UCC/UGC/YCC
Proposal for New Course
1. Effective BEGINNING of what term and year?:
Fall 2012
See effective dates calendar.
2. College: Health and Human
Services
4. Course subject and number:
3. Academic Unit: Physician Assistant Studies
PHA 522
5. Units:
6
6. Long course title: Foundations of Clinical Practice III
(max 100 characters including spaces)
7. Short course title: Found Of Clin Pract III
(max. 30 characters including spaces)
8. Catalog course description (max. 60 words, excluding requisites):
This course will build upon the knowledge attained through the first two clinical practice
courses and apply it to the recognition, evaluation, treatment and management, including
referral of common clinical conditions and diseases seen in primary care medicine. The focus
will be clinical medicine of the following organ systems: musculoskeletal, rheumatologic,
gastrointestinal, endocrine, male and female reproductive, and hematology/oncology. 6 units
lecture
9. Grading option:
Letter grade
Pass/Fail
Both
10a. UGC approval date*: N/A
10. Co-convened with:
N/A
(For example: ESE 450 and ESE 550)
*Must be approved by UGC before UCC submission, and both course syllabi must be presented
11. Cross-listed with:
N/A
(For example: ES 450 and DIS 450)
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
12. May course be repeated for additional units?
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Yes
No
1
12a. If yes, maximum units allowed?
12b. If yes, may course be repeated for additional units in the same term?
13. Prerequisites:
14. Co requisites:
Yes
No
PHA 521
N/A
15. Is this course in any plan (major, minor or certificate) or sub plan (emphasis or concentration)?
Yes
No
If yes, describe the impact and attach written responses from the affected academic units prior
to college curricular submission.
PHA 522 is a required course in the Master of Physician Assistant Studies.
16. Is there a related plan or sub plan proposal being submitted?
If no, explain.
Yes
No
17. Does this course include combined lecture and lab components?
Yes
If yes, note the units specific to each component in the course description above.
No
18. Does this course duplicate content of existing courses?
Yes
No
If yes, list the courses with duplicate material. If the duplication is greater than 20%,
explain why NAU should establish this course.
19. Names of the current faculty qualified to teach this course:
Emily Babcock, MPAS, PA-C
20. Justification for new course.
This course is a part of the new Master of Physician Assistant Studies degree and meets the
ARC-PA accreditation standards for curriculum.
Answer 21-22 for UCC/YCC only:
21. Is this course being proposed for Liberal Studies designation?
Yes
If yes, forward this form along with the appropriate supporting documentation to the
Liberal Studies Committee.
No
22. Is this course being proposed for Diversity designation?
Yes
If yes, forward this form along with the appropriate supporting documentation to the
Diversity Committee
No
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2
Scott Galland
Reviewed by Curriculum Process Associate
09/20/2011
Date
Approvals:
Department Chair/ Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCG/UGC/YCC Approval
Date
:
Approved as submitted:
Yes
No
Approved as modified: Yes
No
:
:
Please attach proposed Syllabus in approved university format.
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3
Department of Physician Assistant Studies
PHA 522 Foundations of Clinical Practice III Syllabus
6 Credits, 96 Clock Hours
6 credits of lecture (8 hours of contact time/week over 12 weeks)
Instructor of Record: Emily Babcock, MPAS, PA-C
Office Address: TBD
Office Hours: TBD
Course Time and Location: Class will meet for lecture two times per week for four hours each
time. The class will meet on X days. Please see the attached weekly calendar for more details.
Lecture is from X-X time.
Course Prerequisites: PHA 521 Foundations of Clinical Practice II
Course Description:
The Foundations of Clinical Practice (I-III) is a cornerstone course in the curriculum which will
span all three (3) first year semesters. This lecture based course series will provide physician
assistant students with instruction in epidemiology, clinical presentation, diagnosis and
management of patients from initial presentation through ongoing follow-up in a patient centered
model including patient education and referral. Using an organ system and evidence based
approach; lectures will present the most common clinical conditions (acute and chronic) seen by
primary care providers. In addition, this course series will incorporate health promotion and
disease prevention through lecture and student discussion. Physician Assistant advocacy of
healthy lifestyles and preventive medicine practices will be introduced to reduce the risk of
patient illness, injury, and premature death. Preventive measures include the identification of
risks factors, e.g. family history, disease screening, substance abuse, and domestic violence;
immunization against communicable diseases; and promotion of safety practices. Students will
be introduced to the most current authoritative clinical preventive service guidelines and
recommendations in order to help people change their lifestyle and to move toward a state of
optimal health. Where applicable, genetic mechanisms in health and disease will be integrated
into each system where applicable, including parameters used to determine appropriate genetic
risk factors, need for genetic testing and referral to genetic counselors.
This course series builds on lectures presented in the Anatomy, Physiology and Pathology,
Introduction to History Taking and Physical Examination, and the Pharmacology and
Pharmacotherapeutics courses and will foster the development of the knowledge synthesis and
application needed in the Clinical Decision Making course and ultimately clinical practice.
