School of Health and Medical Sciences

This course presents the basic concepts and principles underlying teaching and learning in the cognitive, psychomotor and affective domains. Emphasis is placed on the ability to assess the educational needs of varied audiences (patients, caregivers, students, peers, and other professionals) and apply traditional and alternative teaching strategies to facilitate learning in a professional and culturally sensitive manner. The impact of learning preference on teaching style will be addressed. Course experiences will be guided by a spectrum of teaching methods: a framework that delineates options in teaching and learning.

This course presents human physiology for the analysis of normal function and adaptive/restorative function available in the presence of health affecting the skeletal, connective tissue, muscular, integumentary, nervous, and other biological systems. Information will be presented at the tissue, organ and system level.

This course presents the application of basic principles of physics, anatomy, and physiology to understand human movement. The development and function of the musculoskeletal system (bone, muscle, and ligaments), the mechanical behavior of these biological tissues, the external/internal forces that contribute to normal motion provides the groundwork for understanding, describing and analyzing the biomechanics of human motion.

This course introduces the student to the cognitive strategies and processes utilized to (1) collect and interpret information needed to understand a patient’s problem/situation, (2) plan and implement appropriate interventions, (3) evaluate the outcomes and (4) reflect on the effectiveness of the reasoning process. Basic clinical and critical reasoning models in the context of patient centered health care and working in a healthcare team is emphasized.

The course introduces the student to the physical therapy profession. Five themes of professional practice are explored; the physical therapist as clinician, consumer of research, inter-professional care provider, lifelong learner and educator. Foundational skills in written and oral communication, professional values and behaviors, population-specific differences, utilization of healthcare informatics and evidenced-based practice are presented.

This course introduces the student to the application of physical therapy intervention skills as part of the treatment process. Emphasis is placed on developing skills in fundamental patient care. Students will be introduced to basic manual therapy techniques, therapeutic exercise, and functional training to achieve patient/client goals & outcomes that address problems resulting from evaluation of the movement system.

This course examines the concepts of pathophysiology and the mechanisms of change that contribute to the genesis of a diseased state. Common diseases and disorders are covered and clinical laboratory measurements and values used in differential diagnosis will be presented from a systems perspective. Clinical cases will be used to present standard patterns of clinical examination, evaluation, diagnosis, prognosis, intervention and communication/referral with other health care practitioners. Discussions will address changes in response to disease or trauma across the lifespan.

This course builds knowledge and skills in application of biomechanical principles relative to human motion through regional analysis of body segments. Attention is paid to synovial joints as key linkage in the human mechanical system and how their movements are created and governed. The laboratory component of this course reviews individual joint structure and its application to segmental and overall body movement.

This cadaveric-based human anatomy course is designed to develop knowledge concerning structural and functional regional gross human anatomy. The course focuses on the clinical application of anatomical concepts in both lectures and laboratory sessions. Structured laboratory sessions also incorporate the use of models, medical terminology and palpation of key anatomical structures. The course utilizes case-based vignettes to promote critical thinking and allow students to apply theory to a clinical population.

The course facilitates skills acquisition in basic elements of patient examination and professional physical therapy practice. Emphasis is placed on elementary physical therapy examination of the non- medically complex patient. This includes systems screening, selection and performance of basic tests and measures for function, the integumentary, cardiovascular – pulmonary and musculoskeletal systems, interpretation and evaluation of examination findings, differential diagnosis, development of an individualized plan of care, appropriate referrals and effective communication of patient/client information.

This course is designed to provide students with a working knowledge of the evidence-based research process and its importance in the practice of physical therapy. Students will learn about the variety of research publications and apply the critical appraisal process to the literature.

This course will cover the basic structure, organization, and function of the central nervous system (CNS). Learning experiences focus on understanding the localization of function within specific structures and pathways of the brain and spinal cord, and typical syndromes associated with vascular accidents, trauma or diseases of the various parts of the CNS.

This course promotes the development of clinical skills related to functional mobility and movement in the home and community including transfers, ambulation, and use of wheelchairs and assistive devices for locomotion and various other activities of daily living (ADL). Therapeutic exercise interventions will be utilized to achieve patient/client goals & outcomes that address problems resulting from evaluation of the movement system.

This course presents both the normal and pathological human body responses to physiological conditions and processes in relationship to their influence on human movement including the nutritional and metabolic mechanisms in relation to movement & functional activities. Included are the study of muscle physiology, metabolism, cardiovascular and respiratory adaptations, aging, thermoregulation, aerobic and anaerobic training exercise prescription, and use of ergogenic aides. Topics will focus on evaluation and management for a healthy population as well as for those with chronic diseases and disabilities.

This course provides continued instruction in the study of human movement with regards to posture, balance and gait. The neuromuscular and musculoskeletal mechanisms involved in the development, maintenance and adaptions of posture, balance, and walking will be presented. Students will participate in the assessment of normal and deviated walking, balance and posture including identification of compensatory mechanisms.

This course offers experiential learning in community Health and Wellness outreach while increasing students’ awareness of practice settings and offers opportunities for interprofessional collaboration. The course will focus on community assessment utilizing Health/Wellness screening tools appropriate for target populations

This course promotes skill acquisition in elements of physical therapy services and professional practice with an emphasis on physical therapy examination, including systems screening of the medically complex, but hemodynamically stable, patient, with a focus on the neurological and musculoskeletal systems including the extremities, trunk and spine and their relationship to posture, balance and gait. Included are the selection and performance of appropriate tests and measures, interpretation and evaluation of examination findings including differential diagnosis, clinical decision making in the establishment of an individualized plan of care to restore normal movement and functional mobility, referrals and effective communication of patient/client information.

This course is a continuation of Critical Inquiry I and includes experimental and non-experimental research designs, methodology and statistical concepts. Students will continue to search for evidence and critically appraise it specifically for application to clinical diagnosis, prognosis and treatment effectiveness. Students develop the skills needed to ask and answer clinical questions using best evidence and practice using sample data and statistical software.

A full-time clinical practical internship in an outpatient orthopedic clinical setting. Emphasis is on refinement of professional practice and attainment of skills in physical therapy practice and patient management with progression to an intermediate level of performance in the given orthopedic setting.

This course will include the following: analysis of mechanisms of motor dysfunction arising from neurological disorders, basic and functional evaluation of neurological disorders and the use of manual and technological methods of intervention to address neuromuscular dysfunction.

GDPT 7140 Therapeutic Interventions III: Motor Learning and Exercise This course integrates the principles of motor control and learning into practice for the advancement of motor skill acquisition. Learning theory is explored as it relates to human movement system. Additionally, this course provides knowledge and skills when developing interventions with therapeutic exercise to achieve patient/client goals &outcomes that address problems resulting from evaluation of the movement system. 3 credits

Survey of major classes of problems or diagnoses involving the peripheral and central nervous system. Presentation of patterns of practice in the specialties of neurology and neurosurgery.

This is a survey course of primary and secondary cardiovascular and pulmonary conditions and dysfunctions. The focus of this course will be on standard procedures used including evaluative and diagnostic procedures as well as pharmacological and physical interventions for problems involving the cardiovascular and pulmonary systems.

GDPT 7150 Movement Development Across the Life Span Overview of human development across the life span from conception to oldest age. Changes in physical, cognitive, and psychosocial development are explored using a framework that highlights the contribution of multiple interacting systems on behavior, performance and movement. Emphasis is placed on the application of tests and measures to discriminate typical from atypical performance, movement and function. 3 credits

The main focus of this course is data collection related to the research proposal that was developed during Research Project I. Students will work closely with mentors to collect data using the proposed methods and written protocol from the research proposal. In-class topics will include data collection, authorship, plagiarism, presentation skills and data analysis. Out-of-class, students will collect and record data, and begin data analysis.

