Human Development – SMD 513

Total Contact Hours:

23 hours

Course Directors:

Brenda Roman, M.D., Professor, Psychiatry
Sabrina Neeley, Ph.D., MPH, Assistant Professor, Community Health

Course Description:

This course is an introduction to human development across the life span and provides a foundation for providing patient care from a developmental perspective. The objectives of this course are for the student to be able to:

  1. articulate the normal developmental stages across the life cycle
  2. recognize the common reactions to normative crises in the life cycle
  3. apply the psychosocial theories of human development to future patient encounters

Included in this course are the special topics of the impaired physician and how to recognize domestic violence.


Course Learning Goals, Assessment, Practice, Teaching and Learning Activities, and their Integration with the Institutional Educational Objectives:

What does our institution want our graduates to do?

If your students mastered the content of your course, what would they be able to do?
 

What will students need to do for them and others (peers, professors) to know whether they have achieved this specific learning goal?

How will students get the information they need to learn?

1.
Institutional Objectives

2.
Learning Goals

3.
Assessment
Activities (graded)

4.
Practice/Feedback Activities (non-graded)

5.
Teaching and Learning Activities

K1, K2, K3

1. Describe physical developmental milestones (motor, language and cognitive), psychological development (Erickson’s Stages), sexual development (gender identity, sexual identity and sexual orientation) and social development for the following live stages:

  • Birth/Infancy
  • Childhood
  • Adolescence
  • Young Adulthood/Middle Adulthood
  • Older Adulthood

MCQ exam

Essay exam

TBL IRAT/GRAT (Adolescence and Older Adulthood)

Practice MCQ exam

Practice essay exam

TBL GAPP (Adolescence and Older Adulthood)

Assigned readings

Online tutorials

Development charts

Live lectures

Notepack

TBL

K1, K2, K3

2. Describe the major issues and common reactions to normative crises for the following live stages:
  • Birth/Infancy (normal and abnormal attachment, bonding, temperament, and toddlerhood)
  • Childhood
  • Adolescence
  • (teenage pregnancy, substance abuse, and suicide)
  • Young Adulthood/Middle Adulthood
  • Older Adulthood (learning and memory changes, death and dying, and grief reactions (normal and complicated or pathological)

MCQ exam

Essay exam

TBL IRAT/GRAT (Adolescence and Older Adulthood)

Practice MCQ exam

Practice essay exam

TBL GAPP (Adolescence and Older Adulthood)

Assigned readings

Online tutorials

Development charts

Live lectures

Notepack

TBL

K2

3. Define health according to the World Health Organization’s (WHO) definition.

MCQ exam

Essay exam

ARS questions

Practice MCQ exam

Practice essay exam

Online tutorial

Live lecture

Notepack

K1, K2, K3

4. Describe the leading causes of mortality and the leading morbidity risks for each of the following live stages:

  • Birth/Infancy
  • Childhood
  • Adolescence
  • Young Adulthood/Middle Adulthood
  • Older Adulthood

MCQ exam

Essay exam

ARS questions

Practice Essay exam

Development charts

Live lectures

K2, K3

C2

5. Define child abuse, elder abuse and domestic violence, including the types of abuse; identify the risk factors for the various types of abuse and the psychological consequences; and write a treatment plan, including the responsibilities of a physician, for managing domestic violence, child abuse and elder abuse.

 

MCQ exam

Essay exam

Practice MCQ exam

Practice essay exam

Panel discussions

Online tutorials

K1

C2

6. Write a comprehensive description of each of the components of the following live stages:

  • Birth/Infancy
  • Childhood
  • Adolescence
  • Young Adulthood/Middle Adulthood
  • Older Adulthood

Essay exam

Practice essay exam

Assigned readings

Online tutorials

Development charts

Live lectures

P2

7. Demonstrate professionalism through the ability to:

  • be punctual and attend required events
  • complete written assignments in a timely fashion
  • be truthful
  • be courteous to staff, colleagues, and other health professionals
  • contribute to a positive learning environment through collaborating with colleagues, and performing self-assessment and self-directed learning

No formal assessment

Participation in class,

TBLs and exams

Faculty role-modeling during class