The third course of this series, Foundations of Clinical Practice III will build upon the
knowledge attained through the two semester courses and apply it to the recognition, evaluation,
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treatment and management, including referral of common clinical conditions and diseases seen
in primary care medicine in the following organ systems: musculoskeletal, rheumatologic,
gastrointestinal, endocrine, male and female reproductive, and hematology/oncology.
In conjunction with Clinical Decision Making II course, students will be provided the
opportunity to apply their newly learned medical knowledge regarding conditions and disease
states in these organ systems in case based learning dynamics.
Student Learning Expectations/Outcomes for this Course:
Student Learning Outcomes: Upon completion of this course, through written and/or oral
examination, practical examination, class and lab participation and course readings and
assignments the student will be able to:
1. Identify and recognize the epidemiology, etiology, pathophysiology, clinical presentations,
course and prognosis of common disease entities encountered in primary care presented in
musculoskeletal, rheumatologic, gastrointestinal, endocrine, male and female reproductive,
and hematology/oncology.
2. Identify, recognize and distinguish the medical history and physical examination findings of
common disease entities encountered in primary care presented in this course.
3. Identify and recognize the appropriate laboratory and diagnostic work-up for common
disease entities and problems in primary care presented in this course.
4. Develop, organize and recognize the differential diagnosis of common presenting symptoms
in primary care presented in this course.
5. Develop, recognize and discern the principles of treatment and management, including
appropriate referral of common disease entities encountered in primary care presented in this
course.
6. Develop and recognize the appropriate health screening and disease prevention methods
utilized in primary care practice for the diseases and conditions presented in this course.
7. Develop and recognize the principles of monitoring, follow-up, and counseling for chronic
medical conditions encountered in primary care presented in this course.
8. Appraise and utilize current medical research from the medical literature into the diagnosis
and management of common medical problems encountered in primary care presented in this
course.
9. Utilize, recognize and evaluate the genetic considerations in the etiology, treatment and
prevention of common disease entities encountered in primary care presented in this course.
10. Utilize culturally competent approaches to the management of patients with common
medical problems encountered in primary care presented in this course.
11. Demonstrate an empathetic, non-judgmental, and caring approach to therapeutic encounters
with a diverse patient population that promotes open and effective patient-provider
communication.
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Course structure/approach:
Weekly lectures and small group discussions will cover clinical medicine in the areas of
musculoskeletal, rheumatologic, gastrointestinal, endocrine, male and female reproductive, and
hematology/oncology.
Textbooks and Resources:
Hay, W.W., Levin, M., Deterding, R., & Sondheimer, J. (2011). Current diagnosis and
treatment pediatrics. (20th Ed.). McGraw-Hill Companies, Inc.
McPhee, S.J. & Papadakis, M.A. (2011). Current medical diagnosis and treatment. (50th Ed.).
McGraw-Hill Companies, Inc
Course Outline:
Week 1: Musculoskeletal
Week 2: Rheumatology
Week 3: Gastroenterology
Week 4: Gastroenterology
Week 5: Endocrinology
Week 6: Endocrinology
Week 7: Endocrinology
Week 8: Women’s Health (OB/GYN, Urology)
Week 9: Women’s Health (OB/GYN, Urology)
Week 10: Men’s Health (Urology)
Week 11: Hematology/Oncology
Week 12: Hematology/Oncology
Assessment of Student Learning Outcomes:
Students will be evaluated through the following methods:
Written examinations utilizing multiple choice format; must achieve a score of 80% to
pass
4 Written Lecture Exams
Each exam 25% of total course grade
You will take the exam on the NAU Phoenix Bio-Medical Campus. All cell phones and
electronic devices must be turned off and out of sight during exams. If a student is found with a
cell phone out during an exam, the student will receive an immediate grade of zero for the exam,
and potentially further disciplinary action.
Grading System:
The following grading scale will be used:
A
90-100
B
80-89
C
70-79
F
≤69
Course policy:
Retests/make-up exams: Make-up exams will not be offered unless you can demonstrate (e.g.,
with a doctor’s letter) that your absence on the exam day was unavoidable.
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Attendance: Attendance in lecture and laboratory is mandatory due to the material presented.
Please refer to the NAU DPAS Student Handbook on policies on attendance.
Student Responsibilities:
Students are expected to attend all classes and to read the defined reading assignments as stated
on the instructional objectives prior to class. This will facilitate comprehension of the material
presented in lecture. Students are also expected to take all examinations as defined by the course.
The program expects all students to consistently conduct themselves in a professional manner, to
demonstrate respect, compassion and integrity, sensitivity to differences in all interactions and to
demonstrate emotional resiliency, stability, flexibility and tolerance of ambiguity and anxiety.
All cell phones and electronic devices must be turned off and out of sight during exams. If a
student is found with a cell phone out during an exam, the student will receive an immediate
grade of zero for the exam, and potentially further disciplinary action.
NAU Policy on Academic Dishonesty:
ACADEMIC DISHONESTY is a form of misconduct that is subject to disciplinary action
under the Student Code of Conduct and includes the following: cheating, fabrication, fraud,
facilitating academic dishonesty and plagiarism.
Plagiarism: any attempt to knowingly or deliberately pass off other's work as your own.