GDPT 7170 Clinical Diagnosis and Management I: Cardiovascular & Pulmonary Conditions . Analysis of common pathologies, clinical tests & measures, and interventions used to diagnose and manage movement dysfunction related to the evidence based practice cardiovascular and pulmonary physical therapy. Clinical skills in differential diagnosis include the interpretation of ECG, monitoring, palpation and auscultation of the chest and abdomen, lab values, imaging studies, and exercise tests is developed. Practice guidelines are presented for the application of selected pharmacological, surgical, and psychological and physical therapy interventions with an emphasis on a team approach to patient care and outcome assessment across practice settings. 4 credits

GDPT 7180 Clinical Assessment & Diagnostic Skills III : Diagnostic Imaging and Electrodiagnostics This course presents the theory and utilization of diagnostic imaging and electro-diagnostics in the management of patients commonly seen in physical therapy. Emphasis is placed on the integration of information garnered from diagnostic imaging and electrodiagnostics for multiple systems and organs of the human body to guide clinical decision making and the establishment of an individualized plan of care, referrals and effective communication of patient/client information. 2 credits

Problem-oriented approach to examining the most commonly used pharmacologic agents seen in clinical practice. Basic principles of pharmacodynamics and pharmacokinetics, along with pertinent physiology are presented. Practical aspects of dosing schedules, therapeutic effects, interactions and adverse reactions is emphasized, especially as they apply to physical performance, movement, functional activities and safety. 2 credits

A faculty mentored research experience involving the collection and analysis of data needed to answer one or more questions related to the practice of physical therapy. Various research options may include experimental studies, surveys, case reports, systematic reviews, and qualitative studies

This is a third-year second semester course, which sets a foundation for the pediatric neurological clinical education coursework and clinical practices to follow. This course will include the following: analysis of mechanisms of motor dysfunction arising from pediatric neurological disorders; basic and functional evaluation of pediatric neurological disorders; and the use of manual and technological methods of intervention to address pediatric neuromuscular dysfunction.

Analysis of the developmental and social/economic factors unique to the resolution of problems occurring in maturity and aging. Development of integrated resource plans involving physical therapy, other healthcare providers, and the financial resources of the health and social systems.

This is a physical therapy clinical management course, in the series of hands-on skills courses taken by entry-level students. The focus is on skill acquisition in both basic and advanced elements of cardiovascular and pulmonary examination and evaluation with emphasis on therapeutic interventions, physical handling skills, health care record information collection and documentation, and screening for cardiovascular and pulmonary systems. This course integrates material presented in the clinical medicine course. Communication skills, professional behavior, critical inquiry, clinical decision-making, cultural sensitivity and patient education are advanced.

This course focus on the application of modern technology in interventions utilized to achieve patient/client goals & outcomes that address problems resulting from evaluation of the movement system. Topics will include prescription, application and evaluation of orthotics as well as biophysical agent as a component of the plan of care.

An exploration of the psychosocial factors that may influence a patient’s response to illness or disability. Topics include coping with stress, loss, chronic pain, depression, altered body image, addiction, abuse, caregiving, and grief. Additionally, principles of ethical decision making are applied to selected health care scenarios along with mechanisms for preventing and reporting fraud, abuse, and unethical conduct. An in-depth review of the physical therapy licensure regulations (state practice act), APTA practice policies, and accreditation standards are also addressed.

Analysis of common pathologies, clinical tests & measures, and interventions used to diagnose and manage movement dysfunction related to evidence based practice in pediatric physical therapy. Emphasis will be placed on congenital and developmental conditions encountered in pediatrics. The administration, application, and interpretation of common pediatric assessments will be presented to assist in the development of comprehensive plans of care to address the needs of families and children with these conditions.

This elective course will allow the student to participate in the analysis and dissemination of information to a professional audience. The selected presentation format may include a journal article, poster presentation or a platform presentation that is ready for submission to a peer-reviewed venue.

This clinical experiential learning experience will facilitate skill acquisition in basic elements of patient service provision for the adult/pediatric population with increasing complexity in neurological and/or cardiopulmonary conditions. There will be an emphasis on professional practice development and patient/client management skills including basic observational skills, movement analysis, physical handling skills, health care record information collection and documentation, general screening for all systems, elementary physical therapy examination and treatment and essentials of patient-practitioner interaction. This practicum serves as the clinical foundation for preparation of Internship II.

A full-time clinical practice internship in the pediatric or rehabilitative clinical setting. Emphasis on the practice of skills in physical therapy with refinement to professional entry level competence in these settings.

Design of physical therapy intervention for management of special problems otherwise not addressed in the physical therapy professional entry curriculum including: oncology, women's health, mental health, wound care, immune function, etc. Includes discussion of medical/health team management of these special problems.

This course is an introduction to the theory and application of leadership and management principles. The course evaluates the changing healthcare environment and the role of the physical therapist as an autonomous practitioner/ manager/business owner/healthcare leader and advocate within this environment. Fundamental concepts of leadership, management, strategic and operational planning/forecasting, legal structures, business development, networking, marketing, business communication, accounting, finance management, human resource management, information management, third party reimbursement, risk management and third party regulation are introduced within the professional milieu. The content is explored through lecture, discussion facilitation, and team projects leading to a Business Plan and Presentation.

A full-time clinical practice internsnip in an acute/sub-acute/home care, pediatric, orthopedic or rehabilitation clinical site. Emphasis is on the practice of skills in physical therapy with refinemen tto the professional entry level in these settings.

This capstone course synthesizes the entire curriculum and serves to refine the student¿s final preparation to become an autonomous practitioner, accepting full ownership of his or her practice. The course will focus on curriculum integration, professional development, licensure, career preparation and first employment, ethical/legal issues governing practice, leadership, social responsibility and advocacy. Emphasis is on the role of the Physical Therapist as contributor to society and the profession through practice, lifelong learning, teaching, leadership and scholarly endeavors. In a comprehensive framework, case studies will be utilized incorporating a systems review approach for cardiovascular/pulmonary, integumentary, musculoskeletal, and neuromuscular systems. Topics such as licensure exam preparation, test taking strategies, mock test taking, professional development, fiscal management, program analysis, contemporary autonomous practice, interview skill development, and legal/ethical issues governing practice will be addressed.

Full-time clinical practice internship in an acute/sub-acute/homecare, pediatric, orthopedic or rehabilitation clinical site. Emphasis is on the practice of skills in physical therapy with refinement to the professional entry level in these settings.

Designed to promote experiential learning while advancing the mission and goals of the doctor of physical therapy program and the profession of physical therapy. Students will participate in a semester-long service project in cooperation with community partners. Students will implement a service project to meet a community need and will critically reflect on the experience through discussion, journaling, and portfolio development.

This international innovation project course incorporates didactic and experiential learning through transdisciplinary collaboration with international healthcare professionals including physical therapists to address issues in global health. Students will participate in a concentrated semester of learning to promote skills in management, strategic planning, leadership, innovation and entrepreneurship within the healthcare sector. In cooperation with community partners, students design proposals for innovative solutions to meet client needs while exploring the global role of the physical therapist. The content is explored through lecture, discussion, community partner engagement, reflection, portfolio development, and team projects leading to an innovation project plan and presentation. Prerequisite: permission of the physical therapy department.

