clinic, Geriatric office, and Upstate Hospice Inpatient Facility. Students will see patients in the inpatient and outpatient areas providing admission, hospital care, discharge, and outpatient follow-up as well. Work will be Monday-Friday 8AM- 5 PM.

2.5 or 5 credit hours

For MUSC AnMed Clinical Campus Students: This two-week rotation will provide third-year students the opportunity to explore rural primary care through working in a rural medical practice (Monday- Friday). Students will work under direct supervision of practicing family physicians. Students will observe the role of rural physicians and their interrelationships with the community.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: This 2-week or 4-week elective is intended to familiarize the medical student with the specialty of occupational medicine. Students will become familiar with OSHA laws, DOT regulations, NIOSH recommendations, workers' compensation systems, and medical surveillance for certain occupational exposures. Time will be Monday-Friday from 8AM-5PM, at Anmed Occupational Medicine.

2.5 or 5 credit hours

For MUSC AnMed Clinical Campus Students: The third year student will spend time working in the hospital, Post-Acute Care Clinic, and Geriatrics outpatient office in Anderson. Student will assist with direct patient care including admission, inpatient and discharge activities. Work will be Monday-Friday 8AM-5PM.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: Direct Patient Care (DPC) is a primary care 2-week elective designed for the fourth-year student to explore DPC model of medical practice. The DPC model gives family medicine physicians a meaningful alternative to fee-for-service insurance billing, typically charging patients a monthly, quarterly or annual fee which covers all or most primary care services. The student will be in a four-physician primary care direct patient care practice. During this experience, the student will see patients under direct supervision, learn non-traditional modes of communication (texting, emailing, virtual visits, etc.), provide care with the faculty at alternative locations (such as patient's home) and explore how medications are dispensed at the DPC clinic.

2.5 or 5 credit hours

For MUSC AnMed Clinical Campus Students: This two-week course will be with AnMed Primary Care - Family Medicine Residency. The student will be scheduled (Monday-Friday only) to assist with direct patient care activities with Family Medicine Sports Medicine physicians; spending time in the training rooms at Clemson University and Anderson University, in the Ortho/Sports Medicine Clinic at AnMed Primary Care - Family Medicine Residency every Thursday and at a local orthopedic office. Exposure to ultrasound-guided injections will be provided. Training will be provided by three primary care sports medicine attending physicians and 1-2 sports medicine fellows.

4 credit hours

For MUSC AnMed Clinical Campus Students: Third year student will be exposed to ambulatory family medicine in a family medicine residency office and/or a family medicine practice. This will be Monday-Friday from 8AM to 5PM. There are specialty clinics in the residency (dermatology, sports medicine, gynecology, prenatal, and travel medicine) run by family medicine physicians to get more specialized training. Student will also gain experience in office laboratory medicine related to phlebotomy, wet prep interpretations, skin scrapings, etc.

2.5 credit hours

Students on this selective are assigned to a family medicine practice throughout the state of South Carolina. Students gain core clinical skills and knowledge in primary care with an emphasis on the importance of ambulatory care and the patient-physician relationship.

4 credit hours

For MUSC AnMed Clinical Campus Students: Third-year students at MUSC AnMed Clinical Campus are assigned to a longitudinal continuity clinic every other Thursday afternoon during the entire third year. Students are divided into two teams of six students.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: This 2-week Urgent Care elective provides opportunities for students to work with clinicians in an urgent care setting. Urgent care practice provides medical services for outpatient treatment of acute and chronic illness and injury. Urgent care medicine requires broad knowledge for the care of patients with complex and/or unusual conditions. Students will develop clinical skills in acute care including office-based laboratory tests (e.g. urinalysis, pregnancy test, rapid strep) and X-rays. Students will participate in the management of common illnesses and minor injuries. Students will also be exposed to decision-making involving referral of patients to specialists, transfer of patients to an emergency department, or direct hospitalization (with inpatient care by the consultant).

2.5 - 5 credit hours

For MUSC AnMed Clinical Campus Students: This two-week selective introduces the student to urgent care, which provides medical services for outpatient treatment of acute and chronic illnesses and injury. Urgent care medicine requires broad knowledge for the care of patients with complex and/or unusual conditions. Students will observe clinical skills in acute care as well as office-based laboratory tests (e.g., urinalysis, pregnancy test, rapid strep) and X-rays. Students will participate, as appropriate, in the management of common illnesses and minor injuries and be exposed to the decision-making involved processes such as referral of patients to specialists, transfer of patients to an emergency department, or direct hospitalization (with inpatient care by the consultant).

2.5 credit hours

This course exposes 4th-year medical students to the Acute Care for the Elderly (ACE) unit at the Ralph H. Johnson VA Hospital, which is an innovative care model designed to maintain functional independence and reduce hospital-acquired disability among acutely ill older adults. Students will rotate on the Geriatrics consultation service to conduct a comprehensive geriatric assessment and round with the interdisciplinary team daily. Students will receive an email with details of the rotation prior to their start date. Students will attend didactic teaching sessions with the ACE team which will cover high-yield inpatient topics in geriatrics.

2.5-5 credit hours

Students will work with the inpatient Wound, Ostomy, and Continence Nursing Team and in the outpatient Wound Care and Hyperbaric Medicine Center on a daily basis. The rotation will function as an inpatient experience focusing on the acute care patient and wound healing as well as an outpatient specialty clinic experience for students to learn the basics of chronic wound care including diagnosis, dressings, debridements, advanced wound care techniques and hyperbaric oxygen therapy. 2.5 Credit hours

2.5 credit hours

This rotation includes all customized and non-MUSC approved electives for 4th-year students.

2.5 or 5 credit hours

Individualized research.

2.5 or 5 credit hours

Internal Medicine is an eight-week clerkship that includes six weeks of inpatient experience in which students care for hospitalized adult patients with a variety of medical problems and two weeks of ambulatory experience in which they develop skills to enable provision of primary care services. These experiences provide ample opportunity to gather histories, develop differential diagnoses, formulate assessments, and develop treatment plans for patients with a variety of diagnoses.

10 credit hours

This 1-week rotation will introduce students to various forms of diabetes in inpatient settings. Students will learn to take a diabetes-focused history and do appropriate physical exams. Furthermore, students will learn the importance of appropriate glycemic control and will be able to understand the pharmacology of antidiabetic medications and insulin.

1 credit hour

This 1-week rotation will introduce students to caring for patients with Chronic Kidney Disease, managing the complications of chronic kidney disease, complex hypertension, volume overload and preparation for outpatient long term dialysis. This rotation will also introduce students to the transplant referral process.

1 credit hour

Fourth-year medical students will work with interdisciplinary critical care teams lead by both Pulmonary Critical Care and Advanced Heart Failure Cardiology physicians to learn about evaluation and management of acute care illness in medical, surgical, and cardiac patient populations. Students will be directly involved in assessing, stabilizing, and treating critically ill patients with a variety of complex diseases with a focus in but not limited to Advanced circulatory shock, GI surgery, Pulmonary Hypertension, and Bone Marrow Transplant. With supervision and guidance, students will be primarily responsible for their patients and will gain experience in developing clinical plans for critically ill patients. Students will become familiar with the basics of mechanical ventilation, intravenous fluids, shock and vasoactive medications, surgical emergencies, procedural indications, circulatory support devices, and end-of-life care issues in the ICU. Students will observe and potentially perform invasive procedures.

5 credit hours

For MUSC AnMed Clinical Campus Students: This 2-week course will expose fourth-year medical students to Palliative Medicine. The focus is on providing relief from the symptoms and stress of a serious illness, regardless of the diagnosis in order to improve the quality of life for both the patient and the family. Students will learn how to approach and support those patients with serious illness who have emotional, spiritual, and symptomatic needs. Students will work with patients and families in the hospital setting and in Hospice as available. Students will be provided with reading material and regular didactic sessions concerning basic topics in Palliative Medicine.

2.5 or 5 credit hours

For MUSC AnMed Clinical Campus Students: During this 2-week or 4-week course, fourth-year medical students will see patients with endocrine disorders. Students will be able to establish a diagnostic and treatment plan. Students will work with the endocrinologist at AnMed Endocrinology and in the hospital setting.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: This one-week selective is for third-year medical students who desire to explore Endocrinology as a possible career opportunity. The student will observe an endocrinologist.

1 credit hour

For MUSC AnMed Clinical Campus Students: This 2-week or 4-week course is designed to expose fourth-year medical students to common pulmonary diseases that are seen in the inpatient setting as well as in the pulmonary office. Students will participate in the care of pulmonary patients at AnMed Pulmonary & Sleep Medicine, on the hospital ward, and in the ICU. Students will learn to interpret pulmonary tests and be exposed to common pulmonary procedures such as thoracentesis and bronchoscopy and their indications.

2.5 or 5 credit hours

For MUSC AnMed Clinical Campus Students: The fourth-year medical student will rotate in a busy rheumatology practice during this 2-week or 4-week course. The student will present patients in the office. It is expected that the student will gain knowledge/experience with common rheumatology disorders such as crystalline arthropathies, inflammatory arthritis including spondyloarthropathies, rheumatoid arthritis, systemic lupus erythematosus, osteoporosis, fibromyalgia, and vasculitis.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: This 2-week elective introduces the general approach to the diagnosis and management of common oncologic and hematologic disorders typically seen by primary care physicians. The student will see patients in inpatient and outpatient settings to achieve skills needed to take appropriate histories and perform physical exams as well as formulate assessments and management plans. Students will be working with oncologists in their outpatient setting or inpatient at AnMed Main Campus Students will work Monday-Friday from 8 AM to 5 PM.

2.5 or 5 credit hours

Fourth-year medical students will work with interdisciplinary critical care teams lead by Pulmonary and Critical Care physicians with house staff coverage by Senior Pulmonary/Critical Care fellows, Internal medicine residents and APPs. Students will be directly involved in assessing, stabilizing, and treating critically ill patients with a variety of complex medical diseases such as sepsis, respiratory failure, shock, renal failure, liver failure, post-operative liver transplant. Students will become familiar with the basics of mechanical ventilation, intravenous fluids, shock and vasoactive medications, procedural indications, and end-of-life care issues in the ICU. Students will observe and potentially perform invasive procedures.

5 credit hours

Students will see both adult and pediatric patients 5 days a week in outpatient allergy clinics (West Ashley, Mt. Pleasant, N. Charleston, and Moncks Corner). Students will learn about asthma, allergic skin diseases, food allergies, insect allergies, and immune deficiencies.

2.5 or 5 credit hours

On this rotation, students will learn about asthma, allergic skin diseases, food allergies, insect allergies, and immune deficiencies. Students will see both adult and pediatric patients five days a week in outpatient Allergy clinics (in West Ashley, Mt. Pleasant, North Charleston, and Moncks Corner).

2.5 credit hours

For MUSC AnMed Clinical Campus Students: This is a selective for third-year students who desire to learn more about the field of Infectious Disease. The student will see patients with inpatient infectious diseases under the supervision of an Infectious Disease specialist. The goal is exposure to common infectious disease processes as to their diagnoses and treatment options.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: This is a one-week selective for third-year students who desire to learn more about the field of Infectious Disease. The student will see patients with inpatient infectious diseases under the supervision of an Infectious Disease specialist. The goal is exposure to common infectious disease processes as to their diagnoses and treatment options.

1 credit hour

For MUSC AnMed Clinical Campus Students: This 2-week or 4-week course is an inpatient consultation and outpatient clinic rotation designed to expose fourth-year students to the field of infectious disease. The student will see patients with infectious diseases under supervision by the attending physician and learn the diagnostic approach as well as medical management of these patients.

2.5 credit hours

Students on this selective will be introduced to the care of the hospitalized adult patient by working alongside patient care teams. Students will be expected to learn the role of the patients' primary hospitalist and should take an active role in the documentation of the patient's hospital stay. Emphasis is placed on performing, documenting, and presenting histories and physical examinations of patients; developing differential diagnoses, assessment, and treatment plans; actively participating in the care of patients, and understanding the impact of illness on the patient and family.

4 credit hours

For MUSC AnMed Clinical Campus Students: This 2-week or 4-week rotation will be inpatient and outpatient to give fourth-year medical students additional training in the field of gastroenterology. The student will be exposed to patients with digestive diseases and learn the diagnostic approach as well as the medical management of these patients. The students will also observe endoscopic procedures and understand their role in the care of these patients.

5 credit hours

For MUSC AnMed Clinical Campus Students: The 3rd year student will work with patients in the hospital and the clinic with the attending. The student will observe and learn the diagnostic and therapeutic approach to digestive diseases. The student will also observe endoscopy, understanding its role in the diagnosis and management of these patients.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: The third-year student will work with patients in the hospital and the clinic with the attending physicians. The student will observe and learn the diagnostic and therapeutic approach to digestive diseases. The student will also observe endoscopy, understanding its role in the diagnosis and management of these patients.

1 credit hour

This two week elective will work with three internal medicine physicians to learn the intricacies of reading electrocardiograms. There is an on-line curriculum that must be completed during the two weeks. All ECGs done at the residency during the two weeks will be read by the senior medical student along with oversight by the two attending physicians. One-on-one sessions will be done with the attending physicians. Clinical time will be in the AnMed Health Family Medical Center.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: This course is designed to expose third-year students to common pulmonary diseases seen in both inpatient and outpatient settings. Students will participate in the care of patients at AnMed Pulmonary & Sleep Medicine at the AnMed North Campus and the hospital, including the ICU. Students will learn to interpret pulmonary function tests and be exposed to common pulmonary procedures such as thoracentesis and bronchoscopy.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: This course is designed to expose third-year students to common pulmonary diseases seen in both inpatient and outpatient settings. Students will participate in the care of patients in clinic, and at the hospital, including the ICU. Students will learn to interpret pulmonary function tests and be exposed to common pulmonary procedures such as thoracentesis and bronchoscopy.

1 credit hour

For MUSC AnMed Clinical Campus Students: This 2-week or 4-week course is an inpatient/outpatient rotation designed to expose fourth-year medical students to the field of cardiology. The student will be exposed to patients with cardiac diseases, learn the diagnostic approach, as well as the medical management of these patients. The student will spend time in the cardiac cath labs, Cardiac Diagnostic Unit, Coronary Care Unit, and inpatient cardiology ward. There will be time spent in the ECG reading lab as well as in the private office of a cardiology group.

2.5 or 5 credit hours

For MUSC AnMed Clinical Campus Students: This one-week course will be with cardiologists at AnMed Cardiology. This course will provide a brief overview of inpatient and outpatient cardiology. The student will spend time in the cardiac cath lab, CDU, CCU, as well as on the inpatient cardiology ward. Time in the outpatient cardiology office will expose the student to various cardiac diseases and diagnostic approaches to treatment options.

1 credit hour

For MUSC AnMed Clinical Campus Students: During this 4-week course, the fourth-year student will manage acutely ill general medicine patients. The student will develop independent clinical practice skills with guidance and supervision from an individual attending on the hospitalist service. The student will function at the level of an intern, being primarily responsible for their patients’ plans of care, communication, and documentation. This course may also be used for an AME course if another externship has been completed.

5 credit hours

For MUSC AnMed Clinical Campus Students: For four weeks, fourth-year medical students will work with interdisciplinary critical care teams led by Pulmonary and Critical Care physicians in a large community hospital setting. Students will be directly involved in assessing, stabilizing, and treating critically ill patients with a variety of complex medical diseases such as sepsis, respiratory failure, shock, and renal failure. Students will become familiar with the basics of mechanical ventilation, intravenous fluids, shock and vasoactive medications, procedural indications, and end-of-life care issues in the ICU. Students will observe and potentially perform invasive procedures.

2.5 or 5 credit hours

This course is designed to expose 4th-year medical students to Palliative Care. Palliative Care as defined by the Center to Advance Palliative Care is specialized medical care for patients with serious illness. It focuses on providing relief from the symptoms and stress of a serious illness—whatever the diagnosis. The goal is to improve quality of life for both the patient and the family. Students will learn how to approach and support those patients with serious illness who have emotional, spiritual, and symptomatic needs, including the dying patient and their families via the inpatient Palliative Care consultation team. Students will receive an email with details of the rotation prior to their start date. Students will be provided reading material and regular didactic sessions concerning basic topics in Palliative Care.

2.5 or 5 credit hours

Fourth-year medical students will work with interdisciplinary critical care teams lead by Pulmonary and Critical Care physicians with house staff coverage by Pulmonary/Critical Care fellows, Internal medicine residents, and APPs. Students will be directly involved in assessing, stabilizing, and treating critically ill patients with a variety of complex medical diseases such as sepsis, respiratory failure, shock, renal failure. Students will become familiar with the basics of mechanical ventilation, intravenous fluids, shock and vasoactive medications, procedural indications, and end-of-life care issues in the ICU. Students will observe and potentially perform invasive procedures. Students will participate in a mandatory orientation day to cover essential critical care subject matter. Participation is expected at all simulation-based procedural skills modules and “I See You” Humanities session unless absence is excused. Students will be expected to work at least 18 shifts. There is no expectation of night call, but it can be offered by the unit director as an integral learning experience or as make-up for unexcused absences. This rotation is beneficial to students looking to match in Internal Medicine, Family Medicine, Emergency Medicine, and other non-surgical, non-pediatric subspecialties.

2.5 or 5 credit hours

This is a combined inpatient consultation and outpatient clinical rotation designed to expose fourth-year medical students to the field of Hepatology. Students will be exposed to patients with acute and chronic liver disease and learn diagnostic approaches and medical management of these patients. Students will also observe endoscopic procedures and understand their role in the care of patients with liver and GI diseases.

2.5 or 5 credit hours

Teaching clinical skills is essential and required for residents, however students receive little to no training prior to residency. Pre-clerkship students often feel more comfortable asking questions of and become more confident learning from 4th-year students as they recognize they will be able to learn and master clinical skills with time and experience. Fourth-year medical students on this longitudinal course will assist in leading at least 10 physical exam workshops, physical exam practice sessions, and interview skills practice sessions throughout the 4th year and under the supervision of master clinical skills teachers or FPC leaders for a minimum of 40 hours. Students will attend an orientation/didactic session at the beginning of the year, as well as preparatory sessions to prepare for each workshop/practice session in which they participate. Additional educational sessions either in person or online offered throughout the year are required. This longitudinal course provides elective credit equal to that of a 2-week elective.

2.5 credit hours

Fourth-year medical students will work in this combined Medical ICU and Cardiac Care Unit with the interdisciplinary critical care team lead by Pulmonary and Critical Care and Cardiology physicians and house staff coverage by Pulmonary fellows and Internal medicine residents. Students will be directly involved in assessing, stabilizing, and treating critically ill patients with a variety of complex medical diseases such as sepsis, respiratory failure, shock, acute coronary syndrome, arrhythmia, renal failure. Students will become familiar with the basics of mechanical ventilation, intravenous fluids, shock and vasoactive medications, cardiac interventions, procedural indications, and end-of-life care issues in the ICU. Students will observe and potentially perform invasive procedures. Students will participate in a mandatory orientation day to cover essential critical care subject matter. Participation is expected at all simulation-based procedural skills modules and “I See You” Humanities session unless absence is excused. Students will be expected to work at least 18 shifts. There is no expectation of night call, but it can be offered by the unit director as an integral learning experience or as make-up for unexcused absences. This rotation is beneficial to students looking to match in Internal Medicine, Family Medicine, Emergency Medicine, and other non-surgical, non-pediatric subspecialties.

2.5 or 5 credit hours

For MUSC AnMed Clinical Campus Students: Students on this 2-week or 4-week rotation will be exposed to patients with acute kidney injury, chronic kidney disease, electrolyte abnormalities, and end-stage renal disease. The students will work in an outpatient setting as well as in the hospital and dialysis center .

5 credit hours

Students will be assigned to the VA Hospital; active VA logins and codes are required before starting the rotation. On this rotation, third-year students will experience the Pulmonary Consult service at the VA Hospital. Third-year students’ primary role will be to participate in the care of complex pulmonary patients on the Pulmonary Consult service, assess patients in pulmonary ambulatory clinics, learn how to interpret pulmonary function, and be exposed to common pulmonary procedures such as thoracentesis and bronchoscopy. The focus of this rotation is the Pulmonary Consult and Ambulatory services and learning the fundamentals of pulmonary consultative medicine.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: Students will be exposed to patients with acute kidney injury, chronic kidney disease, electrolyte abnormalities, and end-stage renal disease. The student will work in both the inpatient and outpatient setting as well as the dialysis center.

1 credit hour

Students rotating on the Nephrology Consult Service will care for patients with Acute Kidney Injury (AKI), electrolyte abnormalities, CKD, kidney transplants, and End Stage Renal Disease in the hospital with an emphasis on evaluating, diagnosing, and treating of AKI. Students will also be expected to attend at least one ambulatory clinic per week to understand and participate in the care of the patient with Chronic Kidney Disease (CKD). Students will learn about outpatient dialysis at the DCI dialysis units, under faculty supervision.

2.5 or 5 credit hours

2.5 credit hours

This is an inpatient consultation service rotation designed to expose 4th-year medical students to the field of cardiology. The student will be exposed to patients with cardiac diseases, learn the diagnostic approach, as well as medical management of these patients. Two students will be assigned to the ART and two students will be assigned to the VA. Active VA logins/codes are required before the start of rotation.

5 credit hours

This is a predominantly inpatient consultation rotation designed to expose fourth-year medical students to the field of Gastroenterology. There are self-directed opportunities to participate in the outpatient clinical setting. Students will be exposed to patients with digestive diseases and learn diagnostic approaches and medical management of these patients. Students will also observe endoscopic procedures and understand their role in the care of these patients. Students will rotate at the VA Clinic weekly. Active VA login/codes are required before the start of rotation.

5 credit hours

This course introduces the student to the general approach to diagnosis and management of common oncologic and hematologic disorders. The student will have the opportunity to see new and existing inpatients and/or outpatients, acquire the skills needed to take appropriate histories and perform physical exams, and formulate assessments and management plans. The rotation includes 2 weeks with oncology consults/clinic and 2 weeks with hematology consults/clinic. However, the entire 4 weeks may be spent on one discipline in lieu of the usual 2 weeks on each at the discretion of the course directors.

5 credit hours

This is an inpatient consultation service rotation designed to expose the 4th-year medical student to the field of Infectious Diseases. The student will be directly involved with assessment, diagnosis, and medical and/or surgical management of patients with infections. With supervision and guidance from fellows and faculty, the student will develop understanding of common infections and their treatment with antimicrobials, while also seeing complex cases of less common infectious conditions that make infectious disease one of the most interesting and coveted internal medicine subspeciality rotations. Active VA login/codes are required before the start of rotation.

2.5 or 5 credit hours

During this course, fourth-year medical students will see patients with endocrine disorders. Students will be able to establish a diagnostic and treatment plan. Students will rotate at the VA Clinic weekly. Active VA login/codes are required before the start of rotation.

2.5 or 5 credit hours

This externship is designed to give students a broad-based experience in managing acutely ill general medicine patients. The rotation provides an opportunity to develop independent clinical practice skills, with guidance and supervision from a Medicine team of interns, residents, and attending (VA, ART, or Main Hospital Medicine teams.) Students will function at the level of an intern, being primarily responsible for their patients’ plan of care, communication, and documentation. For students assigned to the VA Hospital, active VA login/codes are required before the start of rotation.

5 credit hours

On this rotation, students participate in the care of pulmonary patients on the Pulmonary Consult service. Students are primarily responsible for the patients they evaluate on the Consult service, presenting patients on rounds, documenting assessments and plans in the medical record, and communicating consult recommendations to patients and requesting teams. Students will participate in evaluation of pre-operative patients in pulmonary clinic. Students will learn basic bedside lung and thoracic ultrasound, how to interpret pulmonary function tests, and are exposed to and potentially perform common pulmonary procedures such as thoracentesis and bronchoscopy. Students will use the primary literature to develop an evidence-based teaching presentation on a topic of their choosing to present to the Consult service and the course director.

2.5 or 5 credit hours

This rotation will emphasize the evaluation and management of patients with common musculoskeletal and autoimmune conditions. The majority of the time will be spent in the ambulatory Rheumatology clinics. With supervision and guidance, students may assist and/or perform procedures such as nailfold capillaroscopy, polarized microscopy and arthrocentesis. Limited exposure to complicated inpatient consultations is available. Students will have intense one-on-one contact with multiple Rheumatology faculty members in learning to evaluate patients. Students may rotate at the VA Clinic weekly; active VA logins/codes are required before the start of rotation.

2.5 or 5 credit hours

The Congestive Heart Failure (CHF)/Transplant Selective is an inpatient rotation designed to give students an in-depth experience assessing and treating complex patients with a primary diagnosis of congestive heart failure. In addition to medical management, students will be exposed to the intricacies of selecting treatment options for advanced heart failure therapy including heart transplantation and left ventricular assist device placement.

2.5 or 5 credit hours

For MUSC AnMed Clinical Campus Students: This selective is for third-year medical students who desire to explore Endocrinology as a possible career opportunity. The student will observe an endocrinologist at AnMed Endocrinology.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: This two-week course will be with cardiologists at AnMed Cardiology. This course will provide a brief overview of inpatient and outpatient cardiology. The student will spend time in the cardiac cath lab, CDU, CCU, as well as on the inpatient cardiology ward. Time in the outpatient cardiology office will expose the student to various cardiac diseases and diagnostic approaches to treatment options.

2.5 credit hours

This course is designed to expose 4th-year medical students to the common general medicine pathology, particularly post-operative complications that are seen in the inpatient setting on a consultative basis.

2.5 or 5 credit hours

The course is designed to expose third-year medical students to the diagnosis and management of inpatients and outpatients with liver diseases.

2.5 credit hours

This course will demonstrate to students the delivery of primary care to indigent, uninsured patients in a Christian faith-based clinic and insured patients in a self-insured corporate health network. Attention will be given to the cost of care relative to its efficacy, as well as the financial forces at work in the American health care system.

2.5 or 5 credit hours

This elective rotation is designed to expose fourth-year medical students to multiple Internal Medicine subspecialties: cardiology, endocrinology, hematology/oncology, and hospital medicine. Each week, students will partner with an attending physician within an internal medicine subspecialty at MUSC Health Florence. During their cardiology, endocrinology, and heme/onc weeks, students will be active participants in patient care by both working in outpatient clinics and rounding on an inpatient consult service. During their week on hospital medicine, students will gain experience in managing acutely ill general medicine inpatients. The location of this rotation is MUSC Health Florence (805 Pamplico Hwy, Florence, SC 29505). MUSC Health Florence utilizes Epic as their electronic health record.

2.5 or 5 credit hours

On this rotation, students will learn about consultative medicine within one of the following Internal Medicine subspecialties: Cardiology, Endocrinology, Gastroenterology, General Internal Medicine, Hematology/Oncology, Infectious Disease, Nephrology, Pulmonary, or Rheumatology. Students will be active participants in patient care by both working in outpatient clinics and rounding on an inpatient consult service. Understanding the role of the consultant in both inpatient and outpatient settings is important for students to learn what constitutes an appropriate consult request and how to address consult requests in an effective manner. Given the importance of communication in consultative medicine, students are expected to be primarily responsible for communicating consult recommendations to requesting providers, with supervision and guidance from residents, fellows, and attending physicians as appropriate. Space in this rotation is contingent on the number of fourth-year students assigned to a given subspecialty. Students may need to rotate on a ward service if all consult spots are full. This rotation involves clinical work Monday through Friday, weekends are off. Students may also rotate at the VA Hospital for clinic each week; active VA logins/codes are required before the start of rotation.

2.5 credit hours

During the two-week rotation, the student will learn bedside point-of-care-ultrasound (POCUS) skills. They will begin building an image portfolio based on a list of at least 29 views of both normal anatomy and pathologic findings including aorta, IVC, biliary, cardiac, renal, thoracic, deep vein, pneumonia, pleural effusion, pericardial effusion, DVT and procedural findings. This rotation is in parallel with an internal medicine resident elective and so there will be opportunities to scan with residents and faculty. Most of the rotation will be self-directed learning during POCUS bedside rounds in both the Main and VA hospitals. Experience obtaining images will be supplemented with VA US simulator and Butterfly modules. Schedule permitting, the student may have the opportunity to rotate with VA sonographers and in the VA echocardiography reading room to gain experience with interpretation of images. The student will be evaluated based on the quality and interpretation of images in the image portfolio, EBM project completion and attendance at required conferences. Active VA logins/codes are required BEFORE start of rotation.

2.5 or 5 credit hours

Fourth-year medical students will work with interdisciplinary critical care teams lead by Pulmonary and Critical Care physicians and APPs at a large, active community-based ICU. Students will be directly involved in assessing, stabilizing, and treating critically ill patients with a variety of complex medical diseases such as sepsis, respiratory failure, shock, renal failure. Students will become familiar with the basics of mechanical ventilation, intravenous fluids, shock and vasoactive medications, procedural indications, and end-of-life care issues in the ICU. Students will observe and potentially perform invasive procedures. Students will participate in a mandatory orientation day to cover essential critical care subject matter. Participation is expected at all simulation-based procedural skills modules and “I See You” Humanities session unless absence is excused. Students will be expected to work at least 18 shifts. There is no expectation of night call, but it can be offered by the unit director as an integral learning experience or as make-up for unexcused absences. This rotation is beneficial to students looking to match in Internal Medicine, Family Medicine, Emergency Medicine, and other non-surgical, non-pediatric subspecialties.

5 credit hours

This course will teach the students all aspects of EKGs from how to obtain an EKG to how to interpret them. They will be exposed to Cardiology consults at the VA and will round with the Cardiology Consult fellow and attending on weekdays. The student will be expected to show initiative and be an active learner. Active VA logins/codes are required before the start of rotation.

2.5 credit hours

During this course, students will see patients with various forms of diabetes in inpatient and outpatient settings. Students will learn to take a diabetes-focused history and do appropriate physical exams. Furthermore, students will learn the importance of appropriate glycemic control and will be able to understand the pharmacology of antidiabetic medications and insulin.

2.5 credit hours

During this course, students will see patients with endocrine tumors. Students will learn to take a proper problem-oriented history and do a focused physical exam. Students will also learn the diagnostic approach and treatment of various endocrine neoplasias.

2.5 credit hours

This rotation includes all customized and non-MUSC approved electives for 4th-year students.

2.5 or 5 credit hours

The student will be assigned to an inpatient cardiology ward team where they will take and record detailed histories and physicals of new patients. Cardiovascular examination skills will be imparted to the students at the bedside.

2.5 credit hours

This course introduces third-year medical students to the general approach to diagnosis and management of common malignant hematologic disorders. Students will see new and existing inpatients with such disorders, acquire the skills needed for specialty-appropriate histories and physical exams in such patients, and formulate specialty-appropriate assessments and management plans. Students will also have the opportunity to attend didactic opportunities provided by the Division of Hematology/Oncology. Students’ learning will be guided by faculty attending physicians and fellows in the Division of Hematology/Oncology.

2.5 credit hours

Individualized research.

2.5 or 5 credit hours

Students rotating on the Nephrology Consult Service will care for patients with Acute Kidney Injury (AKI) and End Stage Renal Disease in the hospital, with an emphasis on evaluation, diagnosis, and management of AKI. Students will be expected to attend at least one ambulatory clinic per week to understand and participate in the care of the patient with Chronic Kidney Disease (CKD). Preparation for renal replacement therapy, including dialysis and transplant, in addition to the mechanics of dialysis, will be emphasized. Students will rotate with the nephrology consult teams at the main hospital and/or at Ashley River Tower and the renal transplant team.

