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 617
5. Units:
4
6. Long course title: Emergency Medicine Rotation
(max 100 characters including spaces)
7. Short course title: ER Medicine Rotation
(max. 30 characters including spaces)
8. Catalog course description (max. 60 words, excluding requisites):
This course is a required four week clinical experience in emergency medicine with rapid and
methodical assessment to evaluate acutely ill, traumatic and emergent patients across the
lifespan. Students will work as a member of the emergency department team. Students will
work under the supervision of a Program-determined preceptor or his or her designee(s). 4
units lab
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?
12a. If yes, maximum units allowed?
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Yes
No
1
12b. If yes, may course be repeated for additional units in the same term?
13. Prerequisites:
14. Co requisites:
Yes
No
Passing grades in all
first-year didactic
courses plus PHA 610
with an overall GPA of at
least 3.0
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 617 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:
TBD
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.
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No
2
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
Scott Galland
Reviewed by Curriculum Process Associate
No
09/30/2011
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 617 Emergency Medicine Rotation Syllabus
4 Credits, 192 Clock Hours
4 credits of lab (48 hours contact time/week)
Instructor of Record:
Office Address: TBD
Office Hours: TBD
Course Time and Location: TBD
Course Prerequisite: Successful completion of the didactic year
Course Description:
The emergency medicine rotation is a required four week clinical experience which will, through
rapid and methodical assessment, evaluate acutely ill, traumatic and emergent patient
presentations. Students will work as a member of the emergency department team providing
routine, urgent and emergent care. Students will actively engage in applying basic medical
knowledge, demonstrating and continuing development of their clinical reasoning and
communication skills to the evaluation of problems encountered in the emergency medicine to
include pediatric, adult and geriatric patients and families. This experience will provide students
with an opportunity to engender a greater understanding patient’s needs while in the state of
acute ill health, distress and/or trauma and the role of empathy and compassion in clinical
practice.
Students will work under the supervision of a program determined preceptor or his or her
designee(s). During each week of the rotation, students should plan on reading about pertinent
diseases and treatments a minimum of six-ten hours per week. Students should prioritize gaining
knowledge and experience in the fast paced evaluation, stabilization, treatment and management
including referral of acute and life threatening medical and psychological diseases and conditions
encountered in the emergency medicine for pediatric, adult and geriatric patients.
The instructional cognitive objectives for this course are to be used as a guide for readings,
studying and preparing for the End of Rotation (EOR) examination. The psychomotor and
affective objectives are to guide the student regarding the expected level of participation and
professional conduct while at the rotation site.
Student Learning Expectations/Outcomes for this Course:
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4
Student Learning Outcomes: Upon completion of this course, students will be able to:
1. Assess a diverse population of patients and a variety of emergent and urgent diseases and
injuries involving all body systems across the life span and commonly encountered in
emergency medicine.
2. Rapidly obtain problem focused medical history, conduct a time efficient focused
physical examination, recommend diagnostic studies and discuss and recommend
treatment plans with the guidance of a preceptor.
3. Interact with the emergency department team to deepen knowledge regarding various
diagnostic studies commonly used in the emergency room setting for the evaluation of
disease and injury.
4. Recommend, select and interpret (where applicable) appropriate diagnostic methods in
the evaluation of a patient.
5. Generate differential diagnoses based on the clinical presentation.
6. Determine a primary diagnosis based on the clinical presentation and diagnostic data.
7. Recommend and engage in the stabilization and appropriate emergency room treatment
for patient diseases, conditions and injuries across the lifespan, including pharmacologic
and non-pharmacologic therapies.
8. Recognize situations where referral to other healthcare providers is necessary and to
identify the appropriate referral resource.
9. Generate written documentation of patient encounters.
10. Use written and computer-based medical records for the documentation and transmission
of patient-centered information to other members of the healthcare team.
11. Communicate with a diverse population of patients as well as with others professionals in
the health care environment.
12. Foster inter-professional understanding and collaboration.
Course Structure/Approach:
Textbooks and Resources:
All required didactic texts
Additional Required Readings:
Preceptors may require and assign additional readings during the course of the rotation.
