UCC1: New Course Transmittal Form - University of Floridafora.aa.ufl.edu/docs/47//18Sep12//UCC_18Sep12_prof1_MD... · 2012-09-01 · UCC1: New Course Transmittal Form Department Name

UCC1: New Course Transmittal FormDepartment Name and Number

Recommended SCNS Course Identi�cation

Transcript Title (please limit to 21 characters)

Pre�x Level Course Number Lab Code

Amount of Credit

Repeatable Credit

Contact Hour: Base or Headcount

Course Description (50 words or less)

Prerequisites Co-requisites

Degree Type (mark all that apply) Baccalaureate Graduate Other

Introductory Intermediate Advanced

Department Contact

College Contact

Name

Phone Email

Name

Phone Email

Rev. 10/10

Rationale and place in curriculum

Category of Instruction

E�ective Term and Year Rotating Topic yes no

S/U Only yes no

yes no If yes, total repeatable credit allowed

Variable Credit yes no If yes, minimum and maximum credits per semester

Professional

Full Course Title

UCC: Syllabus Checklist

Rev. 10/10

All UCC1 forms and each UCC2 form that proposes a change in the course description or credit hours must include this checklist in addition to a complete syllabus. Check the box if the attached syllabus includes the indicated information.

Instructor contact information (and TA if applicable)

Course objectives and/or goals

Policy related to class attendance

Policy related to make-up exams or other work

Statement related to accommodations for students with disabilities

Information on current UF grading policies for assigning grade points

Syllabus MUST contain the following information:

It is recommended that syllabi contain the following information:

1. Critical dates for exams and other work

2. Class demeanor expected by the professor (e.g., tardiness, cell phone usage)

4. Contact information for university counseling and mental health services

The University’s complete Syllabus Policy can be found at:

3. UF’s honesty policy

http://www.aa.u�.edu/policy/SyllabiPolicy.pdf

A topical outline (at least tentative) of subjects to be covered

Required and recommended textbooks

Methods by which students will be evaluated and their grades determined

Course Syllabus Course name: Cardiovascular and Respiratory Systems Course number: XXX #### Credit hours: 9 Course format:

Lectures Laboratories Small group discussion sessions Small group audio session Simulations with STAN (“Standardized Man” computerized mannequin) Self-studies

Course contact information: Course Director: William E. Winter, M.D.

Phone: 294-5489, Room: D6-3 e-mail: [email protected]

Associate Course Director: Daniel F. Pauly, M.D., Ph.D.

Phone: 273-9079, Room: M-421 e-mail: [email protected]

Course Manager: Deena R. Weiss, M.A.

Phone: 294-5489, Room: D6-3A e-mail: [email protected]

Course description: This course is taken by first year medical students. The "Cardiovascular and Respiratory Systems" (CVR) are the first organ systems to be studied in the basic sciences curriculum of the UF College of Medicine starting in the Spring of 2013. The preceding courses (Introduction to Clinical Medicine, Genetics, Foundations of Medicine, Medical Microbiology-Infectious Disease-Immunology and Oncology) will prepare the students for a scholarly and rigorous examination of the CVR organ systems. The focus of the course will be: 1) the recognition by the student of the pertinent history and physical examination findings in patients that suggest cardiovascular and/or respiratory disease; 2) the development of a list of differential diagnoses possibly explaining the patient's presenting complaint (or complaints); 3) as appropriate, utilization of diagnostic testing (e.g., laboratory analysis, radiologic imaging studies and

organ/tissue biopsy/histopathology) to establish or confirm a diagnosis; 4) understanding the pathophysiology, pathology, etiologies, epidemiology and therapies of diseases of the CV and respiratory systems; and 5) appreciation of psychological and sociological factors that contribute to health and disease. After an introduction to the clinical presentations of patients with cardiovascular and/or respiratory diseases, the course is organized into 4 sections:

Section 1 - Normal structure and development Section 2 - The cardiovascular (CV) system Section 3 - The respiratory system Section 4 - Psycho-social contributors to health

Section 1 (Normal structure and development) is subdivided into:

Organ anatomy Organ histology Organ embryology

This section provides a basic understanding of the anatomy, histology and embryology of the CV system and the respiratory system while providing clinically relevant examples of diseases that involve disorders of anatomy, histology and/or embryology. Section 2 (the CV system) is divided into: Normal organ physiology Clinical Assessment Pathophysiology, pathology and therapy This section begins by explaining the normal physiology of the CV system. Instruction concerning the clinical assessment of the history and physical examination is provided in a separate course (Introduction to Clinical Medicine). Laboratory and radiological clinical assessments are included in this section. Next the pathophysiology, pathology and therapy of CV disease are examined to provide students with the basic principles needed to ultimately provide basic care to patients while preventing disease and preserving health. Section 3 (the respiratory system) is divided into:

Normal organ physiology Clinical assessment Pathophysiology, pathology and therapy

This section begins by explaining the normal physiology of the upper and lower respiratory systems. Instruction concerning the clinical assessment of the history and physical examination is provided in a separate course (Introduction to Clinical Medicine). Laboratory and radiological clinical assessments are included in this section. Next the pathophysiology, pathology and therapy of respiratory system diseases are

examined to provide students with the basic principles needed to provide basic care to patients while preventing disease and preserving health. Section 4 (Psycho-social contributors to health) This section can include, as appropriate, discussions of epidemiology, the ecologic model and the social determinants model of health, health disparities-health equity, local-global comparisons and their context, behavioral contributors to health, prevention and screening, environmental and occupational factors, public policy and advocacy, health systems issues, quality monitoring and improvement, and culture and health. Course goals: At the conclusion of this course with full participation in the learning activities of the course (e.g., lectures, labs, self-studies, etc.) coupled with intense, scholarly study of the course materials together with the learning activities in the Introduction to Clinical Medicine course, the first year medical student will be able to: 1) Recognize by history and physical examination the pertinent findings that are diagnostic of, or suggestive of, cardiovascular and/or respiratory disease; 2) Develop a list of differential diagnoses possibly explaining the patient's presenting complaint (or complaints); 3) Utilize diagnostic testing (e.g., laboratory analysis, radiologic imaging studies and organ/tissue biopsy/histopathology) to establish or confirm a diagnosis; 4) Understanding the pathophysiology, pathology, etiologies, epidemiology and therapies of diseases of the CV and respiratory systems; and; 5) Appreciate the psychological and sociological factors that contribute to health and disease. Ultimately this introductory course will provide the students with the tools required to provide basic care to patients while preventing disease and preserving health. Required textbooks: Kumar V, Abbas AK, Fausto N and Aster JC. Robbins and Cotran: Pathologic Basis of Disease. Eighth Edition. Elsevier Saunders Company, 2010. Klatt EC and Kumar V. Robbins and Cotran Review of Pathology, 3nd Edition. Elsevier Saunders Company, 2009.

NOTE: Older editions of these textbooks should not be used: there are substantial differences between the most recent editions of these textbooks and previous editions. The student must ask themselves: “Would I ever knowingly treat a patient based upon information that is outdated?” Recommended textbooks: None Attendance: Attendance is an important mark of professionalism. Daily attendance at lectures is highly recommended and is strongly encouraged by the faculty. Attendance is required for all patient presentations and laboratory sessions. For most required activities (e.g., lab), attendance is tracked via the on-line StudyCore “Sign-in” system.

Students are required to be present for a minimum of 90% of all lab sessions in this course. Absences will not be tracked as excused or unexcused; students may only miss 10% of the lab sessions for the entire course regardless of the reason for their absence. Failure to achieve 90% attendance may reduce the student’s professionalism score to unsatisfactory (see below). An unexcused absence from any required activity may also reduce the student’s professionalism score to unsatisfactory (see below). Commentary: In clinical medicine (beginning with the student’s first rotation late in their second year of medical school), attendance is not only a requirement but is also a necessity for the provision of competent patient care. Consider the following: "Would a surgeon ever not come to the OR when they are scheduled? Would an internist ever not come to clinic when they are scheduled to see patients?" Note: Out of respect for others, students are expected to be present at the start of each lecture and discussion session and must not arrive late to these activities. Tardiness noted by the faculty can lower the student’s professionalism score. Consistent tardiness can lead to referral of the student to the Academic Status Committee. Note: A student who prefers to work solely on his or her own, missing lectures and labs, etc., should consider the following: “In clinical medicine, you can not take your patients home,” and “In clinical medicine, you must work in teams.” Evaluation and grading: Two competencies are evaluated: Medical knowledge and Professionalism.