2.5 credit hours

Internship 101 is a required capstone course that occurs near the end of the MD program curriculum. It is designed to prepare graduating students for the transition to internship.

2.5 credit hours

This theme continues the Fundamentals of Patient Care emphasis from the preclinical phase of the curriculum. Students apply foundational principles of medical ethics and ethical reasoning in discussion groups. Students complete geriatric medicine assignments in falls risk assessment and depression screening in continuity visits with their senior mentor.

3 credit hours

This theme continues the Fundamentals of Patient Care emphasis from years 1, 2 and 3 of the curriculum. Students apply foundational principles of medical ethics and ethical reasoning in discussion groups. Students complete a geriatric medicine assignment in end of life care planning in one final continuity visit with their senior mentor.

3 credit hours

The overall longitudinal clinical skills course is an essential extension of Fundamentals of Patient Care theme didactics provided in each semester of the Pre-clerkship Phase. The Longitudinal Clinical Skills course will include small group activities, workshops, and skills labs that facilitate demonstration and assessment of necessary clinical competencies to include history taking, communication skills with patients, communication and teamwork with peers and healthcare professionals, oral presentations, clinical reasoning, physical examination, physical diagnosis, medical documentation, and professionalism.

3 credit hours

The overall longitudinal clinical skills course is an essential extension of Fundamentals of Patient Care theme didactics provided in each semester of the Preclerkship Phase. the Longitudinal Clinical Skills course will include small group activities, workshops, and skills labs that facilitate demonstration and assessment of necessary clinical competencies to include history taking, communication skills with patients, communication and teamwork with peers and healthcare professionals, oral presentations, clinical reasoning, physical examination, physical diagnosis, medical documentation, and professionalism.

3 credit hours

The overall goals of this block are to provide the essentials of medical biology and introduce the fundamentals of patient care that form the foundation of all subsequent blocks in the pre-clerkship curriculum. The block is organized into 4 themes that are taught concurrently: 1) Molecules, Metabolism and Therapeutics (MMT), 2) Structure, Function and Pathology (SFP), 3) Homeostasis, Regulation and Response (HRR), and 4) Fundamentals of Patient Care (FPC). The themes are integrated throughout the block in order to facilitate a better understanding of the relationships between biochemistry, pharmacology, molecular and cellular biology, physiology, neuroscience, anatomy, embryology and patient care. The core content in the MMT theme includes molecular structure and function of building blocks such as amino acids and proteins, carbohydrates, lipids and nucleic acids. This content lays the groundwork for basic concepts in human nutrition and for pharmacology beginning with classification of drugs and pharmacokinetic principles. The core content of SFP is focused initially on the structure and function of subcellular components of eukaryotic cells and progresses to a comprehensive study of the 4 main tissue types. Processes involved in early embryonic development are also introduced. The HRR content incorporates the fundamental mechanisms involved in cellular transport and communication, maintenance of the human genome, genetics, gene expression, cell growth and division. The FPC didactic component is centered on patient interactions by the introduction of medical interviewing and by attention on patient diversity and its impact on access and delivery of health care. This didactic component of FPC prepares the student for the small group sessions in Longitudinal Clinical Skills 1.

8 credit hours

This block introduces the medical vocabulary and fundamental concepts of pathology, medical genetics, metabolism, pharmacology, immunology and microbial pathogenesis needed to proceed to a systems-based approach to medicine implemented in subsequent blocks. The block is organized into 4 themes that are taught concurrently: 1) Molecules, Metabolism and Therapeutics (MMT), 2) Structure, Function and Pathology (SFP), 3) Homeostasis, Regulation and Response (HRR), and 4) Fundamentals of Patient Care (FPC). Pathology fundamentals include pathophysiologic responses of cells to stress and noxious stimuli leading to cell death, reversible cell injury or adaptation, the general concepts underlying neoplasia and radiation injury, and immunologic hypersensitivity reactions underlying inflammatory disorders. Medical genetics concepts include analysis of inheritance patterns and genetic variation, including oncogenes and genetic changes leading to cancer. Aspects of metabolism covered are mechanisms of cellular energy generation and their byproducts, and the molecular basis of aging. Pharmacology introduces the autonomic nervous system and pharmacology of adrenergic and cholinergic drugs, anti-bacterial drugs and some inhibitors of the innate immune system. The histology of the skin, hematopoietic, vascular, and lymphoid tissues is presented, followed by the function of those tissues in the normal immune response. Microbial pathogenesis is introduced for bacteria and fungi utilizing in-depth discussion of prototype pathogens. Lecture material across themes is complemented by small group sessions where students apply the basic science knowledge to clinical situations including: seminar tutorials on ischemia and neoplasia, a laboratory medicine lab with hands-on venipuncture instruction, a genetics pedigree problem solving session, a team-based learning sessions concerning passive and active immunization and skin, lymph node, and blood vessel histology. The FPC didactic component introduces established techniques for medical interviewing and counseling, cultural competency, and an orientation to interpersonal skills with aging patients.

9 credit hours

The overall goal of this block is to provide a strong foundation in the structure and function of the cardiovascular system, and most importantly, relate foundational material learned about the cardiovascular system to physical exams, clinical care issues, progression of cardiovascular disease, and established treatment of these diseases. The block is organized into 4 themes that are taught concurrently: 1) Molecules, Metabolism and Therapeutics (MMT), 2) Structure, Function and Pathology (SFP), 3) Homeostasis, Regulation and Response (HRR), and 4) Fundamentals of Patient Care (FPC). The themes are integrated throughout the block to facilitate a better understanding of the underlying physiology that form the principles of the cardiac and pulmonary exam, to develop an ability to synthesize findings, and to enhance understanding of clinical terminology. Cardiovascular diseases covered will include general topics of atherosclerosis, ischemic heart disease and hypertension, cardiac arrhythmias, specific cardiac diseases, and lipid disorders. In addition, this block will provide the basic underpinnings of lipid metabolism and the foundations of hypercholesterolemia. There will be deliberate integration with respect to the Structure and Function and the Fundamentals of Patient Care didactic material in this block to support small group sessions in Longitudinal Clinical Skills 1. Specific important activities include using the Simulation Laboratory for an ECG practicum, a congenital heart lab, and a heart sounds practicum. Integrated lectures on exercise and cardiovascular physiology will focus on cardiac rehabilitation/wellness. This block will culminate with each small group providing a summary of important concepts presented during this block, and most importantly relate all of these concepts back to a relevant cardiovascular disease - in this case, heart failure.

9 credit hours

The overall goal of this block is to provide a clinically relevant foundation in the structure and function of the renal and respiratory systems, including their role in systemic acidbase balance, normal histology and physiology, pathophysiology, diagnosis and treatment of renal and respiratory diseases, and associated physical exams and clinical decision making. The block is organized into 4 themes that are taught concurrently: 1) Molecules, Metabolism and Therapeutics (MMT), 2) Structure, Function and Pathology (SFP), 3) Homeostasis, Regulation and Response (HRR), and 4) Fundamentals of Patient Care (FPC). The block begins with normal respiratory system function, physiology, histology and development. Respiratory diseases including infections, tumors, and chronic destructive diseases are covered, along with their pathophysiology, diagnosis, and treatment. The block then transitions to a comprehensive exploration of renal structure and function beginning with detailed instruction on the nephron and collecting tubules at the molecular, cellular and tissue levels. Next, pathologies of the renal system such as urinary tract infections, kidney stones, glomerular diseases and kidney tumors are covered. Finally, the integration of kidney function with the cardiovascular and pulmonary systems to regulate blood pressure and maintain fluid and acid/base balance via compensatory mechanisms is taught along with pharmacologic therapies that target the renin angiotensin system or function as diuretics. The course ends with study of the disorders that affect fluid, acid/base balance, pulmonary, and renal pathology using clinically oriented cases, clinical problem-solving tutorials and workshops, simulation labs, and a urinalysis laboratory session.

7 credit hours

The overall goal of this block is to provide a strong foundation in the structure and function of the gastrointestinal system, in relation to human development, health and disease. The block is organized into 4 themes that are taught concurrently: 1) Molecules, Metabolism and Therapeutics (MMT), 2) Structure, Function and Pathology (SFP), 3) Homeostasis, Regulation and Response (HRR), and 4) Fundamentals of Patient Care (FPC). The themes are integrated throughout the block in order to facilitate a better foundational understanding of the oral cavity, esophagus, stomach, small and large intestines, liver, gallbladder, and exocrine pancreas. The anatomy, histology, physiology, development, and biochemical processes related to this system are discussed. Emphasis is also placed on how the normal function of this system is intricately tied to the proper functioning of other organ systems such as cardiovascular, endocrine and nervous systems. In addition, the block covers various pathophysiological conditions related to this system, pertinent enteric pathogens, relevant diagnostic tools and abdominal imaging techniques, and treatment strategies for various gastrointestinal disorders. Moreover, a nutritional component is incorporated into this block to provide the underpinnings of basic nutrition, obesity, and the dietary requirements/management necessary for the proper nutrition care of patients. The FPC didactic component is centered alcohol-related substance use disorder management, abdominal exam techniques and physical exam procedures related to diagnosis of gastrointestinal disorders to prepare the student for small group sessions in Longitudinal Clinical Skills 2.

9 credit hours

The overall goal of this block is to provide a clinically relevant basic science foundation in the male and female reproductive systems and the endocrine system which will foster the student's success in clerkship rotations. The block is organized into 4 themes that are taught concurrently: 1) Molecules, Metabolism and Therapeutics (MMT), 2) Structure, Function and Pathology (SFP), 3) Homeostasis, Regulation and Response (HRR), and 4) Fundamentals of Patient Care (FPC). This foundation is highlighted by the embryologic and genetic development and anatomic and histologic features of the genital, reproductive, and endocrine organs. Alterations to normal functioning including infectious, congenital, genetic, neoplastic, and other pathological processes are presented. Interactive highlights of this block include the female pelvic exam workshop, ovarian cancer survival panel, male genitourinary exam workshop, and a clinicopathological correlation conference. The FPC didactic component of the block prepares students to acquire knowledge that supports demonstration of practical skills using standardized patients and simulators, and students extend interviewing skills by practicing interactions with an angry patient in small groups.

8 credit hours

The goal of this block is to provide a foundational understanding of pregnancy and children's health from birth through adolescence. Maternal physiologic changes and adaptations during pregnancy, prenatal and neonatal nutrition, normal development of the newborn, child and adolescent patient, as well as disorders and environmental hazards primarily impacting pediatric patients will be the focus of the block. The block is organized into 4 themes that are taught concurrently using an integrated approach: Molecules, Metabolism and Therapeutics (MMT); Structure, Function and Pathology (SFP), Homeostasis, Regulation and Response (HRR); Fundamentals of Patient Care (FPC). In regard to women's health, didactic content covers the following topics: placental development and function, maternal physiologic changes during pregnancy, care of the pregnant patient including labor and delivery, breast health and disease, contraception, abortion, and healthcare disparities: state of women's health in South Carolina and continuity of care. In regard to infant health, the didactic content of the block provides in-depth coverage of the following topics: anatomy, histology, physiology, development, and biochemical processes related to breast feeding, metabolic state and nutritional needs of the newborn, congenital abnormalities and infections, genetic testing and public health screening in newborns, and the newborn exam. In regard to child and adolescent health, didactic content covers the following topics: the pediatric interview, child development, parental anticipatory guidance, gun safety, public/global health, health disparities and gender, child/adolescent mistreatment, the adolescent interview, the genetics of chromosomal syndromes, as well as infections, psychiatric disorders, pharmacologic differences and pathologies that typically manifest during childhood and adolescence. The Block 7 course content described above is complemented by the Clinical Skills course, which includes small group sessions on the following: intimate partner violence, clinical reasoning, the breast exam, the newborn, child and adolescent exam, and the care of LGBTQ patients.

5 credit hours

Using a combination of team-based learning, lectures and on-line modules, the block introduces students to biostatistics, epidemiology, and the ethical and public health challenges they will encounter throughout their medical careers. When possible, medical literature assignments for the biostatistics section of the block will include content about ethical issues in health care to integrate the two subjects. Biostatistical formulas will be used to calculate and interpret data from various types of studies. Students will build on epidemiological principles to improve their understanding of clinical biostatistics. Students will combine this knowledge with an increased understanding of study types and study designs. These principles will be utilized by students to discuss risks and benefits of interventions with patients in patient-oriented terms. Additionally, biostatistical properties of screening and diagnostic tests will be discussed at length. This knowledge base will be practically applied to current literature in order to critically analyze and extrapolate findings to individual patient and population health management. This will add to the foundation of public health knowledge that the students will possess. Students will receive an introduction to PICO and how to read the medical literature. Didactic content will additionally cover practical considerations in the use of interpreters, understanding health care systems, patient safety, and quality improvement. The clinical ethics curriculum will focus on two tiers of ethical dilemmas that occur in the clinical setting: those involving duties inherent in the physician-patient professional relationship and those involved in therapeutic decision-making. Specific learning topics include: systematic approach to ethical dilemmas, ethical principles and guidelines, role of an ethics committee, ethical issues in psychiatric care, public health and pandemic ethics, conflicts of interest, promoting the patient's best interest, informed consent and refusal, confidentiality, requests for medically ineffective treatment, resuscitation issues, notable legal cases on life sustaining interventions, decision-making capacity, surrogate decision-making, caring for diverse populations, impact of racism on ethical practice, decision-making in children and adolescents, and ethical issues in genomics.

5 credit hours

This block begins by applying immunologic knowledge gained in previous preclerkship blocks to altered states, including transplantation, autoimmune diseases, and complement disorders. The block is organized into 4 themes that are taught concurrently: 1) Molecules, Metabolism and Therapeutics (MMT), 2) Structure, Function and Pathology (SFP), 3) Homeostasis, Regulation and Response (HRR), and 4) Fundamentals of Patient Care (FPC). The pharmacology of immunomodulatory agents in the context of these diseases will be presented. The FPC component of this block will focus on Biostatistics, utilizing computer modules to promote independent learning in preparation for participation in biostatistics problem solving sessions. Blood borne parasites, their treatment, and diseases transmitted by blood-feeding insects will be presented. The physiology of normal hemostasis will be reviewed and bleeding disorders will be discussed as well as anticoagulants. Transfusion medicine will be presented with opportunities for interaction and discussion with transplant patients. An intro to PICO and how to read the medical literature will be discussed.

3.5 credit hours

The overall goal for this musculoskeletal block is to teach those essential elements of the basic sciences and patient care that specifically relate to aspects of the muscular, skeletal and integumentary systems in healthy and diseased states. This block will focus on the structural organization of the extremities, the superficial, deep back and other parts of the musculoskeletal system at the gross and microscopic levels. The inherent structural functional relationships between the nervous system and musculature will be examined. Energy production and utilization during normal and abnormal muscle function will also be examined. The students will expand their understanding of the muscular, skeletal, nervous, circulatory, integument and lymphatic systems and the functional role of these systems within the context of the musculoskeletal system. This will include examinations of the musculoskeletal structures, brain and spinal cord in radiological images and in the dissection laboratory. The normal relationships of anatomy, human development, neurosciences, histology, and physiology, will be compared with abnormal and diseased states. Other important clinical pints related to the musculoskeletal system of the aging patient, nutrition and dermatopathology would be examined. Pharmacological treatment strategies for diseases will be included. Students will learn to interpret radiological images and perform musculoskeletal examinations to evaluate patients for sensory and motor function, pain, and other findings of physical impairment.

13 credit hours

In this block we will further develop neuroscience themes from the previous blocks. We will focus on the role of the central nervous system in choreographing purposeful thought and action, as well as unconscious regulation, feedback and homeostasis. We will explore the complex, specialized anatomy of structures in the head and neck, emphasizing the intimate relationship between these structures, support of brain activity and control mechanisms. Special attention will be given to the senses that we haven't already covered - vision, hearing, balance, taste, smell, and cognition. There will be a bit more review and reinforcement in this block than you have experienced in others, primarily due to complexity of material and need to integrate information from the Musculoskeletal block. This block is composed of integrated lectures and hands-on experiences. Ongoing gross anatomy laboratory exercises will be supplemented with brain dissection laboratory exercises supervised by neuroscience faculty. In other afternoon sessions, we will introduce components of the neurological exam, such as HEENT exam, cranial nerve exams, and eye exams. We know that the brain is a complicated organ, but remember that you have a required txt for this block, Neurosciences by Purves, et al. A helpful resource is Blumenfeld's Neuroanatomy Through Clinical Cases, on reserve in the library. A final resource is the set of PASS exercises (Practical Anatomy Self-Study), which are available on Moodle. This provides images at all level of the nervous system and self-assessment exercises to make sure you are mastering the material. By the end of the block, you should have a solid understanding of how the brain is wired, how it interfaces with structures that surround and protect it, how it processes information from special sensory organs, how it directly controls action, as well as a pathological changes that can occur to result in neurological diseases/disorders.

8 credit hours

This block will build upon the previous block by continuing to explore the complexity of the brain by discussing mental and psychiatric disorders, as well as pharmacological approaches for treatment. Topics such as anxiety disorders, mood disorders, psychotic disorders, personality disorders, substance abuse disorders, and suicide will be presented with a heavy clinical emphasis, with a discussion of these conditions across the lifespan. In addition, this block will touch on topics related to geriatric health, including elder abuse and polypharmacy, both of which are on the rise due to the aging population and both increase the risk of increased medical conditions in a vulnerable population. This block will also host symposiums which will include panel discussions related to intellectual disabilities and end-of-life planning. In the afternoons, students will be participating in problem-based and team-based learning exercises that will integrate basic science and clinical knowledge case based studies. These exercises will incorporate the use of physical diagnosis, clinical reasoning, and patient treatments.

4.5 credit hours

Students must complete this required course in preparation for USMLE Step 1. Resources are provided (e.g., question banks, practice exams, academic support) in preparation for Step 1. Students participate in workshops delivered by the Center for Academic Excellence (CAE) faculty. Students must prepare and submit an individual study plan and complete examinations to demonstrate preparedness prior to completing Step 1. Students who meet specific indicators participate in structured tutoring and review sessions.

2 credit hours

In FLEX Phase 1, learners identify and plan a scholarly project that focuses on an element of the humanities that impacts patient health, delivery of medical care, and/or patient outcomes. The project is expected to foster practices that produce ethically sound relationships with patients across a broad range of socioeconomic and cultural backgrounds. Learners in this track achieve distinction in this concentration through didactic preparation and development of a scholarly project applying scientific/evidencebased inquiry.

5.5 credit hours

In FLEX Phase 2, learners implement and analyze data derived from a scholarly project that focuses on an element of the humanities that impacts patient health, delivery of medical care, and/or patient outcomes. The project is expected to foster practices that produce ethically sound relationships with patients across a broad range of socioeconomic and cultural backgrounds. Learners in this track achieve distinction in this concentration through didactic preparation and development of a scholarly project applying scientific/evidence-based inquiry.

5.5 credit hours

In FLEX Phase 1, learners identify and plan a scholarly project that focuses on global health. The project is expected to apply to a community-based health problem or health disparity. Learners in this track achieve distinction in this concentration through didactic preparation and development of a scholarly project applying scientific/evidence-based inquiry.

5.5 credit hours

In FLEX Phase 2, learners implement and analyze data derived from a scholarly project that focuses on global health. The project is expected to apply to a community-based health problem or health disparity. Learners in this track achieve distinction in this concentration through didactic preparation and development of a scholarly project applying scientific/evidence-based inquiry.

5.5 credit hours

In FLEX Phase 1, learners identify and plan a scholarly project that focuses on medical education. The project is expected to apply to the academic preparation of physicians or to the health of the community through public/community education. Learners in this track achieve distinction in this concentration through didactic preparation and development of a scholarly project applying scientific/evidence-based inquiry.

5.5 credit hours

In FLEX Phase 2, learners implement and analyze data derived from a scholarly project that focuses on medical education. The project is expected to apply to the academic preparation of physicians or to the health of the community through public education. Learners in this track achieve distinction in this concentration through didactic preparation and development of a scholarly project applying scientific/evidence-based inquiry. Critical review of pertinent literature and analysis of data resulting from the project are critical elements.

5.5 credit hours

In FLEX Phase 1, learners identify and plan a scholarly project that focuses on basic science, clinical or translational research. The project is expected to provide hands-on experience to various research skills required to successfully address a research question. Learners in this track achieve distinction in this concentration through didactic preparation and development of a scholarly project applying scientific/evidence based inquiry.

5.5 credit hours

In FLEX Phase 2, learners implement and analyze data derived from a scholarly project that focuses on basic science, clinical or translational research. The project is expected to provide hands-on experience to various research skills required to successfully address a research question. Learners in this track achieve distinction in this concentration through didactic preparation and development of a scholarly project applying scientific/evidence-based inquiry.

5.5 credit hours

Students are enrolled in this required remediation course after approval by the College of Medicine Student Progress Committee in order to demonstrate knowledge competency in specified components of the preclerkship block curriculum. Students who are required to take this course must pass the course prior to sitting for the USMLE Step 1 and prior to entering the clinical rotations. The learner must pass a written exam for each theme-specific component that was previously failed in the preclerkship block curriculum.

2 credit hours

This rotation provides students the opportunity to work closely with local surgeons and global surgery experts. Students will gain exposure to local surgical practices, as well as participate in ongoing research projects. This elective allows students who are pursuing a surgical career learn and develop their understanding of another culture’s surgical practices During their elective, students will become familiar with the needs of the local patient population and better understand the challenges that are often related to foreign healthcare systems.

2.5 - 5 variable credit hours

The Introduction to the Principles and Practice of Clinical Research Independent Study course is designed for students to learn how to effectively conduct basic science and clinical research. The independent study experience is to encourage self-directed learning focused on the spectrum of basic science and clinical research, study design, protocol preparation, patient monitoring, quality assurance, ethical and legal issues, and much more. Course Objectives At the conclusion of this section of the course, students will be able to: . Compare and contrast basic science and clinical research approaches to scientific inquiry. . Demonstrate knowledge of research processes (reading, evaluating, developing, etc.) . Describe the principles of study design, development, and implementation (proposals and hypotheses, subject recruitment, and data collection) . Perform literature reviews using print and online databases . Cite sources using standard scholarly formats (APA) . Identify, explain, and compare the key elements of a research proposal/report . Compare and contrast quantitative and qualitative research paradigms, and explain the use of each . Explain the rationale for research ethics, and the importance of and local processes for Institutional Review Board (IRB) review . Apply clinical and/or basic science knowledge and skills in a research setting . Review principles and issues involved in monitoring patient-oriented research for clinical research. . Define roles and responsibilities of members in a research group . Review the infrastructure required in performing clinical research and the steps involved in developing and funding research studies. . Evaluate their own personal interest in research for the purpose of career exploration Requirements It is the student's responsibility to: . Identify a research mentor . Confirm research mentor and project and provide an overview of the study design (Moodle) . Complete the Collaborative Institutional Training Initiative (Citi) . Complete the Biostatistics modules in Moodle . Complete a literature review session (MUSC Library) . Continue to seek support from CAE and CAPS to address any underlying issues related to your academic progress . Attend mandatory roundtable sessions with Student Affairs . Prepare and submit a research progress report at the conclusion of this course. Your research mentor must review and sign off on your report before submission.

6 credit hours

This course is for MD/PhD students and TL1 pre-doctoral trainees ONLY. The objective of this elective is to guide students to write a translational research proposal in the format of a NRSA F32, R03, R21, or mini-grant that expands on their current research interests. The course consists of research topic specialist lectures, literature review, completion of a mini-course covering basics of human subject regulations, active discussion about designing various clinical and translational research studies, development of a translational study including sample size calculation and power analysis, how to set up a study database, and how to statistically analyze data. Completion of this course will provide students with an excellent foundation in translational research, a relevant addition to a basic science base. Each student works with a mentor and obtains the assistance necessary to fully develop the clinical and/or translational study. At the end of the course, each student will formally present his/her proposal to members of the SCTR Research Nexus rotation course, his/her mentor, and selected other individuals.

5 credit hours

This required intersession course is dedicated to covering valuable clinical topics and building skills to incorporate into patient care. The course will also include topics to promote lifelong personal and professional growth.

1 credit hour

The course is offered in cooperation with MUSC partner OneWorld Health (OWH). Students will gain clinical exposure at OWH Hospitals, Clinics, and Medical Outreaches. During each clinical encounter, the student will interact with patients and learn how to perform a focused H&P. The student will focus on how to order appropriate diagnostic tests and formulate a differential diagnosis while focusing on the many limitations of medical care in resource-limited settings. The student will work closely with the attending on duty and learn how to treat and manage any various illnesses and injuries including tropical diseases. The network of OWH facilities include clinics, hospitals, and patient-centered medical home styled diagnostic centers, taking care of thousands of patients monthly. Depending on the clinical setting most beneficial to the student’s particular medical interests, rotations are located in Uganda, Nicaragua, and Honduras. (See below for details on each). Students should be aware that travel to countries labeled by the U.S. Department of State as Level 3 or 4 may not be approved by the College of Medicine and would require more detailed information and approval through MUSC’s International Travel Oversight Committee (ITOC).

2.5 - 5 credit hours

In this elective, students will work closely with a faculty mentor to develop an educational experience that further develops the skills necessary to engage in scholarly work in medicine. Examples of scholarly work include conducting a literature review and producing a written summary, creating curricular content for a course, writing a textbook chapter, creating online content for medical education, evaluating a program or curriculum, designing a QI project, etc. Each student is expected to design a meaningful educational experience with their mentor and work independently under the mentor's supervision during the elective month. Each student will be expected to meet at least twice with their mentor to review their progress and to submit a work product, as specified during course application, to both the mentor and Dean's Office at the conclusion of the elective. Students must apply for this course at least 60 days prior to the beginning of the rotation.

5 credit hours

This elective is offered in cooperation with MUSC partner Child Family Health International (https://www.cfhi.org/), which provides community-basedglobal health education programsfor students and institutions. CFHI’s model fosters reciprocal partnerships and empowerment in local communities to transform perspectives about self, healing, and global citizenship. Students may participate in 2- or 4-week clinical electives in one of several countries, including Argentina, Ecuador, Ghana, India, the Phillippines, South Africa, Tanzania, and more. Electives provide first-hand experiences alongside local physicians and public health experts and combine exposure to clinical practices, public health, social services, social determinants of health, and local culture. Electives are tailored to each student’s educational level and interests to further the student’s understanding of health care and development in communities that are struck by poverty, resource limitations, and a multitude of challenges leading to high burdens of illness, death, and reduced quality of life.

2.5 or 5 credit hours

This course is designed to foster students' cultural competency in medicine skills through medical mission experiences. Course credit: 5 credits for a month long trip; 2.5 credits for trips less than one month in duration. Students can take this course only once for credit.

2.5 or 5 credit hours

This is a four-week clinical elective in Dar es Salaam, Tanzania, designed for fourth-year medical students with a genuine interest in global health and in caring for underserved populations. This rotation will expose the student to 1) medical care at a national hospital (Muhimbili National Hospital) in a developing country which has recently invested in an advanced cardiac center and 2) participation in a rural outreach clinic where MUSC and Muhimbili University of Health and Allied Sciences (the national university) have an active, NIH-funded field research site focused on large-scale community-based prevention and care programs, including integration of screening for non-communicable diseases such as diabetes and hypertension with HIV testing, coupled-based HIV treatment, HIV pre-exposure prophylaxis for HIV-uninfected clients coupled with HIV-infected partners, home-based monitoring for diabetes and hypertension, development of a low-cost locally produced glucometer, studies of the prevalence and predictors of non-communicable diseases (diabetes, hypertension, CKD), tailored counseling and testing for HIV based on risk profile, home-based HIV self-testing, and an incentive-based program to encourage sexual partners of HIV-infected and high risk patients to seek HIV testing. The primary focus will be on teaching the student to rely on clinical skills and judgment in addition to technology available in that setting. Students will participate in all aspects of care of medical patients at Muhimbili National Hospital. This will include daily inpatient ward rounds, outpatient clinics, ICU, and emergency room management of medical patients. There will be hospital-wide didactic teaching sessions involving attendings and students, didactic conferences, case presentations and interactive sessions with attendings. Students will be exposed to a wide spectrum of heart diseases in addition to problems not commonly seen in the U.S. such as malaria, typhoid and rheumatic heart disease.

5 credit hours

The course consists of curriculum designed to supplement and enhance medical students’ knowledge and skills in medical ethics.

1 credit hour

The course consists of curriculum designed to supplement and enhance medical students’ knowledge and skills in medical ethics.

1 credit hour

The course consists of curriculum designed to supplement and enhance medical students’ knowledge and skills in medical ethics.

1 credit hour

The course consists of curriculum designed to supplement and enhance medical students’ knowledge and skills in medical ethics.

1 credit hour

This course consists of a required exam taken at the end of third year to assess student's clinical skills and competency.

1 credit hour

This course is designed to further develop clinical skills using case-based learning, didactics, and simulation in preparation for the transition to clerkships. In addition, students will learn about use of the electronic medical record, including documentation, and policies related to personal and patient safety.

1 credit hour

The goal of this elective is for MSTP students to learn how to better integrate the basic sciences and their area of research interest with a meaningful clinical/translational experience. The students are expected to discuss the patient's problems from a literature/research perspective. They will work in a clinic, one-half day a week with an extramurally funded clinician-scientist who is chosen based on his/her demonstrated commitment to research. This is an elective clinic and is not required of MSTP students. The mentors for his elective could help the students with a potential clinical study that may evolve from their basic science project.

2.5 or 5 credit hours

The Geriatric Medicine 3A curriculum is designed to supplement and enhance medical students’ knowledge and skills in geriatric medicine.

0.5 credit hours

The Geriatric Medicine 3B curriculum is designed to supplement and enhance medical students’ knowledge and skills in geriatric medicine.

0.5 credit hours

The Geriatric Medicine 4 curriculum is designed to supplement and enhance medical students’ knowledge and skills in geriatric medicine.

1 credit hour

In AMP Research I, learners develop a scholarly project that focuses on basic science, clinical or translational research, and analyze data from the project. The project provides hands-on experience in various research skills required to address a research question successfully. Didactic preparation and development of a scholarly project applying scientific/evidence-based inquiry are required. In AMP Research II, Learners implement their plan. In AMP Research III, Learners prepare and present their scholarly work as an oral presentation and report their findings formatted as a brief scientific journal article.

5 credit hours

In AMP Research II, learners implement a scholarly project that focuses on basic science, clinical or translational research, and analyze data from the project. The project provides hands-on experience in various research skills required to address a research question successfully. Didactic preparation and development of a scholarly project applying scientific/evidence-based inquiry are required. In AMP Research III, Learners prepare and present their scholarly work as an oral presentation and report their findings formatted as a brief scientific journal article.

3.5 credit hours

In AMP Research III, learners continue to analyze data derived from a scholarly project that focuses on basic science, clinical or translational research. The project provides hands-on experience in various research skills required to address a research question successfully. Didactic preparation and development of a scholarly project applying scientific/evidence-based inquiry are required. Learners prepare and present their scholarly work to peers and faculty as an oral presentation, and report their findings formatted as a brief scientific journal article.

3.5 credit hours

Individualized Research.

2.5 - 5 credit hours

Individualized Research.

2.5 - 5 credit hours

Individualized research.

