UCC2: Course Change Transmittal Form

Transcription

1 UCC2: Course Change Transmittal Form Department Name and Number Current SCNS Course Identification Prefix Level Course Number Lab Code Course Title Effective Term and Year Terminate Current Course Other Changes (specify below ) Change Course Identification to: Prefix Level Course Number Lab Code Full Course Title Transcript Title (please limit to 21 characters) Credit Hours: Contact Hours: Base or Headcount Rotating pic: S/U Only: Variable Credit: If, minimum and maximum credits/semester Repeatable Credit: If, total repeatable credit allowed Prerequisites Co-requisites Course Description (50 words or less; if requesting a change, please attach a syllabus) Rationale /Place in Curriculum/Impact on Program Department Contact College Contact Name Phone Name Phone Rev. 10/10

2 I. Overview of Course Syllabus for BMS 6003: Genetics and Health Fall 2012 Ia. Course Description: This required first-year course surveys basic and modern concepts in human genetics, with emphasis on medically-relevant material. This will prepare students to understand the genetic contributions of conditions that they will be diagsing and treating in the future. Ib. Class Schedule: Attendance is expected at all lectures and case presentations. Review sessions are optional. Please te that there is recording of any kind of the Case Presentations. Ic. Administrative Structure: Course Co-Directors: (both in Cancer/Genetics Building) Brian Harfe, Ph.D., Associate Professor, 404 C/GI, Lauren McIntyre, PhD, Professor, 116 C/GI, There are specific office hours for the course directors. However, students are encouraged to or call with short questions, or to set up appointments as needed. Teaching Faculty: The course co-directors, as well as other invited lecturers (faculty of the College of Medicine), will be delivering the lectures and case presentations as indicated on the class schedule. Id. Overview of Course Content: Lectures are held in C1-15 and represents approximately 75% of class contact time. Each lecture is a 50-minute session. The majority of lectures are in Powerpoint format. All course lectures will be available online at (usually as pdf format). This course spans three weeks at the beginning of the first year. Drs Harfe and McIntyre give permission for their lectures to be recorded. Each instructor must be asked prior to recording and under circumstances may the case presentations be recorded (this includes but is t limited to video and sound). Case Presentations: Case presentations (~25% of the contact hours) will provide an opportunity to observe medical genetics in action. Most presentations will start with a brief overview of the condition (often with a short handout), followed by an interview of the patient/family members, during which students will have the opportunity to ask questions of the interviewer or the subjects directly. Students should also enter each case into their patient logs. Question and Answer Sessions: will be held prior to each exam. The course directors will be available to answer questions from students. Any student requiring additional assistance is encouraged to contact faculty on an individual basis. Exams and Grading: There will be two multiple-choice exams held in CG-28, with the midterm exam halfway through the course. The final exam is cumulative, with emphasis on

3 new material. The point value of each question is equivalent. Typically, the midterm has about 30 questions and the final has about 50 questions. The questions will test students kwledge of the learning objectives (listed below, and listed for each lecture). Students may write down any issues/ambiguities/problem-solving work on a sheet that they can turn in at the end of the exam; course directors will review these and make any appropriate adjustments in exam key. Make-up exams will t be offered without approval of course directors and the Dean of Medical Education. After the midterm, there will be an exam review in CG-28 during which time students can view their exam answers and see correct answers for those they missed. Students scoring below 85% are strongly encouraged to attend. At least one course director will be present to answer questions. Any student who scores below 75% on a unit examination MUST meet with the course director to discuss his/her performance Information on current UF grading policies for assigning grade points may be found at Outline of topics to be covered Introduction Week 1 1. Nucleic acids 2. Splicing and gene structure 3. DNA replication and mitosis/meiosis 4. Eppigenetics/Mitochondrial DNA 5. Protein translation and degradation 6. Molecular Diagsis, mutations and disease 7. Linkage/gene mapping 8. Using medical databases 9. Ethics and Genetics Disease modules Week 2 A. PKU 1. Genetic testing False discovery rates/when to screen 2. Genetic Counseling 3. How to take a case history 4. Diet and Disease 5. PKU Case presentation B. Breast/Ovarian Cancer 1. Cancer genetics, the biology 2. Breast/ovarian cancer screening 3. Genetic screens in adults, the ethical issues 4. Breast Cancer Case presentation