Medical knowledge competency Measures of Student Performance regarding the medical knowledge competency: Student performance will be evaluated by 2 examinations. In addition, quizzes (formative feedback) will be given weekly. Content of Examinations and quizzes: The examinations and quizzes are designed to evaluate mastery of core-discipline and problem solving medical knowledge competencies. Questions will be derived from lectures, laboratory exercises, discussions, self-study exercises and assigned readings in the required textbooks. Up to 5% of questions may be derived from the assigned readings. Many questions will require students to arrive at an appropriate response given a set of clinical and/or pathologic findings (problem solving). Some questions will be keyed to pathology or radiology images or patient photographs. On average, 4 questions are given per contact hour (e.g., lab, lecture, discussion, self-study exercise). Format of Examinations: Exam and quiz questions will be in the format of the USMLE Step 1 examination. Dates of the examinations: Friday, March 29, 2013 and Friday, April 19, 2013 (tentatively) Grading of the medical knowledge competency - Summative Feedback or Final Grade: The final grade will be based on the 2 examinations and the quizzes. The final score will be calculated as a cumulative score for all the exams plus the quizzes using as the numerator all questions answered correctly and the denominator as all questions asked. The final grade will be determined according to the pass/fail (satisfactory/unsatisfactory) score given below. The course director reserves the right to lower this passing cutoff score if, for unforeseen reasons, the examinations are considerably more difficult than expected.

Percent Pass/fail

=>75 <75

Pass Fail

Formative feedback: The department will score the examinations as rapidly as possible, usually within 2 working days, and then the scores will be available on the course website. Students will be able to review their examination (i.e., the questions that they answered incorrectly) in the testing center (CG-28).

One exam review session will be provided for each exam. The course director invites representative faculty to attend the exam review session to answer questions from students and to provide appropriate feedback to students. After the review period is completed, the scores for that particular examination are final. Students who fail an examination will be asked to make an appointment with the course director to review their examination and to discuss appropriate approaches for improvement. This is not a punitive meeting. Meeting with the course director can help identify techniques that students can use to improve their scores to demonstrate competency. Consideration for referral to Beverly Vidauretta, Ph.D. and/or a tutor will be discussed. Remediation Policy: Remediation may be offered to students who receive a failing grade in the course or an unacceptable competency rating. The Academic Status Committee must approve the remediation plan before remediation can begin. Remediation usually consists of a comprehensive examination covering those areas of the course in which the student failed to achieve competency. Successful passage of the remediation exam is necessary for advancement into the clinical years. Once completed, the course director will notify the Academic Status Committee whether or not remediation has been successful. For students who cumulatively score very low (e.g., <68-70%), the course director may recommend that the student repeat the course. Recording Policy: Lectures are the intellectual property of the faculty. All lectures are video recorded and are posted via links to mediasite on the course website for student review. Note: Discussions, patient presentations and symposia are not to be recorded. Professionalism competency The College of Medicine expects and requires that all medical students act professionally in their dealings with patients, colleagues, faculty and staff and that medical students exhibit caring and compassionate attitudes. Professional behavior is defined as appropriate behavior for the circumstance. Behavior of a medical student reflects on a student’s qualification and potential to become a competent physician. Attitudes and behaviors inconsistent with compassionate care, refusal by or inability of the student to participate constructively in learning or patient care, derogatory attitudes or inappropriate behavior directed at patient groups, peer, faculty or staff, or other unprofessional conduct can be grounds for dismissal. Students should abide by the dress code provided by the Senior Associate Dean of Students, Patrick Duff, M.D. Students who plan on "surfing the net" during lecture must sit in the last 2 rows of class so as to not distract their classmates. During patient presentations with actual patients, professional dress is required. Food and drink should