2.5 - 5 credit hours

At the recommendation of Student Affairs and Progress Committee, students who are placed on a Behavioral Monitoring Contract or Academic Monitoring Contract are eligible for an Independent Study Clinical Course. Students who are enrolled are required to complete: - learning styles assessment with the Center for Academic Excellence and work with the CAE faculty to develop a plan to enhance study skills and test taking strategies; -continue to seek treatment provided by the Counseling and Psychological Services (CAPS).; -Meet with the Office of Student Affairs representatives to review their progress as outlined in their monitoring contract and present any concerns or questions they may have; -Show continued improvement in areas of deficit; -Prepare a comprehensive progress report attesting to adequate compliance to all of the terms of their Academic or Behavioral Monitoring Contract and include documented strategies that they implemented to strengthen their knowledge base.

6 credit hours

Independent study for medical students taking board exams.

6 credit hours

The Independent Study course in the College of Medicine is designed for approved students to explore different content areas including research and academic enrichment. The independent study experience is to encourage self-directed learning. Learners will have experiences in a research or academic focused setting. Course Requirements:As applicable, it is the enrolled students' responsibility to: Identify a research mentor; Confirm research mentor and project and provide an overview of the study design; Prepare and submit research progress report(s) throughout the enrollment of the course. Your research mentor must review and sign off on your completed work through the semester; Explore the processes of presenting and publishing research findings; Meet with the Office of Student Affairs to receive an academic monitoring contract or plan, to guide you through the independent study period; Engage with the Office of Student Affairs on a monthly basis to provide status updates on research projects or academic progress during the course. Failure to do so could result in failure of the course; Continue to seek support from CAE and CAPS to address any underlying issues related to your academic progress.

6 credit hours

Independent study for medical students taking board exams.

6 credit hours

Neurology and Rehabilitation Medicine is a six-week clerkship that includes inpatient and ambulatory experiences as well as a week working in an inpatient rehabilitation facility. This clerkship fosters students’ abilities to obtain a neurologic history, perform the neurological exam, and deepen their understanding of rehabilitation services.

8 credit hours

This 1-week rotation will allow students to participate in patient care and perform clinically while under close supervision. The experience occurs on a hospital inpatient service where students will be expected to work-up and evaluate patients with general neurologic diseases, present cases to attending physicians, and participate in all aspects of the patient’s care. Teaching will emphasize clinical and anatomical correlations, as well as other aspects of professionalism in patient care.

1 credit hour

For MUSC AnMed Clinical Campus Students: This two-week selective gives the student a first-hand look at all facets of adult neurology. Students will assist in the care of patients in the outpatient and inpatient settings at AnMed Neurology and at AnMed Medical Center.

2.5 credit hours

The outpatient clinical stroke rotation is designed to give fourth year medical students an opportunity to interact with the Department of Neurology stroke faculty in a clinical setting. They will have the opportunity to learn stroke etiologies, diagnosis, treatment and management, secondary stroke prevention and stroke recovery, and management of post-stroke complications. In addition, students will have the chance to learn about the MUSC REACH tele-stroke network.

5 credit hours

This elective will introduce students to the evaluation and treatment of patients with seizures and epilepsy. Students will be expected to evaluate patients admitted to the Epilepsy Monitoring Unit (EMU)each morning and present patients in daily EMU rounds. Students will also learn the basics of EEG interpretation, and the clinical utility of EEG in the evaluation of patients with epilepsy. Students will also have the opportunity to participate in the weekly Refractory Epilepsy Conference (REC), as well as epilepsy journal club, fellows’ noon EEG / epilepsy conference and EEG case conferences. Relevant articles related to epilepsy and EEG will be provided to students at the beginning of the course.

2.5-5 credit hours

Students will participate in daily morning and afternoon clinics Monday through Friday with providers in the cognitive and behavioral neurology department. The elective will explore brain-behavior relationships in neurogenerative disorders, and will provide instruction on dementia subtypes, cognitive assessment, psychopharmacology, and neuropathology. To apply this knowledge, students will participate in multidisciplinary clinics, during which they will perform neurobehavioral histories and examinations and develop differential diagnoses for neurobehavioral conditions. On days when there are not clinics, students will complete assigned reading assignments. Clinicians will provide feedback and guidance throughout the rotation, supplementing student differential diagnoses and plans for intervention.

2.5-5 credit hours

Students will learn and apply neurology knowledge to the ophthalmic system. He or she will be able to reasonably identify and appropriately determine objectives indicated for the visual concerns of the patient. Reading materials are Neuro-Ophthalmology: Clinical Signs and Symptoms (Thomas J. Walsh) and Neuroradiology (D. Yousem and R. Grossman).

2.5 or 5 credit hours

This elective exposes students to the spectrum of neurologic disease in newborns, infants, children, and adolescents through a mixture of inpatient and outpatient experiences. The emphasis is on mastering the fundamentals of taking a neurologic history and performing a neurologic examination, localizing lesions within the neuraxis, selecting diagnostic tests, and managing common pediatric neurologic disorders.

2.5 or 5 credit hours

Students will be exposed to clinical neurovascular (stroke) patients to acquire a basic knowledge of the clinical examination and patient interviewing, vascular risk factors for stroke and neuro-imaging (CT, MRI, TCD, etc.). Academic opportunities will be presented from shadowing the attending on wards, stroke clinic, research meetings/conferences, as well as at least two (but more if possible) open or endovascular surgical procedures arranged by the course director. Student will learn about evidence-based clinical study design and journal article review. Student will be introduced to the REACH-MUSC telemedicine program.

2.5 or 5 credit hours

This externship exposes students to intern-level responsibilities in the care of clinical neurovascular (stroke) patients under appropriate supervision. Students will acquire knowledge of the clinical examination and interview of patients with stroke. Students will also learn about vascular risk factors for stroke, and neuro-imaging findings in stroke (e.g., CT, MRI, TCD, etc.) Academic opportunities will be presented by participating in Stroke Ward rounds, Stroke journal club and conferences, and stroke research meeting with Neurology residents, Neurovascular fellows and Neurovascular attending neurologists. Additional academic Neurovascular activities will include attending at least two (or more) Acute Stroke brain attack experiences, including acute Stroke Telemedicine consultations, and Neuroendovascular surgical procedures. Students will learn about evidence-based clinical study design and journal article review through Stroke Journal Club and Neurovascular attending interactions.

5 credit hours

This course exposes students to intern-level responsibilities for patient care and allows the student to perform clinically while under close supervision. The experience occurs on a hospital inpatient service where students will be expected to work-up and evaluate patients with general neurologic diseases, present cases to attending physicians, and participate in all aspects of the patient’s care. Teaching will emphasize clinical and anatomical correlations, as well as other aspects of professionalism in patient care.

5 credit hours

This rotation includes all customized and non-MUSC approved electives for 4th-year students.

2.5 or 5 credit hours

Individualized research.

2.5 or 5 credit hours

This 1-week rotation will introduce students to adult neurosurgery. Students will assist in the care of patients in the inpatient and outpatient setting at the Medical University Hospital. Students will also attend the neurosurgery grand round conferences.

1 credit hour

This course gives students a firsthand look at all facets of adult and/or pediatric neurosurgery. Students will assist in the care of patients in the inpatient and outpatient setting at the Medical University Hospital. Students will also attend the weekly neurosurgery conference scheduled for Tuesday mornings from 7am – 8am. Students are required to attend at least one Wednesday clinic with Dr. Vandegrift at Hollings Cancer Center. Students will be expected to complete one Friday 24-hour night call to get the consult experience. Course availability flexible depending on the number of 4th-year students enrolled in department courses.

2.5 credit hours

This externship will provide exposure to all facets of pediatric and adult neurosurgery. Students will rotate through the following services depending on preference and availability: brain, spine, pediatrics, functional and cerebrovascular. Students will have the opportunity to provide outpatient and inpatient preoperative and postoperative care. Through didactic teaching, care of patients in the clinic and in the hospital, and direct observation of neurosurgical procedures, students will become familiar with common neurosurgical disorders and methods of treatment.

5 credit hours

This neurosciences ICU rotation will provide students with a thorough understanding of basic general critical care and neurocritical care concepts. The students are expected to read the critical care handbook that is provided to them. Students are expected to learn the fundamentals of resuscitating patients with severe acute neurologic injuries. Students will become familiar with airway management issues, respiratory management, circulatory support, management of increased intracranial pressure, and management of comorbid conditions seen in patients with acute neurologic injury. Students will be expected to become familiar with all critical care issues and instructed on imagining interpretation as it pertains to ICU patients. Students will observe and potentially perform invasive procedures. Students will participate in a mandatory orientation day to cover essential critical care subject matter and mandatory ethics and ultrasound sessions on the last Wednesday of the rotation. Participation is expected at all simulation-based procedural skills modules (Central Venous Catheters, Butterfly US Modules) unless absence is excused. Students will be expected to work at least 18 shifts. Make-up dates for unexcused absences will take place the final weekend of the rotation and then at the discretion of the unit director. There is no expectation of night call, but it can be offered by the unit director as an integral learning experience or as make-up for unexcused absences. This rotation is recommended for students interested in neurology, neurosurgery, or medicine-based specialties.

2.5 or 5 credit hours

This rotation includes all non-MUSC pre-approved electives for 4th year students.

2.5 or 5 credit hours

Research based elective for 4th year medical students.

5 credit hours

Obstetrics and Gynecology is a six-week clerkship during which students learn about all elements of women’s health care including pregnancy care, preventive care, management of gynecologic complaints, perioperative care, and gynecologic cancers. Students participate in inpatient and outpatient care of women and encounter a variety of surgical experiences under supervision.

8 credit hours

This 1-week rotation will introduce students to the outpatient care of gynecologic oncology patients.

1 credit hour

This is an outpatient clinical rotation during which students will participate in the delivery of care to a group of pregnant women from the 2nd trimester until delivery. Students will be assigned to a group of women participating in Centering Pregnancy, a contemporary model of prenatal care that encourages self-assessment, education, and emotional support during pregnancy. The benefits of this model of prenatal care include higher patient satisfaction, a reduction in preterm birth, low birth weight, and increase in breastfeeding postpartum. Beginning after 14-16 weeks gestation, groups meet monthly for 4 visits and then every 2 weeks for 6 visits. Students will be expected to participate in at least 7 group sessions that last 2 hours and occur at the same time and day of the week. Students will be expected to participate in physical assessments of gravid women and assist with group facilitation.

1 credit hour

Student will function as a sub intern on the Gynecologic Oncology services in the setting of the inpatient service, outpatient clinic, and operating room. Formal didactic teaching and a weekly tumor board are included.

5 credit hours

The rotation offers students an opportunity for enhanced experience in the management of high-risk obstetrical patients. Students will work closely with the faculty and fellows from the Division of Maternal-Fetal Medicine in the Department of Obstetrics and Gynecology. Clinically, the primary focus is the care of antepartum inpatients and participation in High-Risk Obstetrics clinic. Students will also develop skills in the interpretation of NSTs and ultrasounds. Student will be assigned 2 weeks of inpatient on the antepartum unit and 2 weeks of high-risk obstetrics clinic.

2.5 or 5 credit hours

The rotation will introduce students to the discipline of Reproductive Infectious Diseases (RID). The student will work with the RID faculty in an ambulatory setting. This will include attending specialty clinics at MUSC Women’s Health for HIV and hepatitis, and other infections complicating pregnancy or complex gynecologic infections and inflammatory conditions.

5 credit hours

This externship will expose students to all aspects of inpatient services of Labor & Delivery. Students will work closely with the ObGyn Specialists & Maternal Fetal Medicine faculty and residents in the Department of Obstetrics and Gynecology. This student will have the opportunity to observe and participate in the inpatient labor & delivery unit, assist with operating room cases, and triage patients. Students will also develop skills in the interpretation of NSTs and will perform basic ultrasounds. They will be involved in vaginal and cesarean deliveries. Students may also participate in Obstetrics or Gynecologic/Gynecologic Oncology consults and other emergent Gynecology cases.

5 credit hours

For MUSC AnMed Clinical Campus Students: This 4-week externship is for students who plan to do residencies in OB-GYN or Family Medicine with an OB emphasis to get more hands-on experience. The student will be expected to work in essence as an intern seeing patients in the office and hospital. Students will occasionally first assist in the OR as well as actively participate in L&D deliveries and procedures. Prior to arranging this rotation, the student must get permission from the course director.

2.5 or 5 credit hours

This selective will expose students to all aspects of obstetric ultrasound. The student will work with the Maternal Fetal Medicine Faculty in the Ultrasound outpatient clinic. The student will review ultrasounds, accompany the faculty when patients are counseled regarding their ultrasound findings, and observe ultrasound-guided procedures. The student will also have the opportunity to work with the Genetics Counselors while on the rotation.

2.5 credit hours

This elective offers students an opportunity to enhance their experience in the management of gynecological patients. This student will be responsible for rounding on the inpatient benign gynecology service, attending operating room cases, and participating in gynecological outpatient experiences.

5 credit hours

Students on this selective will learn about all elements of women’s health care including pregnancy care, preventive care, management of gynecologic complaints, perioperative care, and gynecologic cancers. Students participate in inpatient and outpatient care of women and encounter a variety of surgical experiences under supervision.

2.5 credit hours

This rotation includes all customized and non-MUSC approved electives for 4th-year students.

2.5 or 5 credit hours

Individualized research.

2.5 or 5 credit hours

This elective will introduce students to clinical ophthalmology. Students will participate in didactic sessions including Grand Rounds, Journal Clubs, and Friday afternoon lectures. Students will work one-on-one with ophthalmology residents and attendings examining patients and observing surgery. Students will travel to outlying clinics including West Ashley, Mount Pleasant, and Nexton, and must have access to transportation while on the rotation.

2.5 or 5 credit hours

For MUSC AnMed Clinical Campus Students: This 2-week elective will introduce medical students to clinical ophthalmology. Students will work with the attending physician in an outpatient ophthalmology office and observe surgery.

2.5 credit hours

This 4-week selective will introduce students to clinical ophthalmology. Students will participate in didactic sessions including Grand Rounds, Journal Clubs, and Friday afternoon lectures. Students will work one-on-one with ophthalmology residents and attendings, examining patients and observing surgery. A text will be provided as a checklist of practical goals that should be achieved over the course of the rotation.

5 credit hours

This selective will introduce students to clinical ophthalmology. Students will participate in didactic sessions including Grand Rounds, Journal Clubs, and Friday afternoon lectures. Students will work one-on-one with ophthalmology residents and attendings, examining patients and observing surgery. A text will be provided as a checklist of practical goals that should be achieved over the course of the rotation.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: This two-week selective will introduce medical students to clinical ophthalmology. Students will work with an attending physician in an outpatient ophthalmology office. This practice provides management of refractive error, cataracts, diabetic eye diseases, macular degeneration, and glaucoma, as well as small incision cataract surgery, laser treatment and LASIK co-management.

2.5 credit hours

This course will allow students to learn about the sub-specialty of neuro-ophthalmology. The student will learn how to independently conduct an appropriate history and physical and perform necessary testing. All patients will be seen together with the attending physician and differential diagnosis discussed along with plans for work-up and treatment. The student will become proficient with the neuro-ophthalmologic examination as well as ordering and interpreting testing, including review of neuroimaging studies. The student will be expected to present the monthly neuro-ophthalmology conference for the residents and may also be asked to present at the Ophthalmology Department Grand Rounds. There may also be time available to spend in other subspecialty clinics, depending on the student’s interests. This course is only available by request and with approval of the course director.

2.5 or 5 credit hours

This rotation includes all customized and non-MUSC approved electives for 4th-year students.

2.5 or 5 credit hours

Individualized research.

2.5 or 5 credit hours

This 1-week rotation will introduce students to the field of orthopaedic surgery. Students will be exposed to the evaluation and treatment of the musculoskeletal system. Students will participate in the orthopaedic surgery clinics, the operating theater, Orthopaedic Surgery Grand Rounds, as well as group and didactic sessions.

1 credit hour

This elective will provide a comprehensive exploration of the field of physical medicine and rehabilitation, focusing on the principles of optimizing functional independence and quality of life for patients with neurological disabilities and musculoskeletal disorders. Students will explore the management of spinal cord injuries, traumatic brain injuries, stroke, musculoskeletal disorders, amputee care, and chronic pain. Through a combination of clinical rotations, hands- on experiences, interdisciplinary collaboration, and optional volunteer events in the community, students will gain a deep understanding of the diverse spectrum of conditions managed by physiatrists. Students will increase their awareness about longitudinal issues that may arise when living with a disability outside of the acute care hospital setting. Students will become familiar with the various (non-physician) team members involved in rehabilitation care and their unique roles. Students will also learn the basics of nerve conduction/EMG studies and the clinical utility of EMG in the evaluation of patients with peripheral nerve disorders. Students will also participate in the PM&R journal club, interdisciplinary ortho/pmr/anesthesia spine conference, and interdisciplinary rehabilitation case conference. Relevant articles related to the various conditions that PM&R treats will be provided to students at the beginning of the course.

2.5 - 5 credit hours

For MUSC AnMed Clinical Campus Students: This selective offers the third-year medical student who may be interested in a surgical career the opportunity to observe orthopedic surgeons in their office, on the wards, and in the operating rooms of the hospital. It may be also utilized by a student interested in the primary care field who desires to learn more about orthopedics. Students will work with AnMed Orthopedics & Sports Medicine.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: This one-week selective offers the third-year medical student who may be interested in a surgical career the opportunity to observe orthopedic surgeons in their office, on the wards, and in the operating rooms of the hospital. It may be also utilized by a student interested in the primary care field who desires to learn more about orthopedics. Students will work with AnMed Orthopedics & Sports Medicine.

1 credit hour

Student will function as a sub-intern while on this rotation. This course includes daily involvement with the orthopaedic service, including office-based clinics as well as outpatient and inpatient surgery. Students will also be involved in pre-operative and post-surgical patient care. Students will participate in the orthopaedic surgery clinics, the operating theater, as well as group didactic sessions. Students are expected to participate in a limited amount of “call” while shadowing the junior orthopaedic surgery residents. Students are granted plenty of opportunities for hands-on experience. Students will present one patient encounter or clinical topic per week to an attending. This course is geared to students interested in orthopaedic surgery as a career.

5 credit hours

This course offers the opportunity for students to evaluate and manage disorders of the musculoskeletal system. Students spend four weeks rotating through the outpatient orthopaedic subspecialty services. These services may include sports medicine, pediatric orthopaedics, adult reconstruction, hand, oncology foot and ankle, physical medicine & rehabilitation, and spine. This rotation is for students interested in the care of the musculoskeletal system but not interested in a career in orthopaedic surgery.

5 credit hours

For MUSC AnMed Clinical Campus Students: This 2-week or 4-week course offers the fourth-year medical student the opportunity to develop their evaluation and management of disorders of the musculoskeletal system. There will be experience in the clinic, the hospital, and the operating room.

5 credit hours

This is a 2-week introduction to the field of orthopaedic surgery. Students will be exposed to the evaluation and treatment of the musculoskeletal system. Students will participate in the orthopaedic surgery clinics, the operating theater, as well as group didactic sessions. Students are expected to participate in a limited amount of “call” while shadowing the junior orthopaedic surgery residents. Students are granted plenty of opportunities for hands-on experience. Students will present one patient encounter or clinical topic per week to an attending.

2.5 credit hours

This is a 4-week introduction to the field of orthopaedic surgery. Students will be exposed to the evaluation and treatment of the musculoskeletal system. Students will participate in the orthopaedic surgery clinics, the operating theater, as well as group didactic sessions. Students are expected to participate in a limited amount of “call” while shadowing the junior orthopaedic surgery residents. Students are granted plenty of opportunities for hands-on experience. Students will present one patient encounter or clinical topic per week to an attending.

5 credit hours

This rotation includes all customized and non-MUSC approved electives for 4th-year students.

2.5 or 5 credit hours

Individualized research.

2.5 or 5 credit hours

Over a 1-week period, the student will rotate with a different subspecialty team daily to gain an overview of the specialty.

1 credit hour

For MUSC AnMed Clinical Campus Students: This one-week selective offers the third-year student an overview of Otolaryngology for the student who may be interested in ENT as a career or the student in primary care who desires a deeper knowledge of ENT diseases.

1 credit hour

This course is an introduction to the evaluation and management of diseases of the ear, nose, throat, and head and neck. Students attend a clinically oriented lecture series, participate in the outpatient subspecialty clinics, and have closely supervised inpatient responsibility with all the sub-specialties in otolaryngology, as well as observe surgical procedures. Students participate in the clinical management of a wide assortment of the most common problems seen in the outpatient setting in otolaryngology with specific time devoted to the medical and surgical management of otitis media, chronic sinusitis, adenotonsillar hypertrophy, hearing loss, and common neck masses in adults and children. Chief Residents will organize students into specific teams to maximize the educational experience offered.

2.5 or 5 credit hours

This acting internship is limited to students applying for residency in ORL and provides a comprehensive overview of otolaryngology with in-depth experience in medical and surgical management of head and neck cancer, rhinology, otology, laryngology, and pediatric otolaryngology. MUSC students applying to ORL residency must contact the course coordinator PRIOR to registering and acceptance is on a first-come basis for all blocks. Students from other institutions must contact the course coordinator for details of the application requirements and acceptance process. There are typically 10-20 inpatients at a time. The student is responsible for 2-3 patients – rounding, presenting, and writing daily progress notes. The majority of our faculty will be unavailable from September 27–October 2, 2024, in order to attend the annual AAOHNS meeting.

5 credit hours

This two-week rotation is an introduction to the evaluation and management of diseases of the ear, nose, throat, head, and neck. Students will work with the attending physician in the office and surgery suite. Emphasis upon the diagnosis and management of otitis media, chronic sinusitis, adenotonsillar hypertrophy, hearing loss, and common neck masses in adults and children.

2.5 credit hours

This course provides students with exposure to the multidisciplinary evaluation and management of tumors of the head and neck. The clinical experience will include patients with HPV-related oropharyngeal cancer, tobacco-related tongue and laryngeal cancer, tumors of the thyroid and salivary glands, skin cancer of the head and neck, and the wide variety of other tumors occurring in the head and neck region. Many of these tumors have symptoms that mimic much more common problems such as lymphadenitis, tonsillitis, pharyngitis, Bell’s palsy, and clinicians should be aware of the subtle differences between a patient with a common primary care problem treated with antibiotics versus a patient who may harbor an occult cancer. Students will function as an acting intern and be responsible for learning the early diagnosis, evaluation, and multidisciplinary treatment and rehabilitation for these diseases.

5 credit hours

Over two weeks, the student will rotate for one week on the Head and Neck team and one week with other subspecialty teams to gain an overview of the specialty.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: This two-week selective offers the third-year student an overview of Otolaryngology for the student who may be interested in ENT as a career or the student in primary care who desires a deeper knowledge of ENT diseases.

2.5 credit hours

On this 4-week selective, students will rotate on the Head and Neck team and other subspecialty teams to gain an overview of the specialty.

5 credit hours

This rotation includes all customized and non-MUSC approved electives for 4th-year students.

2.5 or 5 credit hours

Individualized research.

2.5 or 5 credit hours

This 1-week rotation will introduce students to the specialty of pathology. Students will begin with two to three days of autopsy pathology with some room for flexibility in the remaining days during which students may be able to rotate through other areas of the department to explore other disciplines such as Surgical Pathology, Hematopathology, Cytopathology or others based on availability. Students can reach out to the course director before the rotation begins to voice their preferences or it can be handled on the first day of the rotation during orientation. Students are also expected to attend the morning resident lectures and other applicable conferences.

1 credit hour

For MUSC AnMed Clinical Campus Students: This course will provide third-year students with the opportunity to view pathology careers through observation of anatomic, clinical, blood bank, hematology, chemistry and microbiology work. The course is 5 days in length. The student will rotate with a pathologist on various rotations including surgical pathology, cytopathology, and clinical pathology.

1 credit hour

For MUSC AnMed Clinical Campus Students: This 2-week or 4-week course will involve the fourth-year students in surgical pathology (including gross examination of specimens, evaluation of frozen sections, and microscopic evaluation of biopsy and resection specimens) and cytopathology (including general cytology sign-out and on-site evaluation of fine needle aspirations). Students will follow cases from the time they leave the operating room through all testing and report out on them. Students will also attend tumor board on Mondays.

2.5 or 5 credit hours

This comprehensive elective exposes students to all aspects of laboratory medicine including chemistry, microbiology, hematology, immunology, transfusion medicine and molecular diagnostics. The students will participate in laboratory rotations, laboratory rounds, conferences and small group sessions with attending faculty, residents, fellows, and clinical laboratory staff. The overall objectives of the rotation are for the student to gain an appreciation of the role of laboratory measurements in the diagnosis and management of patients and to understand the preanalytical, analytical and post-analytic factors that influence laboratory results.

2.5 or 5 credit hours

This course offers insight into forensic pathology and medicolegal death investigation as well as the workup and certification of in-hospital deaths. The student will be involved in the performance of autopsies, including the performance of external examinations, disposition of fluid/tissue samples for ancillary studies, and basic dissection of the internal organs. This course offers an excellent opportunity for review of normal anatomy and exposes the student to common pathologies and traumas. Contact Dr. Angelina Phillips via e-mail one week prior to the start of the rotation.

2.5 or 5 credit hours

This course will introduce students to Cytopathology. Students will learn basic preparatory techniques and be involved in evaluation of gynecologic and non-gynecologic preparations. Students will have the opportunity to participate in the entire cytologic diagnostic process, including on-site sample adequacy evaluation, specimen preparation, and final cytologic diagnosis. The course includes didactic lectures and participation of daily cytology sign-out sessions. Students will also have the opportunity to attend pathology resident seminars and cytologic-histological correlation conference. Course materials/reference textbooks include The Bethesda System for Reporting Cervical Cytology, The Bethesda System for Reporting Thyroid Cytopathology, and Cytology-Diagnostic Principles and Clinical Correlates. (All three books are available online in MUSC library website.)

2.5 or 5 credit hours

This course will introduce students to surgical pathology. Students will be exposed to gross examination of surgical specimens, frozen section examination, and microscopic pathology. The course will have an emphasis in surgical pathology on topics that are of interest to the student in their ultimate career path. The student will be expected to choose a clinical case that occurs during their four-week rotation to present as a short (5-min) PowerPoint presentation at the last Friday morning resident’s conference or in another conference time (arranged and approved by the course director) prior to leaving the elective. The student will also be expected to attend the morning lectures and conferences that occur Monday-Friday at 8:00 am.

2.5 or 5 credit hours

The student will participate in daily dermatopathology sign out and independent study. The student will also participate in dermatopathology didactics and pertinent clinical conferences (melanoma tumor board, dermatology grand rounds).

2.5 or 5 credit hours

In this course, students will understand the role of hematopathology within the multidisciplinary team approach to patient care. Students will participate in the laboratory evaluation and diagnosis of benign and malignant hematologic disorders. Students will be involved in the morphologic, immunohistochemical, flow cytometric, cytogenetic, and molecular genetic analyses of peripheral blood, bone marrow, and lymph node/tissue samples. Correlation of these data with the clinical, radiologic, and physical findings will be emphasized.

2.5 or 5 credit hours

For MUSC AnMed Clinical Campus Students: This course will provide third-year students with the opportunity to view pathology careers through observation of anatomic, clinical, blood bank, hematology, chemistry and microbiology work. The course is 10 days in length. The student will rotate with a pathologist on various rotations including surgical pathology, cytopathology, and clinical pathology.

2.5 credit hours

This course is designed to provide the student an opportunity to participate in the laboratory evaluation and diagnosis of malignant and non-malignant hematologic disorders. The student will have a focused program on morphology, immunohistochemistry and flow cytometric analysis of peripheral smears, bone marrow aspirates and biopsies, and lymphoid tissues, nodal and non-nodal. Correlation of these findings with the clinical, radiologic, and cyto-/molecular genetic findings will be emphasized.

2.5 credit hours

This course will introduce students to surgical pathology and cytopathology. Students will review diagnostic slides with an attending, fellows, residents, and other students at the microscope. Students are also expected to attend daily morning lectures and conferences. The course is two weeks with nine days of surgical pathology (one week at the main hospital and one week at ART), including gross examination of specimens, evaluation of frozen sections and microscopic evaluation of biopsy and resection specimens. Cytopathology is one day, including general cytology sign-out (pap smears and fluid analysis) and performance and evaluation of fine needle aspiration specimens. Timing of the cytology experience will depend on the surgical pathology schedule.

2.5 credit hours

This rotation includes all customized and non-MUSC approved electives for 4th-year students.

2.5 or 5 credit hours

Individualized research.

2.5 or 5 credit hours

Pediatrics is a six-week clerkship during which students develop clinical skills to manage healthy and ill infants, children, and adolescents in collaboration with their families. Clinical experiences occur in the general pediatric wards, pediatric emergency department, newborn nursery, and ambulatory settings.

8 credit hours

This one-week rotation will introduce students to the Pediatric Hospital Medicine service in Shawn Jenkins Children’s Hospital. The student will be exposed to pediatric patients with acute and chronic diseases and will participate in the complete care of the patient as part of the general pediatric team. Clinical emphasis will include interviewing and physical examination skills, discussions of pathophysiology, and formulation of diagnostic and treatment plans.

1 credit hour

For MUSC AnMed Clinical Campus Students: This one-week selective offers the third-year medical student with an interest in pediatrics a chance to further explore pediatrics as a career. The student will be exposed to pediatric inpatients and newborns with acute and chronic diseases. Clinical emphasis will be upon interviewing and physical examinations skills, discussions of pathophysiology and formulation of diagnostic and treatment plans. The student will work with pediatric hospitalists.

1 credit hour

This outpatient-based rotation will introduce the student to developmental and behavioral disorders, including ADHD, autism spectrum disorders, developmental delay, and other developmental disabilities, while working directly with subspecialists in developmental pediatrics. Encounters will be within the Developmental-Behavioral Pediatrics clinic, with exposure to interdisciplinary clinics serving certain patient populations such as Down Syndrome, NICU follow-up, international adoption, as available. The student will gain skills with history taking, physical examination, and biopsychosocial formulation.

2.5 credit hours

On this course, students will have opportunities to strengthen their understanding of normal cardiac anatomy and physiology, interact and assist in management of patients with abnormalities in cardiac anatomy and physiology, and participate and view corrective and palliative procedures. Students will participate certain areas of pediatric cardiology including outpatient pediatric cardiac consultations for new patients, the outpatient established patient evaluation, step-down floor evaluation of the pre-operative and post-operative patient, and trans-catheter corrective procedures. Students may be required to travel to North Charleston (2250 Mall Dr, North Charleston, SC 29406) for the outpatient part of the rotation.

2.5 credit hours

In this primarily outpatient rotation, students will have the opportunity be a self-directed learner and gain exposure to various pediatric specialties. Students will be required to travel to Mt. Pleasant (2705 N Hwy 17 Suite 100, Mt Pleasant, SC 29466), North Charleston (2250 Mall Dr, North Charleston, SC 29406) and /or Summerville (4330 Ladson Rd, Summerville, SC 29456) for the endocrine/rheumatology clinic portions of the rotation.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: This two-week selective offers the third-year medical student with an interest in pediatrics a chance to further explore pediatrics as a career. The student will be exposed to pediatric inpatients and newborns with acute and chronic diseases. Clinical emphasis will be upon interviewing and physical examination skills, discussions of pathophysiology and formulation of diagnostic and treatment plans. The student will work with pediatric hospitalists.

2.5 credit hours

During this selective, students will develop clinical skills to manage healthy and ill infants, children, and adolescents in collaboration with their families. Clinical experiences occur in the general pediatric wards, pediatric emergency department, newborn nursery, and ambulatory settings.

