| |
Physician Assistant |
| |
-
PA 536B Medicine II
(6 credits)
This is the second of two Medicine courses. This course is divided into modules related to body systems or disease conditions. Each module typically begins with a brief review of related anatomy and physiology followed by a discussion of pathophysiology, symptoms and signs, diagnostic testing, and evidence based therapeutic management.
|
| |
-
PA 540 Emergency Medicine
(3 credits)
This course presents the general concepts needed for the physician assistant to care for patients with emergent conditions. The course emphasizes stabilization, medical management, and emergency procedures.
|
| |
-
PA 541 Surgery
(3 credits)
This course is designed to provide the fundamentals of perioperative care. The course provides instruction in pre-operative, intra-operative and post-operative care. Evidence-based medicine is weaved through the course content.
|
| |
-
PA 542 Clinical Decision Making in Primary Care
(3 credits)
This is an interactive case-based course where students refine their ability to develop differential diagnoses, select appropriate diagnostic work-ups and compose treatment plans for primary care patients. Students learn to defend their decisions using current medical literature.
|
| |
-
PA 561 Emergency Medicine
(4 credits/weeks)
The four (4) week Emergency Medicine rotation takes place in an Emergency Department and provides the students with exposure to urgent care and acute problems. Through supervised patient contact, the student will gain experience in performing the directed history and physical examination, triage, managing episodic illness, performing lifesaving techniques, and handling emergency equipment. Emphasis is on providing the student with practical clinical experience in the management of acute medical and surgical emergencies.
Prerequisite: Successful completion of the didactic phase of the PA program.
|
| |
-
PA 562 Family Medicine
(4 credits/weeks)
The four (4) week Family Medicine rotation is spent with a physician, physician assistant, and/or nurse practitioner preceptor in a primary care setting. Strong attention is given to utilizing preceptors who currently employ or have previously worked with physician assistants. Through supervised exposure to patients in a family practice environment, the student is given the opportunity to apply, integrate, and affirm those skills necessary for becoming a certified physician assistant. During this phase, the student masters the technique of directed data collection through exposure to ambulatory medical patients. Emphasis is placed on the evaluation and management of primary care medical problems. Patient education and counseling are stressed, and the student is familiarized with the role of the physician assistant in a general practice setting.
Prerequisite: Successful completion of the didactic phase of the PA program.
|
| |
-
PA 564 Internal Medicine
(4 credits/weeks)
The four-week Internal Medicine rotation takes place in a hospital and/or out-patient setting. The purpose of the Internal Medicine rotation is to provide the student with practical clinical experience in working with the hospitalized or ambulatory patient who presents with acute or chronic diseases that are routinely seen by Internists. Students may be required to attend conferences, lectures, and take call.
Prerequisite: Successful completion of the didactic phase of the PA program.
|
| |
-
PA 565 Women’s Health
(4 credits/weeks)
The four-week rotation which takes place in a hospital, clinic or private practice setting. The purpose of the Women’s Health rotation is to provide the student with practical clinical experience in the differential diagnosis, evaluation, and management of normal and abnormal conditions within gynecology to include prenatal care and women’s health.
Prerequisite: Successful completion of the didactic phase of the PA program.
|
| |
-
PA 566 Pediatrics
(4 credits/weeks)
This four week rotation takes place in an outpatient and /or inpatient setting. Through supervised exposure to patients in a pediatric practice setting, the student is given the opportunity to become familiar with the parameters of normal growth and development, proper assessment of the newborn, immunizations schedules, nutritional requirements, the evaluation and management of common pediatric problems, and acute illness in the pediatric population.
Prerequisite: Successful completion of the didactic phase of the PA program.
|
| |
-
PA 567 Surgery
(4 credits/weeks)
The four-week General Surgery rotation provides the student with the opportunity to apply basic principles of surgery. The student is provided with practical experience in data collection, and evaluation and management of surgical problems. An opportunity is afforded for development of manual skills and for exposure to basic operating room procedures and techniques. Longitudinal care is encouraged in order to provide the student with an opportunity to follow patients from admission through the post-operative process. Students may be required to attend conferences, lectures, and take call.
Prerequisite: successful completion of the didactic phase of the PA program.
|
| |
-
PA 570 Core Supervised Clinical Practical Experience Elective
(4 credits/weeks)
The four-week Core Elective rotation takes place in a hospital and/or out-patient setting and must be in one of the following medical concentrations: family medicine, emergency medicine, internal medicine, women’s health, general surgery, pediatrics, or behavioral health. The purpose of the Core Clinical Elective rotation is to provide the student with an additional four weeks of supervised practical clinical experience working with the hospitalized or ambulatory patient who presents with acute or chronic diseases that may be encountered in one the core areas of medical practice. Students may be required to attend conferences, lectures, and take call.
Prerequisite: Successful completion of the didactic phase of the PA program.
|
| |
-
PA 577 Clinical Elective I
(4 credits/weeks)
There are 12 required weeks of elective rotation time, divided into three four-week courses. This is an opportunity for the student to increase his/her knowledge base and skill in a field of interest, or in a complimentary medical field.
Prerequisite: Successful completion of the didactic phase of the PA Program.
|
| |
-
PA 578 Clinical Elective II
(4 credits/weeks)
There are 12 required weeks of elective rotation time, divided into three four-week courses. This is an opportunity for the student to increase his/her knowledge base and skill in a field of interest, or in a complimentary medical field.