This online course, concurrent with Clinical Internship I, allows the student to practice application of clinical reasoning and critical thinking processes in assignments and case studies related to the concurrent clinical experiences. 1 credit

Analysis of common pathologies, clinical tests and measures, and interventions used to examine, evaluate, diagnose and manage movement dysfunction related to progressive and/or degenerative neuro-musculoskeletal disorders with multisystem dysfunction across the lifespan such as multiple sclerosis, Parkinsonism, ALS, rheumatic diseases, myelomeningocele and Alzheimer’s disease will be discussed. Practice guidelines based on practice-based evidence are presented for physical therapy treatments with attention to interventions that optimize functional capacity and performance to achieve individual goals and outcomes. 4 credits

Analysis of common pathologies, physical therapy examination, tests and measures, and intervention used to diagnose and manage movement dysfunction following urogenital conditions across the life span. This includes differential diagnosis, interpretation of the imaging studies, pelvic exam, urinary stress testing, pelvic floor muscle strength, posture, and movement patterns. Practice guidelines based on practice-based evidence are presented including application of selected pharmacological, surgical, psychological, with attention to physical therapy interventions that optimize functional capacity and performance to achieve individual goals and outcomes related to the urogenital system. 1 credit

The course is the first full-time clinical practice internship. Emphasis is on development of professional practice and attainment of skills in physical therapy practice and patient management incorporating evidence-based practice guidelines with progression to an intermediate level performance. 4 credits

This online course, concurrent with Clinical Internship III, allws the student to practice advanced application of clinical reasoning and critical thinking processes in assignments and case studies related to the concyrrent clinical experiences.

This capstone course synthesizes curricular threads and serves as the students' final preparation as autonomous practitioners of physical therapy. Students will develop professional goals and a structured plan that prepares them to obtain licensure, develop a professional resume, seek employment as a physical therapist, pursure leadership opportunities within the physical therapy profession and become lifelong learners. Meets final 3 weeks.

This is the final full-time clinical internship. Emphasis is on the practice of skills in physical therapy with refinement to entry level performance.

The focus of this course is on standard differential diagnostic procedures used to evaluate medical conditions as well as identifying the appropriate care and referral to medical specialist. During the lab component, students will demonstrate increasing competence in patient examination, evaluation, and management, prognosis, and intervention skills for general medical conditions. Prerequsite: GMED 6101, GMED 6104.

This course integrates principles of nutrition and application to exercising individuals. It examines the dietary practices used in the pursuit of weight maintenance, health, and fitness. This course also discusses the use of performance-enhancing substances and provides insight into how drugs, chemicals and hormones can affect body performance and to what extent such substances can adversely alter biological function(s). 2 credits.

This course is designed to review the academic competencies taught during the first year of the Seton Hall University MSAT Program. Students will review test taking skills and be given comprehensive exams to test their cumulative body of knowledge. In addition, there will be lectures on professional development and self-branding.

The students will discuss the application of human personal and professional values, judgment, and choices to selective ethical dilemmas that arise in clinical practice. The course emphasis is on various traditional and contemporary approaches to normative ethics within decision making models, and applicable to resolving professional dilemmas in the delivery of health care.

This course will address general medical conditions commonly seen by the athletic trainer. Topics will be presented by a variety of medical professionals from the community. Students will demonstrate increasing competence in the examination, evaluation, management, prognosis, and intervention skills for general medical conditions in the physically active population. 2

This is a week-long immersive clinical experience in a non-orthopedic clinical setting. The immersive clinical experience will not only expose the athletic training students to a variety of non-orthopedic conditions but also to working in an inter-professional environment.

This is the first of four clinical and seminar experiences. The students continue to develop clinical proficiency through the performance of selected athletic training skills with an athletic patient population. With the clinical instructor's direct supervision and instruction, the students begin to integrate the examination, evaluation, assessment, and intervention skills learned thus far in the curriculum. The seminar component will engage students in clinical problem-centered discussion providing integration of concepts of athletic training evaluation and management of musculoskeletal problems of the extremities and proper medical documentation. Pre-requisites: GMAT 6011 or ATFY 4011

This course continues to build on preceding classroom and clinical experiences. With more of a guidance approach from the approved clinical instructor students will further develop clinical proficiency through performance of clinical skills .Students are required to observe health care professionals in a general medical setting as assigned by the program. The seminar component will engage students in concepts of organization and administration related to athletic training. Previous coursework will be reviewed and valuated by way of comprehensive exams. Prerequisites: GMAT 7400 (ATFY 4400).

An analysis of selected professional and policy issues affecting the present and projected healthcare delivery system. Issues concerning healthcare personnel, patients, healthcare technology, organizational structures and facilities, finance mechanisms and the role of government are stressed in relation to how they influence healthcare services and delivery. The course uses a blended instructional format by combining classroom instruction with virtual instruction.

An intensive study of the basic principles and procedures utilized in the development of health professional curricula, as well as the instruction implemented with the health care facility and community. Students will learn the principles of curricula plans and component parts, and will be engaged in developing evidence-based curricula addressing the current and projected needs of health care and professional education.

Communication challenges in the diverse clinical and educational areas are identified as opportunities for organizational enrichment. Issues related to cross-cultural communication and gender, age and other diversity issues are examined, with a focus on the interdisciplinary perspectives and the relevant psycho-social dynamics inherent to developing sound leadership and staff relations. The course uses a blended instructional format by combining classroom instruction with virtual instruction.

This course focuses on understanding key leadership theories (1920-present) and how they are practiced, particularly in health care organizations; examining critical variables related to the expression of leadership, such as, power, motivation and influence, context, gender, culture, emotional intelligence, and, teamwork; exploring students’ personal leadership capabilities through the use of assessment instruments, reflection, and feedback; and, planning leadership development activities. The course is organized as an action learning experience, with equal emphasis on reviewing concepts and engaging in activities in which learning emerges from acting, observing, and critically inquiring. The course uses a blended instructional format by combining classroom instruction with virtual instruction.

This course challenges students to increase their knowledge and understanding of evidence-based management principles and practices, particularly in the four major functions of management (planning, organizing, leading and controlling), to expand their working knowledge of management terminology, and to explore key approaches and tools that managers utilize to influence organizational outcomes. The course uses a blended instructional format by combining classroom instruction with virtual instruction.

Provides students the opportunity to participate in an in-depth, literature-based review of special topics. Integration of current information from research findings into clinical practice is a primary focus. Repeated enrollment is permitted when special topic is different.

Provides students the opportunity to participate in an in-depth, literature-based reiview of special topics. Integration of current information from research findings into clinical practice is a primary focus. Repeated enrollment is permitted when special topic is different.

Provides students the opportunity to partcipate in an in-depth, litterature-based review of special topics. Integration of current information from research findings into clinical practice is a primary focus. Repeated enrollment is permitted when special topic is different.

This course is designed for the healthcare professional/educator, and will expand one's capacity to integrate today's technology with teaching and learning strategies. An overview of the background on the technology's role in education as well as the issues concerning implementation will be explored. An interactive approach to understanding and utilizing various hardware and software products is provided. Topics: networks, the Internet, email, advanced word processing, imaging, CD-ROM and related multimedia, and other applicable healthcare/ research/education technologies. Students should be comfortable utilizing the computer, have access to the Internet and email, and be available to access SHU computers outside of class hours.

Study of alternative relationships in the teaching-learning process. Course experiences will be guided by the "spectrum of teaching styles," a framework that delineates options in teaching and learning. Organizing students and subject matter; managing time, space and equipment; interacting with students; choosing verbal behavior; and creating cognitive connections with learners.

This course focuses on methods related to strategic planning in healthcare institutions and health professions education programs. The methods include planning, implementing and evaluating clinical or educational outcomes. The course uses a blended instructional format by combining classroom instruction with virtual instruction.