not be consumed during live patient presentations as a sign of respect for the patient (you would never eat or drink while seeing a patient). Computers can be on the desk top in order to take notes. Below is a list of selected professional behaviors as provided by the National Board of Medical Examiners and modified as needed for UF: - Accepts constructive feedback and modifies behavior appropriately. - Accepts personal risk in provision of health care. - Adheres to institutional policies and procedures. - Adheres to local dress code (this is provided by Dr. Duff's office). - Adheres to a professional dress code when attending patient presentations in the pathology course. - Attends all lectures, labs, discussions, etc. - Admits errors and assumes personal responsibility for mistakes. - Advocates for changes in policies, procedures, or practices for the benefit of patients. - Advocates for colleagues. - Advocates for societal health issues. - Allocates health care resources without bias. - Arrives on time for scheduled activities and appointments. - Attributes ideas and contributions appropriately to others. - Avoids gifts and remunerations that might be perceived as conflicts of interest. - Balances personal needs and patient care obligations. - Conveys information and answers questions honestly and tactfully. - Demonstrates appropriate boundaries for interprofessional relationships. - Discusses colleagues without using inappropriate labels or comments. - Discusses patients without using inappropriate labels or comments. - Endures inconvenience to meet patient needs. - Engages in informal teaching and learning activities with colleagues as appropriate. - Facilitates conflict resolution. - Fulfills all clinical responsibilities in a timely manner. - Fulfills all nonclinical responsibilities in a timely manner. - Improves team effectiveness through motivation and facilitation. - Intervenes immediately when unprofessional behavior presents clear and present danger. - Maintains a positive attitude amidst increased and unanticipated additional work. - Maintains composure during difficult interactions with colleagues. - Maintains confidentiality of patient information in public areas. - Maintains thoroughness and attention to detail. - Makes valuable contributions during class, rounds, or meetings. - Offers advice when appropriate. - Provides constructive and supportive feedback appropriately. - Provides patient care without consideration of personal benefit. - Provides patient information to team members in a timely and effective manner. - Reacts appropriately to other's lapses in conduct and performance. - Requests help when needed.

- Responds appropriately to help a distressed or impaired colleague. - Responds promptly when paged or called. - Serves as a knowledgeable or skilled resource for others. - Signs over and ensures coverage of patients when unable to fulfill responsibilities. - Solicits and values input from colleagues when appropriate. - Takes on extra work when appropriate to help the team. - Takes steps to prevent repetition of errors. - Teaches and emphasizes tenets of professionalism when appropriate opportunities arise. - Transmits accurate and detailed information for optimal transition of care. - Upholds ethical standards in research projects and other scholarly activities. Grading of the professionalism competency - The course director and faculty grade professionalism as pass/fail (satisfactory/ unsatisfactory) based upon the following factors: 1) The faculty's interaction with the student; 2) Observation by faculty of a student's interaction with other students; 3) Observation by faculty of a student's interaction with other faculty, patients and staff (e.g., secretaries and assistants); 4) Reports of student interactions by patients and staff (e.g., secretaries and assistants); and: 5) Reports of student interactions with their peers. As noted above, students must attend 90% of more of all laboratory activities to achieve a passing score in professionalism for this course. During exam reviews, students are expected to behave professionally. Unprofessional behavior during exam reviews can lower the student’s professionalism score. Repeated or extreme unprofessional behavior can lead to referral of the student to the Academic Status Committee. In cases where a student passes the professionalism competency yet that were significant problematic behavioral or attendance issues, a letter of concern may be addressed to the Associate Dean of Students, Patrick Duff, M.D. notifying Dr. Duff of such concerns. Make-up quizzes and exams: Students who are acutely ill on the evening before, or the morning of, a quiz or exam are not expected to take the quiz or exam at that time. There are no make-up quizzes; if a student misses a quiz due to illness and contacts the course manager within 24 hours, the missed quiz will be credited with the average score of the quizzes that were taken by the student.

If a student misses an exam due to illness, the exam will be rescheduled at a time that the student has recovered. The student must contact the course manager, Ms. Deena Weiss, as soon as possible ([email protected] ) so that the absence is explained. Please also cc, Ms. April-Lane Derfinyak in the Medical Education Office ([email protected] ) and Mr. Gene Cornwall ( [email protected] ). The student must contact the above individuals before or no later than 24 hours after the missed quiz or exam. On occasion, students ask to delay an examination for a reason other than a medical illness. The Course Directors' committee developed the following recommendations in December 2006 that will be followed as modified for this course: The basis for an excused absence from an examination (other than for a medical illness) can include:

1) Psychiatric or psychological illness 2) Family medical emergency. 3) Participation in the wedding of a first degree family member (only 1 weekday can be missed and if a travel day falls on an exam day, the student's travel will need to be rescheduled; e.g., the exam takes priority in this situation over travel). 4) Attendance at an academic conference where the student is presenting their research, e.g., AAMC. 5) A recognized major religious holiday.

