Course Syllabus
Template
I. Template for Course Syllabus
I.A. Overview of Course (Sample from General Pathology)
- Course Description. General Pathology and Immunology introduces second year
medical students to basic processes involved in host defense and disease
causation. Basic immunologic
concepts are presented in which students are expected to learn the scientific
basis by which the immune system distinguishes self and from non-self, how
the immune system protects the host from microbes and foreign substances,
and mechanisms of immune mediated diseases. Concurrently, the course presents
concepts fundamental to understanding cellular injury and adaptation, inflammation
as a reparative and disease causing process and hemodynamic disorders with
emphasis on arteriosclerosis, thrombosis and its consequences.
The relationship between immunology and inflammation as host protective
mechanisms is emphasized. In
addition, students are expected to learn modern concepts in cancer causation,
its terminology and morphology as well as the biologic behavior of benign
and malignant neoplasms. Tissue
and host responses to viral and fungal agents are taught as well as principles
of forensic pathology such as cause of death and use of the medical examiners
office. Mechanisms of disease
causation are illustrated with clinically relevant examples.
- Administrative Structure.
Departmental
chair: Dr. James
Crawford
Course
Director: Dr.
Sigurd J. Normann
Coordinators
for Basic Science Immunology: Drs. Winter and McCormack
Course
Administrative Assistant: Ms. Teresa Caron
- Overview of Course Content. Lectures are presented in C1-15,
laboratories in MDL 7, and small group discussions in various
location. The course is
divided into 4 sections with Section 1 covering inflammation and vascular
disorders, Section 2 basic immunology *(taught concurrently with Section
1), Section 3 immunopathology, and Section 4 cancer, infectious disease,
and forensic pathology. The
course has 113 instructional hours and 11 hours of examinations for a
total of 124 hours. It is a
six-credit course.
- Educational Philosophy. Pathology is the study of disease and the foundation of
modern medical practice. It
is our goal as teachers to share with our students our enthusiasm for the
subject of pathology and to present a well organized, informative, and
focused course in pathology that emphasizes the essential information that
students must possess in order to understand the biology of the disease
they are witnessing and treating.
It is the responsibility of the student to translate that
information into a meaningful, working knowledge of pathologic
processes. We provide help
and guidance to the student, but the task of learning and the rewards of
learning belong to the student.
- Clinical Presentations:
|
Clinical
Presentation |
Patient
Presentation |
|
General: Fever
and chills General:
screening General:
screening General: edema General:
fatigue and edema Cardiovascular:
chest pain Cardiovascular:
shock Kidney:
polyuria Skin: rash and fever Musculoskeletal:
joint pain Respiratory:
cough Reproductive:
pelvic pain |
Chronic
granulomatous disease Endocarditis Carcinoma of
breast\colonic adenoma and carcinoma Heart failure Pediatric
heart transplantation Coronary
thrombosis Septic shock Diabetes Systemic lupus
erythematosus Tuberculosis Acute
salpingitis |
I.B. Learning Objectives ( Sample
from Systemic Pathology)
1. Competency categories addressed in
course. The course is focused on learning core discipline and problem
solving competencies as identified below. In addition, students are
expected to demonstrate respect for others and appropriate truthfulness and
honesty. Out of respect for others, students are expected to
be present at the start of lecture and not arrive late to class.
2. Learning objectives for the core
discipline competencies. By the end of the course in Systemic Pathology and Laboratory
Medicine, each student will be able to:
a.
Describe the etiology,
pathogenesis, structural and functional manifestations of diseases that affect
specific organ systems of the body and to be able to place specific diseases in
context with their prevalence, morbidity and mortality in society as a whole.
b. Develop a vocabulary with which to communicate this knowledge
to others.
c. Recite the natural course of specific disease states and the
results of interventions by the physician.
d. Demonstrate skill in laboratory test selection and
interpretation so as to make judicious and cost-effective use of the clinical
laboratory to solve clinical problems.
e. Relate anatomic alterations induced by specific diseases to
their radiological findings.
f. Relate pathologic classification, staging and behavior of
neoplasms to their response to treatment.
g. Appreciate how medical knowledge is acquired, evaluated and
disseminated so as to be able to critically analyze current medical issues and
future advances.
h. Describe how pathology as a clinical specialty is essential to
the proper practice of clinical medicine.
2a.
Problem Solving Competencies.
a. Demonstrate an ability
to generate a differential diagnosis, explain clinical-pathologic correlations,
and evaluate scientific and clinical laboratory data.
Detailed
learning objectives are provided at the beginning of each section of the
course.
3.
Learning Activities and Instructional Methods
To assist
students in learning each of the above listed competencies, the course employs
a variety of activities including lectures, case presentations, UF produced
pathology images with laboratory guide, small group discussions, and clinical
problem solving cases. In
addition, students are expected to self-study the required readings from
textbooks and the computer assisted instructional packages.
Required Texts
Cotran
RS, Kumar V and Collins T. Robbins:
Pathologic Basis of Disease. Sixth Edition. W.B.
Saunders Company 1999.