2.5 credit hours

In this rotation, students will receive experience and instruction in the outpatient evaluation and management of both pediatric and adult asthma, allergic and immunologic diseases. The patient population is approximately 70% pediatric and 30% adult. Students will become knowledgeable in the diagnosis and management of common allergic diseases including—but not limited to—asthma, allergic rhinitis, atopic dermatitis, urticaria, drug reactions and anaphylaxis. In addition, students will be introduced to rare disorders of the immune system. Students will be required to travel to North Charleston (2250 Mall Dr, North Charleston, SC 29406), Mount Pleasant (1440 Ben Sawyer Blvd, Mt Pleasant, SC 29464), and West Ashley (2060 Sam Rittenburg Blvd, Charleston, SC 29407) for clinic portions of the rotation.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: In this 2-week selective for third-year medical students, the student will work with a group of pediatric urgent care specialists in AnMed Kids’ Care. This is a busy, seven day a week, urgent care clinic for children. There will be hands-on experience diagnosing common pediatric urgent care conditions as well as observing common urgent care procedures under direct supervision of an attending physician.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: In this one-week selective, the student will work with a group of pediatric urgent care specialists in AnMed Kids’ Care. This is a busy, seven day a week, urgent care clinic for children. There will be hands-on experience diagnosing common pediatric urgent care conditions as well as observing common urgent care procedures under direct supervision of an attending physician.

1 credit hour

Student will work in the acute setting of the SJCH Pediatric ED and attend morning reports/conferences/simulation center activities. In the context of clinical care, students will gain exposure to and experience in peripheral IV placement, splinting of fractured extremities, placement of sutures, lumbar puncture, and oxygen delivery. This course is intended for students entering the fields of Pediatrics, Emergency Medicine, or Family Medicine and requires pre-approval from the course director for enrollment in Blocks 2-8 if the student is NOT from one of these targeted disciplines.

2.5 or 5 credit hours

(Available to students assigned to the MUSC AnMed Health Clinical Campus.) The fourth year student will spend two weeks with our pediatric allergist in an outpatient setting. Student will learn about common pediatric allergies; evaluation tools (allergy testing); and treatment options for these conditions.

2.5 credit hours

During this elective, students will work directly with specialists in pediatric cardiology and cardiothoracic surgery and rotate through all areas of pediatric cardiology including the following: one week in the cardiology clinic for outpatient pediatric cardiac consultations for new patients and the outpatient established patient evaluation at Summey Medical Pavilion (2250 Mall Dr, North Charleston, SC 29406); one week in the inpatient ICU; one week in the step-down floor for evaluation of the pre-operative and post-operative inpatient; and one week in observation of trans-catheter corrective procedures OR a one-week rotation as a member of the pediatric cardio-thoracic surgical team, depending on student preference.

5 credit hours

This rotation offers initial exposure to Pediatric Gastroenterology and Nutrition. Students will work directly with attending gastroenterologists in inpatient, outpatient, and procedural settings. Emphasis will be on common clinical concerns such as reflux, constipation, chronic diarrhea but with opportunity to tailor rotation to student's interest and career goals. The Pediatric Gastroenterology team at MUSC has a wide variety of clinical strengths including general outpatient gastroenterology, liver transplant, pediatric neurogastroenterology, advanced endoscopy, inflammatory bowel disease, and nutrition.

2.5 credit hours

Fourth-year medical students will work as members of an interdisciplinary team on a busy pediatric cardiac critical care service. Working directly with specialists in pediatric cardiology and cardiothoracic surgery, the student will gain experience in assessing, stabilizing, and developing care plans for critically ill pediatric patients with congenital or acquired heart disease. Students will become familiar with the cardiac anatomy and physiology of both pre-operative and post-operative congenital heart disease. Additionally, students will become familiar with the basics of mechanical ventilation, sedation and analgesia, resuscitation, shock and vasoactive medications, surgical emergencies, procedural indications, and end-of-life care issues in the pediatric cardiac ICU. Students will observe and potentially participate in invasive procedures. Students will participate in a mandatory orientation day to cover essential critical care subject matter. Participation is expected at all simulation-based procedural skills modules unless absence is excused. Students will be expected to work at least 18 shifts. Make-up dates for unexcused absences will take place the final weekend of the rotation and then at the discretion of the unit director. There is no expectation of night call, but it can be offered by the unit director as an integral learning experience or as make-up for unexcused absences. This rotation is recommended for students interested in pediatric specialties and cardiology.

5 credit hours

For MUSC AnMed Clinical Campus Students: This 2-week or 4-week course is designed for students who anticipate having pediatric patients as a large part of their primary practice. The course will focus on children with developmental disabilities, chronic medical conditions, and those who have experienced abuse. The elective provides formal opportunities for students to work with professionals who provide support services for pediatric patients.

2.5-5 credit hours

Students will attend outpatient developmental clinics and perform supervised developmental assessments/evaluations for the spectrum of developmental and behavioral problems (ADHD, disruptive behavior disorders, learning disabilities, autism spectrum disorder, developmental delay, intellectual disability, spina bifida, and NICU infant follow-up). Students who have previously taken the selective—Introduction to Developmental-Behavioral Pediatrics—may work with the course director to further tailor this elective to their needs and interests.

2.5 or 5 credit hours

Students on this rotation will work alongside attendings and residents in the Pediatric Nephrology outpatient clinic and on inpatient consultations. Students may be required to drive to North Charleston (2250 Mall Dr, North Charleston, SC 29406) for outpatient clinics.

2.5 or 5 credit hours

Students will learn the impact of Genomics in medical practice now and in the future. Students will work closely with the geneticist and genetic counselors to evaluate, diagnose, and counsel patients with genetic diseases. Students will also be guided in their learning through computer-based sources of genetic information. For outpatient clinics, students will be required to drive to North Charleston and Mount Pleasant.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: In this 2-week elective for fourth-year medical students, the student will work with a group of pediatric urgent care specialists in AnMed Kids’ Care. This is a busy, seven day a week, urgent care clinic for children. There will be hands-on experience diagnosing common pediatric urgent care conditions as well as performing common urgent care procedures under direct supervision of an attending physician.

5 credit hours

For MUSC AnMed Clinical Campus Students: During this 4-week course, the fourth-year medical student will be exposed to pediatric inpatients and newborns with acute and chronic diseases and will participate in the complete care of the patient as part of the pediatric hospitalist team. Clinical emphasis will include interviewing and physical examination skills, discussions of pathophysiology and formulation of diagnostic and treatment plans.

5 credit hours

Fourth-year medical students will work as integral members of an interdisciplinary critical care team on a busy neonatology service in academic and community facilities to learn about the evaluation and management of acute care illness in the perinatal period. With supervision and guidance, students will be directly involved in assessing, stabilizing, and developing care plans for critically ill neonates with a variety of complex diseases. Students will become familiar with the basics of delivery and resuscitation, mechanical ventilation, intravenous fluids, shock and vasoactive medications, surgical emergencies, procedural indications, and end-of-life care issues. Students will observe and potentially perform invasive procedures. Students will be expected to work at least 18 shifts. Make-up dates for unexcused absences will take place the final weekend of the rotation and then at the discretion of the unit director. There is no expectation of night call, but it can be offered by the unit director as an integral learning experience or as make-up for unexcused absences. This rotation is recommended for students interested in Pediatrics.

5 credit hours

The student will be exposed to pediatric patients with acute and chronic diseases and will participate in the complete care of the patient as part of the general pediatric team. Clinical emphasis will include interviewing and physical examination skills, discussions of pathophysiology, and formulation of diagnostic and treatment plans.

2.5 or 5 credit hours

During this externship, students will work directly with specialists in pediatric cardiology and cardiothoracic surgery and serve as acting interns on the inpatient floor of the cardiac step-down unit. The student will take ownership of a group of patients, with all patient care activities to be performed and reported by the student. Students will be challenged to learn the skills necessary to care for the complex medical patient, to integrate and work closely with a complex and diverse medical team, and to learn the cardiac anatomy and physiology of the pre-operative and post-operative congenital cardiac patient.

5 credit hours

This rotation is in an ambulatory pediatric center and will allow the student to provide acute care and preventative health screenings to children ages 0-18 years of age. Depending on level of training and to assure exposure to all general pediatric issues, the students will alternate between seeing patients with acute care complaints one day and preventative appointments on the next (i.e. all 3rd year clerkship students will be assigned the same appointment type one day while the 4th year student will be assigned the opposite appointment type and then they will swap assignments on the next day). As an additional learning opportunity, 4th year students will have the opportunity, should they wish, to 1) accompany a general pediatric attending on Wednesdays to travel to a Georgetown outreach clinic to see patients with behavioral issues/ADHD, 2) see patients in Rutledge Tower in the co-located Foster Care Support Clinic, which is the medical home for all foster children in the tri-county Charleston area, and 3) work with our nursing staff for 0.5 - 1 day doing general pediatric clinic procedures, such as immunization delivery, hearing & vision screening, point of care testing, etc.

5 credit hours

This is a hands-on rotation on the clinical hematology/oncology services. The student will be the acting intern for patients and will be involved in admissions, discharges, rounds, and daily care of the patients. The student will also have opportunities to participate in Tumor Board, consults, team teaching sessions, and procedures (i.e., bone marrow biopsies and pathology review).

5 credit hours

This course allows the student to gain additional fundamental knowledge of common genetic disorders encountered in day-to-day practice and experience in analyzing the complex psychosocial and emotional aspects of genetic disorders and counseling. Students will attend clinics staffed by an attending physician, a genetic counselor, and a registered dietitian (as needed) and will perform supervised patient assessments, prepare case summaries, and literature search assignments. Students are not expected to be scribes and may write summaries for learning purpose. For outpatient clinics, students will be required to drive to North Charleston and Mount Pleasant.

2.5 or 5 credit hours

Fourth-year medical students will work as integral members of an interdisciplinary team on a busy pediatric critical care service at the MUSC Children’s Hospital to learn about evaluation and management of acute care illness. With supervision and guidance, students will gain experience in assessing, stabilizing, and developing care plans for critically ill pediatric patients. Students will become familiar with the basics of mechanical ventilation, sedation and analgesia, resuscitation, shock and vasoactive medications, surgical emergencies, procedural indications, and end-of-life care issues in the pediatric ICU. Students will observe and potentially participate in invasive procedures. Students will participate in a mandatory orientation day to cover essential critical care subject matter. Participation is expected at all simulation-based procedural skills modules unless absence is excused. Students will be expected to work at least 18 shifts. Make-up dates for unexcused absences will take place the final weekend of the rotation and then at the discretion of the unit director. Overnight call is not required but is recommended 1-2 times per rotation as an integral learning experience or can be used as make-up for unexcused absences. This rotation is recommended for students interested in pediatric specialties and emergency medicine.

2.5 or 5 credit hours

This elective rotation is designed to provide an in-depth and intensive exposure to both common and unusual infectious diseases of children. The student will participate in outpatient clinical visits (Summey Medical Pavilion 2250 Mall Dr, North Charleston, SC 29406) and inpatient consults to all the pediatric services (subspecialty, ICU, and hospitalists) at the MUSC Shawn Jenkins Children’s Hospital. Students will work as an integral part of the team, under the direct supervision of the infectious diseases attending. The rotation emphasizes appropriate use of antimicrobial therapy, the importance of the host-pathogen relationship in determining the outcome of an infectious disease, appropriate use and stewardship of diagnostic techniques, and understanding the importance of social, emotional, ethical, and medico-legal issues in patient care.

2.5 or 5 credit hours

2.5 credit hours

2.5 or 5 credit hours

This selective is for students in the Pediatrics track of the COM Accelerated Medical Pathway Program. During this selective, students will be exposed to pediatric patients with acute and chronic diseases and will participate in the complete care of the patient as part of the Pediatric Hospital Medicine (PHM) team. Clinical emphasis will include interviewing and physical examination skills, presentation skills, note-writing skills, discussions of pathophysiology, and formulation of diagnostic and treatment plans.

2.5 credit hours

Students will receive a 4-week experience in primary care at the Med-Peds clinic providing direct clinical contact with adult and pediatric patients seeking well and sick care. Direct supervision will be provided by 2 full-time and 2 part-time med-peds faculty members. There will be an opportunity to work with med-peds residents and participate in the med-peds resident primary care curriculum. The patient care experience will include 9 half-day sessions per week. The student will independently perform history gathering and physical exams with the opportunity for direct observation of skills by faculty and residents. The student will also be able to participate in in-office procedures (joint injections, pap smears, etc) as those opportunities are available. With the supervision of residents and faculty, the student will be accountable for following up with labs and imaging ordered during patient care encounters.

2.5 or 5 credit hours

This rotation includes all customized and non-MUSC approved electives for 4th-year students.

2.5 or 5 credit hours

Individualized research.

2.5 or 5 credit hours

This 1-week rotation will introduce students to current patients at Encompass Health Rehabilitation Hospital of Charleston. Students will have the opportunity to observe physical, occupation and speech therapies. They will additionally have the opportunity to shadow Prosthetics/Orthotics during the rotation. Clinic location is 9181 Medcom Street, Charleston, SC.

1 credit hour

Students will have contact with inpatients at Encompass Health Rehabilitation Hospital of Charleston. Students will have the opportunity to observe physical, occupation, and speech therapies. They will also have the opportunity to shadow Prosthetics/Orthotics during the rotation. Clinic location is 9181 Medcom Street, Charleston, SC.

2.5 or 5 credit hours

Students will have contact with inpatients and outpatients at MUSC Health Rehabilitation Hospital, an Affiliate of Encompass Health. Students will have the opportunity to observe physical, occupation and speech therapies. They will additionally have the opportunity to shadow Prosthetics/Orthotics during the rotation. Clinic location is 9181 Medcom Street, Charleston, SC.

2.5 credit hours

This rotation includes all customized and non-MUSC approved electives for 4th-year students.

2.5 or 5 credit hours

Individualized research.

2.5 or 5 credit hours

Psychiatry is a six-week clerkship that introduces students to the care of psychiatric patients with the goal of helping students recognize, diagnose, and treat psychopathologies using empathetic, patient-centered care.

8 credit hours

This 1-week rotation will introduce students to the evaluation and management of a variety of childhood/adolescent psychiatric disorders on an acute inpatient psychiatric unit. The inpatient youth program at the IOP (2North) provides brief crisis stabilization of youth (5-17) with severe mood, behavior, anxiety, substance use, and thought disorders. The treatment team works closely with the patient, the family, and community providers to stabilize the crisis, improve coping skills and communication, and to ensure a smooth transition back to the community.

1 credit hour

This 1-week rotation will introduce students to working with an interdisciplinary treatment team on an inpatient psychiatric unit treating geriatric (> 60 years old) patients with a variety of psychiatric disorders. Common disorders encountered include depression, dementia, and delirium, and students will assist in the completion of initial and follow up examinations of patients and families.

1 credit hour

This 1-week rotation will introduce students to patients with neuropsychiatric disorders who prove to be treatment-resistant or have difficulty tolerating first line psychopharmacologic treatments. These patients, particularly those with depression, are often referred for neuromodulatory interventions such as transcranial magnetic stimulation (TMS), electroconvulsive therapy (ECT), and deep brain stimulation (DBS). Psychiatry is in the early stages of formally recognizing and training “interventionalists” who perform specialized procedures. This course will introduce students to neuromodulation and the emerging field of Interventional Psychiatry.

1 credit hour

The student will participate in the evaluation and management of a variety of childhood/adolescent psychiatric disorders on an acute inpatient psychiatric unit. The inpatient youth program at the IOP (2North) provides brief crisis stabilization of youth (5-17) with severe mood, behavior, anxiety, substance use, and thought disorders. The treatment team works closely with the patient, the family, and community providers to stabilize the crisis, improve coping skills and communication, and to ensure a smooth transition back to the community.

2.5 credit hours

Students on this selective will work with an interdisciplinary treatment team on an inpatient psychiatric unit treating geriatric (> 60 years old) patients with a variety of psychiatric disorders. Common disorders encountered include depression, dementia, and delirium, and students will assist in the completion of initial and follow up examinations of patients and families.

2.5 credit hours

The Substance Treatment and Recovery at the Charleston VAMC is a comprehensive addiction treatment program including an intensive outpatient program, opioid replacement therapy with buprenorphine/naloxone, individual and group counseling and contingency management. Students will have the opportunity to observe and participate in the treatment of patients who require assessment, detoxification, stabilization, and maintenance treatment both for substance use disorders and comorbid psychiatric disorders.

2.5 credit hours

Students will be instructed on the basic principles of providing psychiatric consultation in a medical and surgical setting.

2.5 credit hours

This selective will introduce students to the care of psychiatric patients with the goal of helping students recognize, diagnose, and treat psychopathologies using empathetic, patient-centered care.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: Forensic Psychiatry is a two-week rotation. Arrangements will be made to spend time on Inpatient Psychiatry at Patrick B. Harris Psychiatric Hospital and attend court sessions to observe testimony. Supervision is built into all components and learning objectives will focus on forensic psychiatry.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: Geriatric Psychiatry is a 2-week elective for the fourth-year medical student that can be tailored to the interest of the student. Time will be spent on the Patrick B. Harris Geriatric Psychiatry Inpatient Unit. Supervision is built in on all components and learning objectives will focus on assessment, utilization of multiple services for the elderly and psychotropic drug management in the elderly.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: Forensic Psychiatry is a 2-week elective that can be tailored to the fourth-year medical student who has an interest in Psychiatry. Arrangements will be made to spend time with Dr. Maddox on Inpatient Psychiatry Unit at Patrick B. Harris Psychiatric Hospital as well as attending court sessions in Upstate South Carolina to observe testimony. Supervision is built into all components and learning objectives will focus on forensic psychiatry.

2.5 or 5 credit hours

For MUSC AnMed Clinical Campus Students: Forensic Psychiatry is a one-week rotation. Arrangements will be made to spend time with Dr. Maddox on Inpatient Psychiatry at Patrick B. Harris Psychiatric Hospital and attend any scheduled court sessions to observe testimony. Supervision is built into all components and learning objectives will focus on forensic psychiatry.

1 credit hour

Substance use disorders are some of the most frequently encountered clinical conditions seen in many medical and psychiatric practices. Many physicians feel that they have inadequate training in, and experience with, the treatment of substance use disorders as this is something that is often not emphasized in medical schools and residency programs. Students will have the opportunity to observe and participate in the treatment of patients who require assessment, detoxification, stabilization, and maintenance treatment both for substance use disorders and comorbid psychiatric disorders.

2.5 or 5 credit hours

The inpatient geriatric psychiatry unit is a full-service treatment facility for patients > 60 years old, with severe psychiatric illnesses. Students will complete initial work ups on patients being admitted to the unit, as well as follow patients throughout their stay. The student, as part of a team, takes responsibility for daily rounding duties, including participation in family meetings. Students will be required to complete one weekend of rounding.

2.5 or 5 credit hours

Many patients with neuropsychiatric disorders prove to be treatment-resistant or have difficulty tolerating first line psychopharmacologic treatments. These patients, particularly those with depression, are often referred for neuromodulatory interventions such as transcranial magnetic stimulation (TMS), electroconvulsive therapy (ECT), and deep brain stimulation (DBS). Psychiatry is in the early stages of formally recognizing and training “interventionalists” who perform specialized procedures. This course will introduce students to neuromodulation and the emerging field of Interventional Psychiatry.

5 credit hours

Forensic psychiatry is a challenging and exciting field that interfaces psychiatry with the legal system. Students will learn the fundamental principles of forensic psychiatry, including principles related to mentally ill criminal defendants, issues related to the treatment of mentally ill in correctional settings, civil commitment procedures, and the fundamental differences between forensic psychiatric evaluations and clinical psychiatric evaluations. They will be provided opportunities to learn about legal matters as they pertain to psychiatric patients. For those interested, students may also have the opportunity to observe sexual behaviors, child custody, preemployment police officer, and fitness for duty evaluations; observe a treatment group for individuals accused/convicted of sexual offenses; attend Probate Court; and go to the Department of Juvenile Justice. This elective is located off campus at 29-C Leinbach Drive in West Ashley.

2.5 or 5 credit hours

Students will be instructed on the basic principles of providing psychiatric consultation in a medical and surgical setting. The students will have the opportunity to perform the consultations and function at the level of an intern while working as part of the Institute of Psychiatry consult team.

2.5 or 5 credit hours

The Child and Adolescent Unit (2N) in the Institute of Psychiatry, offers students the ability to enhance their evaluation, treatment, management, and knowledge of a variety of childhood/adolescent psychiatric disorders on an acute inpatient psychiatric unit. Students on this externship are required to participate at the level of an intern. This unit provides brief crisis stabilization of youth (6-17) with severe mood, behavior, anxiety, substance use, and thought disorders. The treatment team works closely with the patient, the family, and community providers to stabilize the crisis, improve coping skills and communication, and to ensure a smooth transition back to the community.

5 credit hours

For MUSC AnMed Clinical Campus Students: In this 4-week course, the fourth-year student will have the chance to enhance their knowledge of psychiatric disorders and treatment while rotating at the AnMed North Campus inpatient psychiatry unit and Patrick B. Harris Psychiatric Hospital. Students are expected to participate at the level of an intern and will be exposed to a variety of psychiatric conditions. This externship will not only benefit students interested in Psychiatry, but also those interested in Family Medicine, Internal Medicine (and subspecialties), Emergency Medicine, and other fields that do not offer an externship.

2.5 or 5 credit hours

Students who rotate on this elective will participate in a variety of clinical activities with attending faculty trained in both Internal Medicine and Psychiatry. Students may participate on inpatient medicine and/or psychiatry teams, on consult psychiatry service, and in outpatient clinics in Rutledge Tower, at the Institute of Psychiatry, and at the VA.

5 credit hours

The MS4 student will have the chance to enhance their knowledge of psychiatric disorders and treatment while rotating at our inpatient psychiatry unit (AnMed Health and Harris Psychiatry Hospital) locations. Students are expected to participate at the level of an intern and will be exposed to a variety of psychiatric conditions. This externship will not only benefit students interested in Psychiatry, but also those interested in Family Medicine, Internal Medicine (and subspecialities), Emergency Medicine, and other fields that do not offer an externship.

5 credit hours

This elective offers students the chance to enhance their knowledge of psychiatric disorders and treatment while rotating at our VA location. Students are expected to participate at the level of an intern and will be exposed to a variety of psychiatric conditions.

5 credit hours

This rotation includes all customized and non-MUSC approved electives for 4th-year students.

2.5 or 5 credit hours

Individualized research.

2.5 or 5 credit hours

3 or 4 credit hours

4 credit hours

The categorical data analysis sessions include methods for stratified 2x2 and r x c contingency table data, ordinal data, matched pair dichotomous data, and count data. The correlated data analysis section covers random and mixed effects models and generalized linear models. The didactic classes are augmented by SAS and R sessions lead by the Teaching Assistants. At the completion of this course, students will have the tools to analyze these data using SAS and R, and make appropriate inferences from the analyses.

3 credit hours

The course provides an introduction to fundamental principles of probability and inference including: laws of probability, discrete and continuous random variables and their probability distributions, select multivariate probability distributions, sampling distributions and the central limit theorem, point and interval estimation including maximum likelihood, an overview of the hypothesis testing framework, and common hypothesis tests including the likelihood ratio, Wald, and score tests.

3 credit hours

This course provides an introduction to basic epidemiologic principles including measurements of disease occurrence, study designs (cohort, case-control, randomized clinical trials) and calculation of risk. Lecture material is supplemented with exercises and discussion of examples from the epidemiologic literature and presentations of epidemiologic studies by guest speakers.

3 credit hours

An emphasis will be placed on procedures used in implementation of epidemiological research studies.

3 credit hours

The overall purpose of this elective course is to introduce students to the principles and core functions of public health in keeping with the 2002 recommendation of the Institute of Medicine. Materials presented in the course will enable students to understand the role of public health and its core functions to better understand patterns of diseases, global threats to health, and factors contributing to disparate health outcomes in population groups.

2 (MPH or Ph.D.) and 3 (MS or Ph.D.) credit hours

This course is designed for public health students interested in studying the relationships between people and their environment, and how it affects their well being. The course addresses fundamental topics and current debates in environmental health.

3 credit hours

This course is designed to teach the student of Master’s in Public Health to the field of chronic disease epidemiology. This course will explore epidemiological principles and chronic disease in relation to clinical practice. Students will learn fundamental epidemiological concepts and critically analyze the current health/medical literature, focusing on study methods related to chronic disease. This course will introduce students to the status, prevention, and control of chronic diseases, which are long-term health conditions that can affect a person’s quality of life. Students will learn about current issues, surveillance methods, intervention strategies, and modifiable risk factors for chronic diseases. The course will also cover some of the major chronic diseases, such as cardiovascular disease, cancer, chronic lung disease, diabetes, and arthritis. Additionally, students will learn about the pathophysiology and clinical features of common chronic conditions.

3 credit hours

This course aims to identify the main components and issues of the organization, financing, and delivery of health services within the various domains of public health in the U.S. It includes evaluation of several case studies of PH policy decisions and their implications. This course is required for all Master of Public Health students at MUSC.

3 credit hours

The overall purpose of this course is to introduce students to critical global health issues and ways to address or solve them. The curriculum focuses on the following global health topics: infectious and chronic diseases, maternal/child health, immigrant and refugee health, the relationship between political and cultural processes and health, and factors contributing to disparate health outcomes in population groups. It provides essential methodological skills based on public health principles in a global setting and translate data to support policy.

3 credit hours

This class presents an overview of the epidemiology of the SARS-CoV-2 virus, the cause of COVID-19 disease. Topics covered include basics of outbreak investigation, the biology of the virus, therapeutics, vaccine development, principles of contact tracing, and public policy.

2 credit hours

Students learn to use the primary statistical software packages for data manipulation and analysis, including (but not limited to) R, R Bioconductor, and SAS.

1-2 credit hours

In this course, students will examine models and procedures for use in the systematic planning of public health interventions in a variety of settings (e.g., medical, community, schools). Students will obtain skills in conducting a needs assessment and using theory to guide the selection and development of public health intervention strategies. Students will also identify appropriate methods for selecting appropriate evaluation designs, data collection strategies and measures to conduct rigorous program evaluations.

3 credit hours

The overall purpose of this course is to introduce students to a broad range of issues in public health ethics. Students will be provided an introduction to key frameworks and concepts relevant to public health ethics and describes the overlap and distinctions between public health and medical ethics. The course will also address ethical dilemmas across the following domains: 1) resource allocation and distributive justice; 2) conflicts between individual rights and the common good; and 3) research involving human subjects.

3 credit hours

The overall purpose of this course is to introduce students to the design and evaluation of research protocols in public health. Students will also learn methods for designing and writing measurable goals and objectives. Specifically, this course will cover concepts and provide skills required for research design, grant proposal development, quantitative and qualitative data analysis, and reporting results. The goal is to enable students to conduct original research and critically review published research, giving them the necessary tools to succeed as public health professionals.

3 credit hours

MPH Seminar is a 1 credit hour course for Master of Public Health students in the Department of Public Health Sciences (DPHS) offered in the fall and spring semesters. Students are required to complete both the fall and spring semesters of the course (total of 2 credit hours). Students attend DPHS-sponsored seminars every other Monday throughout the semester to gain exposure to contemporary topics in public health research. Seminar speakers are invited guests to the department and represent a diversity of research topics that are complementary to the research interests of DPHS faculty. On alternating Mondays, the department sponsors a professional Public Health seminar series featuring guest speakers from local public health agencies, MUSC departments, and local non-profits. This valuable exposure helps first -year students identify potential mentors and projects for internship and volunteer hours, provides an overview of potential career paths for graduates, and introduces the pressing public health concerns that impact our region, nation and global communities.

1 credit hour

This course is designed to help students and faculty jointly prepare for the Integrative Learning Experience in their final semester of their MPH Program. The ILE or Capstone, as the culminating experience of the MPH program, requires students to synthesize and integrate knowledge acquired in coursework and other learning experiences and apply it to analyzing and addressing a public health practice and/or research challenge. This is a required 1-hour course available to all MPH students. It is designed to help students understand ILE requirements, gain skills necessary for successful completion of the ILE, and develop a proposal for their ILE experience with faculty and other mentors. At the end of the course, students will have developed a finalized ILE plan and gained skills to assure its completion. The Applied Practice Experience or Internship course is a 180 hour practicum which requires students to gain professional work experience in the public health workforce. This course will allow students to garner professional skills prior to starting their internship including resume building, interviewing tips, and workforce performance standards, along with internship and career exploration.

1 credit hour

Students enrolled in the MPH program are required to complete a field placement in an appropriate public health setting as part of the degree requirements. Sites include hospitals, not for profit organizations, government agencies, and worksite/for profit companies. A minimum of 180 contact hours will be required for the field placement.

6 credit hours

The objective of this course is to prepare students for the Applied Practice Experience (APE or Internship) and the Integrated Learning Experience (ILE or Capstone) during their final semester of the MPH Program. The APE is a 180-hour practicum which students complete to gain experience in the public health workforce. The ILE, is the culminating experience of the MPH Program, requires students to synthesize and integrate knowledge acquired in coursework and other learning experiences, and apply that knowledge to analyzing and addressing a public health practice and/or research challenge. The required, 3-hour credit planning course (pass/fail) will help students understand the APE and ILE requirements, gain skills necessary for successful completion of the projects, and draft the documents necessary to support this undertaking.

3 credit hours

All MPH students will participate in a culminating experience which is required for graduation from the program. It is completed in the final semester in the MPH program and is graded P/F. The capstone project will reflect the student's assimilation of theories and skills from didactic and experiential learning courses. Under the supervision of a faculty Capstone Advisor, the student executes a research plan and produces a final document for the capstone project, and also participates in the MPH Capstone Symposium- presenting their capstone project research in a public poster session.

3 credit hours

The course introduces MPH students to the principles and practices of the social and behavioral science principles that can be used to guide the process of identifying, characterizing, and resolving public health problems to improve the health of individuals and populations.

3 credit hours

Successful completion of this course will enable the student to describe the role of social and community factors in both the onset and solution of public health problems; identify the causes of social and behavioral factors that affect health of individuals and populations; identify basic theories, concepts and models; apply ethical principles to public health program planning, implementation and evaluation; specify multiple targets and levels of intervention; identify individual, organizational and community concerns, assets, resources and deficits; apply evidence-based approaches in the development and evaluation of interventions; describe the merits of social and behavioral science interventions and policies; describe steps and procedures for the planning, implementation and evaluation of public health programs; and identify critical stakeholders for the planning, implementation and evaluation of public health programs, policies and interventions.

3 credit hours

In this course, students will critically examine models and processes for the systematic planning of public health interventions in a variety of settings (e.g., medical, community). Students will gain skills in needs assessment, the identification of behavioral and environmental determinants of public health problems, and using theory to guide the selection of public health intervention strategies. Students will apply evidence-based approaches in the development of social and behavioral science interventions and become familiar with practical and ethical principles underlying public health program planning, implementation and evaluation.

3 credit hours

This course introduces students to research methods in health promotion and allows them to understand and evaluate common research methods used in H.P. research. Students learn techniques related to data collection by observation, interview and questionnaire, and adapt research techniques to vulnerable and medically under served populations.

3 credit hours

This course introduces MPH students to the principles and practices of Health Psychology, focusing first on learning theories of behavior change, discussing the case formulation process, and an intro to the fundamental aspects of health psychology treatments. The class then focuses on related and complicated cases - looking for connections between symptom classes and complementary treatment models and techniques.

