RSCR 405 - mjc.edumjc.edu/general/accreditation/baccalaureate_cors_3_examples_.pdfRSCR 405—HEALTHCARE LEADERSHIP AND OPERATIONS MANAGEMENT 3 UNITS ... 2. Assess the mission, vision,

Modesto Junior CollegeProposed Course Outline

RSCR 405 OVERVIEW The following information will appear in the 2016 - 2017 catalog

RSCR 405—HEALTHCARE LEADERSHIP AND OPERATIONS MANAGEMENT 3 UNITS

54.00 Lecture Hours Limitations on Enrollment: Enrollment limited to students accepted into the RespiratoryCare Baccalaureate Degree Program.

Principles, theories and models of leadership and management will prepare students for leadership rolesin respiratory care. During the course, students will examine the challenges of decision making, healthcare access, quality, budget development and cost containment, and the disparities in healthcare reform.Legal and ethical issues are integrated into classroom discussions. Field trips are not required. Notrepeatable. (A-F Only) Transfer: (CSU)

I.

LEARNING CONTEXT Given the following learning context, the student who satisfactorily completes this course should be able to achieve thegoal specified in Section III, Desired Learning:

COURSE CONTENT

Required Content:

Principles of leadership and managementA.

Leadership models/theories1.

Habits and practices of successful leaders2.

Determining your own leadership style3.

Coaching, mentoring, teamwork and analysis of generational gaps4.

Professionalism5.

Ethics in Health Care leadership6.

Conflict7.

Structure of the Healthcare OrganizationB.

Culture1.

Internal and external environment2.

Mission, vision, values, strategies, and goals3.

Profit versus not for profit organizations4.

Accountable care/affordable care5.

Regulatory agencies6.

1.

A.

II.

Division: Allied Health 1 of 4 Printed on: 12/08/2015 05:33 PM

Meeting Date: RSCR 405

EFFECTIVE: Summer 2016 (Expedited Request) Discipline(s)

AWAITING ORIGINATOR ACTION Respiratory technologies (NM)

Organizational charts7.

Health information systems8.

Respiratory Care DepartmentsC.

Structure1.

Scope of practice2.

Labor productivity3.

Policy and procedures4.

Protocols5.

Education-competencies6.

Decision making process7.

Communication8.

Budgets, cost centers, ledgers and reports, revenue versus non-revenue departmentsD.

Metrics and data to measure hospital performance and customer service1.

CPT coding2.

Forecasting3.

Quality assurance4.

Contracts and purchasing5.

Managing multi-department under Pulmonary/Respiratory ServicesE.

Hiring and retention-working with Human ResourcesF.

Job descriptions1.

Interviewing2.

Orientations3.

Job performance4.

Disciplinary Processes5.

California Work laws and standard including leaves, ADA6.

ENROLLMENT RESTRICTIONS

Limitations on Enrollment

Enrollment limited to students accepted into the Respiratory Care Baccalaureate Degree Program.

1.

B.





HOURS AND UNITS

3 UnitsINST METHOD TERM HOURS UNITSLect 54 3.00Lab 0 0Disc 0 0

C.

METHODS OF INSTRUCTION (TYPICAL) Instructors of the course might conduct the course using the following method:

Lectures utilizing Powerpoint and other multimedia devices.1.

Group study2.

Instructor-led discussions on course topics and case studies3.

D.

ASSIGNMENTS (TYPICAL)

EVIDENCE OF APPROPRIATE WORKLOAD FOR COURSE UNITS Time spent on coursework in addition to hours of instruction (lecture hours)

Weekly reading of assigned course textbookA.

Weekly evaluation of organizational case studiesB.

Per term research paper and oral presentationC.

Per term presentation of group project.D.

1.

EVIDENCE OF CRITICAL THINKING Assignments require the appropriate level of critical thinking

Typical Essay Questions:

What Joint Commission requirements need to be met for successful completion of a JointCommission survey?

A.

Develop an action plan1.

Discuss the importance of communication breadown between healthcare teams and members ofthe medical community.

B.

2.

E.

TEXTS AND OTHER READINGS (TYPICAL)

Book: Burns, LR., Bradley, EH., and Weiner, BJ. (2012). Shortell & Kaluzny's HealthcareManagement (6th/e). Clifton Park, NJ Delmar.

1.

Manual: Joint Commission on Healthcare. Accreditation. JC Manual for Accreditation of Hospitals and Healthcare Facilities (Sections change yearly).