Highly
Recommended
Klatt
EC and Kumar V. Robbins Review of Pathology. W.B. Saunders company, 2000.
Computer
Assisted Instruction
Interactive
Case Study Companion to Robbins Pathologic Basis of Disease. These cases are available on
the Internet through restricted access and provided by site license to the
College of Medicine.
CD-ROM
of University of Florida General Pathology Images. This CD can be checked out
from Ms. Teresa Caron in the Pathology Teaching Office, M658.
4.
Evaluation Methods Used to Assess Student Achievement of course Objectives:
The learning activities for each core discipline are
similar and can be summarized as follows. Students will be expected
to understand, explain and apply the concepts presented in lecture and assigned
text materials, to describe and recognize
text and laboratory information relevant to assigned computer case
studies. The evaluation method used to assess these activities
will be by course examinations.
I.C.1. Student
Performance Criteria (Sample from Clinical Human Anatomy)
EVALUATION OF STUDENT
PERFORMANCE
Assessment of student competence will be based upon the following competency categories as determined by written and laboratory examinations, and student/faculty evaluation.
|
Competencies
and Evaluation Modalities |
Written |
Laboratory |
Total |
|
|
Core Discipline & Problem Solving |
|
|
|
|
|
|
Quizzes (n=3) @ 4 % Highest combined score of two quizzes |
8 % |
|
8 % |
|
|
Unit I Examinations |
12 % |
12 % |
24 % |
|
|
Unit II Examinations |
12 % |
12 % |
24 % |
|
|
Unit III Examinations |
12 % |
12 % |
24 % |
|
|
Oral Examination |
|
|
8 % |
|
|
NBME Examination |
|
|
12% |
|
Health Care Team |
|
|
|
|
|
Human Relationships and Communications |
|
|
|
|
|
Professionalism |
|
|
|
|
|
TOTAL
EXAMINATION PERCENTAGE = |
100% |
|||
A
summative evaluation of your level of proficiency in the selected five (5)
competency categories will be forwarded, from the teaching faculty, to Student
Affairs to be placed in each student's file. Although there will be no
numerical grading of your proficiency in the competency categories of
healthcare team, human relationships and communications, and professionalism,
the teaching faculty will provide formative and summative assessment in each of
those areas for each student.
Unsatisfactory
assessment in the core discipline competency and/or the problem solving
competency, may lead to remediation if so determined by the course teaching
faculty. Unsatisfactory performance in the competencies of health care team,
human relationships and communications, and/or professionalism may have a
negative impact on a student's final grade (i.e., loss of half of a letter
grade). Unprofessional behavior will automatically be documented and the
Academic Status Committee will notified.
The final course grades will be assessed based upon the following
standards:
|
Grading Scale |
Letter Grade |
|
92 %-100 % |
A |
|
91.9 %-85 % |
B |
|
84.9 %-75 % |
C |
|
74.9 %-72 % |
D |
|
71.9 % or below |
E |
Pluses
(+’s) may be given for each passing grade.
Unsatisfactory
Student Performance in the Core Discipline and Problem-Solving Competencies
(Remediation Policy):
If a
student performs at an unsatisfactory level (below 72%) on a Unit I or II
examination (written or practical), a reexamination is required in order that
the student can demonstrate competency in that part of the course.
Reexaminations
must be completed within 14 days after unsatisfactory score has been received.
It is the student(s) responsibility to schedule the reexamination with the
course director.
The
student is expected to score above 70% on the reexamination. A score no higher
than 75% will be recorded for purposes of calculating the final (overall)
average.
I.C 2. Description of Formative and Summative Feedback Systems ( Sample
from Clinical Human Anatomy)
FORMATIVE EVALUATION -
(Student Self-Assessment & Feedback)
Student ____________________________________________________
Date of Evaluation ___________________________________________
Student: Check the box which you feel best describes your
typical performance for the following competencies.
Faculty: Circle the box that best describes the student's
typical performance for each selected competency.
1.
Core Discipline:
|
Inadequate level of basic knowledge to build upon. Only
superficial level of understanding. |
Adequate knowledge. Knows enough to handle common situations. |
Frequently demonstrates in-depth knowledge and understanding.
Asks insightful questions. |
Extensive in-depth knowledge and understanding. Actively
contributes to discussion and decision making. |
Comment:
2.
Problem Solving: Demonstrates the ability to
identify and apply anatomical knowledge to clinical problems, as determined by
observations and interaction in the laboratory and lecture hall, and by written
examinations.
|
Often the connection between knowledge with the clinical
situation is incomplete and illogical.
Disorganized, inaccurate answers to questions. |
Usually offers a reasonable interpretation of the case although
sometimes may be incomplete understanding. Almost always is able to provide a
reasonable answer to questions, but is not able to figure it out if the
answer is not immediate. |
Consistently offers reasonable interpretation of the data/case.