3 credit hours

This elective is primarily for students with an interest in some aspect of oncology, and often specifically in the field of radiation oncology. Most will have completed the third-year selective (although it is not a requirement) and be prepared to interact with the physician team, patients, and other personnel. Students should have a solid foundation in oncology and be quite familiar with oncologic care. The students will take on key roles in patient management and frequently be involved in independent research projects. They will be required to do an oral presentation on either their own research projects or some other interesting topic in radiation oncology. While the goals and objectives of this course are similar to those of the third-year selective, the expectations for proficiency are much higher.

2.5 or 5 credit hours

This 1-week rotation will introduce third year students to the field of Radiation Oncology.

1 credit hour

For MUSC AnMed Clinical Campus Students: This 2-week or 4-week elective is for fourth-year students with an interest in some aspect of oncology who want more hands-on experience with radiation oncology. The student should have a solid foundation in oncology and be familiar with oncologic care. The student will attend tumor boards and actively participate in the care of radiation oncology patients in the Radiation Oncology Unit at the AnMed North Campus.

2.5 or 5 credit hours

The course provides an opportunity for students to work with attending and resident physicians in the Department of Radiation Oncology. Students will have opportunity to both observe and gain hands-on experiences in examining patients with cancer, solving treatment management issues, and initiating treatment planning. Students will be involved with all aspects of the patients' management and will be expected to review patients' charts and be able to discuss key findings such as pathology and imaging results. Students will attend tumor boards with the treatment teams that he/she are assigned to. At the completion of the course, the student should have a foundation for further learning about complex management issues in oncology, specifically as pertains to radiation oncology.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: This two-week selective provides an opportunity for students to work with attending physicians. Students will both observe and gain hands-on experience in examining patients with cancer, solving treatment management issues, and initiating treatment planning. Students will be involved with all aspects of the patients' management and will be expected to review patients' charts and be able to discuss key findings such as pathology and imaging results. Students will attend tumor boards with the treatment teams. At the completion of the course, students should have a foundation for further learning about complex management issues in oncology, specifically as it pertains to radiation oncology.

2.5 credit hours

This rotation includes all customized and non-MUSC approved electives for 4th-year students.

2.5 or 5 credit hours

Individualized research.

2.5 or 5 credit hours

During this 1-week rotation, students will be exposed to the spectrum of radiology through observational rotations in subspecialty areas of imaging and self-directed tutorials and readings.

1 credit hour

This course is designed to provide students with a better understanding of the central role of diagnostic radiology in the evaluation and management of patients through participation in reading room readouts, lectures, case conferences/presentations, online assignments, and observation of the various imaging modalities and procedures. Students will tailor their experience to their clinical interests by spending one week in four of the following areas: Body, Cardiac, Chest, IR, MSK, Neuroradiology, Pediatrics, or Ultrasound.

2.5 or 5 credit hours

This course is designed to provide students with a better understanding of the central role of diagnostic radiology in the evaluation and management of pediatric patients through participation in reading room readouts, clinical rounds, lectures, case conferences/ presentations, online assignments, and observation of the various imaging modalities and procedures. Students will spend the entire rotation in the Pediatric reading room.

2.5 or 5 credit hours

Students will learn about the role of Vascular and Interventional Radiology in patient care, including inpatient and outpatient scenarios and gain insight into the services it provides by participating in consultations, pre-procedural planning, image guided procedures, and post procedural follow up. Students will attend VIR conferences, Vascular Surgery conferences, general radiology lectures, case conferences and presentations, and complete on-line assignments. They will work with APPs, as well as faculty and residents. Students will spend the rotation in the IR procedure areas and reading rooms at both ART and Main Hospital, as well clinics at MUSC Health East in Mount Pleasant.

2.5 or 5 credit hours

This course is designed to provide students with a better understanding of the central role of diagnostic radiology and more specifically neuroradiology in the evaluation and management of patients through participation in reading room readouts, lectures, case conferences/ presentations, online assignments, and observation of the various imaging modalities and procedures. Students will spend the entire rotation in the Neuroradiology reading room.

2.5 or 5 credit hours

This course is designed to provide students with a better understanding of the central role of diagnostic radiology in the evaluation and management of patients through participation in reading room readouts, lectures, case conferences/ presentations, online assignments, interactive labs, and observation of the ultrasound interpretation and procedures. This course is designed to introduce participants to the role of ultrasound in patient care including the appropriateness criteria for the use of diagnostic ultrasound and ultrasound guided procedures.

2.5 or 5 credit hours

This course is designed to provide students with an understanding of diagnostic radiology as it pertains to breast imaging radiology and management of clinical breast disease. Students will participate in reading room readouts, lectures, case conferences/presentations, online assignments, and observation of the various imaging modalities and procedures in breast imaging. Students will attend breast radiology pathology concordance conference and breast tumor board. Students will spend the entire rotation in the breast imaging reading room and Hollings Cancer Center Mammography/Breast Imaging Suite.

2.5 or 5 credit hours

This course is designed to provide students with an understanding of diagnostic radiology as it pertains to musculoskeletal (MSK) radiology and the management of sports-related, degenerative, rheumatologic and orthopedic oncologic disease. Students will participate in reading room readouts, lectures, case conferences/presentations, online assignments, and observation of the various imaging modalities and procedures in musculoskeletal imaging. Students will attend orthopedic tumor board. Students will spend the rotation in the MSK imaging reading room in Rutledge Tower, as well as at MUSC Health West Ashley Medical Pavilion.

2.5 or 5 credit hours

In this elective, the student will attend a variety of clinical tumor boards, participate in 2 Surgical procedures and 2 Image guided procedures to obtain pathologic specimens, identify and direct the collection of current clinical cases which demonstrate outstanding correlation of imaging and pathology. Case documentation will include review of patient history, physical exam findings, imaging, gross and microscopic pathology findings, diagnosis, and discussion. Cases will be uploaded by the student into an internet-based teaching file to be subsequently used by medical students, residents, and faculty in the departments of radiology and pathology. At least two cases should include complete information and thorough discussion of the radiologic and pathologic features of a disorder/disease process suitable for submission for publication as a case report. For students to enroll in this course, it is required to have previously taken a Radiology selective or elective.

2.5 or 5 credit hours

For MUSC AnMed Clinical Campus Students: This 2-week course is designed to provide students with a better understanding of the central role of diagnostic radiology in the evaluation and management of patients through participation in reading room readouts

2.5 credit hours

This course, a combination of online and in-person activities, is designed to provide students with a better understanding of the central role of diagnostic radiology in the evaluation and management of patients through participation in reading room readouts, online lectures, case conferences/presentations, online assignments, and observation of the various imaging modalities and procedures while affording some flexibility for residency interviews. Students will tailor the experience to their clinical interests by selecting three subspecialties (Body, Cardiac, Chest, IR, MSK, Neuroradiology, Pediatrics, and Ultrasound). The student will spend 3-4 days in each area for a total of 12 days, two of which must be the first and last days. Students may NOT enroll in both this course and any of the following electives during their fourth year: RAD851, RAD854, RAD856, RAD857, RAD861, or RAD862. The first and last days of the rotation are mandatory.

5 credit hours

During this rotation, students will be exposed to the spectrum of radiology through observational rotations in subspecialty areas of imaging, lectures, self-directed tutorials and readings, presentations, and assignments.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: This selective exposes the third year medical student to basic diagnostic radiology. The student will observe radiologists and radiological technicians both in the inpatient and outpatient arenas. The student should have a better understanding of a radiologist’s daily activities. The inpatient radiology experience will occur at the AnMed Medical Center. The outpatient radiology experience will take place at the AnMed North Campus.

2.5 credit hours

The Advanced Clinical Radiology Selective is designed for the student who is interested in pursuing Diagnostic Radiology as a career. Student must have already completed Radiology 880J or 886J prior to taking this selective. The student will spend 3-4 days observing read outs, procedures and multidisciplinary conferences in each of 3 subspecialty areas selected from the following options: Cardiovascular Imaging, Chest, Body Imaging, Neuroradiology, Nuclear Medicine, Pediatrics, Ultrasound, and Interventional Radiology. The students will be expected to review online Patient Safety materials as well as an online text about Imaging Appropriateness. The students will attend Case of the Day conferences and also present three cases, one from each of the three chosen clinical areas, at the Case of the Day conferences.

2.5 credit hours

This course is designed for students who are interested in acquiring more knowledge of the field of Vascular and Interventional Radiology. The course will expose students to VIR patient care through observational rotations in VIR and diagnostic radiology, lectures, self-directed tutorials and readings, and presentations.

2.5 credit hours

This advanced clinical elective is designed to provide 4th-year medical students an in-depth and hands-on radiology experience. Traditional general radiology courses have been designed to give medical students a better understanding of the central role of diagnostic radiology in the evaluation and management of patients and has historically provided a broad overview. The advanced course will provide 4th-year medical students that have specific interests and plans to apply to radiology increased exposure and hands-on experiences. This will be accomplished by allowing the medical students to experience what radiology residents do daily, including dictating and signing out reports, hands-on procedure experience, and on-call experiences. Additionally, students will be given specific online assignments, lectures, and case conferences to increase their knowledge of radiology. Exposure to more advanced radiology educational material and academic responsibilities will allow students to begin developing a more specific knowledge base and understanding of the rigorous academic demand of being a radiology resident. The course will culminate in a verbal case conference where students will have the opportunity to present the knowledge gained in a systematic way, which will also be an opportunity to experience the presentation and public speaking skills required of radiologists.

2.5 or 5 credit hours

This rotation includes all customized and non-MUSC approved electives for 4th-year students.

2.5 or 5 credit hours

Individualized research.

2.5 or 5 credit hours

Surgery is a six-week clerkship during which students are introduced to the care of surgical patients with an emphasis on establishing a diagnosis, learning the pathophysiology of surgical diseases, participating in the treatment of surgical patients, and supporting patients before, during, and after surgery.

8 credit hours

This selective introduces students to the care of surgical patients with an emphasis on establishing a diagnosis, learning the pathophysiology of surgical diseases, participating in the treatment of surgical patients, and supporting patients before, during, and after surgery.

2.5 credit hours

This 1-week rotation will introduce students to aspects of peri-operative patient care in the inpatient and outpatient setting, including on rounds, in the clinics, and in the operating room as available. Students will be exposed to all aspects of the complex medical and surgical care of patients on one of the following assigned subspecialties: trauma surgery, vascular surgery, pediatric surgery, surgical oncology, colorectal surgery, bariatric surgery, hepatobiliary surgery, burn surgery or transplant surgery. Student experience will vary based on the particular surgical practice to which they are assigned..

1 credit hour

Students will participate in all aspects of patient care in the inpatient and outpatient setting, including on rounds, in the clinics, and in the operating room. Students will be exposed to all aspects of the complex medical and surgical care of patients on one of the following assigned subspecialties: trauma surgery, vascular surgery, pediatric surgery, surgical oncology, colorectal surgery, bariatric surgery, hepatobiliary surgery, burn surgery or transplant surgery. Student experience will vary based on the particular surgical practice to which they are assigned. Students must have completed surgery clerkship prior to taking this selective.

2.5 credit hours

In this 4-week selective course, students will participate in all aspects of patient care in the inpatient and outpatient setting, including on rounds, in the clinics, and in the operating room. Students will be exposed to all aspects of the complex medical and surgical care of patients on one of the following assigned subspecialties: trauma surgery, vascular surgery, pediatric surgery, surgical oncology, colorectal surgery, bariatric surgery, hepatobiliary surgery, burn surgery or transplant surgery. Student experience will vary based on the particular surgical practice to which they are assigned. Students must have completed surgery clerkship prior to taking this selective.

5 credit hours

This course provides in-depth exposure to patients undergoing surgery for acquired cardiac disease. The student will be an integral part of the team that includes general surgery and cardiothoracic surgery residents, cardiac surgery attendings, and midlevel providers. The student will work with the entire staff and will receive extensive exposure to patients in the operating room, cardiothoracic intensive care unit, and on the floor, as well as in the outpatient clinic.

5 credit hours

Students will participate in the Night Emergency Surgery Service as members of the night float team. This service evaluates and treats a significant volume of trauma patients, as well as performs emergency consultations and acute care surgery operative procedures. This service is recommended for students interested in general surgery, as well as students interested in emergency medicine and primary care specialties.

5 credit hours

This course provides in-depth exposure to patients with diseases of the chest, including lungs, esophagus, and mediastinum. The student will be an integral part of the team that includes general surgery and cardiothoracic surgery residents, thoracic surgery attendings, and mid-level providers. The student will be assigned to the general thoracic attendings but will work with the entire staff and will receive extensive exposure to patients in the operating room, cardiothoracic intensive care unit, and on the floor, as well as in the outpatient clinic at Hollings Cancer Center.

5 credit hours

Students will serve as members of the patient care team for patients on the pediatric surgical service, interacting with the attendings and residents from the pediatric surgical service daily. Students will participate in outpatient clinics, the operating room, and rounds with residents and attending surgeons. Students will also participate in the management of inpatient consults and assessment of pediatric burn/trauma patients.

5 credit hours

Students will participate in plastic surgery patient care in both the inpatient and outpatient settings with the faculty and residents of the Division of Plastic Surgery. The student's daily activities will be assigned by the academic chief plastic surgery resident and will include activities such as plastic surgery didactic cases and visiting professor conferences, as well as inpatient and ambulatory patient care. Students will be involved in operative cases daily with exposure to all aspects of reconstructive and cosmetic surgery.

2.5 or 5 credit hours

Students on the surgical oncology rotation will participate in the ambulatory and inpatient surgical care of patients with breast, endocrine, skin, soft tissue, and GI tumors. Students will be exposed to the multidisciplinary approach to patient care through tumor board conferences and clinics. Students will be orientated to the service by the course director who will also provide verbal feedback midway through the rotation.

2.5 or 5 credit hours

5 credit hours

Students will serve as externs on the Trauma and Acute Care Surgery service. They will be assigned to patients and will be expected to be their primary caregivers, with supervision by the resident staff and attending surgeons. Students will be expected to participate in the daily delivery of care to the Acute Care Surgery patients, as well as the surgical clinics where new patients are evaluated and recently discharged patients are seen for follow up. This rotation is recommended for students interested in primary care, emergency medicine, general surgery, and any surgical subspecialty (neurosurgery, orthopedic surgery, ENT, urology, plastic surgery).

5 credit hours

This externship offers students the opportunity to function as a member of the team and be responsible for many of the duties of an intern under the direct guidance and supervision of house staff and attending staff. The student will be assigned to the vascular service at Ashley River Tower. This course is designed for students who are considering training in a vascular surgery residency.

5 credit hours

For MUSC AnMed Clinical Campus Students: In this 2-week or 4-week elective, the student will shadow vascular surgeons as they perform their daily functions. The student will participate in patient care based on their level of competency and at the direction of their surgery attending. The student will see patients at AnMed Vascular Surgery office, cath lab, hospital wards and operating rooms

2.5 or 5 credit hours

Students will be assigned to serve as externs in the surgical intensive care unit and will be the primary care provider for assigned patients. Very close supervision will be provided by the surgery residents assigned to the unit. Daily teaching rounds are given by attending surgeons who are board certified in critical care. Students will become familiar with the basics of mechanical ventilation, intravenous fluids, shock and vasoactive medications, surgical emergencies, procedural indications, and end-of-life care issues in the ICU. Students will observe and potentially perform invasive procedures. Students will participate in a mandatory orientation day to cover essential critical care subject matter. Participation is expected at all simulation-based procedural skills modules unless absence is excused. Students will be expected to work at least 18 shifts. Make-up dates for unexcused absences will take place the final weekend of the rotation and then at the discretion of the unit director. There is no expectation of night call, but it can be offered by the unit director as an integral learning experience or as make-up for unexcused absences. This rotation is recommended for students with an interest in anesthesia or in any surgical field including ENT, orthopedics.

5 credit hours

For MUSC AnMed Clinical Campus Students: In this 2-week or 4-week elective, students will participate in plastic surgery patient care including inpatient and outpatient settings with the assigned attending physician. Students will be involved in operative cases on a daily basis with exposure to all aspects of reconstructive and cosmetic surgery.

2.5 credit hours

For MUSC AnMed Clinical Campus Students: Plastic Surgery Selective will allow third-year students to explore plastic surgery as a potential career option. Students will be involved in operative cases daily either in the surgery center at AnMed Cosmetic & Plastic Surgery and/or the hospital at AnMed Health. Students will observe plastic surgery patient care in the inpatient and outpatient settings.

1 credit hour

(Available to students assigned to the MUSC AnMed Health Clinical Campus.) Students will work one on one with a local Anderson community surgeon participating in his clinical practice in both the office and the operating suite. The student will actively participate in the surgical care of patients. This course is designed to allow students interested in a surgical career to get more exposure to general surgery. 2.5 or 5.0 variable credits.

5 credit hours

Students will become an integral part of the multidisciplinary burn team and will provide longitudinal patient care for acute and complexed burn surgery patients throughout the patient care continuum in all aspects of patient care, including participating in daily rounds of critically ill patients, bedside ICU procedures, dressing changes, clinic visits, and the operating room. Students will assist with surgical techniques including grafting components and wound closures. Students will participate in initial comprehensive burn assessments, daily patient management, formulation of treatment plans, and discharge arrangements with the appropriate supervision and corresponding documentation.

2.5-5 credit hours

2.5 credit hours

For MUSC AnMed Clinical Campus Students: This 2-week elective will offer fourth-year students the opportunity to work on the colon and rectal surgery service. Students will be actively involved in the office evaluation, operative management, and postoperative care of patients with benign and malignant diseases of the colon, rectum, and anus. They will be expected to take call with the staff surgeon on assigned call days (1 per week). The elective component of this practice is almost purely colon and rectal surgery; however the service does include some general surgical experience through on-call responsibilities.

2.5 or 5 credit hours

Students will serve as externs on one of the areas of GI Surgery covered by attending surgeons in the Section of GI surgery. Students will be given the choice of participation on the Bariatric Colorectal Service and/or the Pancreatic Biliary Service to include inpatient care as well as pre- and post-operative care in the surgery clinics. Strongly recommended for students interested in general surgery as well as for students interested in primary care, geriatrics, and internal medicine.

5 credit hours

For MUSC AnMed Clinical Campus Students: The purpose of this 2-week course is to educate fourth-year medical students about the role of bariatric surgery in the treatment of obesity, with particular attention to identifying candidates for surgery, surgical procedures available, and outcomes for obesity-related diseases. Discussion and activities will focus on the pros and cons of surgery, how surgery success is measured, and cooperating with other professionals (nutritionist, etc.) in the care of bariatric surgery candidates and patients. Participation in a Tuesday evening community seminar at the AnMed North Campus will be required.

2.5 or 5 credit hours

Students will serve as externs on the colorectal surgery service covered by board certified colorectal surgeons. This includes inpatient care as well as pre- and post-operative care in the surgery clinics. A typical week includes participation in complex surgical cases, colonoscopies, benign colorectal surgery clinic, Hollings Cancer Center colorectal surgery clinic as well as integration into the resident team for all patient care. Strongly recommended for students interested in general surgery as well as for students interested in primary care, geriatrics, and internal medicine.

2.5 or 5 credit hours

Students will serve as externs on the Minimally Invasive and Bariatric Surgery service, which is covered by attending surgeons specialized in complex bariatric surgery, foregut surgery as well as minimally invasive abdominal wall reconstruction. Time on service will include inpatient care as well as pre- and post-operative care in the surgery clinics. Strongly recommended for students interested in general surgery as well as for students interested in primary care, geriatrics, and internal medicine.

2.5 or 5 credit hours

Students will serve as externs on the Hepatobiliary and Pancreatic Surgery service, which is covered by attending surgeons specialized in complex and redo biliary surgery, hepatic malignancy, and benign hepatic disorders, as well as surgery for benign and malignant pathology of the pancreas. Time on service will include inpatient care as well as pre- and post-operative care in the surgery clinics. Strongly recommended for students interested in general surgery as well as for students interested in primary care, geriatrics, and internal medicine.

2.5 or 5 credit hours

This rotation includes all customized and non-MUSC approved electives for 4th-year students.

2.5 or 5 credit hours

Individualized research.

2.5 or 5 credit hours

This 1-week rotation will introduce students to urology. The student will be exposed to both inpatient and outpatient clinical areas at MUSC and the VA Hospital. Service guidelines and other helpful information will be emailed two weeks before the actual rotation begins.

1 credit hour

Students will rotate in both inpatient and outpatient clinical areas at MUSC and the VA hospital, managing complex urologic conditions and providing a detailed look at what a career in urologic surgery will entail. Service guidelines will be emailed two weeks before the actual rotation begins.

2.5 or 5 credit hours

Students will rotate in both inpatient and outpatient clinical areas at MUSC Florence, managing complex urologic conditions and providing a detailed look at what a career in urologic surgery will entail. Service guidelines will be emailed two weeks before the actual rotation begins

2.5 or 5 credit hours

This course is for students considering urology as a career. Students will rotate in both inpatient and outpatient clinical areas at MUSC and the VA hospital, managing complex urologic conditions and providing a detailed look at what a career in urologic surgery will entail. Service guidelines will be emailed two weeks before the actual rotation begins.

5 credit hours

For MUSC AnMed Clinical Campus Students: This 2-week elective will provide the fourth-year medical student an opportunity to spend time with a urology attending physician in the AnMed Urology office, in the hospital, and in the operating room. The student will be exposed to common urological problems seen in primary care medicine.

5 credit hours

This course is for the student who has an interest in learning more about urology or is considering urology as a career. The student functions as an assistant intern in both inpatient and outpatient clinical areas at MUSC and the VA Hospital. Service guidelines and other helpful information will be emailed two weeks before the actual rotation begins. Students interested in rotating during Blocks 7 or 8 should email the course coordinator for approval.

2.5 credit hours

This rotation includes all customized and non-MUSC approved electives for 4th-year students.

2.5 or 5 credit hours

Individualized research.

2.5 or 5 credit hours

College of Nursing

This course introduces the financial structures that support nursing practice. The focus is on economic principles, financial management methods, and business strategies that form the foundation for balancing productivity with quality of care and designing effective and realistic care delivery systems that optimize performance, minimize costs, and enhance outcomes. Students will examine methods to evaluate costs and cost effectiveness of care using knowledge regarding health equity and diversity. This course provides graduates with the tools to plan, monitor, and evaluate the acquisition, use, and outcomes of fiscal resources for practice and program initiatives. Prerequisite: NRDNP 860, NRDNP 854.

3 credit hours

In this course the student will acquire strategies for conflict management and relationship building in complex and diverse healthcare organizations. In addition, students will assimilate strategies for assessing risk, managing risk, and negotiating crucial conversations strategically and proactively. This course also examines innovative management strategies and problem-solving techniques as they apply to promoting shared decision-making, working with diverse inter-professional leadership teams, and building relationships with stakeholders in a culturally sensitive manner. Practicum provides precepted experiences working within the specific course focus to enhance and develop nurse executive competencies in these areas. Prerequisite: Graduate standing.

3 credit hours

Study of information science concepts, principles, and methods with application in the support, improvement, and evaluation of nursing interventions, outcomes of care, and delivery systems. Focuses on the development of knowledge and technical skills to use data management systems and technological resources for decision-making, implementation of quality improvement initiatives, and evaluation of patient care technologies. Includes use of systems analysis, decision theory, and consideration of ethical, regulatory, social, health equity, diversity, and legal issues. Clinical and administrative data sources will be used to evaluate the efficacy of patient care technology appropriate to a particular area of practice. Prerequisite: NRDNP 860, NRDNP 854.

3 credit hours

This course is designed to present an orientation to disease as disordered physiology within integrated biological systems, mediated by cognitive, behavioral, emotional, cultural, and social determinants of health. The course provides the advanced practice nurse with a foundation for advanced clinical assessment, diagnostic reasoning, and clinical decision-making in the management of common, episodic, chronic and heritable/genetic conditions. Pathophysiological mechanisms of disease, including signs and symptoms of prototypical illnesses, variations in expression, and selected screening/diagnostic evaluative methods will be discussed with an emphasis on attainment and maintenance of full health potential as a goal of health equity. Prerequisite; Graduate standing.

3 credit hours

This course focuses on the knowledge and application of advanced pharmacotherapeutic principles organized in a system-based approach, to prepare students to design individualized pharmacotherapeutic plans for disease prevention and commonly encountered illnesses, demonstrating an understanding of drug classes, individual drugs, and complementary alternatives. Methods for screening, risk stratification, and monitoring for clinical effectiveness will be addressed. Emphasis is placed on pharmacodynamics, pharmacokinetics, pharmacogenomics and biochemical pathways as the basis for understanding the mechanism of drug actions. Side effects, contraindications, and toxicities, as well as factors relating to adherence, compliance, patient education and collaborative practice are discussed to facilitate safe practice and promote successful patient outcomes to achieve and maintain full health potential. Rationales for therapeutic choices are based on current, evidence-based clinical practice guidelines with consideration to special variables affecting selection of drug therapies such as age, gender, reproductive status, ethno-cultural variations, provider biases, financial, social determinants of health, and personal preference. Special attention is given to professional practice including statutory regulations related to prescribing. There is an additional emphasis (not less than 15 hours) on prescribing controlled substances, including but not limited to use of controlled substances for pain management, impaired provider recognition, recognition and management of substance use disorders, medication assisted therapy for substance use disorders (not less than 8 hours of course content regarding substance use disorders and medication assisted therapies for substance use disorders). Students utilize problem-solving skills and current point of care technology as a means to integrate pharmacological principles with clinical guidelines to plan safe and effective care for patients with acute and chronic clinical conditions. Prerequisite: NRDNP 838, NRDNP 860, NRDNP 854.

4 credit hours

This course incorporates the study of knowledge and principles of organizational leadership and advanced communication, mentoring, and team building skills that improve quality of care delivery, health outcomes, and safety of patient populations. Examination of consultative and leadership strategies that facilitate intra- and interprofessional collaboration that promotes equity in diverse populations (toward common goals and outcomes). Students will analyze effective strategies for the resolution of ethical and legal issues in the delivery of care. Students will synthesize knowledge from ethics, organizational, leadership, and communication theories with nursing science as a framework for organizational assessment, diagnosis of systems issues, and facilitation of system-wide practice initiatives. Graduates will be prepared to assume leadership in addressing complex practice and organizational issues. Prerequisite: NRDNP 854, NRDNP 860.

3 credit hours

With a focus on role integration, students synthesis knowledge from previous courses to solidify the nurse practitioner role within their population foci. Students will further develop the unique role of the advanced practice nurse as part of, and potential leader of, an interprofessional team. Through continued clinical experience, students demonstrate increased responsibility and accountability for performance as an advanced practice nurse and clinical scholar, synthesizing knowledge of pathophysiology and disease management, evidence-based guidelines, anticipatory guidance, models of provider-patient communication, and provision of educational resources. Combined with awareness of social determinants of health, health disparities, and ethics, they will become competent at designing holistic, patient-centered plans of care. Preparation for certification and licensure will be discussed. Prerequisite: NRDNP 838, NRDNP 860, NRDNP 854, NRDNP 856, NRDNP 842, NRDNP 836, NRDNP 864, NRDNP 858, NRDNP 865, NRDNP 866, NRDNP 708.

7 credit hours

In this course, students will study organizational and management theories and evidence-based research that guide effective organizational and policy development, as well as advanced practice. Emphasis is placed on the study of organization structures and processes in delivery of health care and related health programs. Major functions of management (planning, organizing, and directing and controlling, root cause analysis) are examined, including the principles and processes of risk management and continuous quality and patient safety improvement, impact of health disparities and diversity, measurement and management of organizational effectiveness and effects of organization development on costs and patient outcomes. As an organization is a microcosm where many different social and cultural factors intersect, it is imperative to be proficient in recognizing and functioning effectively as an advanced practice nurse within the organization's cultural beliefs, practices, resources and needs represented while attending to and advocating for its consumers and the community. Prerequisite: NRDNP 838, NRDNP 860, NRDNP 854, NRDNP 856, NRDNP 842, NRDNP 836, NRDNP 864, NRDNP 858, NRDNP 865, NRDNP 866, NRDNP 708, NRDNP 848B.

3 credit hours

Study of advanced clinical assessment and reasoning skills through the lifespan with emphasis on differentiating normal from abnormal findings in the domains of physical, psychosocial, behavioral, and genetic assessments. Practice of age-appropriate developmental, psychosocial and behavioral screening as well as anticipatory guidance for patient encounters including health teaching skills for common illnesses, behavioral health disorders and disease prevention. Students refine and strengthen increasingly complex skills in listening, history taking, screening, documentation, and clinical and diagnostic reasoning utilizing fair, inclusive, and respectful treatment of all people. Prerequisite: NRDNP 838, NRDNP 860, NRDNP 854.

6 credit hours

3 credit hours

A continuation of NRDNP 856A.

3 credit hours

This course provides the foundation for evaluating current evidence-based research and practice to develop a quality improvement project, implementing evidence of best practices after a thorough search of the literature and other evidence, and formulating a cogent argument of need based upon a critical appraisal. Guided experience of the critical appraisal process provides the foundation for determining best practices, solving practice problems, insuring patient safety, and considering health disparities. Emphasis will be placed on integration and dissemination of new knowledge and the effect on equitable health outcomes. Graduates will be prepared to provide leadership for designing, implementing and evaluating quality improvement projects and safety initiatives to guide practice and improve outcomes. Prerequisite: NRDNP 860, NRDNP 854, NRDNP 856.

3 credit hours

This course provides an overview of epidemiological and biostatistical methods for use by clinical practitioners to enhance the quality of healthcare practice. The focus is on common study designs found in descriptive, observational, and experimental research, as well as measures of association and procedures for data collection, management and analysis. It provides an opportunity for students to apply descriptive and inferential statistics to explore, analyze and disseminate aggregate health data. The course also highlights methods for the design, implementation and evaluation of evidence-based changes in clinical practice. The utilization of data to examine variability and disparities in population trends, practice patterns and systems of care is also emphasized. Prerequisite: Graduate standing.

4 credit hours

This course further builds on the principles of neuroscience in the treatment of mental health disorders. Psychotherapeutic interventions and psychopharmacologic treatment will be explored with emphasis on their neurobiological impact. The course will provide the licensed advanced practice nurse with the knowledge to develop individualized and family treatment plans with integrated modalities for psychiatric and mental health disorders across the lifespan. Prerequisite: Graduate standing and previous APRN Advanced Pharmacology course.

3 credit hours

This course provides the student with the opportunity to synthesize previous learning about the implementation and evaluation of system level change through the full development of an evidence-based practice improvement project. The project is a culmination of the knowledge gained in the DNP coursework with the primary objective of improving healthcare outcomes in the practice setting. These evidence-based projects may include changes in the healthcare delivery system, organizational changes that impact healthcare at the local, regional and/or national level, or legislation and health care policies that reduce healthcare disparities. The DNP project requires student engagement in partnership building with interprofessional colleagues, consumers, and/or faculty to examine a clinical question or issue that involves translating evidence to everyday practice in health care systems, and ultimately informs and influences health care delivery and health equity. Integral to the project is a strong evaluation component and the preparation of a manuscript that will be submitted to a professional journal for publication consideration. In addition, emphasis will be placed on ethical considerations and human subjects protection through the process of fully developing and submitting an Institutional Review Board (IRB) application. Prerequisite: NRDNP 838, NRDNP 860, NRDNP 854, NRDNP 856, NRDNP 842, NRDNP 836, NRDNP 864, NRDNP 858, NRDNP 865.