2.

Peroidical: American College of Healthcare Executives "Varied." Healthcare Executive 3.

F.

DESIRED LEARNING III.





OBJECTIVES

Required Objectives Upon satisfactory completion of this course, the student will be able to:

Recognize and evaluate models of team effectiveness in healthcare. a.

Discuss current management theories and models utilized in the 21st century healthcare facility b.

Differentiate the concepts of leadership and management. c.

Identify healthcare facility costs centers and formulate a budget for revenue and non-revenuegenerating departments.

d.

Identify stakeholders within the healthcare environment where leadership aptitude in effectivecommunication is required.

e.

Identify and compare the primary forces affecting the delivery of healthcare services. f.

Evaluate and discuss the processes involved with hiring and retaining healthcare employees. g.

1.

A.

METHODS OF EVALUATION (TYPICAL) FORMATIVE EVALUATION

Oral Presentation in class and written Research paper on an aspect of Leadership in RespiratoryCare (individual)

1.

Oral Presentation in class and written Research paper on an aspect of Leadership in RespiratoryCare (group)

2.

Examination on covered topics3.

A.

SUMMATIVE EVALUATION

Final Examination covering all topics presented in class and in textbook1.

B.

IV.





RSCR - 405: Healthcare Leadership and OperationsManagementCourse Learning Outcomes

Upon satisfactory completion of this course, the student should be prepared to:

Evaluate the challenges of delivering and maintaining value in healthcare. 1.Analyze and compare organizational management and behavioral theories to current problemswithin healthcare.

2.

Assess the mission, vision, values, culture, and utilization of effective management strategieswithin the structure of healthcare organizations.

3.

DE Addendum

http://www.curricunet.com/mjc/reports/distance_ed_report.cfm?courses_id=7577[6/6/2017 4:50:48 PM]

DE Addendum

PREPARED BY: Bonnie HuntCOURSE PREFIX AND NUMBER: RSCR 405COURSE TITLE: Healthcare Leadership and Operations ManagementEFFECTIVE DATE: 03/23/2016 DISTANCE EDUCATION: MIXED MODALITIES/HYBRID COURSE Some, but not all, class time isreplaced by distance education. Students must have access to a computer and the Internet. Course has oneor more on-campus meetings.

Describe this hybrid option. Typically, what parts of the course are done face-to-face? Typically,what parts are done online?Several sections can be done on-line as the material is heavily dependent on outside readings. This isparticularly important in the area of regulation and health policy. The areas that will be better suited to theclassroom are the presentations, discussions concerning conflict management, team management, andleadership. METHOD OF INSTRUCTION:

On Campus Orientation SessionsGroup Meetings/Review SessionsTelephone ContactE-mailAsynchronous DiscussionIndividual MeetingsViewing Text-based MaterialsViewing video/audio MaterialsWeb or Computer-based ActivitiesReading Course MaterialsOther Assigned Readings

CHECK BELOW THE METHODS THAT WILL ENSURE APPROPRIATEINSTRUCTOR/STUDENT CONTACT AS REQUIRED BY TITLE 5:

DESCRIBE HOW THE METHODS SELECTED WILL ALLOW STUDENTS TO MEET THECOURSE LEARNING OUTCOMES OF THE COURSE:Bonding of students in this cohort will allow for study groups to be formed and group discussionsfacilitated. The completion of the assignments, activities, and discussion board postings will demonstratestudent mastery of the learning goals. ARE THE METHODS OF EVALUATION DIFFERENT FROM THOSE LISTED ON THEAPPROVED COURSE OUTLINE?IF SO, IN WHAT WAYS DO THEY DIFFER?No

DE Addendum

PREPARED BY: Bonnie HuntCOURSE PREFIX AND NUMBER: RSCR 405COURSE TITLE: Healthcare Leadership and Operations Management

DE Addendum


EFFECTIVE DATE: 03/23/2016 DISTANCE EDUCATION: ONLINE COURSE All class time is done online. Students must have accessto a computer and the Internet. Course has no on-campus meetings. METHOD OF INSTRUCTION:

Asynchronous DiscussionViewing video/audio MaterialsWeb or Computer-based ActivitiesWritten AssignmentsReading Course Materials


