Pathobiology and Therapeutics (SMD 535)
Total Contact Hours: 75 hours
Co-Course Directors: Paul G. Koles, M.D., Associate Professor, Pathology and Surgery, Mary Jo Trout, Pharm.D, Director, Therapeutics Curriculum, Assistant Professor, Geriatrics and Pharmacology & Toxicology
Course Description: This course is the introduction to general pathological processes and to basic principles of pharmacology before beginning a detailed study of the physiology, pathology, and pharmacology of each organ system of the human body in the second year.
Course Learning Goals, Assessment, Practice, and Teaching and Learning Activities, and their Integration with the Institutional Educational Objectives:
Institutional Objectives |
Learning Goals |
Assessment Activities (graded) |
Practice/ Feedback Activities (non-graded) |
Teaching and Learning Activities |
---|---|---|---|---|
Learning How to Learn Acquire knowledge through reading Katzung and Robbins textbooks, guided by faculty’s learning objectives. |
TBL IRAT/GRAT Weekly MCQ exams Final Exam |
Intra-lecture questions based on assigned reading MCQ Review sessions TBL GAPP MCQ reviews of path/pharm |
Independent reading of textbooks in preparation for classroom activities, studying with peers, TBL modules, and exams
|
|
Foundational Knowledge, Path Use the vocabulary of pathology to describe disease. |
Vocabulary MCQ exam (36 questions) |
Practice questions:
|
Study of two textbooks (students independently define 100 essential terms) Lectures: definitions repeated and applied |
|
Foundational Knowledge, Pharm |
Vocabulary MCQ exam (36 questions) |
Practice questions:
|
Study of two textbooks (students independently define 100 essential terms) Lectures: definitions are repeated and applied |
|
Application of Knowledge, Path |
TBL IRAT/GRAT Weekly MCQ exams Final Exam |
Intra-lecture questions based on assigned reading MCQ Review sessions TBL GAPP MCQ reviews of path/pharm |
Textbook study Live lectures Self-Instruction modules Syllabus MCQ reviews of path/pharm |
|
Application of Knowledge, Pharm |
TBL IRAT/GRAT Weekly MCQ exams Final Exam |
Intra-lecture questions based on assigned reading MCQ Review sessions TBL GAPP MCQ reviews of path/pharm |
Textbook study Live lectures Self-Instruction modules Syllabus MCQ reviews of path/pharm |
|
Application of Knowledge, Pharm |
TBL IRAT/GRAT Weekly MCQ exams Final Exam |
Intra-lecture questions based on assigned reading MCQ Review sessions TBL GAPP MCQ reviews of path/pharm |
Textbook study Live lectures Self-Instruction modules Syllabus MCQ reviews of path/pharm |
|
Application of Knowledge, Pharm |
TBL IRAT/GRAT Weekly MCQ exams Final Exam |
Intra-lecture questions based on assigned reading MCQ Review sessions TBL GAPP MCQ reviews of path/pharm |
Textbook study Live lectures Self-Instruction modules Syllabus MCQ reviews of path/pharm |
|
Application of Knowledge, Path (integration) |
TBL IRAT/GRAT Weekly MCQ exams Final Exam |
Intra-lecture questions based on assigned reading MCQ Review sessions TBL GAPP MCQ reviews of path/pharm |
Textbook study Live lectures Self-Instruction modules Syllabus MCQ reviews of path/pharm |
|
Application of Knowledge, Pharm (integration) |
TBL IRAT/GRAT Weekly MCQ exams Final Exam |
Intra-lecture questions based on assigned reading MCQ Review sessions TBL GAPP MCQ reviews of path/pharm |
Textbook study Live lectures Self-Instruction modules Syllabus MCQ reviews of path/pharm |
Institutional Educational Objectives
Category addressed | Definition |
---|---|
1. Institutional Objectives | What does our institution want our graduates to do? |
2. Learning Goals | If your students mastered the content of your course, what would they be able to do? |
3. Assessment Activities (graded) 4. Practice/Feedback Activities (non-graded) |
What will students need to do for them and others (peers, professors) to know whether they have achieved this specific learning goal? |
5. Teaching and Learning Activities | How will students get the information they need to learn? |
Knowledge and Lifelong Learning
- K1: The graduate will demonstrate knowledge of the basic medical sciences; clinical skills; and the ability to acquire, manage, and use current information for clinical decision-making and problem-solving in the care of individual patients, family members, populations, and systems of care delivery.
- K2: The graduate will demonstrate knowledge of the ethical, social, economic, and cultural influences upon the health of and health care delivery to patients and patient populations, and will be able to propose realistic approaches to improving the health of an individual patient and for a patient population.
- K3: The graduate will be able to identify the diverse factors that influence the health of the individual and the community; identify the socio-cultural, familial, psychological, economic, environmental, legal, political, and spiritual factors impacting health care and health care delivery; and be able to respond to these factors by planning and advocating the appropriate course of action at both the individual and the community level.
Interpersonal and Communication
- C1: The graduate will demonstrate the ability to establish a professional relationship with a patient, build a comprehensive medical and social/personal history, conduct either a focused or comprehensive physical examination as indicated, construct a differential diagnosis, and recommend a course of treatment consistent with current standards of care.
- C2: The graduate will demonstrate the ability to communicate (written and oral) clearly, professionally, and effectively with patients, their family members, health care team members, and peers.
- C3: The graduate will demonstrate the capacity to listen to and respond appropriately to constructive feedback from peers and teachers, as well as give constructive feedback and evaluation to peers and faculty as requested.
Professionalism, Advocacy, and Personal Growth
- P1: The graduate will be able to identify personal strengths and weaknesses in the care of patients and working with colleagues and allied health professionals, and, if indicated, demonstrate the ability to make changes in behavior that facilitate collaborative relationships.
- P2: The graduate will demonstrate through the period of undergraduate medical education a pattern of responsible behaviors consistent with the highest ethical standards of the profession: honesty, confidentiality, reliability, dependability, civility, and punctuality.
- P3: The graduate will demonstrate a commitment to leadership and the advancement of new knowledge.