3 credit hours

The focus of the first clinical course is on novice-level assessment, diagnosis, and management of common episodic and chronic medical, behavioral, and psychosocial conditions that includes pharmacotherapy for the specific population foci within the context of their families, social environment, genetics, and culture. Emphasis is on generating sound healthcare decisions within the scope of APRN practice that are grounded in evidence-based health promotion, prevention and risk-reduction recommendations, epidemiology, and knowledge of symptom complexes as they relate to pathophysiology. Knowledge of social determinants of health, health disparities, palliative care, and ethics provides the foundation for developing an unbiased, comprehensive plan of care that incorporates evidence-based guidelines, anticipatory guidance, models of provider-patient communication, and provision of educational resources. The practicum provides precepted experiences working within the specific population foci at the novice level to assess, diagnosis, and manage pathophysiologic states, developing initial as well as ongoing treatment plans using evidence-based guidelines. NRDNP 838, NRDNP 860, NRDNP 854, NRDNP 856, NRDNP 842.

6 credit hours

The focus of the second clinical course is on the advanced-beginner-level of assessment, diagnosis, and management of common episodic and chronic medical, behavioral, and psychosocial conditions that includes pharmacotherapy for the specific population foci within the context of their families, social environment, genetics, and culture. Emphasis is on generating sound healthcare decisions within the scope of APRN practice that are grounded in evidence-based health promotion, prevention and risk-reduction recommendations, epidemiology, and knowledge of symptom complexes as they relate to pathophysiology. Knowledge of social determinants of health, health disparities, palliative care, and ethics provides the foundation for developing an unbiased, comprehensive plan of care that incorporates evidence-based guidelines, anticipatory guidance, models of patient-provider communication, and provision of educational resources. The practicum provides precepted experiences working within the specific population foci at the advanced beginner level to assess, diagnose, and manage pathophysiologic states, developing initial as well as ongoing treatment plans using evidence-based guidelines. Prerequisite: NRDNP 838, NRDNP 860, NRDNP 854, NRDNP 856, NRDNP 842, NRDNP 836, NRDNP 864.

6 credit hours

The focus of the third clinical course is on developing competence in the assessment, diagnosis, and management of common episodic and chronic medical, behavioral, and psychosocial conditions that includes pharmacotherapy for the specific population foci within the context of their families, social environment, genetics, and culture. Emphasis is on generating sound healthcare decisions within the scope of APRN practice that are grounded in evidence-based health promotion, prevention and risk-reduction recommendations, epidemiology, and knowledge of symptom complexes as they relate to pathophysiology. Knowledge of social determinants of health, health disparities, palliative care, and ethics provides the foundation for developing an unbiased, comprehensive plan of care that incorporates evidence-based guidelines, anticipatory guidance, models of patient-provider communication, and provision of educational resources. The practicum provides precepted experiences working within the specific population foci to develop competence in assessing, diagnosing, and managing pathophysiologic states, developing initial as well as ongoing treatment plans using evidence-based guidelines. Prerequisite: NRDNP 838, NRDNP 860, NRDNP 854, NRDNP 856, NRDNP 842, NRDNP 836, NRDNP 864, NRDNP 858, NRDNP 865.

6 credit hours

This course presents advanced concepts in neuroscience across the lifespan with psychiatric disorders. The course includes concepts of neuroanatomy, neurophysiology, and the application to psychiatric disorders. The concepts of epigenetics and neurotransmission will be explored in relation to how these factors influence the development of symptoms in patients with psychiatric disorders. Prerequisite: Graduate standing and previous APRN Advanced Pathophysiology course.

2 credit hours

1 credit hour

This course addresses the scientific underpinnings that provide a framework for Doctor of Nursing Practice Scholarship including theories from nursing and the behavioral and social sciences, quality improvement models, and evidence-based guidelines as they affect the quality and safety of health care and health disparities. Root cause analysis and the approach to interventions and translation are the predominant themes in this course at both the individual level in terms of improving patient outcomes and at the system level focused on improving healthcare outcomes. Skills to understand the root cause of problems and intervention identification and application will be examined from a variety of viewpoints. Additionally, skills to facilitate change and align stakeholders will be examined from a variety of viewpoints.

1 credit hour

This course addresses the scientific underpinnings that provide a framework for the Doctor of Nursing Practice Scholarship including theories from nursing and the behavioral and social sciences, quality improvement models, and evidence-based guidelines as they affect the quality and safety of health care and health disparities. Theory and change, identifying and understanding problems in healthcare, healthcare organizations and patient outcomes, root cause analysis, the approach to interventions and translation and facilitation of change and alignment of stakeholders are predominant themes in this course at both the individual level in terms of improving patient outcomes and at the system level focused on improving healthcare outcomes. Skills to understand the root cause of problems and intervention identification and application will be examined from a variety of viewpoints. Additionally, skills to facilitate change and align stakeholders will be examined from a variety of viewpoints.

3 credit hours

In this introductory course, students will learn about models of care in hospice and palliative care, the patient/family-centric model of palliative care, the interdisciplinary team concept and regulatory aspects of these practice models. Focus is on the value of palliative care as a basic human right and the care of individuals with life-threatening, progressive illnesses, emphasizing respect for patients' and families' beliefs, values, and choices. Students explore psychosocial and spiritual dimensions of palliative care. The historical, sociocultural, economic, legal, and ethical trends in palliative care will be discussed. Factors affecting health care systems and societal attitudes are considered in evaluating the delivery of care during advanced illness and at the end of life. Students will acquire competencies in patient/family assessment, communication, decision-making, and interdisciplinary collaboration in palliative care. Prerequisites: Graduate standing and previous APRN Advanced Pathophysiology course.

3 credit hours

This course uses the framework of nationally recognized standards and guidelines for palliative and end-of-life care. Using an evidence-based approach towards systematic assessment and management of common symptoms and co-morbidities accompanying progressive, life-limiting illnesses both pharmacological and non-pharmacological interventions will be evaluated. Students will apply principles of palliative management to develop and implement treatment plans to diverse patient populations across the lifespan in clinical settings including acute, primary, long-term, and community care. Prerequisites: Graduate standing and previous APRN Advanced Pathophysiology course.

3 credit hours

This elective clinical experience focuses on the evaluation, diagnosis, and management of patients with serious illness and their families. Students will work closely with preceptors (palliative care providers, PA, NP, or MD) working as part of a specialty palliative care team. Throughout the clinical experience, students will have opportunity to work with interprofessional members of the palliative care team including, but not limited to, social workers, chaplains, art therapists, bereavement coordinators. This lifespan in palliative care clinical experience will be customized based on the student primary track/ certification, background, and individual goals for this experience. Students will be given opportunity to complete inpatient history and physical exams, assist with consultations, and evaluate and manage patients under the care of the palliative care team, part of a palliative care consulting service, or with a stand-alone palliative care provider. This may be in-person, or via telehealth. Advanced communication tools and additional resources will be incorporated during this experience as well. 1. Collaborate with the seriously ill patient, family, and interprofessional healthcare team from the time of diagnosis, to develop, manage, and coordinate a culturally-sensitive, patient-centered, family-focused, and evidence-based plan of care across care transitions, through bereavement, and through the appropriate use of technology. 2. Appraise the patient's and family's needs and desires with multiple system variables, such as efficacy, cost, and safety when creating therapeutic interventions and regimens. 3. Integrate local, community and national palliative and hospice care resources as an adjunct to care in the management of serious illness and advocate for access to these services across all settings. 4. Integrate new technologies into clinical practice to expand the access of palliative care to rural and underserved areas. 5. Demonstrate development of own professional role in specialty palliative care nursing. Must be enrolled in NRDNP 874/875 PCM 1/2 or have successfully completed either course; if BSN-DNP student, must have successfully completed NRDNP 856, Advanced Clinical Assessment and Reasoning.

1-20 credit hours

This multi-semester intense clinical or administrative experience enables synthesis of the cumulative knowledge from nursing, biophysical, psychosocial, analytical, and organizational sciences. Students demonstrate increasing competency in nursing administration, population focused primary care, or specialty care. Students integrate theoretical perspectives with evidence-based knowledge, as they collaborate with intra/interprofessional teams. Residency includes implementation and evaluation of an evidence-based, scholarly practice improvement project in an area of advanced practice in partnership with a selected agency or organization that solves a practice problem or improves population health, educational, or performance outcomes. Students develop and present a poster to faculty and peers describing outcomes of their scholarly improvement project and prepare a manuscript suitable for submission to a peer-reviewed journal. During Residency, students will synthesize and apply the Cultural Effectiveness Model to their project and clinical or administrative practice. Prerequisite or Corequisite: NRDNP 862 & Post-BSN DNP Student Prerequisite: NRDNP 864, NRDNP 865, NRDNP 866, NRDNP 848B.

1-10 credit hours

The purpose of an independent study is to provide an opportunity for a student to have an individualized learning experience under the direction of a faculty member. An independent study is designed to supplement required course work with learning which is either an extension of that covered in a course or in an area not covered in an existing course, or to provide an opportunity for research in an area of the student's interest.

1-6 credit hours

With the goal of shaping healthcare through innovative and expert nursing leadership, students will apply knowledge gained in previous courses during a mentored executive clinical experience, demonstrating increasing responsibility and accountability for role development as a nurse leader. Combined with an understanding of social determinants of health, health disparities, cultural awareness, and ethics, students will demonstrate increasing competency in communication, relationship-building, and business skills, knowledge of the health care environment, professionalism, and the role of the nurse executive. Practicum provides precepted experiences working within the specific course focus to enhance and develop nurse executive competencies in these areas.

4 credit hours

This course equips students with the skills necessary to develop, evaluate, and provide leadership in improving the health of the public through health policy development and the education of policy makers regarding nursing and patient outcomes recognizing the critical need for health equity in services and outcomes. Students will evaluate the health policy making processes and the disparities in both the U.S. and international health care delivery systems. Students will use policy theory to critically evaluate the current and historic policies, laws, and financial incentives that affect health care delivery and nursing practice. They will explore how health services research can motivate change in public health and policymaking. They will apply principles of organizational change, cultural effectiveness and evaluate components of leadership necessary for public health improvement. Students will participate in a selected health policy-making process. Prerequisite: NRPHD 801, NRPHD 730, NRPHD 738, NRPHD 750, NURSU 740, NURSU 807, NRPHD 746, NRPHD 752, NRPHD 734. These pre-reqs are not correct. The only pre-req is graduates standing.

3 credit hours

PhD candidacy is defined as that period in a doctoral student's studies when she or he is deemed ready to undertake independent and original research resulting in a dissertation. The transition to PhD Candidate is a milestone in the PhD program. The activities in this course are intended to represent the student's: (a) mastery of the content of the doctoral program curriculum, (b) readiness to conduct independent research, and (c) transition the PhD student to a future oriented mindset for career planning. This transitional stage will support planning strategic career development and research activities for implementation during candidacy to prepare for transition to a novice investigator at program completion. Learning and evaluation activities during the transition to candidacy semester will be conducted in collaboration with and evaluated by the student's dissertation committee. This is a Pass/Fail course. Prerequisite: All Required Core Coursework

4 credit hours

This course examines the ethical aspects of the conduct of research, primarily from the Belmont Report, as they apply to diverse vulnerable populations. This course is designed to provide an analysis of ethical aspects of conducting research with vulnerable populations. Students will identify and analyze ethical dilemmas related to equity, inclusion, and bias that may contribute to disparities in human subjects research. Students will propose resolutions to these dilemmas that will facilitate the research while protecting the rights of the subjects/participants. Prerequisite: Enrollment in CON PhD program or permission of Instructor.

3 credit hours

This course to provides a survey of descriptive and inferential statistics commonly used in nursing research and a working knowledge of these statistical methods and their applications. This course is intended for graduate and PhD students in the College of Nursing but would also be of interest to graduate and PhD students in other clinical areas. Topics include measures of central tendency and variation, frequency distributions, confidence interval estimation, comparison of means and proportions, correlation, and simple linear regression, one-way analysis of variance, and chi-square tests. Prerequisite: Graduate Standing.

3 credit hours

This elective course will provide students with the opportunity to work with a faculty member in order to explore the role of educator. Students will identify their learning needs and specific activities will be designed with the faculty mentor. Prerequisite courses: NURSM 703 Instructional Processes and NURSM 615 Online Methodologies (to be taken in that order).

3 credit hours

This course provides an overview of advanced quantitative methods used by nurse scientists along with an in-depth examination of relationships between and among variables central to answering questions and hypothesis through experimental design. Course content includes essential steps in designing quantitative methods for a research proposal. Experimental, quasi experimental, and non-experimental designs are covered, along with sampling and data collection in quantitative research. Rigor and validity in quantitative research are emphasized along with an overview of processes of quantitative data analysis, clinical significance, and interpretation of quantitative results. Students will develop a quantitative-focused Specific Aims page and proposal outline by the end of this course. Pre-Requisites: NRPHD 815: Design & Methods of Scientific Inquiry

3 credit hours

This course builds on Applied Statistical Methods for Nursing Research (738) and is designed to provide a conceptual background and applied use of advanced statistics that are appropriate in nursing and health science. The purpose is to interpret the results of research studies that have utilized such methods, and for students to be able to apply these analytical methods to their own data analyses in health care research. The advanced statistical methods covered include: multiple linear regression, analysis of covariance, multivariate ANOVA, logistic regression, and factor analysis. Students will implement these analyses with SPSS statistical software using research datasets. At the end of the course, students are expected to be able to identify and carry out an appropriate statistical analysis and to interpret and report results through statements of statistical and clinical conclusions with an emphasis on cultural variations, diverse populations, and potential for describing disparities. This course is intended for graduate and PhD students in the College of Nursing but would also be of interest to graduate and PhD students in other clinical areas. Prerequisite: NRPHD 738.

3 credit hours

The course provides students with a historical and contemporary assessment of the central philosophical and theoretical issues concerning the nature of science, the patterns of knowing and knowledge development, and philosophy of science in nursing. Philosophy of science is explored through critical analysis of competing philosophical worldviews/paradigms, the underlying epistemological and ontological assumptions, and implications of diverse approaches to knowledge development in nursing science. The course considers historical and contemporary conceptual and theoretical underpinnings of nursing and related sciences. Students are guided to contemplate the philosophic assumptions upon which specific theories are based and how the nature of the research problem and theory guides the choice of research method. Students are also guided in the process of the identification of key theoretical concepts and relationships for their own planned research.

3 credit hours

This course provides foundational skills and knowledge on which students will build throughout the program of study to become successful scholars in nursing science. Emphasis is placed on understanding the nursing science field and the role of the nurse scholar in the context of team science, particularly pertaining to endeavors toward addressing health disparities and health equities. Course activities will facilitate development of a formative research trajectory and skill building for scholarly pursuits. Pre-Requisites: Graduate Standing

3 credit hours

This introductory course supports development of students' foundational understanding of research design and methodology prior to enrollment in subsequent advanced scientific methods courses. The course provides students with a comprehensive introduction and overview of research concepts, study design, and methodological approaches, including quantitative, qualitative, and mixed methods. Course activities will facilitate a broad understanding of the fundamental concepts of research and design approaches. Pre-Requisites: Graduate Standing

3 credit hours

This course provides students with an overview of contributions to the fields of symptom and self-management sciences through exploration of key concepts, theoretical underpinnings, and models of care related to the complexity of chronic conditions. Specific to their own areas of discovery students will explore targeted self-management intervention research and programs delivered in various settings, and outcomes on symptoms. Course activities will facilitate an advanced understanding of lifespan and developmental considerations for students' specific populations. Pre-Requisites: Graduate Standing

1 credit hour

This course is designed as a survey of qualitative research methods in the development of nursing and health science. The course includes epistemology, philosophical assumptions, issues in the research planning process related to qualitative research methods, differentiation among types and purposes of qualitative study designs, and methods for data collection and analysis. The course attends to ethical issues unique to qualitative research. Pre-requisites: NRPHD 815: Design & Methods of Scientific Inquiry

3 credit hours

This course provides students with an overview of contributions to the fields of patient and community engagement in research through exploration of key concepts, theoretical underpinnings, models, and principles of engagement that promote collaboration throughout the research process in various healthcare delivery settings. Specific to their own areas of discovery, students will explore strategies of research and programs delivered in various settings to improve quality of care and clinical outcomes. Course activities will facilitate a better understanding of patient and community engagement considerations in health care research settings for students' specific populations. Pre-Requisites: Graduate Standing

1 credit hour

This course draws upon an interdisciplinary body of scientific literature to explore and critically analyze theoretical conceptualizations and models of health and health behavior as a basis for nursing research. Course activities facilitate exploration of the application of theory in the iterative process of scientific inquiry from knowledge generation through implementation. The course promotes identification of underlying concepts and theories that will serve as the basis of conducting research in a focused area, including relevant social determinants of health and health disparities and their relationship with health behaviors and health related outcomes. Students conduct a theoretically guided synthesis of the literature related to a selected phenomenon of interest to identify potential gaps in knowledge and directions for future research. Course Prerequisites: NRPHD 811 Philosophical and Theoretical Underpinnings of Nursing Science and NRPHD 813 Foundations of Scholarship in Nursing Science.

3 credit hours

This course provides in-depth study of the major techniques of quantitative measurement used in nursing research. Research techniques related to data collection by physiological instrumentation, observation, interview, and questionnaire are explored, as well as how they are adapted for use in different target populations. Reliability, validity and common types of error are also covered in depth. Students will evaluate measurement and instrumentation in published studies. Students will gain practical experience in measurement within their area of interest. Course Prerequisites: NRPHD 801 Advanced Quantitative Research Methods.

3 credit hours

This course provides students with an overview of contributions to the fields of dissemination and implementation science through exploration of key concepts, theoretical underpinnings, and methods for translating research into practice and dissemination of best practices. Specific to their own areas of discovery students will explore evaluation frameworks and research on programs delivered in various settings, reporting implementation and clinical outcomes. Course activities will facilitate a better understanding of specific research considerations for conducting studies which evaluate both implementation and clinical outcomes. Pre-Requisites: Graduate Standing

1 credit hour

This course introduces mixed methods research, integrating concepts and approaches in the design, implementation, dissemination, and evaluation of clinical and health related research. Course content focuses on pragmatic considerations and foundational issues of integrating mixed methods throughout the development and assessment of interventions, variations in definitions associated with multi-method and mixed methodological designs, and strategies for integrating mixed methods throughout various stages of the research process. Course activities will facilitate an understanding of mixed methodological design approaches and use in health research and provide opportunities for applying integration and analytical skills. Course Prerequisites: NRPHD 801 Advanced Quantitative Research Methods and NRPHD 819 Qualitative Research Methods.

3 credit hours

This course builds upon foundations constructed in the previous theory courses to further explore and develop the theoretical foundation of a research question and problem. Course activities facilitate students' identification and understanding of theoretical perspectives appropriately aligned with a specific research problem, resulting in a synthesis document that shapes their area of inquiry. Emphasis is placed on developing a theoretical approach that takes into consideration the social and cultural variations and needs of diverse populations. Successful completion of the course requires students to produce a publishable review manuscript that provides a synthesis of the research literature on the selected research topic. Pre- requisites: NRPHD 823: Analysis & Application of Theories, Frameworks, and Models

3 credit hours

This course provides students with an introduction to methodological, ethical and practical approaches to design, implement, evaluate and disseminate evidence- and theory-based interventions. The importance of development of intervention protocols will be taught with reference to social determinants and cultural tailoring for diverse individuals/populations. Course activities will facilitate a better understanding of a selected intervention model specific to the student's focal area of research interest. Course Prerequisites: NRPHD 801 Advanced Quantitative Research Methods, NRPHD 819 Qualitative Research Methods. .

2 credit hours

This course is designed to teach students to apply appropriate study design and associated methods to fit their research interest. Students are expected to begin this course with a defined dissertation research topic, a research question, a supporting literature review, and proposed methods. This course will explore the next steps of the research process, to further develop methods for conducting the research. This will include refining the research question, specific methods, study implementation, and human subjects protections. Course Prerequisites: NRPHD 819 Advanced Quantitative Research Methods, NRPHD 819 Qualitative Research Methods.

3 credit hours

This 3-credit elective course guides students through exploration of broad dimensions of the nursing workforce and its influence on healthcare systems and patient outcomes. With a strong research focus, course content supports a comprehensive analysis of the nursing workforce, examination of factors influencing workforce trends, and potential strategies for supporting the nursing workforce including building an adequate supply of nurses; creating safe, empowering, and healthy work environments; and organizational and public policy affecting the workforce, and ultimately quality and safe delivery of health care. By the end of this course, students will have foundational knowledge to conduct empirically informed nursing workforce research.

3 credit hours

Mentored Special Topics is an elective course that allows students to choose a specific topic area of study and develop a personalized learning experience in collaboration with a dedicated faculty mentor. Upon enrollment in the course, the student and faculty mentor will complete a learning plan including learning goals and objectives, activities and tasks, timeline, and outcomes and deliverables. Course credits are determined based on a ratio of 1 credit per 4 hours/week course workload as outlined in the learning plan. The learning experience is intended to foster intellectual curiosity, critical thinking, and scholarship skills related to a specific area of interest not covered in other course work.

1 - 9 variable credit hours

This 3-credit elective course provides students with an introduction to the complex process of developing theory- and evidence-based interventions, translating research into practice, and effectively disseminating findings across a variety of settings. Course content guides exploration of the theoretical, methodological, ethical, and practical approaches to design, evaluate, translate, implement, and disseminate interventions, including consideration of social determinants of health and cultural tailoring for diverse individuals/populations. Upon completion of this course, students will have foundational knowledge to inform application of principles of development, empirical testing, implementation, and dissemination of theory- and evidence- based interventions specific to the student’s area of research interest.

3 credit hours

This 3-credit elective course provides students with an overview of models of hospice and palliative care, the patient/family-centric model of palliative care, the interdisciplinary team approach, and regulatory aspects to inform research in palliative care that considers the needs of diverse patient and care provider populations. Course content guides exploration of historical, sociocultural, methodological, and ethical trends in palliative care research, including identification and measurement of culturally appropriate functional and psychosocial palliative care outcomes. Students will explore the current state of the science, specific to their own areas of research, to identify gaps in the palliative care evidence base for a population of interest. Upon completion of this course, students will have foundational knowledge of strategies to engage in research to advance the scientific understanding of the palliative care needs of patients and families living with serious illness.

3 credit hours

This 3-credit elective course provides students with an overview of patient and community engagement in research. Course content guides exploration of key concepts, theoretical underpinnings, models, and principles of engagement that promote diverse stakeholder partnership throughout the research process in various settings. Specific to their own areas of discovery, students will explore strategies of community engagement in research to improve healthcare and health outcomes in a population of interest. Upon completion of this course, students will have foundational knowledge of strategies to engage in community-driven research, contribute to the development of policies focused on improving health of a community, and advance the scientific understanding of the healthcare needs of under-resourced populations.

3 credit hours

This course provides students with an overview of contributions to the fields of technology science through exploration of key concepts, theoretical underpinnings, and application of various technologies to improve access to care, consumer adoption and satisfaction, and health-related outcomes. Specific to their own areas of discovery students will explore various technologies used to promote health care, theoretical models and frameworks for the application and evaluation of technologies, practical considerations in the use of technology with different populations, and health-care related outcomes. Course activities will facilitate a better understanding of technologies used to promote healthcare and processes for improving reach, adoption and sustained use of technologies by providers and patients. Pre-Requisites: Graduate Standing

3 credit hours

The research practicum builds on foundational knowledge and skills related to mentored research acquired in NRPHD 754. This course is intended to provide students with supervised hands-on, practical experience with an active research project. While the research practicum may not expose students to the specific population or problem they will study in their dissertation, the skills and competencies mastered will prepare students methodologically to conceptualize, refine, and carry out their dissertation research. Throughout the practicum, students will work closely with their research mentor(s) on mutually determined research activities (average 4 hours per week) such as IRB submission, participant recruitment and screening, data collection, data analysis, interpretation of results, dissemination, research team building, scientific communication, grantsmanship, and scholarly writing. Activities may be based in the research mentor’s active studies or in a small project related to the student’s area of research or desired methodological skill set. Activities based in projects located outside the college must be coordinated and approved by the student’s research mentor. The student and research mentor work together to determine goals, objectives, and deliverables that will be used to evaluate performance.

1 credit hour

The research practicum builds upon work initiated in NRPHD 846 Mentored Research Practicum 1. Throughout the practicum, students continue to work closely with their research mentors on mutually determined research activities (on average of 4 hours per week). Activities may be based in the research mentor’s active studies or in a small project related to the student’s area of research. Activities based in projects located outside the college must be coordinated and approved by the student’s research mentor. The student and research mentor work together to determine goals, objectives, and deliverables that will be used to evaluate performance. Students will be expected to present on the work accomplished during the practicum at Learning Intensive 4.

1 credit hour

This facilitated course merges didactic content and hands-on experiences to equip doctoral students with a comprehensive foundation in the role of a professional scholar, mentorship, scholarly thinking and communication, and practical skills in the conduct of research. Through a combination of theoretical instruction and application, students will apply didactic content in foundational principles of mentorship as they initiate and maintain productive relationships with a mentor, effectively utilizing their guidance to enhance research outcomes. Students work with a mentor throughout the course to develop a plan for research experiences that will be initiated during this course and carried through the subsequent two Mentored Research Practicum courses. Emphasis is placed upon mastering critical skills and competencies essential for execution of the student’s dissertation study (e.g., IRB submission, participant recruitment, data collection, data analysis, interpretation of results, dissemination, research team building, scientific communication, grantsmanship, scholarly writing, etc.). Activities may be based in the research mentor’s active studies or in a small project related to the student’s area of research. The student, course coordinator, and research mentor work together to determine goals, objectives, and deliverables that will be used to evaluate performance and successful mastery of course content.

2 credit hours

This elective course provides students with the opportunity to gain additional hands on experience with research skills such as subject recruitment, outcome testing, interrater reliability, interviewing, and data entry, analysis, and management. The student's personal goals and interests will be identified and linked with those of a faculty mentor in this interactive experience. Specific activities will be designed with the faculty mentor. The student and faculty mentor must complete a Mentored Research contract form and receive approval from the Program Director prior to the student enrolling in the course. Prerequisites: Graduate standing and approval of Program Director

1-9 credit hours

Course Description: The dissertation course provides students, who have entered Candidacy, the structure to complete the dissertation research requirements. During NRPHD 990, students conduct the dissertation study, develop the dissertation compendium, and finally defend the doctoral dissertation, while maintaining the rigor of their proposed research and acting responsibly in the conduct of research. Procedures for conduct of dissertation research, the dissertation compendium and the final defense are detailed in the PhD Guidelines. A total of fourteen (14) credit hours of NRPHD 990 are required. Credits above that amount may be required, at 3 credits per semester, until the dissertation work is completed. Prerequisite: All Required Core Coursework

1-9 credit hours

This course introduces students to best practices for teaching online from course development and evaluation to application of principles of interface design. Learning theories, cognitive science, and strategies to promote student persistence will be applied to online/blended teaching methods to motivate and support diverse learners. Students will be introduced to a learning management system from the educator perspective and participate in online course management activities. Technology to support various learning styles in the online environment will also be addressed. Prerequisite: NURSM 703.

3 credit hours

This course provides the theoretical foundation and practical application of educational concepts for teaching. Students will be introduced to learning theories, evidence-based instructional methods, and evaluation strategies to enhance learning outcomes of diverse learners in the classroom and clinical settings. The unique learning needs of traditional and non-traditional students, learning styles, generational differences, and diversity will be addressed within the context of course design. Students will be introduced to the role of the nurse educator as change agent, leader, and scholar. Expectations of the faculty role, which include teaching, scholarship, and service will also be addressed. Prerequisite: Graduate standing.

3 credit hours

This course introduces students to the theoretical foundations, essential components, and accreditation standards for curriculum development at the program level. The role of outcome competencies is addressed as they apply to the development and evaluation of an educational program to meet society's diverse healthcare needs. Models of systematic program evaluation that incorporates accreditation or other outcome standards will be analyzed. Prerequisite: Instructional Processes. Prerequisite: NURSM 703, NURSM 615.

3 credit hours

This course is designed to introduce the student to the comprehensive assessment of the pediatric, adult, and the older adult client including variations of normal and common abnormal findings. Communication skills, history taking and physical assessment skills, and the proper use of assessment tools are emphasized. Cultural and spiritual assessment of the client in the context of a family is discussed. Students analyze assessment data for common risk factors and social determinants of health and identify strategies teaching clients about health promotion and disease prevention. Professional nursing behaviors are practiced. Prerequisite: Enrollment in the CON ABSN program.

4 credit hours

This course challenges the RN to BSN student to broaden their perspectives of the professional nursing role. The student will be introduced to nursing theories and models, philosophies, values and evidence-based data that impact professional nursing practice, eliminate health disparities, and enhance patient outcomes. Emphasis will be placed on critical thinking skills as the student builds upon prior nursing education and experience. Prerequisite: Enrollment in the CON RNBSN program.

3 credit hours

The course is designed to introduce the student to the comprehensive assessment of the pediatric, adult, and the older adult patient including variations of normal and common abnormal findings. Communication skills, history taking and physical assessment skills, and the proper use of assessment tools are emphasized. Cultural and spiritual assessment of the patient in the context of a family is discussed. Students analyze assessment data for common risk factors and identify strategies for teaching patients about health promotion and disease prevention. Professional nursing behaviors are practiced. Prerequisite: NURSU 356, NURSU 411.

3 credit hours

This course examines the physiologic mechanisms underlying selected alterations in health that occur throughout the life cycle. Relationships between physiologic responses to health problems are emphasized. This course will address selected diseases and their evaluation and treatment in clinical care. Prerequisite: NURSU 356, NURSU 411.

3 credit hours

This course provides an examination of theories, trends and research drawn from the fields of sociology, psychology, biology and the health professions with an emphasis on the process of aging, health promotion, and health inequities. Students will utilize this specialized knowledge to develop nursing care strategies to improve the care and health of older adults in the acute healthcare system, long-term care, and the community. Clinical experiences will include the application of theory in the development of a health promotion project for older adults. Prerequisite: Enrollment in the CON RNBSN program.

4 credit hours

This course focuses on health policy and issues that affect consumers of health care and nursing practice. The organization of the health care system and the policy making process are explored and the legal, political, economic, social, cultural and environmental influences are analyzed. Prerequisite: NURSU 315, NURSU 385, NURSU 387, NURSU 405, NURSU 409, NURSU 417, NURUS 451, NURSU 452, NURSU 454, NURSU 461, NURSU 464.

2 credit hours

In this course students will evaluate leadership behaviors and organizational structures that enhance the delivery of client care. Management techniques and nursing care decisions are examined by synthesizing knowledge of various health care organizations and financing of health care delivery systems. Students will discuss strategies for communicating effectively in culturally diverse relationships with patients, families and peers. Emphasis is on organizational roles, legal responsibilities and implications for professional nursing practice. Prerequisite: NURSU 315, NURSU 385, NURSU 387, NURSU 405, NURSU 409, NURSU 417, NURSU 451, NURSU 452, NURSU 454, NURSU 461, NURSU 464.

3 credit hours

This course is designed to introduce students to the past, present, and future of professional nursing. An emphasis is placed on professional values and philosophies, core competencies, knowledge and attitudes needed for professional practice, the socialization and role development of the professional nurse, and the legal and ethical aspects of nursing practice. Prerequisite: Enrollment in the CON ABSN program.