The course has been designed to advance the practitioner's knowledge base and clinical decision-making skills in dealing with issues related to gait and lower extremity control. This course will examine: 1) contemporary theories of motor control as related to the acquisition, organization and control of locomotor skills; 2) changes in gait and lower extremity control across the lifespan; 3) effects of pathology on gait and lower extremity control; 4) qualitative and quantitative measures of gait; and 5) current treatement approaches used in rehabilitation. Literature from both clinical and experimental research provides the basis for classroom discussion designed to explore the implications of information for clinical practice.

Provides students the opportunity to participate in an in-depth, literature-based review of special topics. Integration of current information from research findings into clinical practice is a primary focus. Repeated enrollment is permitted when special topic is different. 3 credits.

This course provides the student with intensive study of a specialized area within the field of health sciences under the mentorship of a faculty member. Subject and credit hours will be arranged. Permission of departmental mentor is required.

This course provides the student with intensive study of a specialized area within the field of health sciences under the mentorship of a faculty member. Subject and credit hours will be arranged. Permission of departmental mentor is required.

This seminar encompasses an in-depth review of normal musculoskeletal development from infancy to late adolescence and the common mechanisms of injury, overuse and dysfunction. Select health and wellness topics, as well as medical and surgical procedures will be discussed with an emphasis on the application of various fitness and rehabilitation approaches.

The course emphasizes the important questions that define Philosophy of Science: an exploration of the way philosophers and scientists alter their world view as a consequence of scientific discoveries during the last two millenia. Initial readings present criteria for inclusion of any activity as scientific. The philosophical implications of induction and falsification theory as scientific methods will be explored. The nature and logic of scientific laws, theories and explanations, which are at the core of the scientific enterprise will be discussed and critically evaluated. Criteria for evaluating the truth of a theory will be explored and compared with the nature of a paradigm shift in science, as explicated by Kuhn, looking at how this interpretation redefined how changes in established scientific thinking occurs. Theoretical frames are introduced and how they provide a different yet related lens through which to view empirical data. Chaos and String Theories will be discussed and compared to all of the traditional scientific theories. The end result should be an appreciation of how this very abstract yet logically-based thought process prepares students to write in a graduate Ph.D. level program and cohesively integrate ideas together to form derived conclusions using traditional scientific form.

Part I - Nature of statistics. This is the first part of a two-part course sequence. The following topics are covered: descriptive statistics, graphical methods, measures of central tendency and variability, probability, correlation and regression. The SPSS Statistical Analysis package will be used throughout the course.

This course is designed to provide students with an introduction to research in health care. An overview of the research process will be provided, with an emphasis on how a research question is formulated based on a review of literature and identification of an appropriate theoretical framework. Quantitative research design strategies will be presented.

This course continues the introduction to research methods by focusing on qualitative research methods and survey research methods. In the qualitative section of the course, students will consider research elements that are unique to conducting qualitative research such as basic assumptions, sampling, data collection and analysis, and report writing. In the survey methods section of this course the primary focus is on development a survey instrument. Theoretical and practical issues related to the development, validation and implementation of research surveys will be addressed. Key issues include: question construction, questionnaire design, validating and piloting a new survey and survey data collection methods.

This course is designed to provide students with a foundation in writing and communicating scientific information, and uses a blended instructional format by combining classroom instruction with virtual instruction. Various methods of scientific communication will be addressed, and students will gain practical experience in scientific writing.

This web-based course is designed to present methods of writing scientific papers, reviewing articles and dissemination of scientific findings.

Part II - Nature of statistics. This is the second part of a two-part course sequence. The following topics are covered: sampling distributions, inferential statistics, estimation and hypothesis testing, tests of independence and nonparametric statistics. The SPSS Statistical Analysis package will be used throughout the course. Prerequisites: GMHS 7500

Academic administration and management is at the heart of every college and university. No institution of higher education can be better than its faculty, chairs, deans, provosts, administrative support staff and their ability to manage the work environment. Relying on the case study method, this course will consider topics such as academic tenure, faculty due process, role of the department chair compensation, professional development, financial management and policy formulation. 3 credits.

This course focuses on the application of qualitative and quantitative designs, particularly via critiques of published articles, the development of a hypothetical proposal and an IRB application and the role and scope of the Institutional Review Board. Prerequisites: GMHS 7500 Intermediate Statistics; GMHS 7508 Intermediate Statistical Methods II; GMHS 7501 Research Methods; GMHS 7502 Research Project I.

This course focuses on the disarray in healthcare based on four distinct themes: 1) malpractice/quality of care; 2) bioethics/individual autonomy; 3) public health/right of patients vs. state; and 4) financing/regulatory/access to and cost of care. The course examines the conceptual whole and fundamental structural relationships while using the traditional themes of quality, ethics, access to and cost of care, while stressing three major themes; practitioner/patient relationships; state oversight of practitioners and patients; and institutional transactions and forms, all while keeping a focus on bioethics and health services research published in health policy literature to get a stronger empirical and theoretical base for exploring healthcare and healthcare law and the two fields¿ broad social impact where they overlap and compete for placement.

The primary focus of this course is on the deveopment of a survey instrument. Theoretical and practical issues related to the development, validation and implementation of research surveys will be addressed. Key issues include: question construction, questionnaire design, validating and piloting a new survey and survey dta collection methods.

This course provides students with a theoretical and practical understanding of qualitative research methods. Drawing on several qualitative research traditions (e.g. case study, ethnography, grounded theory, phenomenology, biography...etc), students will consider how different modes of inquiry allow researchers to study things in their natural settings, and to attempt to interpret phenomena in terms of the meanings people bring to them. Key issues related to research design, such as data collection, analysis, and report writing, as well as, issues related to assessing the quality of a qualitative study will be addressed. Particular attention will be given to the application of qualitative research methods to health care issues. 3 credits.

This course will contain three major topics. The first topic will explore the historical and current theories of motor control. Specifically, topics related to the control processes and mechanisms of skilled movement will be addressed. The students will be introduced to the techniques currently available to measure movement including kinetics, kinematics and emg. In the second topic, students will learn about the variables that are most important for the learning of new movement behaviors. The third topic will explore issues related to the recovery of motor function such as neural plasticity, cortical reorganization and motor learning following brain damage. The student will have the opportunity to review the literature relevant to each of the topics and to observe and analyze the process and measure the outcome of a subject learning a novel motor skill.

Intensive study of selected topics regarding the development of articulatory and phonological processes in children and the development, nature, and clinical management and disorders of articulation and phonology. Topics will vary according to student needs.

This advanced seminar course will address current topics related to the assessment and intervention of dysphagia in pediatric and adult populations.

This advanced seminar course will address current topics related models of speech, language and cognition as it relates to impairments in children and adults with neurogenic disorders, and its impact on assessment and treatment.

Intensive review of, and practical exercises with, laboratory instrumentation for the analysis of acoustic and physiological characteristics of speech production. Topics may vary according to student needs

intensive study of selected topics regarding the neuromotor processes underlying normal speech production. Topics may vary according to student needs.

Provides students the opportunity to integrate the goals of the program in a practical situation through the application of clinical or educational principles in a healthcare organization or institution of higher learning.

Provides students the opportunity to integrate the goals of the program in a practical situation through the application of clinical, administrative or educational principles in a healthcare organization or institution of higher learning. The type of practicum and facility assigned depends on the student’s background and career goals. Prerequisite: Permission of instructor.

Seminar and discussion for doctoral candidates on the purpose, structure and content of the dissertation proposal. Areas emphasized include problem statements/hypotheses, review of the literature and selection and application of appropriate methods. Includes reviews and critiques of sample proposals, mock proposals, mock proposal hearings and candidate presentations of draft proposals. Prerequisite: candidacy status.

Colloquium for doctoral candidates in the final phases of dissertation preparation. The focus is on candidate-lead presentations covering various research designs and data analyses techniques, with an emphasis on critical analysis of findings and conclusions. Prerequisites: completion of GMHS-9501, approval of dissertation proposal, and in progress with dissertation data collection.