Cheating: any attempt to gain an unfair advantage over one's fellow students.
Fabrication: any attempt to present information that is not true when the author knows the
information presented is false.
Fraud: any attempt to deceive an instructor or administrative officer of the university.
Facilitating Academic Dishonesty: any attempt to assist an act of academic dishonesty by
another individual.
If you are charged with academic dishonesty, you are subject to the Arizona Board of Regents’
Student Code of Conduct and procedures established by NAU, specifically the Academic
Dishonesty policy, outlined in the http://www4.nau.edu/stulife/handbook.htm.
University policy:
SAFE ENVIRONMENT POLICY NAU’s Safe Working and Learning Environment Policy
seeks to prohibit discrimination and promote the safety of all individuals within the university.
The goal of this policy is to prevent the occurrence of discrimination on the basis of sex, race,
color, age, national origin, religion, sexual orientation, disability, or veteran status and to prevent
sexual harassment, sexual assault or retaliation by anyone at this university.
You may obtain a copy of this policy from the college dean’s office or from the NAU’s
Affirmative Action website http://home.nau.edu/diversity/. If you have concerns about this
policy, it is important that you contact the departmental chair, dean’s office, the Office of
Student Life (928-523-5181), or NAU’s Office of Affirmative Action (928-523-3312).
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STUDENTS WITH DISABILITIES If you have a documented disability, you can arrange for
accommodations by contacting Disability Resources (DR) at 523-8773 (voice)or 523-6906
(TTY), dr@nau.edu (e-mail)or 928-523-8747 (fax).Students needing academic accommodations
are required to register with DR and provide required disability related documentation. Although
you may request an accommodation at any time, in order for DR to best meet your individual
needs, you are urged to register and submit necessary documentation (www.nau.edu/dr) 8 weeks
prior to the time you wish to receive accommodations. DR is strongly committed to the needs of
student with disabilities and the promotion of Universal Design. Concerns or questions related to
the accessibility of programs and facilities at NAU may be brought to the attention of DR or the
Office of Affirmative Action and Equal Opportunity (523-3312).
INSTITUTIONAL REVIEW BOARD Any study involving observation of or interaction with
human subjects that originates at NAU—including a course project, report, or research paper—
must be reviewed and approved by the Institutional Review Board (IRB) for the protection of
human subjects in research and research-related activities.
The IRB meets monthly. Proposals must be submitted for review at least fifteen working days
before the monthly meeting. You should consult with your course instructor early in the course
to ascertain if your project needs to be reviewed by the IRB and/or to secure information or
appropriate forms and procedures for the IRB review. Your instructor and department chair or
college dean must sign the application for approval by the IRB. The IRB categorizes projects
into three levels depending on the nature of the project: exempt from further review, expedited
review, or full board review. If the IRB certifies that a project is exempt from further review, you
need not resubmit the project for continuing IRB review as long as there are no modifications in
the exempted procedures.
A copy of the IRB Policy and Procedures Manual is available in each department’s
administrative office and each college dean’s office or on their website:
http://www.research.nau.edu/vpr/IRB/index.htm. If you have questions, contact the IRB
Coordinator in the Office of the Vice President for Research at 928-523-8288 or 523-4340.
ACADEMIC INTEGRITY The university takes an extremely serious view of violations of
academic integrity. As members of the academic community, NAU’s administration, faculty,
staff and students are dedicated to promoting an atmosphere of honesty and are committed to
maintaining the academic integrity essential to the education process. Inherent in this
commitment is the belief that academic dishonesty in all forms violates the basic principles of
integrity and impedes learning. Students are therefore responsible for conducting themselves in
an academically honest manner.
Individual students and faculty members are responsible for identifying instances of academic
dishonesty. Faculty members then recommend penalties to the department chair or college dean
in keeping with the severity of the violation. The complete policy on academic integrity is in
Appendix G of NAU’s Student Handbook http://www4.nau.edu/stulife/handbookdishonesty.htm.
ACADEMIC CONTACT HOUR POLICY The Arizona Board of Regents Academic Contact
Hour Police (ABOR handbook, 20296, Academic Credit) states: “an hour of work is the
equivalent of 50 minutes of class time . . . at least 15 contact hours of recitation, lecture,
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discussion, testing or evaluation, seminar, or colloquium as well as a minimum of 30 hours of
student homework is required for each unit of credit.”
SENSITIVE COURSE MATERIALS If an instructor believes it is appropriate, the syllabus
should communicate to students that some course content may be considered sensitive by some
students.
“University education aims to expand student understanding and awareness. Thus it necessarily
involves engagement with a wide range of information, ideas, and creative representations In the
course of college studies, students can expect to encounter – and critically appraise – materials
that may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students
are encouraged to discuss these matters with faculty.”
Other:
ARC Standards met by this course:
B1.02
B1.07
B2.03 B2.12
B2.05 B2.10
B2.06
NAU DPAS Graduate Competencies met by this course:
1.07
2.02
3.01, 3.02
4.01, 4.04, 4.05, 4.06, 4.09, 4.10
5.05
7.08
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