DESCRIBE HOW THE METHODS SELECTED WILL ALLOW STUDENTS TO MEET THECOURSE LEARNING OUTCOMES OF THE COURSE:Students will interact with faculty and other students by weekly assignments and required discussiongroups. The completion of the assignments and discussion postings will demonstrate student mastery oflearning goals. ARE THE METHODS OF EVALUATION DIFFERENT FROM THOSE LISTED ON THEAPPROVED COURSE OUTLINE?IF SO, IN WHAT WAYS DO THEY DIFFER?no

Modesto Junior CollegeCourse Outline of Record

PHILO 400 OVERVIEW The following information will appear in the 2017 - 2018 catalog

PHILO 400—MEDICAL AND BIOETHICS 3 UNITS

54.00 Lecture Hours Limitations on Enrollment: Enrollment limited to students accepted into the RespiratoryCare Baccalaureate Degree Program.

Explores the application of moral reasoning and ethical theories to issues and situations in medicalsettings. Special focus on the development of self-reflection, critical thinking and the written and verbalcommunication of well-reasoned, reflective positions. Topics include: the Hippocratic tradition; virtues ofhealthcare professionals; paternalism vs. autonomy; informed consent and confidentiality; genetic andreproductive ethics; disability; hospice, death and dying, advance directives; impaired and seriously illinfants; medical error; medical futility and technology; quality and sanctity of life; just allocation ofresources. This upper division course is a required course and limited to those in the Respiratory CareB.S. program. Completion of English 101 or the equivalent is recommended. Not repeatable. Field tripsmight be required. Not repeatable. (A-F Only) Transfer: (CSU) General Education: (CSU-GE: A1, A2,A3, C2, D7 )

I.


COURSE CONTENT

Required Content:

Moral reasoningA.

Identifying an ethical dilemma including consequences of our actions1.

Argumentation and argument analysis2.

Argument evaluation: good and bad arguments3.

Composing moral arguments4.

Identifying moral motivations5.

Competing perspectives on moral character6.

Competing perspectives on stages of moral reasoning7.

Ethical theories and frameworksB.

Moral relativism1.

Moral absolutism2.

Moral objectivism3.

1.

A.

II.

Division: Business, Behavioral & Social Sciences 1 of 5 Printed on: 12/08/2015 05:45 PM

Meeting Date: PHILO 400

EFFECTIVE: Fall 2016 (Expedited Request) Discipline(s)

LAUNCHED INTO APPROVAL STREAM Philosophy (M)

Moral pluralism4.

Consequentialism5.

Non-consequentialism6.

Egoism7.

Utilitarianism8.

Deontology9.

Virtue ethics10.

Religious-based ethics11.

Non-Western approaches to ethics12.

The Hippocratic tradition and medical ethicsC.

Issues in medical ethicsD.

Virtues of healthcare providers: beneficence, compassion, non-maleficence1.

Personhood2.

Paternalism and autonomy3.

Informed consent, truth-telling, and confidentiality4.

Genetic and reproductive ethics5.

Disability 6.

Hospice, death and dying7.

Advance directives8.

Impaired and seriously ill infants9.

Medical error10.

Medical futility and technology11.

Quality and sanctity of life12.

Legal issues and the law in healthcare13.

Clinical situations in health provider-client relationship14.

Just allocation of resources15.



Enrollment limited to students accepted into the Respiratory Care Baccalaureate Degree Program.

1.

B.

HOURS AND UNITS

C.







Lecture1.

Instructor-led class and group discussion 2.

Instructor-led, in-class guided philosophical reflective inquiry on philosophical issues and/orselections in assigned readings

3.

Instructor-mediated formal and informal debates on matters of ethical theory and practice4.

D.



Short argument analysis and/or argument evaluation homeworks on assigned readings (weeklyor bi-weekly)

A.

Close reading of assigned readings (daily or weekly)B.

Review class and reading notes (weekly)C.

Study and prepare for exams (bi-weekly)D.

Participate in group problem/project assignments (bi-weekly) E.

Using assigned readings, web, and library resources, research and write at least one majorcourse term paper

F.

1.


Typical exam questions:A.

Present Aristotle's conception of "eudaemonia" in his definition of the “good life.” RecentlyCalifornia passed physician-assisted suicide legislation. Evaluate this legislation in light ofAristotle’s conception of eudaemonia.

1.

Describe the tensions and differences between paternalism and autonomy. How do theserespective positions inform California’s passed physician-assisted suicide legislation?

2.