The student must contact the course director to obtain permission to delay an examination prior to the examination when feasible. Such a request should be made in writing (or via e-mail) no less than 1 month in advance for (1) participation in a wedding (see above for details); (4) attendance at an academic conference; or (3) observance of a recognized major religious holiday. Accommodations: Students requesting classroom accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student who must then provide this documentation to the Course Director when requesting accommodation. Administrative policies: University of Florida Honesty Policy regarding cheating and use of copyrighted materials: The Student Honor Code, from the Student Guide produced by the University of Florida, Division of Student Affairs, says the following:

( http://www.dso.ufl.edu/studentguide/studentrights.php#studenthonorcode ) The following has been reproduced from the University of Florida Regulations http://regulations.ufl.edu/chapter4/ – Chapter 6C1-4 (Student Affairs) UF-4.041 Student Honor Code. http://regulations.ufl.edu/chapter4/4041-2010.pdf Testing Center Policies & Procedures: Please read thoroughly all the information presented on the following link: http://docs.medinfo.ufl.edu/policies/testing-center-policy-and-procedures/ Daily Schedule: Provided in separate excel file.

ORGAN SYSTEM COURSE OUTLINECardiovascular and respiratory systems

Introduction to the CV and Respiratory (CVR) systemsOVERVIEW - Presentations of patients with CV and/or respiratory disease (angina, CHF, AMI, SOB,cough, cyanosis, etc.)

CVR: Normal structure and development

CVR: Organ anatomyCardiac Tamponade Chest Wall & Middle MediastinumValvular Heart Disease; Myocardial InfarctionExternal & Internal Architecture of Heart; Conduction SystemAspiration of Foreign Bodies; PneumothoraxPleural Cavities & LungsEsophageal CancerSuperior & Posterior Mediastinum

CVR: Organ histologyCV systemRespiratory systemCV and respiratory systems

CVR: Organ embryologyHeart developmentLung development

CARDIOVASCULAR (CV) SYSTEMCV - Normal organ physiologyCardiac Muscle & Mechanical functions of HeartThe Cardiac CycleIon Channels & Electrical events of the Heart EKG—vectors and origin of electrical eventsHemodynamics Venous ReturnNeural Control of Blood PressurePeripheral Circulation, Local Control of Blood Flow, & Microcirculation

CV - Clinical assessmentPhysical examinationImagingCardiac imaging

CV - Pathophysiology, pathology and therapyIntroductionOverview of vascular disease - pathology, epidemiolog

Clinical consequences of atherosclerosisCoronary artery disease and ischemic heart disease (includes AMI & angina) - clinical presentationdifferential diagnosisAcute myocardial infarction - pathology, etiologiesIschemic heart disease - pathology, etiologiesPVD and aneursyms - pathology, etiologiesAcute myocardial infarction - laboratory diagnosisAnti-anginal drugsCongenital and acquired lipid disordersDrug treatments of dyslipidemiasNutritional and exercise management of dyslipidemia and prevention of atherosclerosis throughhealthy life stylesLaboratory assessment of non-lipid risk factors for atherosclerosisCardiovascular pathology lab: IHD and MI

Congestive heart failure

Congestive heart failure - clinical presentation, differential diagnosis & add) pathophysiologyCHF - pathology (including etiologies)CHF - cardiomyopathy, (including myocarditis)CHF - laboratory assessments of CHF - BNP, etc.CHF - drug treatment - part 1CHF - drug treatment - part 2

CHF - drug treatment - diureticsCardiomyopathy Cardiac Tumors AneurysmProblem solving cases re: AMI, CHF, lipids

Valvular heart diseaseValvular heart disease - clinical presentation, differential diagnosisValvular heart disease - pathology (including rheumatic fever), etiologies

Infective endocarditis

Infective endocarditis - definition, clinical presentations, etiologies, consequenceInfective endocarditis - pathologyInfective endocarditis - Clinical Microbiology Conference