Prerequisite: Successful completion of the didactic phase of the PA Program.
|
| |
-
PA 579 Clinical Elective III
(4 credits/weeks)
There are 12 required weeks of elective rotation time, divided into three four-week courses. This is an opportunity for the student to increase his/her knowledge base and skill in a field of interest, or in a complimentary medical field.
Prerequisite: Successful completion of the didactic phase of the PA Program.
|
| |
-
PA 580 Behavioral Medicine
(4 credits/weeks)
This is a four-week rotation which takes place in a behavioral health setting, including an inpatient or outpatient psychiatric facility, partial diagnosis day program, or support service for chronic illness which includes a significant behavioral health component. The purpose of the Behavioral Health rotation is to provide the student with practical clinical experience in identifying, evaluating, and referring patients presenting with common and/or emergent psychiatric problems. Emphasis is placed on the acute and on-going care of the Behavioral Health patient. The Physician Assistant student will gain exposure to these patient populations through direct patient contact. There will be an additional emphasis on the socioeconomic risks and impacts for behavioral health patients, environmental and occupational aspects of these patients and their diagnoses, and challenges to effective treatment in these patients. Students may be required to attend conferences and lectures, assist in group therapy sessions, do home visits, take call, or potentially provide other services appropriate to the nature of the setting within which they are placed.
Prerequisite: Successful completion of the didactic phase of the PA Program.
|
| |
-
PA 581 Clinical Year Seminar
(4 credits)
The Clinical Year Seminar course is delivered over four one-week long sessions throughout the clinical (second) year of the physician assistant program. Students return to campus from clinical rotations every three months and engage in didactic work, complete formative and summative simulation activities, practice clinical procedural skills, and deliver case presentations to peers and faculty in the PA program. The course concludes with a capstone poster presentation representing the scholarly work students have engaged in throughout their time in the PA program.
|
Public Health |
| |
-
PBH 500 The History and Practice of Public Health
This course is a collaborative course of public health programs in Philadelphia and surrounding areas. It is offered through the College of Physicians in Philadelphia and focuses on tracing the history and practice of public health as it specifically relates to Philadelphia. Fieldtrips to historic areas within the city and discussion of topics such as the outbreak and discovery of Legionnaires’ disease are highlighted. This course is an elective option for MPH degree students.
|
| |
-
PBH 501 Achieving Health Equity: From Individuals to Systems
3 credits
Survey of the dimensions of health and disease from three perspectives: The U.S. historical experience with health and disease; the social context of health and illness, including the healthcare system and policy issues; and choices in healing, integrating conventional and complementary therapies. The history, etiology, epidemiology, geographic mortality patterns of selected public health issues and disease entities are studied. The coursework and research project are designed to provide students with basic qualitative research skills, which are useful in clinical practice, applied research, program planning, development, and evaluation.
|
| |
-
PBH 510 Health Care Systems and Public Health Policy: An Integrated Approach to Population Health
The purpose of this course is to provide an integrated perspective of population health covering both health care systems and broader public health policies. The course will familiarize students with the health care system in the U.S. and provide comparisons to health care systems internationally. Relevant understandings will include population health outcomes, spending on health, and determinants of health and disparities within and across countries as well as stimulate critical thinking about how systems can meet the challenges of cost, quality and access. This course will equally highlight the vital role of public health policies in addressing population health, including the concept of health in all policies. Students will be challenged to develop and evaluate public health policy using the PEEEL framework, which focuses on understandings of politics, economics, ethics, epidemiology/health research, and law/government.
|
| |
-
PBH 520 Statistical Methods in Health Sciences
This course is an overview of Descriptive and Inferential statistics needed to interpret health data, and the statistics needed to analyze and evaluate the health literature and health services research. The focus is on the theoretical approach to understanding the application of statistics to health education and public health research.
|
| |
-
PBH 530 History, Theories and Core Functions of Public Health
3 credits
This course introduces concepts, theories, and methods employed by behavioral scientists to develop, implement, and evaluate public health interventions. An overview of psychosocial factors related to health and illness behavior, models of health beliefs and behavior, strategies for health behavior change at the individual, group, and community level is presented. Emphasis is on the theoretical perspective and how theory can be applied to the design and assessment of public health and health promotion programs and interventions.
|
| |
-
PBH 540 Research Methods and Design in Health Education
This course is an introduction to research design and methodology. The emphasis is upon the selection of appropriate research designs, the appropriate use of statistics, and the evaluation of published research, Students are required to write a proposal for a research project, including needs assessment.
|
| |
-
PBH 560 Environmental Health: Impact of Community Health
This course is a survey of the basic concepts of community and environmental health issues and how they apply to specific health problems. The course explores the impact of the environment on public health. The goal of the course is to help students understand the range of environmental health issues and explore their impact on communities as well as their effects on one’s well-being. Topics covered include the effects of air, water, and the built environment explored from the global to local perspective and environmental justice.