What is your view regarding Higgs' essay, "On Telling Patients the Truth"? Choose anddefend a moral theory (i.e., a non-consequentist (Kant) or consequentiialist (Mill) orteleological) in support of your view.

3.

Explain how deontological and teleological approaches might differ as to whether treatmentshould be withheld for an infant born with an Apgar score of 0-2 weighing 450grams (casestudy 12 discussed in class).

4.

Weekly or Bi-weekly Written Homework Assignments.B.

2.

E.





Paraphrase in your own words paragraph three on page 18 from Kant's "Groundwork on theMetaphysics of Morals" reading. Be sure to capture all of Kant's ideas in that paragraph whilerestating his ideas in your own words, as you naturally speak. Then respond to his argumentin the passage that you have just paraphrased. Do you agree, disagree, or do you needfurther clarification? Provide at least five distinct reasons for why you agree or disagree. Orexplain, in at least two paragraphs, what needs further clarification for you to be able torespond.

1.

Summarize, in two paragraphs, the central argument in the reading regarding "theHippocratic Oath" and the associated virtues. Think of the strongest reason against theessay. What might it be? Respond to this with your own argument.

2.

Final PaperC.

Identify your favored ethical theory and/or framework from one of the following: a) Egoism, b)Emotivism, c) Relativism, d) Utilitarianism, e) Deontology, f) Virtue Ethics, or g) a hybridapproach. Provide the best arguments in favor of your theory followed by the strongestarguments against your theory. Choose one of our case examples discussed in class or thereadings and provide your ethical evaluation, employing moral reasoning, for your view. Inyour conclusion tell me whether your view in the case study is consistent with your moralframework and whether your arguments successfully respond to the strongestcounter-arguments against your position.

1.


Book: Lewis Vaughn (2012). Biomedical Ethics: Principles, Issues and Cases (2nd/e). Oxford, U.K.Oxford University Press.

1.

Book: John Arras & Bonnie Steinbock (2012). Ethical Issues in Modern Medicine (8th/e). New York,N.Y. McGraw Hill.

2.

Book: Ronald Munson (2012). Intervention and Reflection: Basic Issues in Bioethics (9th/e). NewYork, N.Y. Wadsworth.

3.

F.

DESIRED LEARNING OBJECTIVES


Interpret and evaluate ethical theories and frameworks. a.

Apply moral reasoning and ethical theories to specific medical issues and case studies. b.

Write a well-argued paper on a relevant medical or healthcare issue that includes argumentanalysis of a target argument, evaluation of the argument, and counter-arguments by students tothe target argument.

c.

Communicate in oral and written form one’s views and plausible reasons for one’s viewregarding a contemporary medical or healthcare issue.

d.

Critically reflect upon one’s own values and assumptions regarding medical and healthcareissues.

e.

1.

A.

III.

METHODS OF EVALUATION (TYPICAL) IV.





METHODS OF EVALUATION (TYPICAL) FORMATIVE EVALUATION

Tests and/or quizzes1.

In-class written exercises2.

Class and group participation and contribution3.

Rough drafts of mid-course or final paper4.

Written homework or essays5.

Surveys6.

A.


Midterm exam1.

Final exam2.

Mid-course and/or final paper3.

Group project and/or group presentation4.

B.

IV.





PHILO - 400: Medical and BioethicsCourse Learning Outcomes


Explain, interpret, and evaluate, using moral reasoning, different ethical theories and thenapply their evaluation therein to contemporary issues in medical ethics.

1.

Compare and evaluate competing views, including their own, on important issues in medicalethics to others and relate the compatibility of these positions with broader philosophicalcommitments (i.e., what is a person, what rights to persons have, what constitutes humanflourishing, etc.).

2.

Explain and interpret common medical issues such as: the Hippocratic tradition; paternalismand autonomy; informed consent, truth telling, and confidentiality; genetic and reproductivecontrol; death and dying and advance directives; impaired and seriously ill infants; medicalerror; medical technology; quality and sanctity of life; or just allocation of resources.

3.

Craft well-justified, well-organized papers that a) reconstruct arguments contained in a text, b)critically evaluate the plausibility of the premises and inferences, and c) offer their ownarguments in response to questionable arguments in the target text.

4.

DE Addendum


DE Addendum

PREPARED BY: Bill AnelliCOURSE PREFIX AND NUMBER: PHILO 400COURSE TITLE: Medical and BioethicsEFFECTIVE DATE: 05/02/2016 DISTANCE EDUCATION: MIXED MODALITIES/HYBRID COURSE Some, but not all, class time isreplaced by distance education. Students must have access to a computer and the Internet. Course has oneor more on-campus meetings.