Working with the committee, the student develops his/her study proposal. Areas emphasized include review of the literature, identification of problem statements/research question(s)/hypotheses, selection and application of appropriate methods, conducting a pilot study and consideration of protection of human subjects/IRB requirements. Includes reviews and critiques of sample proposals, mock proposal hearings and candidate presentations of draft proposals. This course culminates in the dissertation proposal hearing.

Working with the committee, the student conducts participant recruitment, data collection, analysis of the data and an initial draft of the study’s findings.

The candidate will submit a completed dissertation and successfully orally defend the dissertation in a public forum. Candidates must adhere to all dissertation guidelines as specified by the program.

The Project Write to Learn offers an implementation science educational sequence comprised of five units designed for program scholars to gain knowledge, understanding, and experience for the provision of integrated services for improving written expression in children with Specific Learning Disabilities.

This course focuses on the acquisition of professional knowledge and skills expected of graduate students in a professional program.

This course focuses on understanding and analyzing typical and atypical human movement across the life span using anatomy and kinesiology principles. This course includes labs.

This course covers body functions and structures of the nervous system, including the impact of impairment on activity and participation.

This course introduces basic health assessment; client and provider safety; and demonstration and integration of occupational therapy practice skills. This course includes labs.

This course introduces the students to the foundations of the occupational therapy profession. This course includes labs.

This course develops critical thinking and clinical reasoning skills for occupational therapy practice.

This course continues to focus on understanding and analyzing typical and atypical human movements across the life span using anatomy and kinesiology principles. This course includes labs.

This course integrates theories of group dynamics and leadership with the development and implementation of functional activity-based groups. This course includes fieldwork I experiences.

This course addresses cognition, perception, and visual impairments; their impact on function; and principles of related occupational therapy assessments and interventions. This course includes labs.

This course introduces the principles and implementation of the occupational therapy process.

This course examines common health conditions associated with older adults and how impairment impacts activity and participation.

This course focuses on the evaluation and assessment of older adults.

This course integrates theories and interventions for occupational therapy practice with older adults. This course includes labs and fieldwork I experiences.

This course continues to develop clinical reasoning, clinical integration and evidence-based practice. This course includes service learning experiences.

This course examines common health conditions associated with adults and how impairment impacts activity and participation.

This course focuses on the evaluation and assessment of adults.

This course integrates theories and interventions for occupational therapy practice with adults. This course includes labs and fieldwork I experiences.

This course introduces principles of ethics and law for occupational therapy practice.

This course advances clinical reasoning and knowledge of culturally responsive service delivery when collaborating with diverse clients. 

This course examines common health conditions associated with children and adolescents and how impairment impacts activity and participation.

This course focuses on the evaluation and assessment of children and adolescents.

This course integrates theories and interventions for occupational therapy practice with children and adolescents. This course includes labs and fieldwork I experiences.

This first of a two-course sequence examines emerging occupational therapy practices, program development, and research in practice. This course includes preparation for the service learning and/or capstone project.

This course addresses the practice and management of occupational therapy services across healthcare, education and community environments.

This course addresses expectations, trends and issues in the clinical environment to facilitate successful performance in level II fieldwork.

This course continues with the application and community delivery of service learning/capstone projects developed in Wellness and Health Promotion I. 

This course focuses on transitioning into professional roles and continued professional development as practitioners and managers.

The Level II Fieldwork course requires students to integrate the roles of practitioner, contributor, and manager in a clinical setting. Time spent in clinical setting is equivalent to a full-time job.

The Level II Fieldwork course requires students to integrate the roles of practitioner, contributor, and manager in a clinical setting. Time spent in clinical setting is equivalent to a full-time job.

This optional Level II Fieldwork course requires students to integrate the roles of practitioner, contributor, and manager in an additional area. Time spent in clinical setting is equivalent to a full-time job.

This course addresses the use of quantitative methods to inform clinical practice and research.

This course continues to address research for and in practice.

Instruction in significant aspects of human anatomy with respect to PA practice. Lecture instruction as well as dissection in cadaver lab are methods used to convey material. Clinical application of anatomic structure and function are emphasized.

An overview of psychiatric concepts and an introductory approach to the evaluation of patients with mental and behavioral problems. Includes the various psychiatric syndromes, in terms of causal factors, clinical presentation, diagnosis, treatment and prognosis. The impact that psychological problems have on the total health care of the patient will be emphasized.

Prepares students with tools to address comprehensive sociologic issues related to healthcare needs of diverse populations, respectful accommodation of beliefs related to healthcare, and enhanced communication skills to establish connection and trust. Diversity topics in this course in relation to compassionate healthcare include ethnicity/race, religion/spirituality, social determinants of health (socioeconomic status, education, neighborhood and physical environment, employment, and social support networks, as well as access to health care). A standardized patient event of breaking bad news to patients combines topic knowledge, patient communication, and empathy skills. This course will also be a platform to explore the historical development of the Physician Assistant profession, and our role in the healthcare system. Additionally, introductory ethical concerns related to graduate studies will be disseminated, including topics such as intellectual honesty, academic integrity, professional conduct, and essential study skills.

Introduction to analysis of the electrocardiogram. The course will review cardiac electrophysiology and indications for ECG testing. Students will learn how to perform a 12 lead ECG as well as how to analyze an ECG for rate, rhythm, axis, intervals, cardiac hypertrophy and ischemia/infarction.

Building upon the foundation provided in GMPA6111/PAFY4111, this course provides an in-depth study of the pathophysiologic changes which occur in the body in response to disease and injury. The course discusses how pathologic changes noted at both the cellular and organ system levels alter homeostasis. Correlation to the clinical aspect of disease is emphasized.

An in-depth exploration of the physiologic aspects of homeostasis at both the cellular and organ system levels. Topics include the cell, musculoskeletal, cardiac, pulmonary, digestive, renal, endocrine, and reproductive systems. Open to physician assistant majors only.

Covers the basic structure, organization, and function of the central nervous system (CNS). Lectures and laboratories focus on understanding localization of function within specific structures and pathways of the brain and spinal cord, and typical syndromes associated with vascular accidents, trauma or diseases of the various parts of the CNS.

Develops skills related to the principles of pharmacology as they pertain to therapeutic agents, prescription, and non-prescription medications. The pharmacology and therapeutic properties of commonly prescribed medications will be a focus of the pharmacology courses. Discussion will include the principal mechanisms of action of major classes of therapeutic agents, understanding of pharmacokinetics and pharmacodynamics, indications, side effects, contraindications, drug interactions, monitoring, and clinical use. Students will complete modules of the Medication-Assisted Treatment Training Program in this course.

Building on Pharmacology I, develops skills related to the principles of pharmacology as they pertain to therapeutic agents, prescription, and non-prescription medications. Discussion will include the principal mechanisms of action of the major classes of therapeutic agents, understanding of pharmacokinetics and pharmacodynamics, indications, side effects, contraindications, drug interactions, monitoring, and clinical use. Students will complete modules of the Medication-Assisted Treatment Training Program in this course.

Introduction to comprehensive principles of medical history taking and hands-on physical examination techniques, systematically organized emphasizing anatomic and physiologic exam proficiencies and proper utilization of medical equipment. Foundations of medical documentation are established. Psychosocial and behavioral elements and the effective relationship between the PA, other health professionals and the patient are explored. Exercises with standardized patients introduce students to real-life medical scenarios.

Building upon Introduction to Clinical Medicine I, this course refines the foundational skills of comprehensive systematic medical history taking and physical exam, cultivating competencies in problem-focused analysis and critical thinking techniques. Clinical case scenarios, team-based learning activities, standardized patient experiences and evolution of advanced documentation proficiencies establish familiarity with signs and symptoms of medical diagnoses, allowing for evidence-based differential diagnoses formulation. Emphasis is placed on interpersonal communication skills, empathy and trust-building in patient care.