|
| |
-
PBH 565 Effective Communication Strategies for Public Health Impact
3 credits
This course examines the fundamentals of public health communication including communication theories that are the basis of health promotion campaigns. The vital role that public health communication in the success of new health promotion and the development of novel messaging to reach underserved audiences will be explored in depth and through experiential learning. The latest public health communication innovations, tools, technologies, research and strategies will be presented and explored. Through class assignments, students will learn and practice the skills of engaging communication - with varying audience including young, old, parents, caregivers, healthcare providers, community leaders, policy makers, and researchers - skills that build the foundation for improving and maintaining health and well-being through public health communications.
|
| |
-
PBH 572 Concepts of Mental Health and Mental Illness
(cross listed with PY 572)
The focus of this course is to (a) develop an understanding of the basic concepts of mental health and mental illness, (b) learn how to apply these concepts toward understanding psychopathology as well as mental and emotional wellness, (c) become skilled in the use of the DSMIV TR in evaluating the emotional and mental health of clients, (d) increase student awareness and understanding of salient issues in mental health treatment and the association of treatment to specific illnesses, and (e) construct a personal view of mental health and mental illness as these concepts are derived from and relate to culture and society.
Prerequisite: Undergraduate degree or minor in Psychology.
|
| |
-
PBH 573 Human Sexuality
This course provides students with an interdisciplinary review of human sexuality. Human sexuality is a core issue in everyone’s lives— behaviorally, emotionally, physically, intellectually, spiritually, socially, and professionally—as health educators and as students; as parents and as children; as individuals and as partners. Human sexuality is fundamentally tied to the social process, constantly influenced by societal values and mores, by changing religious and secular ideas, and by individual behavior and opinion. At the core of sexuality are seemingly unalterable facts: anatomy, genes, hormones, and other biological processes that influence the way humans reproduce. These facts also can be influenced by the way society sees them, and it is this inherent conflict that this course explores. Course activities challenge students to evaluate their own personal, academic and professional factors that impact their ability to provide and develop effective health education and promotion services.
|
| |
-
PBH 575 Family in Contemporary Society
(3 credits)
The course focus is on a study of the structure and function of the family in American contemporary society. This course covers the developmental stages of the family, life experiences and perspectives that create variations in family structures and dynamics. Contemporary challenges to the historical concepts of family that create new evolutionary patterns in family structure and connectedness are examined. Within this framework, the impact of public health needs, initiatives, and policies as they relate to the functionality of the family and ways that “family” influences the direction of public health are also explored. The course views family in contemporary society through both the psychosocial lens and public health lens and begins the discussion about the reciprocal interactions between health and individuals, families, and society.
|
| |
-
PBH 576 Drug Use and Abuse
This course is designed to provide you with an interdisciplinary review of the use and abuse of alcohol and other drugs. You will learn factual information about the use, abuse, and addictive nature of alcohol and other drugs, while gaining insight into the complexity of treatment and prevention. Research and discussion leads to critical thinking about the social, economic, and psychological aspects of drug abuse and rehabilitation. Course activities will challenge you to evaluate your own personal, academic, and professional factors that impact your ability to provide and develop effective health education and promotion services.
|
| |
-
PBH 578 Stress: A Life Course Perspective
This examination of causes, symptoms and effects of stress identifies the close relationship between emotional and physical aspects. Explores ways to avoid, eliminate or reduce stress.
|
| |
-
PBH 581 Nutrition Concepts and Controversies
This course is an introduction to the concepts and principles of nutrition. Throughout the semester, students learn the basic components of foods— macro- and micro-nutrients, their relationship to diet and disease and weight. Nutritional needs through the lifecycle are discussed with the primary disease states associated with each age group. Controversial issues, such as food supplementation, factory farming, genetically modified foods, the impact of a beef culture on the environment, and dieting are discussed along with holistic approaches to food and healing.
|
| |
-
PBH 582 International Health and Human Rights
This course explores the relationship between contemporary political, socioeconomic, cultural, environmental, and demographic conditions and their impact on health and human rights from an international perspective. A major focus of the course is the evolution of health-care delivery systems and governmental and non-governmental responses to health and human rights challenges. Other topics include structural adjustment, population dynamics, child survival policies, water and sanitation, HIV/AIDS, appropriate technologies, international organizations, traditional healing, pharmaceutical policy, and human resource development.
|
| |
-
PBH 583 Contemporary Health Topics
This course includes special course offerings , including maternal and child health, domestic violence , occupational health, death and dying, and other relevant topics. A list of current course offerings follows.
- Disaster Preparedness
- Violence and Injury Prevention
- Death and Dying
- Sexual and Gender Minority Health Issues
- Big Three Infectious Diseases: TB, malaria, and HIV/AIDS
|
| |
-
PBH 584 Successful Grant Writing
This course introduces students to the principles and procedures for writing grant proposals to fund nonprofit organizations. Students work in groups to create a mock start-up nonprofit organization for which they will write a grant proposal. At the final class, each group makes an oral presentation of its organization and project as if it were presenting to the board of its funder and attempts to persuade the funder to make a grant for its project and organization.
|
| |
-
PBH 585 Health Policy, Law and Bioethics
The general focus of the course is to introduce community public health students to the role of public policy and law in promoting population health. The course provides an overview of health policymaking in the United States and addresses various aspects of problem identification, policy formulation and implementation, as well as policy analysis. It explores the roles of key actors in the policy process and those impacted by health policymaking. The course explores various ethical dimensions of public health policy and practice, with a particular emphasis on issues related to human rights and the tension between individual rights and population health. Finally, the course explores a series of contemporary health policy issues and challenges.
|
| |
-
PBH 586 Theories and Techniques of Counseling
This course introduces students to a variety of contrasting theoretical models underlying the practice of counseling. Through lectures, demonstrations, role-plays, in-class discussions, experiential activities, readings, and writing assignments, students are invited to critically evaluate the practical applications of contemporary counseling perspectives. This course aims at fostering the following counseling competencies: communication and listening, critical analysis and thinking, interpersonal and cultural sensitivity, understanding oneself through introspection and realistic self-critique, adhering to professional, ethical and legal standards and behaviors, generating and testing hypothesis about human behavior, understanding the theories and techniques of counseling and behavior change utilizing counseling skills in individual settings, integrating and applying assessment, diagnostic, consultation and education strategies.