Describe this hybrid option. Typically, what parts of the course are done face-to-face? Typically,what parts are done online?Hybrid course. 60% face-to-face in the class room. Parts done face-to-face are synchronous: careful,thoughtful, step-by-step socratic discussions, argument analysis, evaluation, and clarification of key texts,dyad and small group work, short lectures geared to explication of particularly difficult concepts and/ortexts; class discussions; working through case examples. Also exploration and discussion of developmentof philosophical dispositions. 40% online. Parts done online are asynchronous: close reading,summarization, argument analysis, and explication of texts; formulation, at student's individual pace, ofstudent's own arguments and thinking in response to arguments in the text; preparatory reading, writing,and argument for subsequent face-to-face classroom discussion; asynchronous threaded discussions inrelation to text; viewing of web-based videos and presentations that offer contextual background and/orapplied ethics examples. Quizzes, self-tests and exams. METHOD OF INSTRUCTION:

On Campus Orientation SessionsGroup Meetings/Review SessionsTelephone ContactE-mailAsynchronous DiscussionIndividual MeetingsViewing Text-based MaterialsViewing video/audio MaterialsListening to audio-only materialsWeb or Computer-based ActivitiesWritten AssignmentsCommunity ActivitiesReading Course MaterialsOther Assigned ReadingsQuizzes, Exams, and SurveysField TripsOther - Describe:


DESCRIBE HOW THE METHODS SELECTED WILL ALLOW STUDENTS TO MEET THECOURSE LEARNING OUTCOMES OF THE COURSE:The course goals emphasize comprehension, analysis, reflection, and evaluation of difficult philosophicaltexts and application therein to common situations found in medical environments. The course goals aimto improve students' critical thinking, writing, argument skills as well as acquisition of philosophicaldispositions. The methods above facilitate these goals via close feedback from instructor and otherstudents.

DE Addendum


ARE THE METHODS OF EVALUATION DIFFERENT FROM THOSE LISTED ON THEAPPROVED COURSE OUTLINE?IF SO, IN WHAT WAYS DO THEY DIFFER?No.

DE Addendum

PREPARED BY: Bill AnelliCOURSE PREFIX AND NUMBER: PHILO 400COURSE TITLE: Medical and BioethicsEFFECTIVE DATE: 05/02/2016 DISTANCE EDUCATION: ONLINE COURSE All class time is done online. Students must have accessto a computer and the Internet. Course has no on-campus meetings. METHOD OF INSTRUCTION:

Telephone ContactE-mailSynchronous ChatAsynchronous DiscussionViewing Text-based MaterialsViewing video/audio MaterialsListening to audio-only materialsWeb or Computer-based ActivitiesWritten AssignmentsCommunity ActivitiesReading Course MaterialsOther Assigned ReadingsQuizzes, Exams, and SurveysGroup Projects


DESCRIBE HOW THE METHODS SELECTED WILL ALLOW STUDENTS TO MEET THECOURSE LEARNING OUTCOMES OF THE COURSE:The course goals emphasize comprehension, analysis, reflection, and evaluation of difficult philosophicaltexts and application therein to common situations found in medical environments. The course goals aimto improve students' critical thinking, writing, argument skills as well as acquisition of philosophicaldispositions. The methods above facilitate these goals via close feedback by instructor and other students. ARE THE METHODS OF EVALUATION DIFFERENT FROM THOSE LISTED ON THEAPPROVED COURSE OUTLINE?IF SO, IN WHAT WAYS DO THEY DIFFER?No.

Modesto Junior CollegeCourse Outline of Record

SOCIO 400 OVERVIEW The following information will appear in the 2016 - 2017 catalog

SOCIO 400—MEDICAL SOCIOLOGY: HEALTH AND DIVERSITY 3 UNITS

54.00 Lecture Hours Prerequisite: Satisfactory completion of ENGL 101 or qualification by the MJC assessmentprocess. Limitations on Enrollment: Enrollment limited to students who are admitted into theRespiratory Care Baccalaureate Degree program. and.

