Newly Approved GMS Courses

Approved Spring 2017

This course provides an overview of biological, psychological, and sociocultural aspects of individual and family development from conception through elder adulthood in a multicultural context. The course is taught from perspectives of cognitive science and behavioral systems as well as sociological, cultural, life span developmental, and comparative approaches. The focus of the course is on normative development; developmental disorders are used to elucidate normative developmental and adaptive processes in language, cognition, and behavioral self-regulation that will serve to introduce students to behaviors and concepts relevant to clinical mental health counseling practice with both children and adults. [3 cr] Craigen. Fall.

Afasizhev. Fall.

The goal of this course is to enable students to understand major aspects of cardiovascular epidemiology and current strategies for primary and secondary prevention of major cardiovascular diseases (i.e. stroke, heart attack, heart failure or hypertension). The course concentrates on physiologic mechanisms leading to atherosclerosis; traditional and novel CHD risk factors; prediction models for CVD; and the role of lifestyle, dietary, and genetic factors on the development of CVD. In addition, relevant historical breakthrough and current controversies in CVD are discussed using the latest publication from lay press and peer-reviewed journals. A fair amount of time is devoted to acquiring skills in scientific writing and data interpretation. These latter skills are used by the students to design and complete a CVD epidemiology project on a topic of their choosing. Each student (group of students) then presents his/her completed project in class during the last 2 sessions of the course. The course is taught by the course Director and other senior investigators who are experts in different areas of cardiovascular disease. [4 cr] Xanthakis & Ramachandran. Fall.

Approved Fall 2016

This course is a fundamental course in infectious diseases, which will explore the principles of infection, host factors, epidemiology, treatment, and prevention. We will begin with background information regarding the broad spectrum of infectious agents and the key elements of host immune responses. We will then proceed to analyze infectious diseases and their associated clinical manifestations based on a thorough review of major organ systems. Throughout the course, we will incorporate clinical considerations that underscore important pathophysiologic, diagnostic, and therapeutic aspects of infectious diseases. [3 cr] Kelley. Spring.

This online course uses interactive lectures and discussion sessions to cover key biomedical aspects of immunology: how the components of the immune system are generated and function against microbes, tumors and transplants; immune disorders including allergy, autoimmunity and immunodeficiency; vaccines, immunotherapeutics and immunodiagnostics. [2 cr] Sharon. Spring, Fall.

Masters in Health Science Education Program

 [2 cr] Fall.

 [2 cr] Fall.

Introduction to Research Methods in Health Sciences Education (HS 706) is designed to introduce health sciences education (HSE) students to the fundamentals of research design for education. The goal of the course is to familiarize HSE students with the process of identifying research problems, forming research questions, reviewing, critiquing, and summarizing research as a tool for better understanding and influencing HSE practice and policy. We will explore the fundamentals of quantitative, qualitative, and mixed methods research, how to interpret and present data, how to adhere to ethical principles that guide educational research, and how to develop a small-scale research proposal of your own. In short, this course is about learning to become a good consumer and producer of educational research.

This course is designed to provide MS HSE students with an understanding of basic principles of measurement and assessment as it relates to both research and instruction. In this course we discuss how to use, interpret and construct valid and reliable tests. We will examine standardized and classroom assessments as well a explore how accreditation requirements (e.g., ACGME) impact teaching and learning in Health Sciences Education. Class will be a mix of lecture, discussions, group work, and in-class activities. Generally, I will prepare lecture materials but the direction of the course depends largely on student interests and questions.

A practicum is a culminating experience required for all students earning a master’s degree in Health Sciences Education.  The practicum is an opportunity to use many of the tools that students have mastered through their coursework and apply these skills in a health sciences setting.  To both prepare students for their practicum and support them during this practicum experience, they will be required to take the Practicum Seminar (GMS HS 800) concurrent with Practicum I and II (GMS HS 801 / GMS HS 802).

The Practicum Seminar course will meet every other week throughout the two semesters of the student’s practicum experience.  This course will assist students in: choosing a practicum that is in line with their learning needs and career trajectory; writing personal learning goals; reflecting on and processing their practicum experience; sharing and problem solving challenges; brainstorming; practicing; getting and giving feedback; and ultimately presenting their practicum experience to their peers.   There will be readings and focused topics for discussion to enhance students’ learning and growth.   As they engage in their practicum experience, these topics will both review important concepts from students’ coursework that are applicable to this applied learning experience and provide new information or perspectives to enhance their skills and knowledge.

The Health Sciences Education (HSE) Practicum will assist students through the process of choosing a mentor, identifying a practicum experience and designing the practicum.  The Practicum experience will encompass implementation and completion of the practicum, including the submission of a final Capstone written in the appropriate format for the project chosen.  Projects may be (i) Teaching-based (course development), (ii) Curriculum-based (program development) or (iii) Research/ Evaluation -based projects (data analysis, assessment).  The Practicum is individualized according to the student’s professional interests and can be Teaching-, Curriculum- or Research/ Evaluation – based.