4 C. RP 1. Genetics of disease 2. Gene therapy 3. RP Case presentation D. Stroke Week 3 1. Genetic of stroke 2. Use of imaging in disease diagsis 3. Principles of pharmaco gemic in personalized medicine 4. The geme and treatment options 5. Stroke Case presentation E. Ataxia Week 4 1. Genetics of ataxia/animal models 2. Mutations and spectrum of disease 3. Ethics of genetic testing on families 4. Ataxia Case Ie. Educational Philosophy Genetics and Health is designed to provide students with adequate understanding of genetics principles (basic, and in medical practice), so that they will understand genetics-containing literature in their future field of practice, and understand and be able to implement genetics tools for clinical and research purposes. The students should also have gained an appreciation for patient/family emotional experiences when facing a genetic issue, and how to best deliver such information. II. Learning Objectives Objectives and Competency Categories: The goal of this course is to familiarize students with genetic concepts relevant to clinical situations. The curriculum is based on the Medical School Core Curriculum recommendations of the American Society of Human Genetics, and on guidelines for USMLE Board exams. The curriculum is meant to stress the understanding of concepts of medically related genetics, including integration of multiple concepts, and be exposed to some of the more common genetic disorders while minimizing memorization of details. There are two competency categories that pertain to this course: medical kwledge and professionalism. IIa. Learning objectives for the medical kwledge competency: These objectives are derived from Specific Kwledge Requirements of the Association of Professors of Human and Medical Genetics, American Society of Human Genetics, Medical School Core Curriculum in Genetics. By the end of the course, students should be able to describe... what genes are, how organized, and segregation during mitosis and meiosis

5 the organization, replication, and transmission of chromosomes the nature of mutations and their contribution to human variability and disease the patterns of inheritance of autosomal dominant, autosomal recessive, and X-linked traits the basis of mitochondrial inheritance and diseases concepts and clinical importance of genetic imprinting the multifactorial nature of (and examples of) complex genetic traits, and methods of analysis how to perform risk factor calculations for mendelian and imprinted traits, and understanding of type and interpretation of recurrence risk data for multifactorial traits. the classification of congenital abrmalities and approach to diagsis of multiple congenital amaly syndromes the role of genetics in pathogenesis of neoplasms and predispositions to malignancies, and how to interpret molecular data to understand underlying genetic changes in cancer how disease frequency varies in different ethnic groups common molecular and cytogenetic diagstic techniques and application to genetic disorders, and kwledge about when to request chromosome studies procedures available for prenatal genetic diagsis, kinds of diseases that can be detected prenatally, and pros/cons of prenatal diagsis and procedures appropriate methods of genetic counseling, and awareness of the emotional and intellectual issues that arise in diagsis and treatment of genetic disease approaches to treatment of genetic diseases information contained in cytogenetic, biochemical, and molecular genetic laboratory reports IIb. Professional Behavior: Students are expected to be prompt, adhere to the dress code, and be courteous to instructors, peers, and visitors at all times, as part of general professionalism. Sleeping, reading a newspaper, talking to classmates, or speaking to a lecturer disrespectfully, is unacceptable behavior. Cell phones and beepers should be silenced during all class meetings and exams. Students are requested to t eat/drink during case presentations. In order that lectures start and end promptly, we ask that students reserve anuncements until the end of the class meeting. The University of Florida College of Medicine is committed to developing and nurturing professionalism in its learners. We believe professionalism encompasses the three C s of Caring, Character, and Clinical Competence. As courses and clerkships train you to be competent clinicians in their specific areas, we also will be emphasizing the caring and character traits, which span all of your medical training. Specifically, the following six areas will be emphasized and assessed all four years: 1. Honesty 2. Respect 3. Caring 4. Work Ethic 5. Reflection and self-assessment 6. Seeking excellence IIc. Learning Activities and Instructional Methods Lectures: Handouts accompany each lecture, with any recommended reading indicated. Optional homework is also provided for some lectures, for students who wish to practice applying the concepts to real-world situations (especially helpful for students who have t had