Rheumatic heart disease, Valvular Heart Disease Endocarditis PericarditisHeart Sounds, Murmurs (clinical correlation)

HypertensionHypertension - definition, clinical presentations, etiologies, consequenceHypertension - drug treatment - part 1Hypertension - drug treatment - part 2 (including salt restriction)

ArrhythmiasArrhythmias - definition, clinical presentations, etiologies, consequencesArrhythmias - anti-arrhythmic drugs - part 1Arrhythmias - anti-arrhythmic drugs - part 2

Congenital heart diseaseCongenital heart disease Congenital heart disease Congenital heart disease

Clinical correlations and public healthRight Heart Failure/Pulmonary Embolism

Public health issues - atherosclerosis, AMI, CHF, PVD, stroke, hypertension, etc

RESPIRATORY SYSTEMIntroduction to the respiratory systemPresentations of patients with respiratory disease (SOB, cough, cyanosis, etc.

Respiratory system - Normal organ physiologyRespiratory Pump/Functional AnatomyLung ComplianceAirway ResistanceWork of Breathing/SurfactantAlveolar Ventilation and Gas CompositionPulmonary Acid BaseGas DiffusionOxygen & CO2TransportPulmonary CirculationVentilation and Perfusion - part 1Ventilation and Perfusion - part 2Peripheral and Central Control of Breathing

Clinical correlationsPulmonary Monitoring; Pulse Oximetry and Capnography

Small Group activity (each group rotation meets once for each exercisePulmonary Function TestingPulmonary Problem Solving

Respiratory system - Clinical assessmentPhysical examinationImagingPulmonary imaging

Respiratory system - Pathophysiology, pathology and therapyRespiratory tract infections - overviewOverview of upper and lower respiratory tract infections - clinical presentations and differentiadiagnosis

Pulmonary infections - pathogenesis

Viral respiratory infections 1 - basic lectureViral respiratory infections 2 - basic lectureUpper Respiratory Infection organisms and pathogenesis - basicLower Respiratory Infection organisms and pathogenesis - basic

Pulmonary infectionsUpper Respiratory Infections - clinical presentations, differential diagnosisOtitis/sinusitis - clinical presentations, differential diagnosisOtitis/sinusitis organisms and pathogenesis Pneumonia - clinical presentations, differential diagnosisTuberculosis - clinical presentations, differential diagnosis

Fungal infections of the respiratory tract and cardiovascular system - clinical and basicRespiratory Infections - Clinical Microbiology Conference (CMC) small group

Obstructive and restrictive lung diseasesObstructive lung diseases- clinical presentations, differential diagnosisObstructive and rstrcitive lung diseases- pathophysiologyObstructive lung diseases- pathologyRestrictive lung diseases- clinical presentations, differential diagnosisRestrictive lung diseases- pathologyObstructive and restrictive lung diseases

Other pulmonary disordersAcute Lung Injury, Acute Respiratory Distress Syndrome (ARDS) and Vascular Pulmonary Diseases -clinical presentations, differential diagnosisAcute Lung Injury, Acute Respiratory Distress Syndrome (ARDS) and Vascular Pulmonary Diseases -pathophysiologyAcute Lung Injury, Acute Respiratory Distress Syndrome (ARDS) and Vascular Pulmonary Diseases -pathologyAcute Lung Injury, Acute Respiratory Distress Syndrome (ARDS) and Vascular Pulmonary Diseases - lab

Pulmonary cancersLung cancersPleural and mediastinal cancersPulmonary cancers lab

Respiratory drugs

Clinical correlationsClinical HypoxiaClinical Implications of Acid/Base PhysiologyProblem solving acid/base ABG cases

Population/Psycho-Social/Cultural Aspects of Disease1. Epidemiology/Biostatistics

a. Burden of disease in societyb. Study design issues/important EBM issues

2. Ecologic Model/Social determinants modela. Health Disparities‐Health Equityb. Local‐Global comparisons

3. Behavioral and cultural contributors to health and disease4. Environmental factors

a. Occupational5. Prevention and screening

a. Individual‐levelb. Community‐level

6. US health systems Issuesa. Public Health System Issues

7. Patient Safety and Quality8. Public policy and advocacy