Advanced critical analysis of the ethos of contemporary western medicine. In particular criticalexamination of disparity in medical access, care, and provision within ethnic groups is unpacked.Determinants of health and illness contemporary theories, reconfiguring the body, the distinction betweendisease and illness, the sick roll- socio-economics of disease and care, medicalization theory, feministtheory and health (women’s embodiment of disease), - labeling theory, healing roles, emotional labor, andpower dimensions within the health care system are examined within the framework of our stratified andmulticultural society are critically measured. Field trips might be required. Not repeatable. (A-F Only) Transfer: (CSU) General Education: (CSU-GE: D0 )

I.


COURSE CONTENT

Required Content:

Concepts and Theories

Zola's Medicalization- increasing influence on medicine in our livesA.

Parson's Sick role- how patients socialize and conceptualize new roleB.

Luke's - power and authorityC.

Bio-western medical-centrismD.

Wellness vs. health definitions and conceptsE.

WHO and WB globalized wellnessF.

Argots in medicineG.

Ethnocentrism and cultural relativism as health markersH.

Gender and emotional laborI.

Social policy and realityJ.

Health care and socio-politicsK.

Communities and Culture

1.

A.

II.


Meeting Date: SOCIO 400


LAUNCHED INTO APPROVAL STREAM Sociology (M)

Anglo-centric medicine and historical influence on socialization of power in care-settingA.

Culture and healing as a definitionB.

African American mid-Wives and wet nursesC.

Access and quality of service (class based)D.

Southeast Asians- herbalismE.

Latin American- curranderismoF.


Prerequisites

Satisfactory completion of ENGL 101 or qualification by the MJC assessment process.

1.


Enrollment limited to students who are admitted into the Respiratory Care Baccalaureate Degreeprogram. and.

2.

Requisite Skills Before entering the course, the student will be able to:

Critical thinking and analysis through clear and strategic writing. A.

3.

B.

HOURS AND UNITS


C.


Lecture1.

Discussions2.

Online threaded discussion forums3.

Guest speakers4.

Media Presentations5.

D.



Each week will have assigned readings relative to module and unit topics. Each reading will befrom 10-30 pages in length.

A.

Each week will have 250-500 word threaded posts based on connect from class or reacquiredB.

1.

E.





Each week will have 250-500 word threaded posts based on connect from class or reacquiredreadings. Each post will have an interactive reply provision.

B.

One 1500 word persuasive essay on a prompt of the students choosing, confirmed with theinstructor. This is a fully referenced (APA) collegial and scholarly submission.

C.

Weekly unit work on formative student driven research portfolios.D.


Typical exam essay question: The body is often studied as a cultural representation of social life.Discuss this sociological tradition, considers the ways in which the body enters into politicaldiscourse as a representation of power, and how power is exercised over the body.

A.

Typical threaded discussion prompt:List and analyze three ways in which the life course differsfrom life-cycles and the intervention of health care provision in each area.

B.

Typical reflexive group project prompt: Examine the consequences of health care provisionwithin an emotional labor context, consider using a dramaturlogical perspective for personalanalysis of your real lived experience within the profession.

C.

2.


Book: William C. Cockerham (2012). Medical Sociology (3/e). New Jersey 07632, USA Prentice Hall. 1.

Manual: Scambler, G. N., & Cockerham, W. . Sociological theory and medical sociology.Prentice-Hall, Inc

2.

F.

DESIRED LEARNING OBJECTIVES


Evaluate social, economic, and political factors that shape health, sickness and disease,particularly within ethnic and class markers.

a.

Analyze core positions in contemporary social and political debates in health and social policy. b.

Synthesize key concepts in sociology and their relevance for understanding the experience ofethnicity medicine health and illness.

c.

1.

Recommended Objectives Upon satisfactory completion of the course (when the related recommended content is covered) the student willbe able to:

Evaluate how the experience of illness and disability influences the self (as a concept) andrelationships with others.

a.

Synthesize how cultural meanings associated with health and illness and how social and culturalfactors influence patient-provider interactions.

b.

2.

A.

III.

METHODS OF EVALUATION (TYPICAL) IV.





FORMATIVE EVALUATION

Student based research portfolio project1.

Instructor evaluation of student reflection and discussion (In class)2.

Topic specific discussion prompts3.

A.


Case presentation/group analysis1.

Research/persuasive essay (1500 words)2.

B.





SOCIO - 400: Medical Sociology: Health and DiversityCourse Learning Outcomes


Contrast various theoretical, historical and sociological ideologies in the health care field andmedical practice.

1.

Evaluate the impact of social inequality and social change within the role and function ofhealth care, medical practice and services.