Prerequisite: Undergraduate degree or minor in Psychology.
|
| |
-
PBH 587 Global Health Communications
The discipline of health communication covers a wide array of information related to relating health information to a “consumer”. This course will allow students to learn about developing messages and relaying information between patient and provider, social networks, mass communication or utilizing the ever changing technological tools. Additionally, a focus on social marketing will be allow students to learn steps involved in developing a campaign to change health behaviors, an extremely important skill in a world where public health practitioners need to be able to reach as many people as possible in the least resource laden manor, that make up the discipline of health communication, focusing on social marketing.
|
| |
-
PBH 588 Women’s Health: A Global Perspective
Lecture
|
| |
-
PBH 600 Introduction to Epidemiology
3 credits
This course offers an introduction to the approaches and methods used in describing the natural history of disease in communities (descriptive epidemiology) and epidemiological study design, bias, confounding, and measures of risk used in the study of disease etiology (analytic epidemiology). A critical review of the public health and medical literature is included using an evidence-based medicine approach to critical analysis. Lecture and discussions are supplemented with problem-solving exercises.
Prerequisite: For matriculated students only.
|
| |
-
PBH 620 Introduction to Biostatistics
An overview of descriptive and inferential statistics needed to interpret health-related data, and the statistics needed to analyze and evaluate the health literature and health services research. The focus is on the theoretical approach to understanding the application of statistics to health education and public health research.
Prerequisite: Undergraduate course in Statistics.
|
| |
-
PBH 630 Program Planning and Evaluation
3 credits
This course provides an overview of models and approaches appropriate for designing and implementing health programs. The basics of the program planning, including needs assessment, operations planning methods, implementation strategies, and an introduction to evaluation techniques are covered. In addition, interpersonal, organizational, and community level influences are discussed using contemporary health behavior models.
Prerequisite: PBH 530
|
| |
-
PBH 640 Research Methods and Design for Health Professionals
This course explores the history, bioethics and current issues in health research in order that students may understand issues in research. The course covers quantitative and qualitative research and evaluation design, methods, instrument construction and interpretation of results to develop the skills needed for health professionals to perform and critically evaluate research in their prospective fields.
|
| |
-
PBH 645 Developing Leadership and Practice Skills for Program Evaluation
Over the course of the semester, students will gain experience in the design and conduct of real-world evaluation strategies for local non-profit organizations. Students will also learn how to critically assess evaluations conducted by public health professionals both presented by guest speakers from non-profit organizations and students’ independent case study research. At the completion of the course, students should be able to both design evaluation strategies and contribute constructively to the design of evaluations conducted by others.
Prerequisite: PBH 530 & PBH 630
|
| |
-
PBH 689.1 Public Health Internship Planning
0 credits
All MPH degree candidates are required to complete an internship experience. This experience occurs toward the end of the degree program after students have completed their core courses. The internship is expected to be an experience that bridges professional academic preparation and public health practice. Knowledge and skills learned in your courses will be applied in an agency setting under the supervision and guidance of an experienced preceptor. Students are responsible for finding an internship on their own. A list of potential internship opportunities is available from the Program Director or Internship Coordinator upon request.
Prerequisite: Completion of PBH 501 , PBH 530 , PBH 600 , PBH 630
|
| |
-
PBH 689.1 Public Health Internship Planning
(3 credits)
All M.P.H. degree candidates are required to complete an internship experience. This experience occurs toward the end of the degree program after students have completed their core courses. The internship is expected to be an experience that bridges professional academic preparation and public health practice. Knowledge and skills learned in your courses will be applied in an agency setting under the supervision and guidance of an experienced preceptor. Students are responsible for finding an internship on their own. A list of potential internship opportunities is available from the Program Director or Internship Coordinator upon request.
|
| |
-
PBH 689.2 Public Health Internship
All M.P.H. degree candidates are required to complete an internship experience. This experience occurs toward the end of the degree program after students have completed their core courses. The internship is expected to be an experience that bridges professional academic preparation and public health practice. Knowledge and skills learned in your courses will be applied in an agency setting under the supervision and guidance of an experienced preceptor. Students are responsible for finding an internship on their own. A list of potential internship opportunities is available from the Program Director or Internship Coordinator upon request.
Prerequisite: Completion of PBH 501, PBH 530, PBH 600, PBH 620, PBH 630, PBH 689.1
|
| |
-
PBH 689.3 MPH Internship
3
This is arequired additional MPH practice experience done in conjunction with a PA Elective Rotation or completed in conjunction with a required community or behavioral medicine rotation. Additional information is available from the MPH Internship Coordinator and the PA Clinical Coordinators.
|
| |
-
PBH 690 Health Education Capstone Research Project Seminar I
Students develop an independent community health project designed to meet the needs of each student and to develop expertise in a specific health-related area. The project can include planning a program, conducting a needs assessment, implementing a program, developing health-related and computer generated learning tools.