6 a formal genetics course in their undergraduate training). Most lectures are accompanied by a Learning Objectives outline to help students focus on conceptual material and understand expectations. Case Presentations: A professional (faculty member or professional staff member such as nutritionist, genetic counselor or nurse) will provide a short introduction to the topic in lecture format (unless students already have sufficient background from previous classes), and then interview a subject with a genetic condition, in front of the class. Other family members of the subject are usually present, so students may appreciate different views. The questions will be geared to help the students understand the process of diagsing a genetic disorder (from the physician and family point of view), and the subsequent issues in dealing with the emotional aspects, physical interventions, and impact on future offspring. Textbook: The recommended (t required) textbook for this year is Clinical Genetics Read and Donnai (Scion publishers). Exam Reviews: In addition to the Question and Answer sessions prior to each exam, students will also be able to review their midterm exam on-line at a scheduled time in CG-28. III. Student Performance Criteria IIIa. This is a pass-fail course (S/U). A total score in the Medical Kwledge Competency of less than 70% (combined midterm and final exams, addressing Learning Objectives in section IIb above) will be deemed unsatisfactory (grade of U). If a student performs at an unsatisfactory level, a reexamination is at the discretion of the Office of Medical Education. IIIb. Professionalism Competency: Unprofessional behavior will result in a deduction of up to 5 percentage points from the combined exam score. Since there are small-group sessions, and this is a short course, assessment of professionalism will be based on reports from faculty of any unprofessional behavior (in class, or outside of class such as an individual meeting with a faculty member to discuss the course). If this deduction places a student s final score in the unsatisfactory category, then the student will be required to remediate as directed by the Office of Medical Education. Such behavior will be documented and reported to the Academic Status Committee. Professional Behavior: Students are expected to be prompt, adhere to the dress code, and be courteous to instructors, peers, and visitors at all times, as part of general professionalism. Sleeping, reading a newspaper, talking to classmates, or speaking to a lecturer disrespectfully, is unacceptable behavior. Cell phones and beepers should be silenced during all class meetings and exams. Case Presentations are to be treated as if the students are in an examining room. It is of critical importance that the patients and families who come to class are treated with the utmost respect. Being late for a case presentation may result in reduction of points for unprofessional behavior. Students should give 100% of their attention and should t eat/drink during case presentations. In order that lectures start and end promptly, we ask that students reserve anuncements until the end of the class meeting.

7 IIIc. Patient Logs: Students are required to log each patient encounter (from case presentations). You can access the Patient Logs at IIId. Formative Feedback: This consists of each student reviewing their midterm exam answers online (and learning correct answers for those questions they missed). The optional homework (with answers provided) also provides formative feedback for those students wishing to additionally assess themselves. Course directors are also available to meet with students to individually discuss any questions or concepts that remain after the midterm review. IIIe. Summative Feedback: Course directors complete a Summative Feedback evaluation on-line for each student. This consists of a rating based on the total exam grades (S or U) to rate the proficiency in Core Discipline and Problem Solving competencies, and the professionalism rating for that competency. Additionally, any students wishing to review their mistakes on the final exam can do so through arrangements with the course directors (since it will be after the school year officially ends). Statement related to accommodations for students with disabilities Accommodations will be provided for students with disabilities in accordance with the policy of the University of Florida Office Dean of Students Office.