Introduction to laboratory diagnostic testing. The course will review indications for testing, normal results, and common pathologic findings discovered in testing blood, urine, stool, cerebrospinal fluid, synovial fluid and other body fluids. Students will have the opportunity to practice laboratory procedures including phlebotomy, urinalysis and guaiac testing for occult blood.

Introduction to diagnostic imaging. Following an introduction to different imaging modalities and their indications, the course will progress through an organ-system based review of normal radiographic anatomy and pathologic findings.

Develops skills needed for success in research focusing on an introduction to evidence based medicine. Instruction will be provided on how to write a PICO question as well as how to search the medical literature.

Builds on concepts introduced in Professional Seminar 1 to prepare students with tools to address comprehensive sociologic issues related to healthcare needs of diverse populations, ethical and respectful accommodation of beliefs related to healthcare, and enhanced communication skills to establish connection and trust. Diversity topics in this course in relation to compassionate healthcare include topics of human sexuality involving gender identity, sexual orientation and practices, disability status and identification of special health care needs. There will be an overview of substance abuse disorders and medical/sociologic impact. Violence prevention and identification from intimate partner violence, child and elderly abuse will be examined. Issues are addressed regarding death, dying and loss and the provider’s role in these processes. There will also be an overview of addressing emotional needs of patients with chronic illnesses. A community service project that began in Professional Seminar 1 will be fine-tuned and executed. Course concludes with information regarding upcoming clinical rotations including professionalism and general guidelines for the clinical phase of the program.

Provides a comprehensive systems-based overview of various disease entities in preparation for clinical rotations. Students will gain in-depth knowledge of the etiology, clinical presentation, differential diagnosis, diagnostic and therapeutic approach to diseases processes. The specialties of internal medicine, surgery, pediatrics, and obstetrics and gynecology are addressed among others.

Utilizes clinical case scenarios, problem-focused medical history taking and physical exam proficiency, and appropriately applied diagnostic studies to establish clear differential diagnoses, definitive clinical assessment and medical management plans. Plans include extensive detail of clinical therapeutics, additional diagnostics, recognition of specialist referrals, elaborate patient education and follow-up. Teaching strategies encourage evidence-based critical thinking with group research and presentations of medical conditions, interactive hand-on clinical scenarios with classmates, standardized patients and simulation, and enhancement of fine-tuned documentation skills with peer review. Clinical procedural skills are practiced in laboratory sessions.

Provides an overview of research for PAs and introduces fundamental skills required for research in the health professions. Students will further their understanding of how to search the medical literature. By the end of the Research sequence of courses, students will complete a Research project, a Quality Improvement Project or a Case Study. In some cases, students may join an ongoing project. Student projects/cases studies may be started during the Research Methods I course and will continue in Research Methods II and Research Methods III. If applicable, IRB application(s) may be initiated during Research Methods I.

An organ-systems based review course culminating in formative assessments of knowledge base. This course will also review coding and billing, public health systems, quality improvement, risk management, cost-effective care, and HIPAA.

Required supervised clinical practice experience in internal medicine.

Required supervised clinical practice experience in surgery.

Required supervised clinical practice experience in obstetrics and gynecology.

Required supervised clinical practice experience in behavioral and mental health.

Required supervised clinical practice experience in outpatient medicine.

Required supervised clinical practice experience in outpatient medicine.

Required supervised clinical practice experience in family medicine.

Required supervised clinical practice experience in emergency medicine.

Required elective supervised clinical practice experiences.

Required elective supervised clinical practice experiences.

Additional elective supervised clinical practice experience.

Additional elective supervised clinical practice experience.

Additional elective supervised clinical practice experience.

Clinical experience providing an overview of underserved population healthcare. The course explores medical and social issues which foster cultural agility relative to underrepresented communities both internationally and locally. Following the completion of required preparatory coursework, students rotate in a domestic or international medically underserved environment. Course content encourages critical introspection and exploration of contributions students can provide to enhance underserved population health initiatives.

Required supervised clinical practice experience in pediatrics.

This course will continue to develop the fundamental skills required for research in the health professions. Methods of data collection and analysis will be explored.

Introduction to statistical research methods in health science as applied to study of distribution of disease in human population. The course is intended to develop students’ competencies in the application of the statistical techniques used to explore, describe, and analyze information for research or evaluation purposes. Topics include hypotheses testing, t-tests, analysis of variance, linear correlation and regression, nonparametric tests, and power analysis. An introduction to statistical software is included.

An ongoing organ-system based review course, also addresses patient safety, prevention of medical errors, quality improvement and risk management.

An overview of the health care industry and policies with information regarding the various topics related to the US health care delivery system. The impact that health care policy and managed care has on the total health of a patient will be discussed. The course is given in the Spring semester of the third professional year so that the student can incorporate clinical skills with an analytic perspective on those issues that drive the current health care system.

The application of human and professional values, judgments and choices to selective ethical dilemmas that arise in practice. Emphasis will be placed upon various traditional and contemporary approaches to normative ethics within decision making models applicable to resolving professional dilemmas in the delivery of health care. Open to physician assistant majors only or permission by department chair. 

An introduction to the basic epidemiologic strategies and thinking. Epidemiologic sophistication fosters a questioning attitude; without it, medical practices may be introduced and accepted even though they lack adequate support from well-controlled studies. Students will be exposed to the variations that characterize acute/infectious and chronic disease epidemiology. Implications for primary care practitioners will be emphasized. 

An ongoing organ-system based review course. The course also prepares students for the transition to practice by covering PA practice statutes, credentialing, contract negotiation and malpractice. The course culminates in summative assessments of clinical knowledge, skills and professionalism.

Independent study provided under the supervision of a faculty member to foster student understanding and experience in alignment with MS – Physician Assistant program goals. Subject matter and meeting hours will be arranged on an individual basis. Departmental permission is required.

This course addresses physiological aspects of the ventilatory, laryngeal, supralaryngeal, and orofacial mechanism as it relates to normal speech production. The acquisition and analysis of aerodynamic and acoustic aspects of voice and speech will be reviewed along with its application to disordered speech assessment.

This course focuses on assessment in communication disorders as a problem-solving process. Students will develop knowledge and skill competencies in selection, administration, and analysis of testing materials as well as writing and interpreting clinical notes and reports for pediatric populations. The course will also cover review of policies, procedures, expectations, and professional behavior in the clinical environment.

This course is an advanced study of the relationship between language development, cognitive development, and language impairment in pediatric populations from birth to five years of age. First, the course begins by giving the student a solid footing in typical developmental milestones as well as current theories of language development and disorders. Second, populations of children who demonstrate language impairment, including late talkers, Autism Spectrum Disorder, Down syndrome, and Preschool Language Impairment/Specific Language Impairment are explored. Third, the importance of the assessment process in determining a diagnosis, a prognosis, and recommendations for intervention are emphasized. Finally, setting of appropriate language goals and scaffolding of language performance in treatment sessions. Students will gain an understanding of how language development within culturally and linguistically diverse backgrounds differs from language impairment. Students will become familiar with ASHA standards, ethics and scope of practice as it relates to language impairment and working with individuals from diverse cultural and language backgrounds.

This course provides a strong foundation in the typical development of speech intelligibility and the knowledge and skills needed to assess and treat children with speech intelligibility disorders. Students will learn the developmental milestones related to speech intelligibility development and undergo a review of the normal anatomical and physiological process for producing intelligible speech and review IPA transcription. Students will expand their knowledge of the assessment, diagnostic and treatment aspects of pediatric speech intelligibility. Characteristics of special populations will also be considered.