Frequently able to answer with in-depth knowledge and understanding. Will try
to reason out the answer if doesn't know. |
Consistently superior interpretation of information. Integrates
basic knowledge for the clinical situation. Accurately interprets and weighs
conflicting information. Clearly can reason out the answer if doesn’t
know. |
Comment:
3. Health Care
Team: Demonstrates ability to interact with others and engage them in
the process of learning as part of the team approach.
|
Consistently passive in team assignments. Fails to follow
clinical course. Unreliable to compete tasks. Frequently absent or
unprepared. Disrespectful to other team members. |
Fulfills routine responsibilities adequately but no more than
necessary. Keeps up with team assignments. |
Consistently organized, efficient and knowledgeable. Handles day
to day responsibilities competently. At times shows initiative regarding team
assignments. |
A truly valuable member of the team. Handles complex tasks well.
Consistently seeks responsibilities and does whatever it takes to fulfill
them. Self-sacrificing in helping others. |
Comment:
4.
Human Relationships and Communications:
Demonstrates effective communication skills with faculty and peers; is able to
ask appropriate questions, give and take constructive criticism, and listen
actively..
|
Ineffective in communicating with others and establishing
rapport with team members and peers. Disruptive within the team and/or in the
classroom. |
Effective in communicating with others and establishing rapport
with team members and peers. |
Comment:
5.
Professional Behavior: Demonstrates respect, honesty,
appropriate self assessment of personal values, knowledge and ability, a
consistently good work ethic, and a positive attitude in the educational
process and full participation in educational activities.
|
Demonstrates inappropriate professional behavior and attitude;
resists feedback. |
Demonstrates appropriate professional behavior and attitude;
seeks feedback. |
Comment:
SUMMATIVE
EVALUATION
Student ____________________________________________
Date of Evaluation ___________________________________
Indicate the box which best describes this student's overall
performance for each competency
Core Discipline:
|
Inadequate level of basic knowledge to build upon. Only
superficial level of understanding. |
Adequate knowledge. Knows enough to handle common situations. |
Frequently demonstrates in-depth knowledge and understanding.
Asks insightful questions. |
Extensive in-depth knowledge and understanding. Actively
contributes to discussion and decision making. |
Comment:
2. Problem Solving:
Demonstrates the ability to identify and apply anatomical knowledge to clinical
problems, as determined by observations and interaction in the laboratory and
lecture hall, and by written examinations.
|
Often the connection between knowledge with the clinical
situation is incomplete and illogical. Disorganized, inaccurate answers to
questions. |
Usually offers a reasonable interpretation of the case although
sometimes may be incomplete understanding. Almost always is able to provide a
reasonable answer to questions, but is not able to figure it out if the
answer is not immediate. |
Consistently offers reasonable interpretation of the data/case.
Frequently able to answer with in-depth knowledge and understanding. Will try
to reason out the answer if doesn't know. |
Consistently superior interpretation of information. Integrates
basic knowledge for the clinical situation. Accurately interprets and weighs
conflicting information. Clearly can reason out the answer if doesn’t
know. |
Comment:
3. Health Care
Team: Demonstrates ability to interact with peers and engage them in
the process of learning as part of the team approach.
|
Consistently passive in team assignments. Fails to follow
clinical course. Unreliable to compete tasks. Frequently absent or
unprepared. Disrespectful to other team members. |
Fulfills routine responsibilities adequately but no more than
necessary. Keeps up with team assignments. |
Consistently organized, efficient and knowledgeable. Handles day
to day responsibilities competently. At times shows initiative regarding team
assignments. |
A truly valuable member of the team. Handles complex tasks well.
Consistently seeks responsibilities and does whatever it takes to fulfill
them. Self-sacrificing in helping others. |
Comment:
4. Human
Relationships and Communications: Demonstrates effective
communication skills with faculty and peers; is able to ask appropriate
questions, give and take constructive criticism, and listen actively.
|
Ineffective in communicating with others and establishing
rapport with team members and peers. Disruptive within the team and/or in the
classroom. |
Effective in communicating with others and establishing rapport
with team members and peers. |
Comment:
6. Professional
Behavior: Demonstrates respect, honesty, appropriate self assessment of
personal values, knowledge and ability, a consistently good work ethic, and a
positive attitude in the educational process and full participation in
educational activities.
|
Demonstrates inappropriate professional behavior and attitude;
resists feedback. |
Demonstrates appropriate professional behavior and attitude;
seeks feedback. |
Comment:
SUMMARY OF SCORING
|
Core Discipline
& |
|
(100%) |
|
Mastery
of Competency S/U* |
||
|
|
|
|
|
|
||
|
|
Unit I ExamWritten Practical |
(12%) (12%) |
|
|
|
|
|
|
Unit II ExamWritten Practical |
|
|
|
|
|
|
|
(12%) (12%) |
|
|
|
||
|
|
Unit III ExamWritten Practical Oral |
(12%) (12%) ( 8%) |
|
|
|
|
|
|
NBME ExamQuizzes |
(12%) ( 8%) |
|
|
|
|
|
|
|
|
|
|
|
|
Health Care Team |
|
|
|
|
||
Human Relationships &
Communications
|
|
|
|
|||
Professional Behavior |
|
|
|
|
||
|
|
Total |
(100%) |
Final Grade |
|
|
|
Summative Comments:
*S/U = satisfactory/unsatisfactory