Course Outline:
Week 1: Review topics for EOR: Airway and Resuscitative Management, Shock, Resuscitation
fluids (crystalloids,colloids etc), Trauma, Cardiovascular Emergencies
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Week 2: Review topics for EOR: Vascular Disease, Respiratory Emergencies, Gastrointestinal
Emergencies, Musculoskeletal Trauma and Emergencies, Soft tissue trauma/injuries
Week 3: Review topics for EOR: Neurological Emergencies, Eye, Ear, Nose, Oral Cavity
Emergencies, Dermatologic and Wound Care, Endocrine, Fluid and Electrolyte
Emergencies, Gynecologic and Obstetric Emergencies
Week 4: Review topics for EOR: Renal, Genitourinary Emergencies, Psychiatric/Mental
health Emergencies, Infectious Diseases, Hematologic, Pediatrics
Assessment of Student Learning Outcomes:
The final grade for this four week clinical course will be as follows:
End of Rotation Exam 50%: Students will complete end-of-rotation exams. EOR exams will
contain validated questions covering topics in the blueprint for the Physician Assistant National
Certifying Exam in addition to topics specific to the rotation. A minimum score of 70% is
required to pass. Students who fail the exam will be required to repeat the EOR exam within one
month. The student must score at least 75% or greater to successfully pass the re-examination.
The two EOR scores will be averaged to calculate the final rotation grade. Students who fail a
re-examination will fail the course, be placed on probation and referred back to the APC
committee. The APC may recommend the student be dismissed.
Preceptor Evaluation of Student 35%: The preceptor will evaluate the student’s performance at
the mid-point and end of the rotation. The evaluation will assess academic knowledge, skills and
professional behavior. Failure to submit complete evaluation forms will result in an incomplete
grade.
Student Evaluation of Clinical Rotation 2%: Students will be required to submit an evaluation
of the clinical rotation. The completed form will be submitted to the Clinical Coordinator at the
end of each rotation. Failure to submit evaluation forms may result in an incomplete rotation
grade.
Required Documentation 13%: The student must verify that all required documentation has
been submitted at the end of each rotation:
Early Rotation Student Check In
Patient Logs
Time Logs
Schedules
Mid Rotation Evaluation
(2%)
(5%)
(3%)
(2%)
(1%)
Grading System:
The following grading scale will be used:
A
B
C
F
90-100
80-89
70-79
≤69
Course Policy:
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6
Retests/make-up exams: Make-up exams will not be offered unless you can demonstrate (e.g.,
with a doctor’s letter) that your absence on the exam day was unavoidable.
Attendance: Attendance in lecture and laboratory is mandatory due to the material presented.
Please refer to the NAU DPAS Student Handbook on policies on attendance.
Student Responsibilities:
Students are expected to report at the clinical site each day, on time as defined by the preceptor
determined schedule. Students are to wear their white lab coat unless directed otherwise and
must wear their Program issued identification badge.
Student are expected to consistently conduct themselves in a professional manner, to
demonstrate respect, compassion and integrity, sensitivity to differences in all interaction and to
demonstrate emotional resiliency, stability, flexibility and tolerance of ambiguity and anxiety.
NAU Policy on Academic Dishonesty:
ACADEMIC DISHONESTY is a form of misconduct that is subject to disciplinary action
under the Student Code of Conduct and includes the following: cheating, fabrication, fraud,
facilitating academic dishonesty and plagiarism.
Plagiarism: any attempt to knowingly or deliberately pass off other's work as your own.
Cheating: any attempt to gain an unfair advantage over one's fellow students.
Fabrication: any attempt to present information that is not true when the author knows the
information presented is false.
Fraud: any attempt to deceive an instructor or administrative officer of the university.
Facilitating Academic Dishonesty: any attempt to assist an act of academic dishonesty by
another individual.
If you are charged with academic dishonesty, you are subject to the Arizona Board of Regents’
Student Code of Conduct and procedures established by NAU, specifically the Academic
Dishonesty policy, outlined in the http://www4.nau.edu/stulife/handbook.htm.