2 credit hours

This course utilizes the nursing process to address the nursing care needs of individuals who have psychiatric and mental health disorders. Predisposing biological, psychological, and sociocultural factors contributing to the development and continuation of these disorders are examined. Precipitating stressors, coping resources and coping mechanisms are evaluated in relation to an individual's pattern of response. Nursing interventions for these disorders based on the crisis, acute, maintenance, and health promotion stages of treatment are analyzed. The impact of psychiatric illness on the family and other social systems is also explored. Foundational elements of the course include the therapeutic use of self, effective communication skills, critical thinking, and evidence-based practice. Prerequisite: NURSU 315, NURSU 385, NURSU 451, NURSU 461.

5 credit hours

This course is designed to focus on children as unique individuals with different capacities and vulnerabilities according to developmental level, social determinants or health and health status. Children have the potential for a variety of responses in health and illness situations. Children's abilities to respond to changes in health status are examined within the context of disparate environments and within diverse families. Nursing interventions, which promote, maintain, or restore health and optimal functioning are explored in relation to the children and their families. Clinical experiences focus on care of children and families in diverse health care and community settings. Prerequisite: NURSU 315; NURSU 385, NURSU 387, NURSU 451, NURSU 452, NURSU 454, NURSU 461, NURSU 464.

5 credit hours

Population Focused Nursing facilitates students' ability to impact health status of populations, communities, families, and individuals. The course involves identifying determinants of health; prioritizing primary prevention; actively identifying and reaching out to those who might benefit from a service; and using available resources to assure best overall improvement in the health of the population (ANA, 2007). Students are facilitated to expand, integrate, and apply knowledge and skills in health promotion, disease prevention, and risk reduction. Clinical experiences will include the application of theory, skills, and knowledge with defined population(s) in a variety of experiences, including communities, clinics, primary care, schools, public and home health agencies, and care management programs. Prerequisite: NURSU315, NURSU385, NURSU 387, NURSU451, NURSU 452, NURSU 454, NURSU461, NURSU 464.

5 credit hours

This course introduces evidence-based practice and the research process in the development of nursing knowledge and practice. Emphasis is on the critical appraisal of published research and translating research findings to clinical practice. Survey techniques and sampling strategies are presented. Ethical considerations and the protection of human subjects in research are explored. Prerequisite: Enrollment in the CON RNBSN program.

3 credit hours

Nursing Informatics is the convergence of information, computer, and nursing science to improve practice and ultimately patient outcomes. This course provides students with an overview of the current healthcare information technology field including access to information and privacy issues and provides them with exposure to relevant and current topics important to practice. Prerequisite: Enrollment in the CON RNBSN program.

2 credit hours

This course is designed to develop students' knowledge and skills of health promotion and disease prevention frameworks, nursing and public/community health concepts, epidemiology, and environmental health issues to improve healthcare in the community. Emphasis is placed on community assessment strategies, community partnerships, primary care, palliative care, and the design, implementation, and evaluation of culturally appropriate interventions for health promotion and/or disease prevention across the lifespan and continuum of care. Clinical experiences will include the application of theory in the development of a community population health project with a specific population in a community setting. Prerequisite: NURSU , NURSU 412, NURSU 411, NURSU 359.

6 credit hours

This course examines the health care needs of women across the lifespan with specific emphasis on the childbearing family. The role of nursing in promoting health, fostering positive parenting, advocating for vulnerable clients, and demonstrating culturally effective care is presented. The course applies nursing process, theory, evidence-based practice guidelines and research with an emphasis on development of critical thinking skills in the treatment of human responses to the health needs of women, families and neonates. Prerequisite: NURSU 315, NURSU 385, NURSU 387, NURSU 451, NURSU 452, NURSU 454, NURSU 461, NURSU 464.

5 credit hours

In this course students will evaluate leadership behaviors and organizational structures that enhance the delivery of patient care. Management techniques and nursing care decisions are examined by synthesizing knowledge of various health care organizations and financing of health care delivery systems. Students will explore strategies for developing culturally effective communication strategies and respect for coworkers and other leaders. Emphasis is on organizational roles, legal responsibilities, and implications for professional nursing practice. Prerequisite: NURSU 356, NURSU 411, NURSU 357,NURSU 358. 3 credit hours.

3 credit hours

This course focuses on health policy and issues that affect consumers of health care and nursing practice. The organization of the health care system and the policy-making process are explored, and the legal, political, economic, social, cultural, and environmental influences are analyzed. Prerequisite: NURSU 356, NURSU 411, NURSU 357, NURSU 358.

3 credit hours

This clinical capstone course allows the registered nurse to integrate learned concepts, models, and theories, with clinical knowledge and experience into clinical practice through the identification, development, implementation and proposed evaluation of a scholarly nursing project. This project will focus on the practice of the generalist professional nurse in providing interprofessional, team-based care across the lifespan and continuum of care with emphasis on one of the four spheres of practice: (1) Disease prevention/promotion of health and well-being, (2) Chronic disease care, (3) Regenerative or restorative care, and/or (4) Palliative or Hospice care. Prerequisite: NURSU 356, NURSU 358, NURSU 411, NURSU 359, NURSU 357, NURSU 412, NURSU 413.

5 credit hours

This course provides students with an opportunity to exercise initiative, independence, and creativity in pursuing an area of interest in nursing research or evidence-based quality improvement. The learning needs, objectives, and specific activities are designed by the student with the faculty mentor and must be approved by the faculty of NURSU 445. Prerequisite: Enrollment in the CON ABSN program.

0.5-3 credit hours

This is the first of two courses that examines the physiologic mechanisms underlying selected alterations in health that occur throughout the life cycle, considering the social determinants of health. Relationships between physiologic responses to potential or actual health problems are emphasized. This course will cover selected diseases and their evaluation and pharmacologic treatment in clinical care. Basic pharmacological concepts with emphasis on drug groups and nursing implications will be integrated throughout the course, preparing students with necessary knowledge for use in the clinical courses. Prerequisite: Enrollment in the CON ABSN program.

3 credit hours

The second course in series that examines the physiologic mechanisms underlying selected alterations in health that occur throughout the life cycle considering the social determinants of health. Relationships between physiologic responses to potential or actual health problems are emphasized. This course will cover selected diseases and their evaluation and pharmacologic treatment in clinical care. Pharmacological interventions will integrate throughout the course, preparing students with necessary knowledge for use in the clinical courses. Prerequisite: NURSU 315, NURSU 385, NURSU 451, NURSU 461.

3 credit hours

In this course students will have expanded opportunities to use the nursing process and clinical reasoning to guide care planning decisions for hospitalized clients. Opportunities will be provided to plan, implement and evaluate medical and surgical interventions to prepare clients for discharge following hospital care. This course provides students with experiences that will help integrate content from previous coursework to the care of clients from diverse ethnic, cultural and geographic backgrounds. Prerequisite: NURSU 315, NURSU 385, NURSU 451, NURSU 461.

6 credit hours

This capstone course, designed to facilitate transition into the roles and responsibilities of the professional nurse, includes an intensive clinical practicum in which the student will experience the roles of the nurse as a provider of care for multiple clients in an acute care setting, as well as a leader/manager/coordinator of care in a variety of health care settings. Critical thinking and leadership skills are applied, with an emphasis on culturally effective communication with diverse clients, continuity of care, coordination of care and collaboration with interdisciplinary team members to provide a comprehensive plan of care for optimal client outcomes recognizing the impact of social determinants of health. During a focused clinical experience with a registered nurse, the leadership role and professional accountability of the baccalaureate-prepared nurse are explored both in relation to current nursing practice, as well as to ongoing changes in health care delivery. Prerequisite: NURSU 315, NURSU 385, NURSU 387, NURSU 405, NURSU 409, NURSU 417, NURSU 451, NURSU 452, NURSU 454, NURSU 461, NURSU 464.

7 credit hours

This is the first course to introduce students to the role of critical thinking and the nursing process as a mechanism to synthesize knowledge and master basic nursing skills needed to promote, maintain and restore health in older adult clients. The course will integrate nursing process, principles of communication, decision-making, and basic nursing skills necessary for applying health assessment data and pathophysiology content to the experience of health and illness of clients, diverse ethnic, cultural and geographic backgrounds. Prerequisite: Enrollment in the CON ABSN program.

6 credit hours

The course introduces evidence-based practice and the research process in the development of nursing knowledge and practice. Emphasis is on the critical appraisal of published research and translating research findings in clinical practice. Survey techniques and sampling strategies are presented. Ethical considerations and the protection of human subjects in research are explored. Prerequisite: NURUS 315, NURSU 385, NURUS 451, NURSU 461.

3 credit hours

College of Pharmacy

Special Project electives are an individualized program of study or research arranged by consultation between student and faculty member(s). Credit is variable based on the project.

1-4 credit hours

This course reviews the history of pharmacy from the pre-historic roots to the present. Special emphasis on South Carolina's pharmacy history, including evolution of education. Students will have access to historical artifacts and equipment. Three field trips to area museums and collections are included.

2 credit hours

This course will expand upon the principles of immunology covered in COP 603 to include monitoring the immune system, hypersensitivity reactions, passive immunity, the principles of solid organ transplantation as well as stem cell transplantation, and the role of a pharmacist is transplantation.

2 credit hours

Special Project electives are an individualized program of study or research arranged by consultation between student and faculty member(s). Credit is variable based on the project.

1-4 credit hours

An overview of the provision of pharmacy services in various health systems is provided. Approaches to organizational structure, pharmacy services, pharmacist practice roles are reviewed. Selected concepts of personnel management associated with pharmacists and technical personnel.

2 credit hours

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.

3 credit hours

This challenging course is designed to provide the student with increased exposure to disease states medication issues, and clinical decision-making skills specific to the pediatric population. Pediatrics is an Integral component to most pharmacy careers, and gaining a greater understanding of the patient population's challenges and nuances is necessary to become a confident and well-rounded practitioner. This elective also seeds to provide exposure to the pediatric pharmacy community, including experts in the subspecialty areas and organizations.

2 credit hours

A disease oriented approach and organ integrated approach to the care of patients with acute illnesses managed in the in-patient hospital setting. Students will learn common diseases processes that affect the acutely ill hospitalized patient and the appropriate pharmacotherapy to treat these patients. This course focuses on developing critical thinking and problem solving skills and integrating material from this course and previous courses in a case-based format.

3 credit hours

This course is designed to prepare students to appropriately recognize, predict, assess, and manage drug interactions that are encountered in pharmacy practice.

2 credit hours

This course will build upon the principles of pathophysiology, medication administration, and patient interaction to include developing advanced skills in patient assessment (SOAP notes), taking accurate medication histories, and providing effective patient counseling. Students will understand the role of the pharmacist in discussing patient issues such as, access to medications, adherence, assessing understanding to improve compliance, and sensitive patient issues.

2 credit hours

This course is designed to build on prior knowledge and principles relevant to infectious diseases management learned in clinical microbiology, pharmacology and pharmacotherapy to enable to the student to integrate this knowledge in the care of patients. Advanced topics will add to the learner's foundational knowledge to provide further insight into contemporary management of patients with infectious diseases. Students will gain practical experience in planning and suggesting pharmacotherapeutic plans in team based exercises in which contemporary literature and national guidelines form the basis for contemporary therapy via case presentations.

2 credit hours

The elective, Clinical Veterinary Pharmacy, is a unique class that will cover anatomy, physiology, and pharmacotherapy in approximately 10 species. There will be an emphasis on various areas of veterinary pharmacy including drug information, laws, and ethics of veterinary pharmacy, various disease states and proper treatment, toxicology and parasitology, and patient specific case based clinical evaluations. Class discussion will also allow for prescription reviews, discussing the creation of patient specific dosage forms, and counseling on proper medication administration.

2 credit hours

This course will provide students with an overview of the pharmaceutical industry with an emphasis on the drug development process, including sales, clinical research, regulatory affairs, and marketing. Pharmaceutical company representatives will serve as guest lecturers and discuss their roles in their company.

2 credit hours

The PCCA Boot Camp portion of the course is a full two-day intensive, on-site, hands on training laboratory that introduces students to unique dosage forms, basic compounding techniques, legal and regulatory updates, and quality and safety aspects used by modern compounding pharmacists. Students gain exposure to the issues related to pharmacy ownership and the feasibility of opening their own compounding pharmacy. Additionally, students will be introduced to Advanced Compounding techniques and related concepts not covered in the COP 630 prerequisite course. Students will be required to submit a project assignment which will consist of three possible options: 1) writing a paper on a compounding related topic, 2) completing an instructional design exercise by creating a unique laboratory session or, 3) preparing and delivering a 30 minute slide presentation dealing with a current topic or trends in the field of compounding. PCCA Boot Camp graduates are eligible to complete PCCA Institute's Advanced and Veterinary compounding courses (not for COP credit) and are eligible to apply for a fourth year month-long rotation at PCCA in Sugarland TX.

2 credit hours

1 credit hour

The purpose of this course is to introduce students to the professional practice opportunities in Managed Care for Pharmacists. This course will explore the role of Pharmacists in Managed Care as well as an overview of opportunities within a Pharmacy Benefit Management Company. Students will be exposed to aspects within Managed Care which will prepare them for a future career opportunity as a Pharmacist. Students will also be introduced to Pharmacy Benefit Management and the role of a Pharmacist within that career path.

2 credit hours

The main goal of this elective course is to promote the culture of medication safety among future pharmacists while recognizing all operational processes currently in place within hospitals, retail pharmacies and other health systems to prevent and act upon medication errors. The course will allow students to explore the humanity, the multidisciplinary and legal aspects of a medication error by interacting with healthcare professionals who have been directly involved in an event related to medication safety. Methods for identifying and implementing processes for medication safety improvements via archived cases that were reported within local health systems and other settings will be presented to students.

2 credit hours

This mind-body wellness elective course incorporates and teaches students skills to build self-wellness. Students will experience these techniques in order to understand their clinical use. During this course a student will learn about meditation, breathing techniques, mindfulness, and other wellness activities that can promote wellness and reduce anxiety and stress.

2 credit hours

This course is designed to build on prior knowledge and principles relevant to infectious diseases management learned in clinical microbiology, pharmacology and pharmacotherapy to enable the student to integrate this knowledge in the care of patients. Advanced topics will add to the learner's foundational knowledge to provide further insight into contemporary management of patients with infectious diseases. Students will gain practical experience in planning and suggesting pharmacotherapeutic plans in team based exercises in which contemporary literature and national guidelines form the basis for contemporary therapy via case presentations.

3 credit hours

APhA's Delivering Medication Therapy Management Services certificate program presents a systematic approach for developing, implementing, delivering and sustaining MTM services. It includes an overview of the marketplace for delivering MTM services, guidance for implementing MTM services in pharmacy practice, a review of the essential skills and knowledge needed for performing MTM successfully, and an organized process for identifying medication-related problems. This course will also integrate case-based discussions of medication therapy management. Students will be given the opportunity to conduct MTM sessions in person, via telephone and via telehealth (video-based).

2 credit hours

The goal of the Industry Pharmacist Organization (IPhO) Value of Industry Pharmacists (VIP) Case Competition is for IPhO chapters to demonstrate their pharmaceutical industry knowledge and application of the commercial functions involved in designing a comprehensive drug development plan, including clinical development, regulatory, medical and commercial strategies. This industry-based case scenario takes student pharmacists from initial concept, all the way through to approval and the marketing of the product. Your stimulated company now wants to plan ahead and determine all of the appropriate activities and steps that are needed to establish an innovative formulation, gain regulatory approval and bring the NME to patients. What needs to be accomplished to ensure this innovative therapy makes it to market and successfully reaches the patients who can benefit from it? Drug development is a rigorous process involving many years of dedicated work from countless individuals. The objective of the IPhO VIP Case Competition is to distill down some of the core elements involved in drug development, ultimately producing a cohesive plan to bring a theoretical new molecular entity from 'bench to beside'. An overarching goal in this competition is for participants to demonstrate the Value of Industry Pharmacists by highlighting the many key roles and contributions of industry pharmacists within the drug development process. Key leadership positions for the competition will be student driven.

1 credit hour

This course is a continuation of COP 527 Industry Case Competition I. The goal of the Industry Pharmacist Organization (IPhO) Value of Industry Pharmacists (VIP) Case competitive is for IPhO chapters to demonstrate their pharmaceutical industry knowledge and application of the commercial functions involved in designing a comprehensive drug development plan, including clinical development, regulatory, medical, and commercial strategies. This industry-based case scenario takes student pharmacists from initial concept, all the way through to approval and the marketing of the product. Your simulated company now wants to plan ahead and determine all of the appropriate activities and steps that are needed to establish an innovative formulation, gain regulatory approval and bring this NME to patients. What needs to be accomplished to ensure this innovative therapy makes it to market and successfully reaches the patients who can benefit from it? Drug development is a rigorous process involving many years of dedicated work from countless individuals. The objective of the IPhO VIP Case Competition is to distill down some of the core elements involved in drug development, ultimately producing a cohesive plan to bring a theoretical new molecular entity from 'bench to beside'. An overarching goal in this competition is for participants to demonstrate the Value of Industry Pharmacists by highlighting the many key roles and contributions of industry pharmacists within the drug development process. Key leadership positions for the competition will be student driven.

1 credit hour

Developing and refining emotional intelligence (EI) is key to your college, career and personal success. During this class you will have the opportunity critically evaluate your EQ-i 2.0 self-assessment results, practice EI, and demonstrate EI behaviors. This course will help you 1) better understand yourself and why you react to certain situations the way you do, 2) accept responsibility for your behavior, 3) work effectively to resolve conflicts in a respectful and constructive way.

1 credit hour

DSpecial Project electives are an individualized program of study or research arranged by consultation between student and faculty member(s).

1-4 credit hours

This course will provide students with foundational knowledge and skills for completing research and/or quality improvement (QI) projects, including differentiating between research and QI, metric development, data collection tools, and data presentation methods. Throughout the course students will go through the planning stages of a clinical research or quality improvement project to prepare for data collection. Upon completion of this course, students will be eligible to take a 1 credit research elective to complete the project with the option to submit an abstract to a conference and/or submit a manuscript for publication.

1 credit hour

Special Project electives are an individualized program of study or research arranged by consultation between student and faculty member(s). Credit is variable based on the project.

1-4 credit hours

Special Project electives are an individualized program of study or research arranged by consultation between student and faculty member(s). Credit is variable based on the project.

1-4 credit hours

Special Project electives are an individualized program of study or research arranged by consultation between student and faculty member(s). Credit is variable based on the project.

1-4 credit hours

Special Project electives are an individualized program of study or research arranged by consultation between student and faculty member(s). Credit is variable based on the project.

1-4 credit hours

Special Project electives are an individualized program of study or research arranged by consultation between student and faculty member(s). Credit is variable based on the project.

1-4 credit hours

Special Project electives are an individualized program of study or research arranged by consultation between student and faculty member(s). Credit is variable based on the project.

1-4 credit hours

This is an elective course designed to enhance foundational knowledge learned in other courses for the application of pathophysiology, pharmacology, and pharmacotherapy knowledge in a variety of hematology/oncology diseases states. The course aims to integrate discussion of specific oncologic/hematologic disease states, the mechanisms of action of the pharmacologic agents used to treat those disease states, disease prevention and health promotion, as well as drug and non-drug therapy of acute and chronic diseases seen in both hospitalized and ambulatory patients. Emphasis is placed on preventing, identifying, and solving drug-related problems.

2 credit hours

This is the first course in a 2-semester sequence providing important physiologic, pathophysiologic and pharmacologic principles and concepts that will be utilized in subsequent courses in which appropriate pharmacotherapeutic approaches towards treating diseases processes will be discussed.

2 credit hours

This is the second course in a 2-semester sequence providing important physiologic, pathophysiologic and pharmacologic principles and concepts that will be utilized in subsequent courses in which appropriate pharmacotherapeutic approaches towards treating diseases processes will be discussed. Prerequisite: first professional year standing.

4 credit hours

Introduction to the professional issues relevant to the practice of pharmacy.

2 credit hours

A study of the physiochemical principles of the formulation, preparation, properties, and performance of the pharmaceutical dosage forms including aqueous and non-aqueous liquids, suspensions, emulsions, solid unit oral dosage forms, sustained and controlled delivery preparations as well as rectal, parenteral, and biological delivery systems. Clinical application of the various dosage forms in patient care will be discussed.

4 credit hours

This is the first of a 2-course sequence which begins with an introduction to the scientific principles underlying pharmaceutical chemistry and pharmacogenomics. The relationships of molecular structure to drug absorption, distribution, metabolism and excretion are explained. The chemical mechanisms of drug therapeutic actions and adverse events are explored. An emphasis is place on the pharmacogenomic basic of individualized/optimized drug therapy.

2 credit hours

This is the second of the 2-course sequence addressing the pharmaceutical chemistry and Pharmacogenomics of drug therapy. Emphasis is now shifted to the molecular basis of pharmacotherapy as organized by drug class. The chemical mechanisms of drug actions are addressed in the context of current advances in personized medicine, e.g., gene-dose effects, phono coping, and allelic variants influencing the rational selection of first line agents for the individual patient. Prerequisite: first professional year standing.

3 credit hours

This course covers the molecular and biochemical basis of human metabolism, the role it plays in disease and the biochemical basis of drug action. The properties, function and interaction of biological molecules and major biochemical pathways are covered. Emphasis is placed on the molecular basis of human metabolism, causes of human diseases, and how drugs produce biological effects.

3 credit hours

The course focuses on nucleic acids (DNA/RNA) as the core theme. This includes the eukaryotic cell cycle, meiosis, replication, transcription, translation, and repair. Recombinant DNA technology is covered as applied to the study of human health and to the production of biological agents intended for use in disease therapy. Antibodies are covered from the perspective of their use in diagnostic tests, as well as the utilization of antibodies and their conjugates as therapeutics. The concepts and applications of gene therapy and RNA silencing are also taught.

2 credit hours

This course will review the indications, contraindications, and cautions involved with the recommendation and dispensing of nonprescription (OTC) drug items and complementary medicines. The course will provide the pharmacy student with a wide range of current information regarding nonprescription therapies, including OTC products, herbals, and alternative medicine therapies, which will allow the student to make appropriate decisions regarding product selection and use by patients for self-care.

4 credit hours

This course is designed to provide students with an overview of drug information practice and to expose them to basic drug information skills and resources that will facilitate learning in other courses and help them provide medication information to individuals.

1 credit hour

This course develops the mathematic skills and knowledge required in various pharmacy practice settings. Students will be introduced to the Apothecary and Avoirdupois systems of measurement and will perform interconversions between these measurement systems and the metric system. Problem solving skills will be developed as students become proficient in basic math skills used to solve pharmacy calculations based word problems which are commonly seen in a variety of practice settings, including community, compounding, hospital, and nuclear pharmacy.

1 credit hour

A thorough knowledge of medical terminology is an essential building block in pharmacy education. This course will aid the student in learning the language and terminology used in other pharmacy courses and all areas of pharmacy practice.

1 credit hour

The art, science, and technology of pharmacy compounding.

1 credit hour

Interactive laboratory session designed to provide students with a thorough understanding of community pharmacy practice skills, to include the knowledge of prescription and drug order processing necessary to function in community pharmacy practice at a basic level.

2 credit hours

Case-based discussions that integrate and demonstrate applicability of other course material.

1 credit hour

Introduction to the practice of pharmacy in the community pharmacy setting. Forty hours of directed experience per week for four weeks.

4 credit hours

Students with a minimum of 160 hours working as a pharmacy intern in a community setting are eligible for this course. The intern's supervisor must recommend the student for this experience and confirm that all competencies for the standard introductory Pharmacy Practice Experience have been achieved through their work as a community pharmacy intern. This advanced IPPE allows eligible students to gain experience in higher level administrative functions in community pharmacy.

4 credit hours

The goal of the Community Introductory Pharmacy Practice Longitudinal Experience is to provide opportunities for students to develop professionally in the community setting and build upon knowledge and skills acquired through the first year of the didactic curriculum and introductory community laboratory course. Students will embrace the concepts of professionalism and shared accountabilities for health outcomes, expand drug and disease knowledge, and develop practical, critical thinking skills. This practice experience is accomplished at the MUSC Family Medicine Pharmacy in which the student will have direct patient contact. This experience will be directed and evaluated by one or more preceptors.

2 credit hours

Building on the foundations of pathophysiology and pharmacology, this course is the first in a sequence of 8 courses. It will generally follow an organ system-based approach. The course will integrate discussion of specific disease states, the mechanisms of action of the pharmacologic agents used to treat those disease states, disease prevention and health promotion, as well as drug and non-drug therapy of acute and chronic diseases seen in both hospitalized and ambulatory patients. Emphasis is placed on preventing, identifying and solving drug-related problems.

3 credit hours

Building on the foundations of pathophysiology and pharmacology, this course is the second in a sequence of 8 courses. It will generally follow an organ system-based approach. The course will integrate discussion of specific disease states, the mechanisms of action of the pharmacologic agents used to treat those disease states, disease prevention and health promotion, as well as drug and non-drug therapy of acute and chronic diseases seen in both hospitalized and ambulatory patients. Emphasis is placed on preventing, identifying and solving drug-related problems.

4 credit hours

Building on the foundations of pathophysiology and pharmacology, this course is the third in a sequence of 8 courses. It will generally follow an organ system-based approach. The course will integrate discussion of specific disease states, the mechanisms of action of the pharmacologic agents used to treat those disease states, disease prevention and health promotion, as well as drug and non-drug therapy of acute and chronic diseases seen in both hospitalized and ambulatory patients. Emphasis is placed on preventing, identifying and solving drug-related problems.

3 credit hours

This course will build upon the student's existing microbiology knowledge and provide a deeper understanding of etiology, epidemiology, pathogenesis, and symptoms of common pathogens. This course will prepare the student for infectious diseases pharmacotherapy.

2 credit hours

Building on the foundations of pathophysiology and pharmacology, this course is the fourth in a sequence of 8 courses. It will generally follow an organ system-based approach. This course will integrate discussion of specific disease states, the mechanisms of action of the pharmacologic agents used to treat those disease states, disease prevention and health promotion, as well as drug and non-drug therapy of acute and chronic diseases seen in both hospitalized and ambulatory patients. Emphasis is placed on preventing, identifying and solving drug-related problems.

4 credit hours

Clinical application of basic pharmacokinetic principles to safe and effective patient management with emphasis on design of dosage regimens, therapeutic monitoring, and adjustment of therapy. Application illustrated and practiced through discussions and case examples.

3 credit hours

Study of the pharmacokinetics of drug absorption, distribution, and elimination (metabolism and excretion). Introductory application of pharmacokinetics to drug interactions and dosage regimen design and adjustment, selected disease states, and special populations.

2 credit hours

This course teaches common statistical methods and study designs used in pharmacoepidemiology and outcomes research, as well as to issues related to the measurement, analysis, and interpretation of results of clinical trials and outcomes studies.

3 credit hours

The purpose of the course is to expose students to the practice of health-systems pharmacy while illustrating how theoretical concepts from the basic pharmaceutical sciences relate to daily pharmacy practice, especially in this setting. This lab focuses on developing skills in a variety of health-systems pharmacy settings through sterile compounding and drug information evaluation. At the conclusion of this semester's laboratory experience, students should be competent in compounded sterile product preparations.

0.5 credit hour

In the laboratory setting, students apply basic skills and knowledge acquired in COP 731 through various mechanisms and activities requiring critical thinking and problem solving. The Laboratory continues to hone student professionalism.

1 credit hour

This course incorporates lecture material from the current and previous semesters in the curriculum regarding calculations into the institutional practice setting. The lab introduces content in a scaffolded and progressive approach, requiring students to develop skills in pharmaceutical calculations through patient cases that illustrate how these calculations are used in daily practice and will directly affect patient outcomes.

0.5 credit hour

Case-based discussions that integrate and demonstrate applicability of other course material in patient care.

1 credit hour

Case-based discussions that integrate and demonstrate applicability of other course material in patient care.

1 credit hour

Introduction to the practice of the pharmacy in the hospital setting. Forty hours of directed experience per week for four weeks.

4 credit hours

Introduction to the practice of pharmacy in the hospital setting. One week orientation prior to starting the fall semester. This longitudinal course will be four hours of directed experience per week across both the fall and spring semesters.

2 credit hours

Introduction to the practice of pharmacy in the hospital setting. This longitudinal course will be four hours of directed experience per week across both the fall and spring semesters.

2 credit hours

Students with a minimum of 160 hours working as a pharmacy intern in a hospital or health system are eligible for this course. The intern's supervisor must recommend the student for this experience and confirm that all competencies for the standard introductory Pharmacy Practice Experience have been achieved through their work as a hospital pharmacy intern. This advanced IPPE allows eligible students to gain experience in higher level, administrative functions in health systems pharmacy.

4 credit hours

This course provides insight and understanding of the U.S. health care system and pharmacy's role within that system. Managerial skills and concepts are taught to allow pharmacists to maximize their contribution to this health care system and to the patients it serves.

3 credit hours

This course teaches federal and state laws and regulations governing the practice of pharmacy and introduction to the professional and ethical issues relevant to the practice of pharmacy. Prerequisite: third professional year standing.

3 credit hours

This course is designed to provide students with advanced drug information practice and critical literature evaluation skills. This course provides students with the requisite skills to facilitate life-long learning.

2 credit hours

Building on the foundation of pathophysiology, and pharmacology, this course is the fifth in a sequence of 8 courses. It will generally follow an organ system based approach. The course will integrate discussion of specific disease states, the mechanisms of action of the pharmacologic agents used to treat those disease states, disease prevention and health promotion, as well as drug and non-drug therapy of acute and chronic diseases seen in both hospitalized and ambulatory patients. Emphasis is placed on preventing, identifying and solving drug related problems.

3 credit hours

Building on the foundations of pathophysiology and pharmacology, this course is the sixth of 8 courses.It will generally follow an organ system based approach. The course will integrate discussion of specific disease states, the mechanisms of action of the pharmacologic agents used to treat those disease states disease prevention and health promotion, as well as drug and non-drug therapy of acute and chronic diseases seen in both hospitalized and ambulatory patients. Emphasis is placed on preventing, identifying and solving drug related problems.

4 credit hours

Building on the foundations of pathophysiology and pharmacology, this course is the seventh in a sequence of 8 courses. It will generally follow an organ system-based approach. The course will integrate discussion of specific disease states, the mechanisms of action of the pharmacologic agents used to treat those disease states, disease prevention and health promotion, as well as drug and non-drug therapy of acute and chronic diseases seen in both hospitalized and ambulatory patients. Emphasis is placed on preventing, identifying and solving drug-related problems.

4 credit hours

Building on the foundations of pathophysiology and pharmacology, this course is the final in a sequence of 8 courses. It will generally follow an organ system-based approach. The course will integrate discussion of specific disease states, the mechanisms of action of the pharmacologic agents used to treat those disease states, disease prevention and health promotion, as well as drug and non-drug therapy of acute and chronic diseases seen in both hospitalized and ambulatory patients. Emphasis is placed on preventing, identifying and solving drug-related problems.

3 credit hours

Provide students with an advanced knowledge of prescription and drug order processing and assist them in the development of appropriate skills necessary for provision of pharmaceutical care to patients in the community setting, through the use of medication profiles, patient counseling, personal interviews, and appropriate prescription and nonprescription drug information.

2 credit hours

Development of clinical assessment skills necessary in the provision of pharmaceutical care to patients with a variety of disease states in both inpatient and outpatient settings. Students will combine physical assessment skills, patient counseling skills, and pharmacotherapy knowledge and apply this information to patient care related activities in various clinical settings. Prerequisite: third professional year standing.