This course will cover principles and practices relevant to the assessment and treatment of language and literacy disorders in school age populations including children and adolescents ages 5 to 21. The goal of this course is to equip students with the knowledge and skills that ASHA specifies as necessary for school-based speech-language pathology. Topics covered include: foundational knowledge in the structure of schools; screening, referral, and diagnostic procedures in school settings; collaborating on Individualized Education Plan (IEP) teams; developing evidence-based treatment plans that meet Individuals with Disabilities Education Act (IDEA) guidelines; and theoretical foundations for the treatment of language-based learning disabilities and literacy deficits.

An overview of acquired disorders of speech motor planning, programming and execution in neurologically impaired adolescents, young adults and older populations. Special emphasis will be on the methods of assessment and rehabilitation for apraxias and dysarthrias.

This course presents a study of the application of human and professional values, judgment, and choices to selected ethical and professional dilemmas that arise in health care practice. The scope of practice and code of ethics in speech-language pathology will be explored, along with ethical clinical decision making models. Professional issues (e.g., professional communication, conflict resolution, cultural competence) will also be discussed, using a skills-based approach.

The Project Write to Learn offers an implementation science educational sequence comprised of five units designed for program scholars to gain knowledge, understanding, and experience for the provision of integrated services for improving written expression in children with Specific Learning Disabilities.

This course offers information pertaining to communication neuroscience. Communication neuroscience is a specialized sub-field of cognitive neuroscience that deals with the neural networks that support human communication. Special emphasis will be placed on topics such as the development, structure, function and pathology of the nervous system in relation to cognition, language and communication.

The focus of this course will be on theoretically-motivated protocols for diagnostic evaluation and treatment of aphasia. This course, in its entirety, will deal with the conceptual scaffoldings of two major paradigms of thought in the field of aphasia, namely, the impairment approach and the social-functional approach. In addition, this course offers information on the cognitive-linguistic deficits in the right hemisphere damaged adults.

Advanced study of the historical perspectives, current theories and research related to the etiology, evaluation and treatment of articulatory and phonological disorders in the pediatric population.

This course is an advanced study of the nature, etiology and physiology of the normal and disordered swallow across the lifespan. Instrumentation as it relates to the diagnosis of dysphagia will be presented. Treatment and clinical decision making will be highlighted.

This course provides a solid foundation in the typical development of feeding and the disorders of feeding. Students learn to conduct a clinical feeding evaluation and apply treatment principles that are evidence-based. The course covers the developmental stages of bottle feeding through advancing textures and cup drinking. We discuss tube weaning, sensory-motor issues and multi-component feeding disorders in medically-involved children. There is a special unit on premature infants. Graduate students spend the day rotating through 3 stimulation experiences in the high fidelity NICU center where infant manikins produce stress and aspiration-risk cues. The graduate students conduct a bottle readiness assessment as part of the experience. Early Intervention topics from earlier in the MS program extend into this specialty course with a NJ EIS focus. Our clinical focus is on late talkers, autism spectrum disorder and children at biological and/or environmental risk for communication and feeding disorders. The course is deeply rooted in evidence -based practice of the American Speech, Language, Hearing Association and the World Health Organization.

This course is an advanced study of the nature and etiology of stuttering and other fluency disorders. Current assessment protocols and evidence based intervention programs for pediatric and adult populations are emphasized.

Assessment, treatment, and management of infants and children with speech motor disorders; intensive study of the interdisciplinary approach to augmentative and alternative communication; team approach to designing appropriate treatment plans, neuromotor management, environmental control, computer access and funding support.

Review of the anatomy and physiology of the vocal mechanism and normal and abnormal ventilatory and laryngeal function. Identification, assessment and diagnosis, with emphasis on outcome- based management of patients with laryngeal disorders and conditions affecting the voice.

The objective of this course is to supply the prospective SLP with the information necessary to interpret and best utilize the results of an audiologic assessment, and enable them to plan and carry out appropriate intervention and management strategies. Students will be provided with up to date information/best practices regarding the basic knowledge and skill necessary for performing audiologic screenings (pure tone, tympanometric and otoacoustic emissions as per ASHA’s Scope of Practice for the SLP) as well as a working knowledge of evaluation procedures and interpretation of audiometric results, normal and abnormal hearing processes, appropriate treatment and referral. Communication assessment, intervention and management of children and adults with hearing loss will be addressed. Students will also gain an understanding of individualization of treatment/rehabilitation plans, the importance of family education and involvement, and collaborative interdisciplinary team models.

This course provides an overview of concepts as it relates to the question, design, and data analysis of a research study. The goal is to help students in developing skills that will make them better consumers of research.

The goal of this course is for students to use critical thinking skills in the evaluation of research in the field of communication sciences and disorders. Students will gain a clearer understanding in evaluating the efficacy of treatment and intervention studies across multiple areas within the field of speech-language pathology. Focus on evidence-based treatment models and single-subject designs will empower students to become better consumers of research.

This course offers information pertaining to the effects of traumatic brain injury on human communication and cognition from a life-span perspective. Although a variety of communication disorders can result from traumatic brain injury, this course mainly highlights the cognitive and linguistic deficits in this population. Contemporary approaches to assessment and treatment of such disorders form the core of this course.

Study of the evaluation and treatment of speech, language, and feeding problems associated with cleft palate and other craniofacial disorders.

Advanced intensive supervised clinical practicum in speech-language pathology with associated clinical seminar.

Faculty-supervised research review or pilot project focusing on a single area within Speech-Language Pathology or Speech, Language, and Hearing Sciences.

Faculty-supervised independent research on a single area within Speech-Language Pathology or Speech, Language and Hearing Sciences.

Supervised clinical practicum in speech-language pathology with associated clinical seminar.

Supervised clinical practicum in speech-language pathology with associated clinical seminar.

Advanced intensive supervised clinical practicum in speech-language pathology with associated clinical seminar.

This course reviews and applies research study design methodologies (quantitative, qualitative and mixed), as well as statistics for healthcare professionals and practitioners. Topics include descriptive and inferential statistics, issues in sampling and hypothesis testing, analysis of variance, and regression. Students use hands-on applications essential to developing, analyzing, and interpreting healthcare studies. Computer software is used for statistical analysis.

Provides a hands-on introduction to basic financial reports and financial analysis for planning and decision-making. Emphasizes tools for analyzing financial statements, determining profitability, cost and pricing models and budgeting critical for managerial decision making. Comprehensive understanding of the application of financial information to support managerial planning, control, and resource allocation functions will be emphasized by exploring the interaction of financial, strategic, organizational policy and the external environment information on decisions.

This course studies the role of the contemporary healthcare manager with emphasis on identifying basic managerial skills and knowledge that contribute to effective healthcare administration. Course materials focus on contemporary knowledge, skills and real-world applications for management of diverse healthcare organizations.

Designed to enhance both analytical and decision-making skills, this course covers financial accounting as applied to healthcare organizations. Emphasizes tools for analyzing financial statements as well as key management issues (profitability and liquidity) and explores the use of debt as part of financial structure. Prepares students to apply financial management theory and concepts as real-world managers in the health services industry. Prerequisite: HCAD 6005 or permission of instructor.

This course is designed to provide health professionals with an essential global health systems skill set. The approach, organization and outcomes of global health systems provides invaluable lessons for health system delivery that can be applied across the continuum of healthcare service and delivery. With the assistance of the instructor, students will complete weekly assignments building on the six components of global health systems and the Sustainable Development Goals (SDG). The intended result of the course is for the students to complete projects that integrate an understanding of global health systems approaches appropriate for making strategic choices in healthcare organization, management, delivery, and outcomes.