Prerequisite: Completion of all required coursework and permission of program coordinator.
|
| |
-
PBH 691 Health Education Capstone Research Project Seminar II
Students develop an independent community health project designed to meet the needs of each student and to develop expertise in a specific health-related area. The project can include planning a program, conducting a needs assessment, implementing a program, developing health-related and computer generated learning tools.
Prerequisite: Completion of all required coursework and permission of program coordinator.
|
| |
-
PBH 695 Capstone Research Project Seminar I
An independent research-based project is required of all students as a final demonstration of acquired skills and knowledge. Students have the opportunity to organize, synthesize, and communicate the results of the project both through an oral defense, a formal poster presentation, and in a written report. Projects may involve the analysis of quantitative or qualitative data; but may also include policy analysis, systematic literature review, and other options described in the Capstone Handbook. This course involves the planning of the project.
Prerequisite: PBH 640, 620, 501, 530
|
| |
-
PBH 696 Capstone Research Project Seminar II
(3 credits)
A continuation of PBH 695 . This course involves the implementation and reporting of the designed project from 695.
Prerequisite: PBH 640, 620, 501, 530, 695
|
Philosophy |
| |
-
PL 150 Introduction to Philosophy
This course introduces the methods of philosophical inquiry. It includes the nature of knowledge, theories of reality and human nature, freedom and determinism, and the status of values. It incorporates lecture and discussion.
|
| |
-
PL 155 Applied Logic
This course is a Study of the principles and strategies of reasoning drawn from informal logic and problem-solving. This course includes methods of problem representation, tree diagrams and arguments, classical syllogistic logic, fallacies, argument co
|
| |
-
PL 160 Symbolic Logic
This course studies symbolic logic from sentential logic to the logic of quantifiers and relations. It introduces truth tables, truth trees, natural deduction, elementary theorems of consistency and completeness. It includes lecture, discussion and ext
|
| |
-
PL 165 Occupational Ethics
This consideration of the role of values and ethical principles in the workplace includes general issues of business practice (for example, corporate responsibility, truth in advertising, treatment of employees) and also issues raised by some specific
|
| |
-
PL 175 Ethics
This course is an examination of theories of the nature, function and ground of moral judgment is through the works of such philosophers as Aristotle, Hume, Mill and Kant. It includes contemporary value conflicts (e.g., capital punishment, abortion, tr
|
| |
-
PL 223 Philosophy in Literature
This is a study of basic philosophical issues such as the nature of aesthetic pleasure, differences between philosophical and literary writing, the “truth” of fiction, and others, as expressed in two significant movements: the ancient quarrel between p
|
| |
-
PL 245 Political Thought
This survey of political theory is through the classic writings of Plato, Aristotle, Aquinas, Hobbes, Locke, Rousseau, Bentham, Marx, Mill, Rawls and others. Topics include law and rights, the public interest, social contract, liberty, equality, and ju
|
| |
-
PL 275 Ethics in Film
An exploration of how all the basic ethical perspectives, such as egoism, relativism, utilitarianism, deontology, and virtue theory, can be found in and illustrated by films. Some specific ethical dilemma paradigms, such as truth versus loyalty, indivi
|
| |
-
PL 305 Ethics of War
Topics include arguments for and against pacifism, the development of just war theory from Augustine to Walzer, and conventions of international law as applied to certain issues of modern war (strategic bombing, weapons of mass destruction, declaration
|
| |
-
PL 307 Black Thought and Philosophy
The black experience has been a complex one involving synchronized percussive movement, singing, speaking, chanting, and drama much like the dancing art of steppin’. From mutinies on slave ships to race riots in asphalt jungles, from following a women
|
| |
-
PL 308 The Greek Mind
This course is an overview of the roots of Western philosophy from the pre-Socratic period through Socrates, Plato, Aristotle and leading Hellenistic thinkers. It incorporates lecture and discussion.
|
| |
-
PL 309 Modern Philosophy
This survey of philosophy is from the 17th through the 19th centuries, from Bacon to Nietzsche. It includes the responses to the scientific revolution, the roots of rationalism and empiricism and the romantic reaction of the 19th century. Descartes, Ho
|
| |
-
PL 310 20th Century Philosophy
Not regularly scheduled.
|
| |
-
PL 320 Philosophy of Science
Not regularly scheduled.
|
| |
-
PL 330 Understanding Knowledge and the Mind
This course studies theories of knowledge (skepticism, rationalism, empiricism, pragmatism), and theories of mind (dualist, materialist, functionalist) and associated concepts such as action, thinking, representation and consciousness. It presents read
|
| |
-
PL 355 How Do We Know What We Know? Truth, Media, Politics
This course combines epistemology, philosophy of science, and the ethics of journalism. The focus is on the relationship between the problems philosophers discuss when they think of issues of truth and knowledge and the problems journalists have as the
|
| |
-
PL 389 Independent Study
The course is a research project on a major philosopher selected according to individual interests and needs. It provides direction in critical, analytical, argumentative and creative approaches.