3 credit hours

Case-based discussions that integrate and demonstrate applicability of other course material in patient care. Students may also have discussions, presentations, and written assignments that incorporate new and previously learned material.

1 credit hour

A capstone course, where case studies of complex patients will bring together concepts learned throughout the previous semesters in the professional program. Students may also have discussions, presentations, and written assignments that incorporate new and previously learned material. Prerequisite: third professional year standing.

1 credit hour

This required advanced pharmacy practice experience (APPE) provides clinical pharmacy activity on a variety of adult and pediatric medicine inpatient services including cardiology, critical care, emergency medicine, geriatrics, gastrointestinal, infectious disease, nephrology, OB-GYN, oncology, psychiatry, pulmonary and transplant. The APPE provides and exposure to a variety of disease states that allows the student to gain experience monitoring drug therapy and to participate in the therapeutic decision making process. Additional competencies to be achieved during this APPE include: (1) how to develop a problem list, (2) how to present a patient, (3) how to develop and implement a monitoring plan, (4) how to take a medication history, (5) how to respond to a drug information request, and (6) review the policies and procedures at the institution. Course Format: 4 credit hours, one month of supervised advanced pharmacy practice for at least 40 hours per week.

4 credit hours

This required advanced pharmacy practice experience (APPE) provides clinical pharmacy activity on a variety of adult and pediatric medicine inpatient services including cardiology, critical care, emergency medicine, geriatrics, gastrointestinal, infectious disease, nephrology, OB-GYN, oncology, psychiatry, pulmonary and transplant. The APPE provides and exposure to a variety of disease states that allows the student to gain experience monitoring drug therapy and to participate in the therapeutic decision making process. Additional competencies to be achieved during this APPE include: (1) how to develop a problem list, (2) how to present a patient, (3) how to develop and implement a monitoring plan, (4) how to take medication history, (5) how to respond to a drug information request, and (6) review the policies and procedures at the institution. One month of supervised advanced pharmacy practice for at least 40 hours per week.

4 credit hours

This required advanced pharmacy practice experience (APPE) provides clinical pharmacy activity on a variety of adult and pediatric medicine inpatient services including cardiology, critical care, emergency medicine, geriatrics, gastrointestinal, infectious disease, nephrology, OB-GYN, oncology, psychiatry, pulmonary and transplant. The APPE provides and exposure to a variety of disease states that allows the student to gain experience monitoring drug therapy and to participate in the therapeutic decision making process. Additional competencies to be achieved during this APPE include: (1) how to develop a problem list, (2) how to present a patient, (3) how to develop and implement a monitoring plan, (4) how to take medication history, (5) how to respond to a drug information request, and (6) review the policies and procedures at the institution. One month of supervised advanced pharmacy practice for at least 40 hours per week.

4 credit hours

This required advanced pharmacy practice experience (APPE) provides clinical pharmacy activity on a variety of adult and pediatric medicine inpatient services including cardiology, critical care, emergency medicine, geriatrics, gastrointestinal, infectious disease, nephrology, OB-GYN, oncology, psychiatry, pulmonary and transplant. The APPE provides and exposure to a variety of disease states that allows the student to gain experience monitoring drug therapy and to participate in the therapeutic decision making process. Additional competencies to be achieved during this APPE include: (1) how to develop a problem list, (2) how to present a patient, (3) how to develop and implement a monitoring plan, (4) how to take medication history, (5) how to respond to a drug information request, and (6) review the policies and procedures at the institution. One month of supervised advanced pharmacy practice for at least 40 hours per week.

4 credit hours

This required advanced pharmacy practice experience (APPE) provides clinical pharmacy activity on a variety of adult and pediatric medicine inpatient services including cardiology, critical care, emergency medicine, geriatrics, gastrointestinal, infectious disease, nephrology, OB-GYN, oncology, psychiatry, pulmonary and transplant. The APPE provides and exposure to a variety of disease states that allows the student to gain experience monitoring drug therapy and to participate in the therapeutic decision making process. Additional competencies to be achieved during this APPE include: (1) how to develop a problem list, (2) how to present a patient, (3) how to develop and implement a monitoring plan, (4) how to take medication history, (5) how to respond to a drug information request, and (6) review the policies and procedures at the institution. One month of supervised advanced pharmacy practice for at least 40 hours per week.

4 credit hours

This required advanced pharmacy practice experience (APPE) provides clinical pharmacy activity on a variety of adult and pediatric medicine inpatient services including cardiology, critical care, emergency medicine, geriatrics, gastrointestinal, infectious disease, nephrology, OB-GYN, oncology, psychiatry, pulmonary and transplant. The APPE provides and exposure to a variety of disease states that allows the student to gain experience monitoring drug therapy and to participate in the therapeutic decision making process. Additional competencies to be achieved during this APPE include: (1) how to develop a problem list, (2) how to present a patient, (3) how to develop and implement a monitoring plan, (4) how to take medication history, (5) how to respond to a drug information request, and (6) review the policies and procedures at the institution. One month of supervised advanced pharmacy practice for at least 40 hours per week.

4 credit hours

This required advanced pharmacy practice experience (APPE) provides clinical pharmacy activity on a variety of adult and pediatric medicine inpatient services including cardiology, critical care, emergency medicine, geriatrics, gastrointestinal, infectious disease, nephrology, OB-GYN, oncology, psychiatry, pulmonary and transplant. The APPE provides and exposure to a variety of disease states that allows the student to gain experience monitoring drug therapy and to participate in the therapeutic decision making process. Additional competencies to be achieved during this APPE include: (1) how to develop a problem list, (2) how to present a patient, (3) how to develop and imnplement a monitoring plan, (4) how to take medication history, (5) how to respond to a drug information request, and (6) review the policies and procedures at the institution. One month of supervised advanced pharmacy practice for at least 40 hours per week.

4 credit hours

This required advanced pharmacy practice experience (APPE) involves the student in the daily provision of clinical pharmacy services in the ambulatory care setting including anticoagulation, geriatrics, HIV, Indian Health Services, oncology, pain management, and primary care. Responsibilities include providing drug therapy for disease states commonly encountered in the outpatient setting, providing drug regimen reviews, physical assessment and interviewing patients to elicit drug histories, health status, and adherence to therapy. A significant aspect of this rotation pertains to the long-term management of chronically ill patients. Course Format: 4 credit hours; one month of supervised advanced pharmacy practice for at least 40 hours per week.

4 credit hours

This required advanced pharmacy practice (APPE) involves the student in the daily provision of clinical pharmacy services in the ambulatory care setting including anticoagulation, geriatrics, HIV, Indian Health Services, oncology, pain management, and primary care. Responsibilities include providing drug therapy for disease states commonly encountered in the outpatient setting, providing drug regimen reviews, physical assessment and interviewing patients to elicit drug histories, health status, and adherence to therapy. A significant aspect of this rotation pertains to the long-term management of chronically ill patients. One month of supervised advanced pharmacy practice for at least 40 hours per week.

4 credit hours

This required advanced pharmacy practice experience (APPE) involves the student in the daily provision of clinical pharmacy services in the ambulatory care setting including anticoagulation, geriatrics, HIV, Indian Health Services, oncology, pain management, and primary care. Responsibilities include providing drug therapy for disease states commonly encountered in the outpatient setting, providing drug regimen, reviews, physical assessment and interviewing patients to elicit drug histories, health status, and adherence to therapy. A significant aspect of this rotation pertains to the long-term management of chronically ill patients. One month of supervised advanced pharmacy practice for at least 40 hours per week.

4 credit hours

This required advanced pharmacy practice experience (APPE) involves the student in the daily provision of clinical pharmacy services in the ambulatory care setting including anticoagulation, geriatrics, HIV, Indian Health Services, oncology, pain management, and primary care. Responsibilities include providing drug therapy for disease states commonly encountered in the outpatient setting, providing drug regimen reviews, physical assessment and interviewing patients to elicit drug histories, health status, and adherence to therapy. A significant aspect of this rotation pertains to the long-term management of chronically ill patients. One month of supervised advanced pharmacy practice for at least 40 hours per week.

4 credit hours

This required advanced pharmacy practice experience (APPE) involves the student in the daily provision of clinical pharmacy services in the ambulatory care setting including anticoagulation, geriatrics, HIV, Indian Health Services, oncology, pain management, and primary care. Responsibilities include providing drug therapy for disease states commonly encountered in the outpatient setting, providing drug regimen reviews, physical assessment and interviewing patients to elicit drug histories, health status, and adherence to therapy. A significant aspect of this rotation pertains to the long-term management of chronically ill patients. One month of supervised advanced pharmacy practice fo at least 40 hours per week.

4 credit hours

This advanced pharmacy practice experience (APPE) builds upon the introductory pharmacy practice experience in community pharmacy. This APPE provides pharmacy experience in a variety of community settings including chain, clinic, compounding and independent. This emphasis is placed on patient counseling immunizations, medication therapy management, and/or compounding. Course Format: 4 credit hours, one month of supervised advanced pharmacy practice for at least 40 hours per week.

4 credit hours

This advanced pharmacy practice experience (APPE) builds upon the introductory pharmacy practice experience in community pharmacy. This APPE provides pharmacy experience in a variety of community settings including chain, clinic, compounding and independent. This emphasis is placed on patient counseling immunizations, medication therapy management, and/or compounding. One month of supervised advanced pharmacy practice for at least 40 hours per week.

4 credit hours

This advanced pharmacy practice experience (APPE) builds upon the introductory pharmacy practice experience in community pharmacy. This APPE provides pharmacy experience in a variety of community settings including chain, clinic, compounding and independent. This emphasis is placed on patient counseling immunizations, medical therapy management, and/or compounding. One month of supervised advanced pharmacy practice for a least 40 hours per week.

4 credit hours

This advanced pharmacy practice experience (APPE) builds upon the introductory pharmacy practice experience in community pharmacy. This APPE provides pharmacy experience in a variety of community settings including chain, clinic, compounding and independent. This emphasis is placed on patient counseling immunizations, medication therapy management, and/or compounding. One month of supervised advanced pharmacy practice for at least 40 hours per week.

4 credit hours

This required advanced pharmacy practice experience (APPE) builds upon the introductory pharmacy practice experience in a hospital/health system setting. This APPE provides pharmacy experience in a variety of hospital/health system practice areas including regulatory compliance, human resources, patient care, informatics, and drug distribution process. Course Format: 4 credit hours, one month of supervised advanced pharmacy practice for at least 40 hours per week.

4 credit hours

This advanced pharmacy practice experience (APPE) builds upon the introductory pharmacy practice experience in a hospital/health system setting. This additional APPE provides pharmacy experience in a variety of hospital/health system practice areas including regulatory compliance, human resources, patient care, informatics, and drug distribution process. One month of supervised advanced pharmacy practice for at least 40 hours per week.

4 credit hours

Elective pharmacy practice experiences provide students with the opportunity to explore a variety of pharmacy practice settings outside of the four core curricular categories (acute/general medicine, ambulatory care, community, and hospital/health system). These elective experiences are typically in non-traditional pharmacy settings and include, but are not limited to, academia, administration, drug information, industry, informatics, international, investigational drug services, long term care, mail order, managed care, nuclear, poison center, research and veterinary medicine. Course Format: 4 credit hours, one month of supervised advanced pharmacy practice for at least 40 hours per week.

4 credit hours

This elective pharmacy practice experiences provide students with the opportunity to explore a variety of pharmacy practice settings outside of the four core curricular categories (acute/general medicine, ambulatory care, community, and hospital/health system). These elective experiences are typically in non-traditional pharmacy settings and include, but are not limited to, academia, administration, drug information, industry, informatics, international, investigational drug services, long term care, mail order, managed care, nuclear, poison center, research and veterinary medicine. One month of supervised advanced pharmacy practice for at least 40 hours per week.

4 credit hours

This elective pharmacy practice experiences provide students with the opportunity to explore a variety of pharmacy practice settings outside of the four core curricular categories (acute/general medicine, ambulatory care, community, and hospital/health system). These elective experiences are typically in non-traditional pharmacy settings and include, but are not limited to, academia, administration, drug information, industry, informatics, international, investigational drug services, long term care, mail order, managed care, nuclear, poison center, research and veterinary medicine One month of supervised advanced pharmacy practice for at least 40 hours per week.

4 credit hours

This elective pharmacy practice experiences provide students with the opportunity to explore a variety of pharmacy practice settings outside of the four core curricular categories (acute/general medicine, ambulatory care, community, and hospital/health system). These elective experiences are typically in non-traditional pharmacy settings and include, but are not limited to, academia, administration, drug information, industry, informatics, international, investigational drug services, long term care, mail order, managed care, nuclear poison center, research and veterinary medicine. One month of supervised advanced pharmacy practice for at least 40 hours per week.

4 credit hours

Regularly scheduled, formal, oral presentations with audiovisuals on controversial or new areas of pharmacotherapeutics, pharmacoeconomics, pharmaceutics, medicinal chemistry or pharmacy practice. A follow-up question and answer period examine the students ability to substantiate his/her conclusions. Content and presentation technique will be critiqued.

4 credit hours

This is the first of a 3-course sequence which is designed to equip fourth-year students with the comprehensive knowledge and skills necessary for success on the North American Pharmacist Licensure Examination (NAPLEX). As one of the final milestones before licensure, passing the NAPLEX is critical for aspiring pharmacists to enter the profession and provide safe and effective patient care. The course will be structured to address the key content areas outlined in the NAPLEX competency statements, ensuring students develop a deep understanding of the material and its application in real-world scenarios. The course offers a variety of study materials, online lectures, practice questions, and practice exams, all tailored to cover the content areas and competencies tested on the NAPLEX. The course provides thorough coverage of pharmacotherapy, pharmaceutical calculations, patient care, and other key topics essential for success on the exam.

1 credit hour

This is the secoond of a 3-course sequence which is designed to equip fourth-year students with the comprehensive knowledge and skills necessary for success on the North American Pharmacist Licensure Examination (NAPLEX). As one of the final milestones before licensure, passing the NAPLEX is critical for aspiring pharmacists to enter the profession and provide safe and effective patient care. The course will be structured to address the key content areas outlined in the NAPLEX competency statements, ensuring students develop a deep understanding of the material and its application in real-world scenarios. The course offers a variety of study materials, online lectures, practice questions, and practice exams, all tailored to cover the content areas and competencies tested on the NAPLEX. The course provides thorough coverage of pharmacotherapy, pharmaceutical calculations, patient care, and other key topics essential for success on the exam.

1 credit hour

This is the third of a 3-course sequence which is designed to equip fourth-year students with the comprehensive knowledge and skills necessary for success on the North American Pharmacist Licensure Examination (NAPLEX). As one of the final milestones before licensure, passing the NAPLEX is critical for aspiring pharmacists to enter the profession and provide safe and effective patient care. The course will be structured to address the key content areas outlined in the NAPLEX competency statements, ensuring students develop a deep understanding of the material and its application in real-world scenarios. The course offers a variety of study materials, online lectures, practice questions, and practice exams, all tailored to cover the content areas and competencies tested on the NAPLEX. The course provides thorough coverage of pharmacotherapy, pharmaceutical calculations, patient care, and other key topics essential for success on the exam.

1 credit hour

Interprofessional Courses

The course gives interprofessional (IP) learners opportunity to observe the complex interworking of an academic medical center and to develop 21st century skills to be vital contributors to effective health care. Learners observe the wide variety of individuals and teams required to run a high reliability organization. Students will complete three, 2-hour observations/shadowing experiences of teams or departments across the entire MUSC enterprise. Through an interprofessional context, students also will explore issues related to the health care system, leadership and conflict management, cultural humility, and the Just Culture model.

1 credit hour

This course provides the foundation for beginning health professions students to develop competency in interprofessional collaborative practice. The goal of the course is to help prepare future health professionals for enhanced team-based care of patients and improved patient and population health outcomes through evidence-based team strategies and understanding of professional roles and responsibilities.

1 credit hour

Course Description This course gives interprofessional (IP) learners opportunity to earn course credit for actively participating in the local MUSC CLARION case competition, and for first place winner, national competition in Minnesota in April. MUSC's annual interprofessional CLARION competition will engage students in an interactive case study. Students from different disciplines will have the opportunity to work as a fourperson team to analyze and provide recommendations surrounding an extensive healthcare case dealing with interprofessional issues. Once presented with the case, each team conducts a root cause analysis and presents their analysis, proposal, and business plan to a panel of interprofessional judges that evaluates their analysis in the context of real world standards of practice.

2 credit hours

This course provides an introduction to poverty and healthcare consumerism in an interactive online-course format. This course explores the relationship between poverty and clinical impact on population health in the United States. We will address determinants of health as it relates to healthcare consumerism and health status trajectories for the US population living in poverty. The course is intended to equip the clinical student with the patient management skills necessary to reduce the risks poverty plays in their healthcare outcomes.

3 credit hours

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.

3 credit hours

The course provides interprofessional (IP) learners opportunity to apply knowledge of TeamSTEPPS core principles through 5 or 6-hour observations of a clinical unit. Students will demonstrate reliable observation skills to recognize effective team dynamics in the practice setting and to suggest strategies to overcome barriers. Through an interprofessional context, students also will explore issues related to the health care system, cultural humility, and the Just Culture model.

1 credit hour

This course gives interprofessional (IP) learners opportunity to explore topics related to effective health care systems and process improvement. Working in IP groups, learners will conduct an in-depth analysis and presentation of systems issues as related to clinical and non-clinical health care case scenarios. Through an interprofessional context, students also will explore issues related to the health care system, evidence-based practice or process improvement, the Just Culture model, and health informatics.

1 credit hour

This Interprofessional Course will examine themes related to self-realization through the music and videos of Korean pop musicians BTS, a group well known for addressing societal issues in their music. This class will examine some of those issues from a health care provider perspective, particularly in the context of interprofessional teams where the provider's approach varies by discipline. Using reflection, analysis, and open discussion about the topics as interpreted from watching videos and reading supplemental texts, this will be a "no wrong answers" course. It will focus on appreciating the views and perspectives of other health care providers by facilitating open discussion about challenging topics such as mental health, temptation and conflict, and societal pressures and expectations as they may apply to clinical practice. In addition to the music videos, supplemental readings will include passages from Hermann Hesse's Demian, Friedrich Nietzsche's The Birth of Tragedy and Thus Spoke Zarathustra, and the Webtoon Save Me.

1 credit hour

Humanities in Healthcare and Healthcare Education are used to foster patient and healthcare worker self-care and resiliency (i.e., playing a musical instrument or painting for enjoyment and pleasure), but also improve observation and communication skills which are a necessity for delivering compassionate, collaborative care. Through funding from a Medical University of South Carolina SCTR's grant, this interprofessional course allowing 10 students to learn and enhance skills within a museum environment, Gibbes Museum of Art, is available. Sessions will be led by professional art educators and MUSC faculty. Patients and/or caregivers will also participate in some sessions.

1 credit hour

This course introduces students to the history of the broad field of health, disease, and medicine from the early 18th century to the present. The course covers main historical trends and developments in the health sciences within the context of social and political developments in the United States and particularly in the South. It covers topics like plantation medicine, issues of race, women in medicine, historical context of health disparities, the impact of war, epidemics and vaccines, civil rights, and the history of MUSC. The course's goal is to contribute to professional development by raising students' awareness of their profession's cultural, philosophic, and scientific heritage and how it has been impacted by historical events. 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 credit hours

This course will provide an overview of human trafficking and how it intersects with healthcare. Learners will be introduced to the types of human trafficking most prevalent in the United States, as well as the segments of the population that are most vulnerable to exploitation. This course will provide information and resources to assist healthcare professionals to identify and respond to trafficked persons in a clinical setting, including the use of trauma-informed and survivor-centered methods of care.

1 credit hour

Join this course for hands-on opportunities to develop your leadership skills in emergency preparedness and incident management, including decision making and effective communication in high stress / high risk situations. You will also practice how to implement the building blocks of business continuity plans to minimize risk of lost profits and customers prior to, during and following emergencies. Gain firsthand experience in working within a health system during a simulated disaster and leave the course with advanced FEMA certifications and skills needed to lead an organization in emergency preparedness.

1 credit hour

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 credit hour

This course is for students interested in participating in an organized interprofessional medical mission trip or other type of international health program. Through travel (or virtual 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 (or virtual), experiential learning program with supervision from preceptors in their professional field of study.

2 credit hours

This course gives interprofessional (IP) learners opportunity to explore topics related to effective interprofessional clinical care. Working in IP groups, learners will conduct an in-depth analysis and presentation of clinical care topics related to patient care, technology, and/or cultural issues. Through an interprofessional context, students also will explore issues related to the health care system, population health, patient and family centered care, cultural humility and just culture.

1 credit hour

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. 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 credit hours

Additive Manufacturing (3D printing) is ushering in a new era of efficiency, cost-effectiveness and convenience in the health care industry. Through innovation and technical advancements, 3D printers are set to provide faster prototyping, ideas, inventive problem-solving, and increased cost efficiency. This course will introduce the potential uses of Additive Manufacturing (3D printing) in health care and provide a process for innovation that encompasses concept development, applied creativity, prototyping, and experimentation. This course also integrates rich, interactive media such as videos, infographics, and e-learning activities as well as traditional components such as live faculty lectures, group projects, and individual assignments. The program design facilitates collaborative learning through discussion forums and a team-based capstone project. This results in an enhanced peer network that delivers value long after the course ends.

1 credit hour

Interprofessional Study of Autism Spectrum Disorders (ASD) and Neurodevelopmental (NDs) Disabilities II course (Spring 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. 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 credit hours

This course is for students who have a confirmed international IP healthcare experience 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.

1 credit hour

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.

1.5 credit hours

This elective course will enhance both dissection and anatomic structure identification skills using human cadavers. Dissection will be performed in the manner of an independent study but under the overall supervision and advisement of the course directors. Approach to dissection will be on a regional basis and will address: 1) back; 2) upper and lower limbs; 3) head and neck; 4) thorax; 5) abdomen, and 6) genitourinary/perineum.

2 credit hours

In this medical humanities elective, each student creates and "independent study" project and participates in an online community of interprofessional learners. Draw on your enthusiasm for the arts, humanities, or social sciences to investigate health and health care 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 credit hours

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.

1-2.5 credit hours

Disasters can strike at any time. The difference between success and failure is planning. Emergency management for healthcare professionals is an all hazards approach to incidents and continuity of operations. Join the ranks of military first responders and current healthcare systems using Incident Command to manage both man-made and natural disasters. Leave with the primary FEMA incident management system certifications and working knowledge for your organization to survive the unplanned.

1 credit hour

This course aims to bridge the interprofessional gap between healthcare professionals and artificial intelligence (AI) / Machine Learning (ML) researchers. The success of AI/ML in healthcare will rely on collaborative efforts of teams including clinicians, AI/ML researchers, developers and others. These collaborations have the potential to improve patient safety, treatment efficacy and system efficiency. Students of all backgrounds and levels of experience are encouraged to join and learn about applications of AI in healthcare and how to evaluate AI/ML studies and tools to guide clinical decisions. Through a lecture series with selected readings and tutorials, course participants will gain a fundamental knowledge of AI/ML technology to facilitate their participation in interprofessional teams developing and implementing AI/ML tools.

1 credit hour

Purpose of this elective course is to improve oral and systemic health care outcomes for patients at the Pamela Kaminsky Clinic for Adolescents and Adults with Special Health Care Needs (SHCN). To achieve this we will use an interprofessional team approach composed of dental, occupational therapy, pharmacy, and physician's assistant (PA) students. Student teams will discuss current medical and dental health, medications, including possible side effects and oral sequelae and will discuss preventative medical and oral health care with patient and/or patient's family or caretakers, increasing their understanding of issues involved in caring for adults with SHCN.

1 credit hour

This multi and Interdisciplinary course will introduce the participants to the important field of Dental Sleep Medicine. This course will provide an understanding of Sleep-Related Breathing Disorders (SRBD), the necessity for a medical diagnosis and the types of treatments available. The role of the dental professional will be presented, and importance of the team approach across the medical and dental disciplines to improve outcomes for our patients Successful completion of this elective class, covering both the medical and dental science of sleep disorder breathing and its comorbidities, will provide the participant with competencies and knowledge to be eligible to apply for an Academic Certificate in Dental Sleep Medicine (C.DSM) from the Academy of Clinical Sleep Disorder Disciplines (ACSDD).

1.5 credit hours

This course serves as an introduction to palliative care and allows students to explore their own beliefs and perceptions surrounding palliative care and hospice care. Focus is on interdisciplinary collaboration, patient and family-centered care, and utilization of palliative care communication models within all areas of healthcare. Students will explore their own experiences with life-limited chronic illnesses and death.

1 credit hour

Digital technologies and advanced innovations are becoming game changers at an increasingly rapid rate in the world of healthcare. From age-old delivery models like telehealth that are starting to scale, to advanced robotics, predictive engines and mind-bending diagnostics, technology has never before had such promise in improving care and decreasing costs. Today's professionals will need to be equipped with a basic understanding of these innovations and how to know what works and how to integrate them into care practices. This on-demand and interactive course that will have you doing a deep dive in all things digital while gaining an appreciation for how interprofessional teams at MUSC are leading the charge in changing healthcare forever.

1 credit hour

This course gives interprofessional (IP) learners opportunity to explore topics related to public health issues. Working in interprofessional groups, learners will conduct an in-depth analysis and presentation of public health issues as related to clinical and non-clinical health care case scenarios. Through an interprofessional context, students also will explore issues related to rural and population health, cultural humility, oral health and primary care, and health informatics.

1 credit hour

Coined in 2007 by the cartoonist and physician Dr. Ian Williams, Graphic Medicine is "the intersection between the medium of comics and the discourse of healthcare." In this course, students will look at the use of comics as a medium for communicating stories about health, illness, suffering, and hope. Students will use creative, in-class activities to build empathy around patient, caregiver, and provider experience, and to reflect on their own experience becoming health care professionals. Students of all drawing skills are welcome! *This course is adapted from Comics for Health and Medicine, a free curriculum developed by Michael Green, a physician, bioethicist, and one of the founders of the Graphic Medicine field.

1 credit hour

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 credit hour

The course offers practical guidance about how to best engage in team science to pursue complex scientific questions, work effectively with team members, and produce high impact research outcomes that help meet society's needs.

1 credit hour

The MUSC Leadership Foundations Course provides the knowledge and tools for students committed to developing their leadership framework and capacity. Guided by the MUSC Leadership Competencies, participants will engage in a course curriculum that promotes deep personal reflection and group dialogue while covering a wide array of leadership topics. Individually, students will learn about their own leadership styles and how they work best with others in achieving team goals. Students will also understand the connection between leadership, diversity and inclusion, and community service/engagement.

1 credit hour

This course introduces Health Professions students to basic principles of health literacy. The course will focus on the issues of low health literacy; writing in plain language; health communication techniques; cultural competency and social determinants of health. Students will work in interprofessional teams on a group project.

2 credit hours

This course is open to all MUSC students in the Student Innovation Ambassador Program (IAP). The course gives students the creative ability to develop innovative solutions to a healthcare problem in our community. Students will then be able to present their innovative ideas during the MUSC innovation week for a chance to win an award that support their ideas.

1 credit hour

This course will educate students in culturally sensitive care using the framework of the Culturally and Linguistically Appropriate Services (CLAS) Standards published by the United States Department of Health and Human Services (USDHHS) Office of Minority Health. Sessions will incorporate guest expert lectures, discussion groups, and community-based assignments to cover topics such as culturally responsive care, language access, organizational policies and practices, community design and implementation, and health equity.

1 credit hour

The goal of the course is to help prepare future rehabilitation health professionals for working with diverse patients and families in unique environmental contexts using evidence-based strategies.

1 credit hour

Human-Centered Design (HCD) is a creative methodology that uses design thinking to empower individuals or teams to design products, services, systems, and experiences that address the core needs of those who experience a problem. HCD and design thinking have become increasingly more relevant to innovation in the medical field. Utilizing empathy as a tool to understand stakeholders and users, HCD can play a key role in creating innovative culture and solutions to improve healthcare. This course will teach you the HCD and design thinking process as you engage in a healthcare improvement project, equipping you with the skills to be a successful leader in interdisciplinary thought and innovation. Teachings from medical device innovators, physicians, and industry professionals will guide you through each step of the process from ideation and the generation of ideas to a final pitch day where your team will present a potentially viable healthcare innovation start-up. Become a healthcare innovator, entrepreneur, and designer who can make a life-changing impact.

1 credit hour

Holistic Well-being is an interprofessional course open to all healthcare profession students. This course will delve into the topics of well-being with both personal as well as professional aspects. Students will learn about various topics and how it can be applicable to medicine and developing a logical methodology of assessment of disease processes or syndromes, and subsequent intervention. Students will acquire the ability to generate complementary holistic approach to patients and medicine. The course will incorporate various learning techniques such as lecture based, flipped classroom and problem-based learning format.

1 credit hour

This learning experience provides immersive education to teach future clinicians and healthcare professionals about Social Determinants of Health (SDOH) and reflect on how they think about treating every patient. A student-focused, patient-centered educational experience integrating clinical and community aspects of SDOH needs in partnership with patients, clinicians and community organizations, this learning experience consist of 3 components: 1) Didactic experience – Through evidence-based elearning modules and in-classroom teaching, students will learn about the fundamentals of SDOH, starting the conversation with patients, how to screen and connect patients to resources, and basics of Medicare and Medicaid insurance (complete prior to Clinical and Community experiences). 2) Clinical experience – In an ambulatory medical clinic, students will work directly with patients to conduct screening for SDOH needs and connect patients to resources and will gain a better understanding of provider and patient perspectives relate to SDOH. 3) Community experience – In The Navigation Center, a local Community Based Organiztion (CBO), students will observe and engage in the processes for client intake, assessment and support, including Social Work, Mental Health and Medical Care to better understand the challenges and perspectives of the CBO and the clients served.

1 credit hour

Students are required to have participated in a previous semester/course offering of IP785 Human-Centered Design: Innovating in Medicine to participate in this course. Human-Centered Design (HCD) is a creative methodology that uses design thinking to empower individuals or teams to design products, services, systems, and experiences that address the core needs of those who experience a problem. HCD and design thinking have become increasingly more relevant to innovation in the medical field. Utilizing empathy as a tool to understand stakeholders and users, HCD can play a key role in creating innovative culture and solutions to improve healthcare. This course will teach you the HCD and design thinking process as it specifically pertains to business development, fundraising for projects, and the pursuit of IP. These skills will help prepare and accelerate student projects out of the classroom setting as potentially viable and independent start-ups. Teachings from medical device innovators, physicians, and industry professionals will guide you through the steps of developing strong pitch decks, the basics of business modeling, and fundraising opportunities (via competitions, grants, and other resources).Become a healthcare innovator, entrepreneur, and designer who can make a life-changing impact.

1 credit hour

Patients admitted to the hospital have been shown to spend an average of 83% of their time in bed. A 5-day period of bed rest has been demonstrated to reduce muscle strength by 3.6% even among young adults. Immobility carries a host of preventable risks including pressure ulcers, delirium, and falls. Also, patients are more likely to lose functional independence and require nursing home placement. Our course is an opportunity to take part in MUSC’s Culture of Mobility initiative. The course will involve brief didactics to prepare students from any discipline to safely mobilize patients, and to demonstrate the importance of the interprofessional culture of mobility for patient health and well-being. The majority of the coursework will involve direct, hands-on patient contact through mobilizing patients.

2 credit hours