2.

Analyze the intersection among socio-economic indicators (i.e. race/ethnicity, class gender,etc.)on health care access and quality of provision.

3.

Differentiate and compare the elements, phases, processes and functions of roles and statuswithin the patient/care provider spectrum.

4.

Synthesize the lived experience of disability, disease and or illness with the impact of suddentraumatic life-change.

5.

DE Addendum


DE Addendum

PREPARED BY: Kurt OlsonCOURSE PREFIX AND NUMBER: SOCIO 400COURSE TITLE: Medical Sociology: Health and DiversityEFFECTIVE DATE: 05/02/2016 DISTANCE EDUCATION: ONLINE COURSE All class time is done online. Students must have accessto a computer and the Internet. Course has no on-campus meetings. METHOD OF INSTRUCTION:

On Campus Orientation SessionsGroup Meetings/Review SessionsTelephone ContactE-mailSynchronous ChatAsynchronous DiscussionIndividual MeetingsViewing Text-based MaterialsViewing video/audio MaterialsListening to audio-only materialsWeb or Computer-based ActivitiesWritten AssignmentsCommunity ActivitiesReading Course MaterialsOther Assigned ReadingsQuizzes, Exams, and SurveysField TripsGroup ProjectsOther - Describe: Wikipages- collaborative Group Work- Google Docs- Research group work.


DESCRIBE HOW THE METHODS SELECTED WILL ALLOW STUDENTS TO MEET THECOURSE LEARNING OUTCOMES OF THE COURSE:The methods listed assist in data gathering, information dissemination, guidance and feedback from theinstructor and in the monitoring of group work which is designed to directly facilitate the learningoutcomes set forth in this class. ARE THE METHODS OF EVALUATION DIFFERENT FROM THOSE LISTED ON THEAPPROVED COURSE OUTLINE?IF SO, IN WHAT WAYS DO THEY DIFFER?All assessments are similar in procedure and protocol to face to face classes.

DE Addendum

PREPARED BY: Kurt OlsonCOURSE PREFIX AND NUMBER: SOCIO 400COURSE TITLE: Medical Sociology: Health and Diversity

DE Addendum


EFFECTIVE DATE: 05/02/2016 DISTANCE EDUCATION: MIXED MODALITIES/HYBRID COURSE Some, but not all, class time isreplaced by distance education. Students must have access to a computer and the Internet. Course has oneor more on-campus meetings.

Describe this hybrid option. Typically, what parts of the course are done face-to-face? Typically,what parts are done online?Term paper mechanics, topic development, citation instruction, peer discussion, instructor guidance,handouts including example essays, are all centrally located in an online shell environment. Also termpaper portfolio work and development will take place online. This will constitute 40-50% of of the course.The rest of the class, discussion, presentations, lecture and testing will take place in a face to face format,this will constitute 50-60% of the course time and workload. METHOD OF INSTRUCTION:

On Campus Orientation SessionsGroup Meetings/Review SessionsE-mailAsynchronous DiscussionIndividual MeetingsViewing Text-based MaterialsViewing video/audio MaterialsListening to audio-only materialsWeb or Computer-based ActivitiesWritten AssignmentsReading Course MaterialsOther Assigned ReadingsQuizzes, Exams, and Surveys


DESCRIBE HOW THE METHODS SELECTED WILL ALLOW STUDENTS TO MEET THECOURSE LEARNING OUTCOMES OF THE COURSE:Asynchronous discussion assists in helping students Evaluate the impact of social inequality and socialchange of the role and function of health care, medical practice and services, through the use of instructorinitiated discussion prompts. Assigned readings both paper and online focus on the analysis of theintersection among socio-economic indicators (i.e. race/ethnicity, class, gender.) on health care access andquality of provision. Text, video and audio material assist students in the process of differentiating andcomparing the elements, phases, processes and functions of roles and status within the patient/careprovider spectrum. ARE THE METHODS OF EVALUATION DIFFERENT FROM THOSE LISTED ON THEAPPROVED COURSE OUTLINE?IF SO, IN WHAT WAYS DO THEY DIFFER?The evaluation process does not differ from the original course outline.

Documents

RSCR 405 - mjc.edumjc.edu/general/accreditation/baccalaureate_cors_3_examples_.pdfRSCR 405—HEALTHCARE LEADERSHIP AND OPERATIONS MANAGEMENT 3 UNITS ... 2. Assess the mission, vision,