|
| |
-
PL 400 Ethics
Examination of theories of the nature, function and ground of moral judgement through the works of such philosophers as Aristotle, Hume, Mill and Kant. Includes contemporary value conflicts (e.g. capital punishment, abortion, truth-telling). Incorporates lecture and discussion.
|
| |
-
PL 405 Ethics of War
Consideration of the ethical issues arising from war. Topics include the development of just war theory (from Augustine to Walzer), arguments for and against pacifism; conventions of international law (Geneva Conventions and beyond); certain issues of modern war (strategic bombing, weapons of mass destruction, declarations of war, terrorism, guerilla war, hostage taking, espionage, rights of prisoners, interrogation. Some case studies, such as Peloponnesian War (Thucydides), Crusades, medieval siege warfare, American Civil War (prisoner of war camps, Sherman’s march to the sea), World War I (Lusitania, gas, aerial bombing), World War II (strategic bombing and Dresden, Hiroshima, Pearl Harbor, prisoner of war camps, assassination of Yamamoto, trial of Yamashita, Nuremberg Trials), Algerian War (Battle of Algiers, torture), Vietnam (My Lai, assassination, use of napalm), and Iraq (Guatánomo, Abu Ghraib,
For upper level students and graduate students.
|
| |
-
PL 408 The Greek Mind
Overview of the roots of Western philosophy from the pre-Socratic period through Socrates, Plato, Aristotle and leading Hellenistic thinkers. Incorporates lecture and discussion.
|
| |
-
PL 409 Modern Philosophy
Survey of philosophy from the 17th through the 19th centuries, from Bacon to Nietzsche. Includes the responses to the scientific revolution, the roots of rationalism and empiricism and the romantic reaction of the 19th century.
|
| |
-
PL 423 Philosophy in Literature
Study of basic philosophical issues as expressed in significant works of literature. Includes such leading fugures of the 19th and 20th centuries as Nietzsche, Dostoyevsky, Santayana, Kierkegaard, Sartre, Camus and others.
|
| |
-
PL 455 (How) Do We Know What We Know? Truth, Media, Politics
This course might be thought of as a combination of a course in epistemology, philosophy of science, and the ethics of journalism. The purpose of it is to raise questions as to the relationship between the problems philosophers discuss when they think of issues of truth and knowledge and the problems journalists have as they go about their profession. In particular, how do voters know what they are getting when the vote for a candidate in these days of spin rooms, sophisticated, poll-driven ads, “gotcha” questions—and when the voting public is segmenting into ever narrower politically defined niches.
|
| |
-
PL 485 Special Topics: Philosophy
Lecture
|
| |
-
PL 689 Independent Research
Individual project in philosophy under the direction of a member of the department.
Prerequisite: two graduate courses in philosophy at Arcadia University and approval of the department. Not open to special status students.
|
Physical Therapy |
| |
-
PT 503 Ethics and Law
2 credits
This course is an overview of ethical principles, including major ethical theories. Emphasis is on identifying and analyzing ethical dilemmas in the practice of physical therapy and applying the ethical principles, as well as the APTA Code of Ethics to resolve ethical dilemmas. This course also includes aspects of constitutional, state, federal and case law as it applies to physical therapy in the United States and how ethics and law interact in practice.
|
| |
|
| |
-
PT 505 Clinical Decision Making
(2 credits)
Physical therapists, like all other healthcare providers, routinely make decisions affecting patients in daily care. Such decisions may be based on a variety of sources, including experience, intuition, testimonials from teachers or colleagues, and findings from literature. This course is designed to provide a framework for making future and evaluating past clinical decisions based on the best available evidence. This course assists the student in developing the tools needed to provide evidence-based physical therapy practice. The course includes projects and online discussions relevant to each student’s clinical practice and ensures that the student applies the theories and tools to everyday situations.
|
| |
-
PT 508 Medical Screening
(2 credits)
This course helps to prepare the physical therapist to assume the role of an independent practitioner working within a collaborative medical model. Inherent in this role is the ability to recognize clinical manifestations that suggest physician or other healthcare provider contact is warranted regarding a patient’s health status. Students apply the concept of threshold detection to identify impairments or “red flags” in medical screening that warrant referral to other professionals. An examination scheme is designed to promote efficient and effective collection of patient data to provide the structure for discussions. Patient cases are presented to illustrate important medical screening principles. Professional communication with patients and physicians is also a central theme.
|
| |
-
PT 522 Health Care Systems
(2 credits)
This course explores the complexities of the American health-care system, identifying resources, delivery systems, market needs based on demographics, and the regulatory infrastructure. It includes the system’s historical development, the multiplicity of stakeholders, examples of subsystems, and comparisons with systems across the world. The focus is on recognizing the major impact of the current system from the perspective of patients, practitioners, and first- second- and third-party payers.
|
| |
-
PT 523 Data Acquisition and Management
(2 credits)
This course reviews the sources of data in policy decisions, including public and private databases and provides an introduction to methods of analyzing the data in these sources, including data mining. It also includes introduction to techniques to identify trends in data, particularly over time. Modeling to predict changes in the future also is reviewed. Students learn basic data handling, as well as when and how to select experts to assist in detailed analyses.