Designed to enhance analytical and managerial decision-making skills; this course builds on the concepts presented in HCAD 6005 and covers financial analysis applications such as: working capital needs assessment, risk and return, capital planning, the use of debt and equity in organizational financing structures and the cost of capital as applied to health sector organizations. By focusing on the proper application of financial analysis into the managerial decision-making process this course will enable students to become better stewards of scarce resources. This course has been designed to ensure that students understand, think through and correctly apply key financial concepts and processes to better manage health sector organizations.

Designed to examine the manager’s role, responsibilities and involvement in developing, implementing, and evaluating strategies for community health initiatives. Topics covered include community health assessment techniques, collaboration strategies, and the application of population management models for health promotion. Emphasis on managerial epidemiology (study of distribution and determinants of diseases) and its integration with health systems planning to meet local community needs. Prerequisite: HCAD 7521 or permission of instructor.

Population Health Management provides a comprehensive review of population health approaches, strategies, and programs designed to improve consumers’ access and quality of care while managing costs. Course content covers policy implications and delivery of population health best practices within the health sector, their impact on consumers and providers, and consumer engagement programs throughout the continuum of care. The course also integrates social determinant identification, basic managerial epidemiological concepts, and highlights the potential use of data analytics for decision-making.

This course is designed to provide health professionals with an essential data analytics skill set that can be applied across the continuum of healthcare service and delivery. With the assistance of the instructor, students will complete weekly assignments building on the core functions of data analysis, visualization and presentation, data mining strategies, database management, modelling of trends and population-health management applications. The intended result of the course is for the students to complete projects that integrate an understanding of health data and analytic strategies that are appropriate for making strategic choices in health policy and general healthcare delivery research and management within the Triple Aim framework.

Provides a systematic overview of the structures and organizations in U.S. healthcare delivery systems with emphasis on interactions of governmental policy, authorities, delivery systems, financing of health care, regulation, competition, organizational innovations in healthcare services and alternate delivery strategies. Also examines stakeholder interests.

A major overview of current U.S. health policies and their implications with in-depth study of the policy process and analytical approaches to decision making. Special emphasis on the nature and role of healthcare policy studies in decision-making. Also includes an examination of comparative international systems

This course is designed to provide a comprehensive overview of medical practice management, the issues, tools and techniques to resolve administrative issues. Practice Management will provide the learner with insights into contemporary financial models and regulatory issues that influence today’s practice environment. Specific attention is focused on culture dynamics, human resource applications, and governance issues that make medical practices unique among healthcare organizations.

Designed for pre-service students or for those with fewer than two years of management experience, this course affords students an opportunity to learn management skills through onsite experience. The students must complete a minimum of 300 hours of managerial or administrative work under the tutelage of a healthcare administrator and complete all assignments associated with the internship. Seminar discussions link students’ real-world experience with common human resource management topics. Requires instructor approval. Students may be required to complete and pay for site-specific testing requirements.

Consists of a 3-credit, group-consulting project related to an area of healthcare administration or management. The practicum typically requires the writing of a management report and the delivery of an oral presentation for the partner organization. All work is completed under faculty supervision. May require transportation to practicum site. Requires instructor approval.

Designed for students currently working full time on a supervisory or management level in healthcare, this course gives theeach individual anthe opportunity to design and conduct a research project that focuses on a management or policy problem at his/her place of employment or in the public arena. The student presents methodology, results and recommendations both as a written capstone project and as an oral presentation. Requires instructor approval.

This course is an independent project based on an aspect of healthcare delivery, administration or policy. With the assistance of the instructor, the topic is of the student’s own choosing. The course provides an excellent opportunity for the student to delve more deeply into an area of healthcare which he or she has not previously studied, or to relate the curriculum to their workplace. The intended result of the project is for the student to make a contribution to his or her organization or profession. Requires instructor approval.

The study and application of economic process and methods pertinent to healthcare managers and policy practitioners. Traditional economic models pertaining to supply and demand, competition, market power, production function and efficiency are applied to the healthcare industry. Case studies reflect recent economic conditions and their application to real world management decisions. Prerequisite: HCAD 7521 or permission of instructor.

The study and application of economic process and methods pertinent to healthcare managers and policy practitioners. Traditional economic models of supply and demand, competition, market power, labor choices, production functions and efficiency are applied to the health sector. Primary focus is on the application of economic principles to facilitate real world management decisions.

Study of the role, functions and application of strategic planning and marketing in healthcare organizations. Emphasis on the process of strategy assessment, development, and implementation and the unique aspects of healthcare services and service design/performance as they interact with marketing plans. Prerequisites: HCAD 6005, 7513, 7521, and 8515 or permission of instructor.

Overview of legal issues associated with the delivery of healthcare and the legal pitfalls surrounding everyday practice and administration. Additionally, explores legal aspects of human resource administration in health care, as well as issues of liability and corporate responsibility.

This course provides an overview of quality improvement and information management systems for health care leaders. Quality performance management models, approaches, tools, and techniques are presented in the context of organizational culture and leadership. Management techniques applicable to the use of health information systems are discussed along with QI/QM applications and topics - computerized records, order entry systems, and electronic health care applications. Reviews current ethical, legal and policy implications and regulations.

This course offers students a basis for analyzing medical and healthcare ethics involving clinical practice, legal dimensions, and public policy. Personal, professional, and organizational ethical dilemmas and decision-making responsibilities are discussed in the context of contemporary healthcare factors and environment.

As health professionals at all levels seek to understand the impact of natural and man-made disasters on health status, best practices for emergency management strategies are emerging. Using an all-hazards approach, this course provides an overview of emergency preparedness and its application to all aspects of a population’s health. Focuses on issues such as bioterrorism, food security, pandemics, and other related topics. Skills necessary for performing risk vulnerability assessments, developing emergency management plans, and crisis versus traditional operational processes will be covered.

As health professionals at all levels seek to understand the impact of natural and man-made disasters on health status, best practices for emergency management strategies are emerging. Using an all-hazards approach, this course provides an overview of emergency preparedness and its application to all aspects of a population’s health. Focuses on issues such as bioterrorism, food security, pandemics, and other related topics. Skills necessary for performing risk vulnerability assessments, developing emergency management plans, and crisis versus traditional operational processes will be covered. Prerequisite: HCAD 7521 or permission of instructor.

This course provides an opportunity for intensive graduate study by examining the dynamic nature of leadership in the context of modern healthcare organizations. Students learn and apply leadership principles, theories, models and skills to enhance personal capabilities. Addresses ways of managing career decisions under conditions of accelerated change and focuses on the development of servant leadership skills. Prerequisites: HCAD 7513, 7514, 7522, and 8518 or permission of instructor.

In this first of three courses in Professionalism and Leadership, students will explore the dynamic nature of leadership in the context of modern healthcare organizations. Various theories and models concerning leadership styles will be considered and students will utilize instruments to consider their preferences regarding leadership styles. Additionally, to assist students in their professional development the course will focus on several introductory elements of the MHA Program’s Professionalism Module.

In this second of three courses in Professionalism and Leadership, students will explore the dynamic nature of leadership in the context of modern healthcare organizations. Various concepts related to leadership, including but not limited to power, motivation, talent management, emotional intelligence…etc. will be considered. Additionally, to assist students in their professional development the course will focus on several mid-program elements of the MHA Program’s Professionalism Module.

In this third of three courses in Professionalism and Leadership, students will focus on synthesizing prior MHA course learning and applying it to case studies of modern healthcare organizations facing transformational challenges and to career planning. Students will also reconsider leadership styles, but in the context of leadership teams. Additionally, to assist students in their professional development the course will focus on several noted last year elements of the MHA Program’s Professionalism Module.