University policy:
SAFE ENVIRONMENT POLICY NAU’s Safe Working and Learning Environment Policy
seeks to prohibit discrimination and promote the safety of all individuals within the university.
The goal of this policy is to prevent the occurrence of discrimination on the basis of sex, race,
color, age, national origin, religion, sexual orientation, disability, or veteran status and to prevent
sexual harassment, sexual assault or retaliation by anyone at this university.
You may obtain a copy of this policy from the college dean’s office or from the NAU’s
Affirmative Action website http://home.nau.edu/diversity/. If you have concerns about this
policy, it is important that you contact the departmental chair, dean’s office, the Office of
Student Life (928-523-5181), or NAU’s Office of Affirmative Action (928-523-3312).
STUDENTS WITH DISABILITIES If you have a documented disability, you can arrange for
accommodations by contacting Disability Resources (DR) at 523-8773 (voice)or 523-6906
(TTY), 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
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7
documentation. Although you may request an accommodation at any time, in order for DR to
best meet your individual needs, you are urged to register and submit necessary documentation
(www.nau.edu/dr) 8 weeks prior to the time you wish to receive accommodations. DR is strongly
committed to the needs of student with disabilities and the promotion of Universal Design.
Concerns or questions related to the
accessibility of programs and facilities at NAU may be brought to the attention of DR or the
Office of Affirmative Action and Equal Opportunity (523-3312).
INSTITUTIONAL REVIEW BOARD Any study involving observation of or interaction with
human subjects that originates at NAU—including a course project, report, or research paper—
must be reviewed and approved by the Institutional Review Board (IRB) for the protection of
human subjects in research and research-related activities.
The IRB meets monthly. Proposals must be submitted for review at least fifteen working days
before the monthly meeting. You should consult with your course instructor early in the course
to ascertain if your project needs to be reviewed by the IRB and/or to secure information or
appropriate forms and procedures for the IRB review. Your instructor and department chair or
college dean must sign the application for approval by the IRB. The IRB categorizes projects
into three levels depending on the nature of the project: exempt from further review, expedited
review, or full board review. If the IRB certifies that a project is exempt from further review, you
need not resubmit the project for continuing IRB review as long as there are no modifications in
the exempted procedures.
A copy of the IRB Policy and Procedures Manual is available in each department’s
administrative office and each college dean’s office or on their website:
http://www.research.nau.edu/vpr/IRB/index.htm . If you have questions, contact the IRB
Coordinator in the Office of the Vice President for Research at 928-523-8288 or 523-4340.
ACADEMIC INTEGRITY The university takes an extremely serious view of violations of
academic integrity. As members of the academic community, NAU’s administration, faculty,
staff and students are dedicated to promoting an atmosphere of honesty and are committed to
maintaining the academic integrity essential to the education process. Inherent in this
commitment is the belief that academic dishonesty in all forms violates the basic principles of
integrity and impedes learning. Students are therefore responsible for conducting themselves in
an academically honest manner.
Individual students and faculty members are responsible for identifying instances of academic
dishonesty. Faculty members then recommend penalties to the department chair or college dean
in keeping with the severity of the violation. The complete policy on academic integrity is in
Appendix G of NAU’s Student Handbook
http://www4.nau.edu/stulife/handbookdishonesty.htm.
ACADEMIC CONTACT HOUR POLICY The Arizona Board of Regents Academic Contact
Hour Police (ABOR handbook, 20296, Academic Credit) states: “an hour of work is the
equivalent of 50 minutes of class time . . . at least 15 contact hours of recitation, lecture,
discussion, testing or evaluation, seminar, or colloquium as well as a minimum of 30 hours of
student homework is required for each unit of credit.”
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SENSITIVE COURSE MATERIALS If an instructor believes it is appropriate, the syllabus
should communicate to students that some course content may be considered sensitive by some
students.
“University education aims to expand student understanding and awareness. Thus it necessarily
involves engagement with a wide range of information, ideas, and creative representations. In
the course of college studies, students can expect to encounter – and critically appraise –
materials that may differ from and perhaps challenge familiar understandings, ideas, and beliefs.
Students are encouraged to discuss these matters with faculty.”
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