|
| |
-
PT 524 Introduction to Health Economics
(2 credits)
Non-economists are frequently confronted with decision-making situations but lack the tools, terminology and techniques to participate in the dialogue. This course aims to equip non-economists with a knowledge base to participate in the strategic choices that are made in the health-care industry. The course provides students with the basic theoretical foundations to understand and analyze problems associated with health care. All too often, economics is seen as simply cost-cutting measures or a quick solution in times of financial exigency. Neither is the case, economics strives to assess the best attainable method to allocate the scarce financial means available to a decision maker.
|
| |
-
PT 525 Program Evaluation and Quality Assessment
(2 credits)
This course introduces the principles of program evaluation and quality assessment in health care. Topics include consideration of a wide variety of performance metrics used to measure and assess the impact of programs deployed or the quality of services delivered at individual, professional, organizational and societal levels. Data presentation formats and use of data to make judgments about program performance or quality are covered. The roles and interests of various stakeholders involved in the program evaluation and quality assessment enterprise also are discussed. Examples of program evaluation and quality assessment are drawn from international sources.
|
| |
-
PT 526 Legislative, Regulatory and Legal Processes
(2 credits)
This course reviews the use of legislation at all jurisdictional levels to create health policy. It includes analysis of key examples of recent legislation, including the Patient Protection and Affordable Care Act. It examines the role played by a variety of stakeholders, including legislators, staff, lobbyists, and constituents. Use and misuse of data in the political decision making process is explored.
|
| |
-
PT 527 Health Policy Development
(2 credits)
This course explores the many ways that policy is developed, including facility and organizational policy, professional policy, payer policy, and legislative policy. The processes for developing standards, guidelines and options for clinical practice also are examined. The focus is on the sources of data used to reach policy decisions, as well as elements of decision making in adopting the policy. Examples of policy development are drawn from across international sources. In addition to some aspects of this course being taught online via the Blackboard Academic Suite, there will be a face-to-face, day-long session, and students will present a Capstone project that has been developed across the entire six courses.
|
| |
-
PT 528 Health Care Systems
2 credits
This course is an introduction to the American health system, examining four major components: resources, delivery systems, planning and regulatory structure, and consumers. Emphasis is on the interactions among the identified components of the system, as well as the roles and responsibilities of physical therapists as professionals in the system. Potential changes in the system and in the role of physical therapy as a profession also are discussed.
|
| |
-
PT 547 Health Promotion
(2 credits)
Prevention, risk reduction and health promotion are activities included in the Guide to Physical Therapist Practice, and although physical therapists have performed these activities with individual patients and clients, participation in broader programs for communities or groups of people is an area of significant need and opportunity. Health promotion and wellness theory are presented in this course to prepare physical therapists to integrate these concepts into their current practice and/or to expand their practices and consultative skills in the prevention arena. Students also are introduced to a variety of techniques commonly used in the strategic planning process and use those techniques to develop a plan for the introduction of a health promotion program relevant to their own practice settings or worksites. After the introduction and discussion of key concepts, including assessment and program planning, students complete a project and develop a health promotion program using the health promotion approach and strategic planning processes.
|
| |
-
PT 555 Pharmacology
(2 credits)
Individuals involved in healthcare recognize that drugs can influence patients’ response to physical rehabilitation. Medication can provide beneficial effects that act synergistically with physical therapy treatments, or they can generate side effects that may adversely affect rehabilitation goals. This course presents some of the basic drug classes and the physiologic basis of their action. Drugs are grouped according to their general effects and the type of disorders for which they are routinely used to treat. Special emphasis is placed on drugs that are commonly used to treat disorders seen in patients receiving physical therapy and how drug therapy interacts with rehabilitation.
|
| |
-
PT 556 Diagnostic Imaging
(2 credits)
This course is an overview of the various types of diagnostic imaging procedures such as radiography, computerized tomography, magnetic resonance imaging and nuclear imaging. General principles related to indications, strengths and limitations of each method are discussed. Specific procedures related to various anatomic regions and pathologies also are covered. Case study presentations are used to emphasize the decision making related to diagnostic imaging studies and what relevant information can be provided. Clinical decision making in the context of evidence-based practice guides the discussion of each case.
|
| |
-
PT 605 Introduction and Exposure to Physical Therapist Practice
(4 credits)
This course will be given the first month of the fall semester and is designed to provide the student with a basic understanding of physical therapy practice as described in the Guide to Physical Therapist Practice published by the American Physical Therapy Association. The spectrum of physical therapy roles in the healthcare system is explored. A basic comprehensive approach to examination is presented, and the requisite skills are learned. Basic forms of intervention are introduced, including coordination, communication, documentation, instruction and direct intervention. Students also will be introduced to core academic areas not directly addressed in the Guide that inform physical therapy practice in order to begin the lifelong learning necessary for safe and effective practice. These areas include anatomy, biomechanical properties of tissues, principles of measurement, and behavioral and management sciences.
|
| |
-
PT 607 Intro to PT Theory & Practice
2 credits
This course is designed to provide the student with an introduction to the Doctor of Physical Therapy Program and a basic understanding of physical therapy practice. Students will have opportunity to interact with peers, faculty and clinicians to begin to build professional relationships and collaboration skills. Students will be introduced to guiding frameworks including the WHO’s International Classification of Function, Disability and Health (ICF), the Guide to Physical Therapist Practice published by the American Physical Therapy Association, and the vision identifying physical therapists as the movement system experts. A basic patient management model is presented and beginning requisite skills explored. Students are introduced to academic areas that inform physical therapy practice in order to begin the life-long learning necessary for safe and effective practice.
|
| |
-
PT 615 Physical Therapy Examination/Evaluation Skills I
(2 credits)
This course covers basic aspects of patient/client management related to examination and evaluation in the context of the specific patient cases. Examination refers to the process of obtaining a relevant patient history, as well as selecting and performing appropriate tests and measures. Evaluation refers to the process of making clinical judgments (including diagnosis and prognosis) based on the information gathered during an examination. The applied anatomy and biomechanics component of this course addresses the application of physical principles to the human body. The content addresses functional aspects of the neuromusculoskeletal system using the principles of basic Newtonian mechanics.
|
| |
-
PT 616 Physical Therapy Examination/Evaluation Skills II
(4 credits)
This course continues to cover basic aspects of patient/client management related to examination and evaluation in the context of the specific patient cases. The anatomy of relevant regions is reviewed and is followed by a close analysis of the function of each component. The labs provide an opportunity to analyze the functional requirements of a variety of activities of daily living.
|
| |
-
PT 625 Physical Therapy Intervention Skills I
(4 credits)
Basic aspects of patient/client management are covered that are related to intervention in the context of the specific patient cases. Intervention includes appropriate selection and application of specific treatment procedures as well as other skilled interactions with the patient and other individuals as required. Intervention strategies are based on the results of an appropriate examination and evaluation. Several skills and intervention strategies that are central to the practice of physical therapy are covered at a basic level.
|
| |
-
PT 626 Physical Therapy Intervention Skills II
(5 credits)
This course is a continuation of basic aspects of patient/client management related to intervention in the context of the specific patient cases. Intervention includes appropriate selection and application of specific treatment procedures as well as other skilled interactions with the patient and other individuals as required.
|
| |
-
PT 636A Exposure to Physical Therapy in a Health Care System
0.5
This course is designed to expose first-year physical therapy students to current physical therapy practice in a given healthcare system. This is not designed to be a full-time clinical experience. Students will be exposed to physical therapy practice and clinical decision making in inpatient and outpatient settings. This course provides the student an opportunity for a practicing clinician to evaluate the student behavior in areas such as safety, personal and interpersonal professional demeanor, ethical and legal standards, communication, and responsibility for self-learning. Students are assigned to a clinical site four hours every other week for 5 weeks in the fall of the first year. A clinical activity is assigned for each clinical week and coincides with the current academic learning unit. Assignments are completed in response to each clinical activity and in the “off week” students meet on campus during the Tuesday afternoon time slot in small groups to complete and share assignments in a problem-based, collaborative experience.
Lecture
|
| |
-
PT 636B Exposure to Physical Therapy in a Health Care System
0.5 credit
This course is designed to expose first-year physical therapy students to current physical therapy practice in a given healthcare system. This is not designed to be a full-time clinical experience. Students will be exposed to physical therapy practice and clinical decision making in inpatient and outpatient settings. This course provides the student an opportunity for a practicing clinician to evaluate the student behavior in areas such as safety, personal and interpersonal professional demeanor, ethical and legal standards, communication, and responsibility for self-learning. Students are assigned to a clinical site four hours every other week for 5 weeks in the spring of the first year.. A clinical activity is assigned for each clinical week and coincides with the current academic learning unit. Assignments are completed in response to each clinical activity and in the “off week” students meet on campus during the Tuesday afternoon time slot in small groups to complete and share assignments in a problem-based, collaborative experience.
lecture
|
| |
-
PT 645 Physical Therapy Integrative Care and Practice I
(3 credits)
This course is intended to help provide an understanding of the complexities of working within the healthcare delivery system and to enhance critical thinking with an introduction to research methods and skills. Students are introduced to the theories and principles required to understand the psychological and social aspects of working with patients, clients, families and other healthcare professionals and the operation of clinical physical therapy services in a variety of settings. This course enhances students’ understanding of clinical practice and the healthcare delivery system in the United States by exploring in-depth the finance and delivery mechanisms employed and familiarizing students with the terminology used in healthcare today. Literature relevant to clinical practice is critically examined within each unit.
|
| |
-
PT 646 Physical Therapy Integrative Care and Practice II
(4 credits)
This course is a continuation of working within the healthcare delivery system as a physical therapist, the psychological and social aspects of working with patients, and critical thinking. This course prepares students to assume management responsibilities appropriate to their position and stage of clinical practice.
|
| |
-
PT 656 Neuromuscular Tissues and Motor Control
(2 credits)
This course reviews the basic structure and function of various tissues within the neuromusculoskeletal system. These will include muscle, nerve and various connective tissues such as tendon, ligament, cartilage and bone. Using the Physical Stress Theory as a guiding model, the effects of altered patterns of use, common pathologies, and common interventions will be discussed for each tissue. The neural control of multi-joint limb movement will be discussed using current literature on motor control, cognition and motor learning including discussion of the relevance of the research on clinical practice. Traditional and contemporary theories will be contrasted to assist in developing direct intervention strategies using skill acquisition theories. Emphasis will be placed on reading and applying current basic science literature to justify and guide the practice of physical therapy.
|
| |
Page: 1 <- 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
| 12
|
Print this Page